Implementing steam education model in teaching geography – case study at Phan Van Tri high school, Can Tho city

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This study has presented the results of applying STEAM education model in teaching Geography at Phan Van Tri High School, Can Tho City. The study relied on a mixed method in collecting, assessing and analyzing collected data. Specifically, literature review, fact finding and pedagogical experiment are three main methods which were used in this study. The research result has shown three main issues related to how to teaching Geography through STEAM education model.

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IMPLEMENTING STEAM EDUCATION MODEL IN TEACHING GEOGRAPHY – CASE STUDY AT PHAN VAN TRI HIGH SCHOOL, CAN THO CITY Ho Thị Thu Ho1, Le Van Nhuong1, Trinh Chi Tham1, Nguyen thi Ngoc Phuc1 1 Department of Georaphy Education, School of Education, Can Tho University Abstract This study has presented the results of applying STEAM education model in teaching Geography at Phan Van Tri High School, Can Tho City. The study relied on a mixed method in collecting, assessing and analyzing collected data. Specifically, literature review, fact finding and pedagogical experiment are three main methods which were used in this study. The research result has shown three main issues related to how to teaching Geography through STEAM education model. Firstly, teaching Geography through STEAM education model has based on four steps consisting of identifying the learning issues, setting plans, conducting plans and guiding students to experience in the locality, and assessing. Secondly, teaching Geography through this model has been helped learners to develop many competencies such as communicating and collaborating, using IT (Information Technology), solving problems and making creativity, learning natural and social issues. At the same time, the development of students' specific competencies is closely linked to each component of STEAM. Thirdly, through applying this education model in teaching Geography, some lessons learned were concluded so that it can help to apply this model in teaching Geography more effectively. Keywords: STEAM education model; Teaching Geography; Competency development; Phan Văn Tri High School, Can Tho city. 1. INTRODUCTION The innovation of teaching methods aims to develop student competence has been applied more popular in both global and Vietnamese education. One of the new education models was used to develop students' competence today is STEAM (STEAM education model). It is obvious that this model has popularly applied in developed countries such as the United States, Finland, South Korea, Japan... Especially, in teaching some subjects including Natural Sciences (Physic, Chemistry, Biology) or Geography, this model can be considered as one of most appropriate choices. So, what is the STEAM model? How can the STEAM education model applied in teaching? How does applying STEAM in teaching Geography help students to develop their competence? Are there any lessons of interest to consider when applying this model? These are questions that will be answered and discussed in detail through the content of the paper. 2. RESEARCH METHODS AND SUBJECTS 2.1. Research methods: 1
To accomplish the research purposes, some following research methods were applied: a. The methods of document study Applying this method was to study about the theoretical basis of STEAM education model as well as the application of STEAM model in teaching through books, newspapers, websites, documents from the Ministry of Education and Training... There is no doubt that this was an important theoretical basis for the authors to conduct this study. b. The methods of studying practical situation Before designing the STEAM education model in teaching Geography in high school, the researchers have studied current situation about the school in terms of facilities, conditions for implementing the STEAM model, teacher and student capacity which can support to carry out teaching plans based on STEAM education model in Geography. c. The method of pedagogy experiment The writers conducted pedagogy experiment on teaching plan that has apply the STEAM education model as mentioned above in high school. This aimed to verify as well as make valid assessments and authentic conclusions for the research. The information of the experiment was gathered through observations, questionnaires and indepth interviews: + Observe all students’ attitudes, behaviors, interactions, and actions during the process that they are working in STEAM model. Especially, the authors have paid attention to all products that the students have done such as presentation by PowerPoint, poster, brochure from STEAM education model in teaching Geography. These learning products have demonstrated the development of learners’ specific competencies which were formed and improved during the process of learning in STEAM education model. + The questionnaire was used to survey 30 high school students in both before and after participating in STEAM education model. This enabled to record how students have formed and developed their competencies. + Indepth interview has carried out with 3 teachers and 6 students who directly participated in experiments. This task helped to record participants’ voice and perceptions towards applying STEAM in teaching and learning Geography. Besides, indepth interview provided the authors with detail information about what are the teachers and students perspectives in this application and what suggestions do they have to help the STEAM model be maintained and implemented more effectively. 2.2. Research questions 2
1. How did teachers at Phan Van Tri High School, Can Tho City apply the STEAM education model in teaching Geography? 2. How the application of the STEAM education model helped to develop the students’ competencies? 3. Are there any lessons of interest which should be learned in this application? 2.3. Research subject The research subject of the study was the application of STEAM education model in teaching Geography; the research object is the teacher and student (grade 10) of Phan Van Tri High School, Can Tho City. 2.4. Research time and place a. Research time length The study was conducted in the 20182019 school year b. Research space The study was conducted at Phan Van Tri High School, Phong Dien District, Can Tho City. This school is located on the outskirts of the city, so students are considered not too good compared with other students studying in the center of Can Tho City (According to entrance criteria for grade 10). The authors have chosen this school for the research as this is a nonspecial school that is popular among many schools in the Mekong Delta region. So the experiment was conducted through the application of STEAM model in teaching Geography at this school. Thereby, it is hoped that the research can support to conclude meaningful lessons for the application of the STEAM model in teaching Geography, especially in teaching Geography at the Mekong Delta region. 3. LITERATURE REVIEW ABOUT STEAM MODEL AND THE APPLICATION OF STEAM MODEL IN TEACHING 3.1 STEAM education model The STEAM education model was first developed in the United States in the late 90s of the twentieth century, then it has popularized in many other countries in Europe and Asia. At first, this was a STEM education model (without the letter A the art field: Art), later many educators transformed the letter A into a STEAM education model. What is the STEM or STEAM education model? This will be discussed in detail as below: * The education model of STEM STEM is an acronym of the words Science, Technology, Engineering and Mathematic. 3
STEM is a new teaching trend which helps teachers and students to apply the knowledge of Science, Technology, Engineering and Mathematic in the teaching and learning associated with real life. This education trend can help learners to develop different competencies as well as support to create human resources that meet social needs (Nguyen Thanh Hai, 2017). * The education model of STEAM STEAM is origionally STEM education model that incorporates the letter A, which stands for Art. The letter A here is not merely art but also understands the fields of social sciences and humanities. According to Jennifer Gunn (2017), STEAM is an interdisciplinary integrated education model. This is STEM education, but it is a combination of STEM and art in order to make the link amongst subjects more effectively. So in this education model, the students can be developed more comprehensive skills. Especially, the students’ creativity and humanity will be better trained when they are asked to performce in real life tasks. In this study, the STEAM education model is understood as an integrated education model in which teachers help their learners to integrate their knowledge and skills in the fields of Science, Technology, Engineering, Art and Mathematic so that the learners can carry out an academic task in real life situation. This helps the learners to form and develop many different competencies, especially special competencies. In this paper, the word of "STEAM education model" is sometimes abbreviated as "STEAM model" or "STEAM education" or "STEAM" and has the same meaning as "STEAM education model". * Explain each component in STEAM education model that has studied in the research: S (Science): a learner who uses knowledge of different fields such as Physics, Chemistry, Biology, Geography... to complete a task or create a product. It can also be understood that the learning product represents content or a scientific issue in real life. T (Technology): learner uses certain materials, tools and technologies to make such learning products. E (Engineering): this is a design, structure and arrangement of elements and parts to build the shape and characteristics of products. A (Art): this is the use of art; music; language; poetry; knowledge in the fields of psychology, social science, humanities... which has shown in the learning product. 4
M (Mathematic): This is to use numbers, algebra, geometry, calculations, trigonometry, ratios, measurements... to build and create learning products. So it can be summarized that STEAM is a model of Science and Technology interpreted through Engineering and Art, all based on Mathematic. The application of STEAM education model in any situation must have specific academic products (www.STEAMedu.com, https://steamedu.com/pyramidhistory/, 20062018; Georgette Yakman, 2008). 3.2 Applying STEAM in teaching * Objects can be applied STEAM education model can be applied from kindergarten to university level depending on the different conditions and fields. This means that teachers should have different ways to implement as it depends on program, plan, organization and assessment (Nguyen Thanh Hai, 2017; Jennifer Gunn, 2017). * Measures to implement STEAM education model in teaching There are many different ways to implement STEAM education model in teaching such as teaching practice by process; experiment; projectbased teaching; WebQuest teaching online discovery; group working; researchbased teaching... (Massimo Amadio, 2015; Nguyen Thanh Hai, 2017). * Implementation process Different authors have their own steps in order to implement STEM or STEAM education model including 4 steps, 5 steps, 6 steps or 10 steps. According to Sara Delano Moore (2014), the STEM / STEAM model can be implemented through 5 steps: Step 1: Identify the learning issue/problem Step 2: Set up a plan Step 3: Build/design products (Implementing the plan) Step 4: Test the completed product Step 5: Present, assess and redesign (if necessary) Based on the process of implementing STEAM model from many sources and practical conditions at Phan Van Tri High School, the authors have conducted STEAM education model through projectbased teaching with 4 steps as follows: Step 1: Identify the learning issue/content 5
+ Teachers conduct field trip to identify learning issues that need for students to study as well as determine the form of learning. + Teachers choose practical learning issues/content for students to implement or the teachers can guide students to choose. Step 2: Set up the plan + Teacher/teachers set up the plan. + Teacher sends the plan to the school administrators and student's parents before implementing the project (If necessary). Step 3: Conduct the plan and guide students to implement the project + Deploy the plan with students + Instruct students on practical skills + Students perform, teachers follow up to support (Do not replace students to do) Step 4: Present, assess and summarize the situation + Teacher organizes an extracurricular session for students to present the project results. + Teacher encourages and supports their students to discuss, ask, share and comment on issues so that they can obtain thorough knowledge. + Teacher comment specifically on the student's implementation process as well as project results. + Teacher summarize and connect learning content with what they have learned in the locality in order to help them better understand the lesson. + If it is a big and important project related to local reality, it should invite the school administrators, other teachers, the student parrent, local authorities and local community to attend. It is better if those people can join and assess the project results. * Assessment strategies according to STEAM educational model The STEAM educational model aims to develop students’ different competencies, so the mandatory requirement in assessment is to fully reflect both process and results of their work. The competencies that are emphasized in STEAM education model include teamwork, communication, problem solving and some other specific competencies. Competence is expressed through a set of activities, each of which is considered as an identification mark to assess the development of that competence. Based on the characteristic manifestations (student's performance) of each competency, teachers can 6
design appropriate assessment criteria. It is stressed that the score ratio of the manifestations may vary and depends on the importance of learning activities. A very important note for the assessment in the STEAM is that it always combines comments and scores. Through the comments, the students can recognize their strengths and weaknes as well as good and bad point so that it can let them adjust and improve themselves during the learning process. Students' learning result is not necessarily a perfect product as it is more important that they can be improved in their learning process. In other words, the students should actively work in group so that they can create new learning products effectively. It is also the goal that needs to be directed towards teaching in the STEAM education model. 3.3 Applying STEAM education model in teaching helps to develop student competencies Competence in this paper can be understood as "the integration of knowledge, skills and attitudes that an individual needs to be able to use in combination to solve an academic or life problem" (Singapore Ministry of Education, 2012). Applying STEAM in teaching helps students to develop many different competencies as it can be considered as integrated teaching model. This integrated teaching model enhances the learners to synthesize knowledge and skills from many different fields so that they can solve a problem in life. This learning style can help to form and develop students’ different competencies and qualities (Do Huong Tra, 2015). The typical competencies that learners can be formed and improved through the STEAM education model are communicating and collaborating, using information technology, solving problems and creativity, studying natural and social issues. In addition, there are many other competencies including calculation, aesthetics... can also be developed (Georgette Yakman, 2008; Jennifer Gunn, 2017). In implementing STEAM education model in this study, it is hoped that the students can form and develop their competencies under the new General Education and Training Program issued by the Vietnamese Ministry of Education and Training. 3.4 Implementing Geography teaching based on STEAM in this study Students will be learned about environmental change in the locality. The locality in this case is Phong Dien District (Can Tho City) where Phan Van Tri High School is located. Phong Dien is a district of Can Tho City along the Cai Rang River a tributary of the Hau River, which is inundated during the rainy season, polluted by water sources. Additionally, there are many parts of the river where have been eroded. So Phong Dien is a place where the students can learn about the climate change based on the STEAM 7
activities through conducting project. This explains why the authors have chosen Phan Van Tri High School, located in Phong Dien district to conduct STEAM education model experiment. It is believed that due to this practical learning through STEAM the students can learn further about local climate and environment change. Specifically, the environmental change issue in this study includes water pollution, flooding and river bank’s erosion in Phong Dien District, Can Tho City. The contents of climate change are included in Grade 10 program according to the current textbook. In particular, it is in lesson 41: "Environment and natural resources" and lesson 42: "Environment and sustainable development". The STEAM model in this study is not only implemented in 2 class periods of these 2 lessons. In other words, teacher has carried out these two lessons in the class as normal, then they applied the STEAM model to teach these two contents through project as an extracurricular activity. It is obvious that this teaching form helps the students to participate in experiential activities to understand further their local environmental issues and natural resources. At the same time, through experiencing practical activities in the locality based on STEAM, the students are expected to form and develop a lot of important and meaningful competencies in real life for bot themselves and community. 4. RESULTS AND DISCUSSIONS 4.1 How to apply the STEAM education model in teaching Geography? The application of the STEAM education model in teaching Geography in this research is conducted through 4 below steps: Step 1: Determine the learning content and working form Before allowing students to learn Geography in the STEAM education model, the authors and teachers at Phan Van Tri High School conducted a field trip in order to study about environmental changes in Phong Dien District, especially focusing on some places near this school. This helps the teachers to identify which issues of climate change can be learned and experienced appropriately and conveniently. Next, the researchers have learned specifically about the experience activities that the teachers at Phan Van Tri High School has done as well as discuss with the school administrators, other teachers and students. Those tasks have supported the authors to garther necessary information before setting up a plan for STEAM education model in this study. The survey results helped the authors to identify three main issues for students to learn about environmental change including water pollution; inundation; river bank’s erosion in Phong Dien District. Specifically, the researchers organized for the students to 8
implement experiential extracurricular project in STEAM which have helped the learners to study three those issues effectively. Step 2: Set up the plan After studying real situation in the locality as well as identifying the learning content and form under STEAM, the authors has built a plan to implement this teaching model. The plan is summarized as follows: The plan was organized for 30 students in grade 10 to participate in learning about local environmental change with three specific topics consisting of water environment pollution; inundation; and river erosion. Students were divided into six groups with five students in each group. Three teachers have participated in the instruction, so each teacher managed two of six groups. Each group need to study/research about learning issues, design learning products as well as present learning result by themselves on selected topic according to the experimental activities guided by the teachers. The learning results can be presented by brochures (A4), posters (A0), video clips... The groups had to carry out their project in 3 weeks in the locality, then they have presented the project results in the final review. Step 3: Deploy the plan and guide students to carry out specific learning activities After setting up the plan, teachers have presented for approval by the school administrators before introducing it to the students. At the same time, the teachers have asked their students to pass this plan into the learner parents for getting advice. After that, the teacher have gatherred the student, divided them into small groups, assigned tasks, specified the learning goals, guided the learners how to learn in the real situation as well as how to collect and synthesize information, make and carry out the presentation. At the same time, the teachers shared and discussed with their learners about the assessment form and criteria so that the students clearly understood it well before starting their learning. Teachers also guided students in each group how to design their own plans and collect information which have supported the learners to conduct their project in the locality efficiently. Furthermore, the learners could be instructed how to make brochure, posters, video clips... This was an important stage for students to know how to carry out a research, collect information, design and present their learning products. Each group has implemented the project in their locality based on the requirements of the topic in 3 weeks. The students arranged their own time to survey; collect and synthesize information; write and design their learning results. The teachers who have assigned to manage in each group were responsible for monitoring and observing in order to guide and help the students to complete their project (do not replace to work). 9
Step 4: Organize for student to present their project results, assess and summarize whole task When all groups have completed their tasks, the teachers organized a presentation activity which let the learners show their learning products. This also was the time that the teachers have summarized whole tasks done in the project. It was emphasized that in this session, the examiner have based on assessment criteria to give scores and awards to the students. In this task, besides the school administrators, teachers and students, there have had the student parents who attended. The presence of such people was to encourage students' morale as well as contribute to the propaganda of responding to climate change in the locality. At the same time, the student parents and teachers could also see how the students have been developing their competencies through taking part in practical learning. 4.2 How did the students develop their competencies when they have attended to STEAM education model? The research results shown that practical learning activities through the STEAM education model have helped students to develop a lot of different competencies. Amongst them, the most outstanding competencies have formed and improved were the ability to communicate and collaborate, use information technology, solve real life problem creatively, and study about natural and social issues. The development of students’ competencies is specifically shared through the following content: * Competencies of communication and collaboration Everyday, the students have chances to work in groups and cooperate with others in the class. However, by participating in this learning activity the students have worked in groups to solve practical problems in the community, so the learners were closer to each other and discuss more frequently. They gained more esential skills which have helped them to live and work better with the community. A teacher who directly instructed the students shared: “Students need to arrange discussion time and assign work (bring paper, take photos, conduct interview, bring water, bring cake,... ); therefore, they are more responsible for their task. When they leave the classroom, they perform like themselves more natural and comfortable, so it is easy to understand each other. Especially, they are determined to complete the work, so the skills of communication, cooperation and sharring work are much better”. * Competence of using information technology This is evident that students in 6 different groups could use computers to complete 6 beautiful and meaningful advertising leaflet in order to introduce and recommned on environmental change. In addition, there were 2 groups preparing PowerPoint presentation, 2 groups making posters and 2 groups designing video clips about river bank’s erosion in 10
Phong Dien district. In general, all products were designed and presented in a way that is easy to understand as well as concise and lively. Table 1: Project products made by six groups of students Group Topic Products have been made and presented 1 1 Video + 1 brochure Water pollution 2 1 Poster + 1 brochure 3 1 PowerPoint presentatiom + 1 brochure Inundated 4 1 Poster + 1 brochure 5 1 Video clip + 1 brochure River bank’s erosion 6 1 PowerPoint presentation + 1 brochure (Source: The authors recapitulated in January 2019) One of the school administrators commented that “The products that the students have made are not professional, but they are so commendable due to their limited learning conditions and young age. This shows that not only they understand the local river bank’s erosion problem, their information technology skills are well trained but their attitude in learning is also very good. I am proud of my students”. Table 2: Proportion of students that comments on their ability to design learning products Product form is designed Before conducting After conducting experiment (%) experiment (%) Advertising leaflet 0 (0/30) 63,3 (19/30) Video clip 23,3 (7/30) 36,7 (11/30) Poster 26,7 (8/30) 50 (15/15) 11
PowerPoint presentation 50 (15/30) 60 (18/30) (Source: Survey of 30 students before and after conducting experiments in December 2018 and January 2019) The survey result has shown that after conducting the pedagogy experiment (Table 2) the proportion of students who could design advertising leaflets, video clips, posters and PowerPoint presentation was higher than that of before the experiment took place. This proves that some students have developed the competencies of using information technology thanks to participating in experiential learning activity. * Competence of solving problem creatively In the time of implementing experimental activities, students have solved many problems that teachers assigned such as “Why is the water in this locality polluted? Why the land is eroding? Could you please propose any solutions to the situation,...”. Each group have given good and honest answers. For example, the learners have found that one of the reasons that lead the river bank to erosion was the construction of many hydroelectric lake on the upstream. This has resulted in a significant reduction in the river sediment, the material is not deposited but also abrasive, easy to erode. Besides, the exploitation of sand in the river bed too much also makes the river bank’s erosion more easily. Additionally, the students also said that the frequent travelling of boats and the movement of big waves on the shore increased the erosion of the river banks, especially at river junctions. Some students shared that “At the landslide site, there were no embankments/breakkwater and river plants. On the contrary, in places where trees are along the river, there is no erosion. Thus, the lack of trees and embankments along the river can increases river bank’s erosion". In addition to answering questions in different ways, the students have also designed a very beautiful and creative brochure in order to introduce and recommend that people should protect water resource as well as stop river bank’s erosion. “Each flyer has its own creative and unique style. Students do not copy from each other, so I like this”. One of the teachers have commented in the presentation section. This learning result has proved that the learners could be formed and improved their solving problem competence in creative ways. As a student shared, “Before taking part in the project, I still did not know how to make a leaflet. However, after this learning process I can not only make many different types of flyers, but also improve the existing flyers in a more beautiful and quality way if I have given a chance”. * Competence of studying natural and social issues In studying in high school, the students also learn about natural and social issues as their teachers usually ask them questions related to diffetent fields. However, when the 12
learners have participated in experiential activities, they had to learn about inundated, river bank’s erosion, water pollution by themselves by both reading the material and experiencing in the locality. In implementing the project in the local areas, the students performed a variety of activities including observing real geographic objects, taking photos, filming, inquiring, exchanging information, interviewing local people, taking notes, recording,... After that, the students discussed, summarized, analyzed and selected the collected information in order to prepare project presentation. It is clear that through these activities, the students have experienced to practice the skills of learning from local reality. This helped the students to form and develop researching capacity as well as natural and social learning competencies. Thanks to that, they can apply a lot of knowledge from real life in order to better understand about the issue of “Environment and natural resources; Environment and sustainable development” in Grade 10’s Geography program. * The development of students' competencies through each components of STEAM The STEAM education model in this experiment has helped to develop student's competencies. In addition to the presented competencies, the learners' capacity was also reflected in each of the model's components of Science, Technology, Engineering, Art and Math. Letter S (Science): Students have applied Geographic knowledge to study about how water resources are affected as well as current situation of inundation, water pollution and landslides. Especially, the learner studied further about how river bank’s erosion has impacted on people's lives and how to overcome it... Learning through participating in practical activities in the locality has enabled the students to not only develop their competence of understading natural and social issues, but also understand the local circumstances, from which learners love their homeland and are more responsible to their community. Letter T (Technology): Thanks to learning by experiment project in the community, the students have known how to use computers, projectors, cameras, smartphones, Excel, Power Point, Photoshop, drawing paper, paint... which supported them to carry out thier project presentation. Thus, the students’ competence were formed and improved through the process of using information technology to create products. Letter E (Engineering): This capacity was clearly demonstrated that the learners has been able to think and discuss to design as well as arrange the layout, content, form for their learning products through PowerPoint, brochure, poster, video clips. At this point, it is clear that students have developed creativity capability when they could design their learning product themselves. 13
Letter A (Art): The learners have applied their artistic ability to create beautiful, lively and attractive products such as posters, videos, brochures... Through each product, the students have integrated with art, images, language, especially music. Moreover, when they presented their products in front of their peer learners, the students have known how to use language as well as express their feelings sincerely in order to help other people understanding further their perspectives. Letter M (Mathematic): This is an indispensable element that has integrated on making each student's learning product. Specifically, the students must calculate so that the content as well as the size, shape and quantitative of image, poster and brochure can be balanced. Also the learners need to finish their presentation on time (including the time of using video, poster, prochure...). There are many other mathematical factors can be used to create these products; however, in the context of the paper those tasks cannot be covered by the authors. In general, the authors have analyzed to see how the STEAM education model is presented through the project in the experiment. In fact, these elements are not separated from each other, but rather are used by students to create their own project products. This is also the integration of knowledge and skills from the fields of Science, Technology, Engineering, Art and Math to complete a specific learning product. 4.3 What practical lessons should be considerred in implementing the STEAM education model in teaching Geography? From the results of experiment at Phan Van Tri High School combined with experience in other experiential teaching activities; the authors would like to share some lessons in order to carry out the STEAM education model in teaching Geography as follows: Implementing STEAM model in teaching Geography is similar to project – based teaching. When teachers conduct a STEAM education project, they are letting their students to participate in practical and experimental learning activities in the community. In order to implement STEAM education model under the project, it is necessary to set up a plan at the beginning of the semester so that students can manage their time as well as can be more prepared in their psychology. For teaching in STEAM educational model an experiencebased teaching model in the community, setting up a teaching plan is even more meaningful. The preparation of a plan can help both teachers and students to prepare everything as well as possible including time, knowledge, aids/equipment, funding,... which enable them to be able to perform effectively. The division of students in each group should be based on their strength and capacity. This means that each group needs to have members who are good at information 14
technology, or English, or filming... as this helps them to be able to handle a certain job well. In addition, each group also has to set up working rules and need to ensure that all members can understand the goals aimed in the STEAM education model. In order to implement this model well, it is necessary to have two to three teachers who participate in and support learners during the period of carrying out the tasks. The support of those teachers is very necessary as it can bring a good learning efficiency from the planning, student management to the monitoring and supporting the students to finish their tasks. Teachers need to get permission from the school administrators and student parents for their consent and support in conducting the teaching through STEAM. This is more necessary if the teachers must carry out their teaching outside the school or with big projects. It creates a legal basis for the teachers to guide their students in implementing the project. STEAM education model can be applied in teaching Geography through specific forms such as making brochures, creating posters, designing video clips, drawing pictures, building models, presenting by PowerPoint, creating useful products from recycled materials,... related to Geographic issues. In order to perform well in STEAM education model, learners need to be provided with research skills or must be guided how to create products including prochure or video clips. Besides, they need to learn how to collect and store information through observation, interviews, and surveys as well as how to analyze and synthesize information ... Without this guidance, it is very difficult for the students to possess a successful project results. If STEAM education model is applied through projectbased learning in the locality, it should invite the school administrators, other teachers, student parents and other community representatives who should participate to presentation time at the end of the project. Especially, it must get those who are related to the topic that students have implemented. This not only helps local people to understand about their local emerged issues but also let people to see the students’ maturity. So all those invited people can be more proud of their younger generations. On the other side, this helps the learners to be more motivated in their learning tasks. It needs to design assessment tools scientifically and logically. In particular, assessment tools need to be specific and detailed in criteria. Besides, teachers need to clarify and match the essessment criteria with the corresponding scores. In designing assessment criteria, teachers need to prioritize criteria that is related to learning product quality or specific criteria that is typical to STEAM/project model. This helps both teachers and students to easily assess the product as well as minimize controversial situations. It should 15
be noted that in conducting the experiential learning in general, STEAM education model or project in particular it needs to promote creativity, so the assessment criteria must focus on new ideas on doing the learning tasks. All assessment criteria need to be announced to the students before starting their works. It is necessary to combine three forms of assessment including peer assessment, self assessment and teacher assessment. This makes the assessment results to be more objective and accurate because during the time of conducting learning tasks, teachers may not be able to fully control the students’ performance. Additionally, this assessment is more multidimensional because the learners have their own views on their learning and their peers’ performance. Moreover, giving assessment rights to the students helps them to be aware of their roles and responsibilities, so this pushes the learners to study and research further about the learning issues that they are responsible to assess. Teachers should ask their students to design a task assignment table (attached with a plan) and submit a timekeeping sheet at the end of the implementation process. Moreover, the teachers need to check the work performance in both quantity and quality. The teachers need to rely on task schedule in order to monitor and check the students’ working performance. In addition, the teacher can compare the timekeeping sheets with the task schedule to check how each student carries out their work. During the presentation time, the teachers can again check what students have done by asking questions, asking for further explanation, asking the learners to present how they conduct the work... in order to assess their honesty as well as ability to contribute to the final product. Teachers can use information technology to observe and check the learner performance on their work. This helps the teachers not only to monitor the students’ working process, but also to assess their students objectively and fairly based on authentic learning results. Specifically, besides filming and taking photos in the traditional way, the teachers can use social networks (Facebook, Zalo, Skype, ...) to ask their learners checking in the survey area at the time of doing research or start a video livestream so that the teacher can monitor all learning activities. Moreover, the teachers can also request the students to send pictures with information about time and place on photos (taken with the Timestampcamera photography app). This means that the image has saved time and place at the field study site. The main purpose of these jobs is to check the students’ perceptions, attitude as well as the quality of their work. Teachers should take the field trip to some areas that they want their students to conduct STEAM project as learning in the locality is more complex and risky. Therefore, as an organizer the teachers need to understand the current situation in their community because this helps them to build up a good plan as well as specific, detailed and optimal instructions. In addition, this also helps the teachers to clearly see the suitability of 16
teaching and learning in this model compared with educational goals, especially educational goals in Geography education curriculum and specific selected lessons for the project. Teachers need to explain carefully so that their students can clearly see the purpose and meaning of actual learning activities carried out through this model. In particular, it should be emphasizing the relationship between the knowledge learned from this activity and the content of lessons in the Geography program. This is intended to inspire and motivate the students as the learners are often interested in working when they realize the real meaning of what we do. At the same time, determining the purpose and meaning of learning in the STEAM model is a good way to help the learners perceiving a close connection between school knowledge and real life situation in the local community. 5. CONCLUSIONS Applying STEAM education model in teaching Geography through experimental projects in the locality has helped students to develop many different competencies. In particular, typical competencies have formed and enhanced were communicating and cooperating, using information technology, solving problem creatively, studying natural and social issues. In fact, the study has gained significant lessons on the application of STEAM education model in teaching Geography. The important lessons consist of setting a good plan for implementation; designing specific assessment criteria (these criteria should be announced to students from the beginning); having two to three teachers who can manage or control in groups, getting neccessary support from the school administrators, the student parents and the local community... All such experiences can enable the teachers to carry out their STEAM education model in teaching Geography more efficiently. Applying STEAM education model in teaching is really meaningful not only in teaching Geography but also in teaching many other subjects. However, to implement this model effectively it requires the teacher to be serious and enthusiastic in planning, guiding students, organizing presentation section and making assessment. REFERENCES Georgette Yakman, 2008, STEAM Education: an overview of creating a model of integrative education, https://www.researchgate.net/publication/327351326_STEAM_Education_an_overvi ew_of_creating_a_model_of_integrative_education, access 02/10/2019 Massimo Amadio, STEM education and the curriculum: Issues, tensions and challenges, International STEM Highlevel Policy Forum on “Evidencebased Science Education in Developing Countries”, Kuala Lumpur, (2015), International Bureau of Education, UNESCO, pp 615, 17
Nguyen Thanh Hai, STEM education does not have to turn students into scientists, engineers, but to prepare new generation global citizens (2017), http://hocvienkhampha.edu.vn/hieusaochodungvegiaoducstem, access 02/10/2019 Jennifer Gunn, 2017, Why the “A” in STEAM Education is just as Important as every other letter, https://education.cuportland.edu/blog/leaderslink/importanceofartsin steameducation, access 02/10/2019 www.STEAMedu.com, https://steamedu.com/pyramidhistory/, 20062018, access 02/10/2019 Sara Delano Moore, 2014, Why math education care about STEM, https://www.hand2mind.com/resources/whymatheducatorscareaboutstem, access 02/10/ 2019 Do Huong Tra, 2015, Teaching integrated development of student competency, volume 1: Natural Sciences, Hanoi University of Education Publisher Board on Testing and Assessment, Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century, (2012), Board on Science Education, July 2012. Singapore Workforce Development Agency – Quality Assurance Division, 2012 Ministry of Education and Training, 2018. Circular 32/2018 / TTBGDĐT, 2018, promulgating new general education program on December 26, 2018 The authors’ information: Ho Thi Thu Ho: Vice Director of The Center for Professional Development in Education, Can Tho University, lecturer of the Department Geography Education, Can Tho University; phone number: 0919845760; email address: httho@ctu.edu.vn Le Van Nhuong: The head of the Department Geography Education, Can Tho University; phone number: 0908909726; email address: lvnhuong@ctu.edu.vn Trinh Chi Tham: Lecturer of the Department Geography Education, Can Tho University; phone number: 0985740303; email address: tctham@ctu.edu.vn Nguyen Thi Ngoc Phuc: Lecturer of the Department Geography Education, Can Tho University; phone number: 0979386993; email address: ntnphuc@ctu.edu.vn 18