Tóm tắt Luận án Tiến sĩ: Xây dựng tiến trình tổ chức giảng dạy STEM cho trẻ mẫu giáo 5-6 tuổi

The fundamental reform of education and training in Vietnam highlights the pivotal role of early childhood education (GDMN) in laying the groundwork for personality development and lifelong learning. Within this context, integrating STEM education for preschool children aged 5-6 is crucial. While research underscores the importance of early STEM exposure for cognitive development, problem-solving skills, curiosity, and fostering future STEM interests, current teaching practices often employ isolated strategies. This fragmented approach limits the comprehensive development of STEM learning outcomes. Therefore, this study addresses the urgent need to develop a systematic and logical process for organizing STEM teaching (TCGD STEM) specifically tailored for 5-6 year old preschoolers, aiming to enhance the effectiveness of early STEM education.

Giáo viên mầm non, nhà nghiên cứu và quản lý giáo dục mầm non quan tâm đến phát triển năng lực STEM cho trẻ mẫu giáo.

This research addresses the critical need for a structured and effective approach to STEM education for 5-6 year old preschoolers in Vietnam. Recognizing that existing STEM teaching strategies are often applied in isolation, hindering holistic development, the study focused on xây dựng tiến trình tổ chức giảng dạy STEM (developing a STEM teaching organization process) that integrates multiple pedagogical strategies logically. The methodology involved a comprehensive approach, commencing with a systematic scoping review of international and national literature on STEM learning outcomes for young children. This was followed by a theoretical modeling phase to construct the proposed tiến trình TCGD STEM based on children's cognitive development pathways. Finally, an empirical quasi-experiment was conducted with 5-6 year old children to validate the effectiveness of the developed process against traditional, single-strategy STEM teaching. The findings demonstrate that the proposed tiến trình TCGD STEM significantly improves kết quả học tập STEM, encompassing enhanced STEM knowledge, higher-order thinking, increased learning motivation, and budding career interest, when compared to conventional fragmented approaches (e.g., single 5E model). The study’s innovative contributions include a systematized theoretical framework for effective giảng dạy STEM in early childhood, the development of a coherent tiến trình TCGD STEM tailored to young children's developmental stages, illustrative lesson designs, and robust assessment tools. This research provides a valuable framework for educators and policymakers, offering a practical and empirically validated pathway to foster comprehensive STEM competencies in preschool children, thereby preparing them for future academic and professional endeavors and contributing to the nation's human resource development.