Articles

STEM education has become an educational trend of great interest in many countries worldwide, and Vietnam is no exception. Based on the research of STEM education operating process, the 5E model, and the analysis of Science subjects curriculum at secondary school, the paper proposes the principle of designing contents for teaching and learning activities using the model 5E under the STEM education orientation, and designing and organizing teaching activities in teaching Science subjects in secondary school. The paper also gives an illustrative topic of applying knowledge to create a “Simple rocket” after learning basic theory in the “Acetic acid” lesson - 9th grade Chemistry. Research methodology was carried out on 80 students in grade 9 of experimental and control classes at 2 secondary schools in Nha Trang and Thai Nguyen province. Through the implementation of these activities, students acquire knowledge of a number of STEM subjects, apply them to solve practical problems, and enhance their interest in learning science subjects, contributing to the formation and development of what competencies necessary to meet the requirements of reforming general education in Vietnam.

Science, technology, engineering, and mathematics (STEM) education is regarded internationally critical to effectively prepare citizens for the twenty-first century (Early Childhood STEM Working Group, 2017; McClure et al., 2017, National Research Council, 2011). One basic assumption underlying this work how improving outcomes for children requires the provision of support for their teachers so that educators are empowered to provide high-quality STEM experiences during the first years of primary school. This paper presents the case study emerged from the Kanga-Kids Professional Development Model of Training for in-service Math teachers in the early years of elementary school. The model includes three main components: (1) workshops, (2) reflective coaching cycles, and (3) professional learning communities/workgroups. The findings show that the program has succeeded in changing basic attitudes and beliefs as well as daily routines at school in teaching math. This paper contributes to theoretical and practical literature in the area of STEM bringing a detailed example of the design and its impact.

Continuing professional development (CPD) of mathematics teachers may take several forms. Some of these involve merely the dissemination of knowledge by experts while others involve teachers in creating knowledge for and through practice. Research has shown that effective CPD for mathematics teachers involve experimenting in their classrooms and reporting back to a group, working collaboratively with fellow teachers, having time away from school to think and discuss common issues they faced in their classrooms and in addition to the pedagogical aspects of their deliberation also doing some mathematics. This paper presents a form of CPD that exemplify a shift of the centre of gravity for CPD from the “supply-side,” “offline” forms of knowledge transmission by professional development providers, such as University academics, to “demand-side,” “online” in-situ forms of knowledge creation by teachers. It involves a hybrid one that integrates the “training model of PD” with sustained support for mathematics teachers to integrate knowledge gained from the PD into their classroom practice. Here CPD is nestled in the classrooms of the teachers, and addresses their needs. The three phases of the CPD, namely: Learn (Acquisition and co-construction of knowledge), Apply (integrate new knowledge into classroom practice) and Teach (develop fellow teachers nationally and/or internationally) appear to make the engagement of teachers in CPD holistic.