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Tổng thuật một số nghiên cứu về giáo dục STEM: Cơ hội và thách thức tại Việt Nam

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Bài viết đề cập đến các xu hướng nghiên cứu liên quan đến giáo dục STEM để làm cơ sở phân tích các cơ hội và thách thức khi phát triển lĩnh vực này tại TP.HCM nói riêng, Việt Nam nói chung trong bối cảnh 4.0 hiện nay.

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  1. TẠP CHÍ KHOA HỌC QUẢN LÝ GIÁO DỤC SỐ 04(40), THÁNG 12 – 2023 TỔNG THUẬT MỘT SỐ NGHIÊN CỨU VỀ GIÁO DỤC STEM: CƠ HỘI VÀ THÁCH THỨC TẠI VIỆT NAM SYSTEMATIC REVIEW IN STEM EDUCATION RESEARCH: OPPORTUNITIES AND CHALLENGES IN VIETNAM HUỲNH VĂN SƠN, sonhv@hcmue.edu.vn Trường Sư phạm Thành phố Hồ Chí Minh THÔNG TIN TÓM TẮT Ngày nhận: 02/11/2023 Bài viết đề cập đến các xu hướng nghiên cứu liên quan đến Ngày nhận lại: 12/11/2023 giáo dục STEM để làm cơ sở phân tích các cơ hội và thách Duyệt đăng: 12/12/2023 thức khi phát triển lĩnh vực này tại TP.HCM nói riêng, Việt Mã số: TCKH-S04T12-2023-B01 Nam nói chung trong bối cảnh 4.0 hiện nay. Các xu hướng ISSN: 2354 – 0788 nghiên cứu được chúng tôi tổng hợp bao gồm: 1) Xu hướng nhân lực giảng dạy và phát triển chương trình giáo dục STEM; 2) Xu hướng về phương pháp và lý thuyết dạy học STEM; 3) Các nghiên cứu nổi bật trước đây về giáo dục STEM; 4) Các nghiên cứu trong nước có liên quan và các nghiên cứu mới nhất liên quan đến giáo dục STEM tại TP. Hồ Chí Minh; 5) Những hạn chế, thách thức, đề xuất trong quá trình thiết kế và triển khai chương trình giáo dục STEM; 6) Xu hướng mới trong tiếp cận, tìm hiểu và triển khai giáo dục STEM. Dựa trên những nghiên cứu mang tính hệ thống và những khoảng trống nghiên cứu về giáo dục STEM, chúng tôi nhấn mạnh tầm quan trọng của việc chuẩn bị kiến thức, kỹ năng về giáo dục STEM cho giáo viên và sinh viên sư phạm tại TP. Hồ Chí Minh và Việt Nam. Từ khóa: STEM, giáo dục STEM, nghiên ABSTRACT cứu tổng thuật, sinh viên sư This article refers to research trends related to STEM phạm, giáo viên STEM. education as a basis for analyzing opportunities and Key words: challenges when developing this field in Ho Chi Minh City in STEM, STEM education, particular, Vietnam in general in the context of 4.0 now. The systematic review, pedagogical research trends we summarize include (1) Trends in human students, STEM teachers. resources for teaching and developing STEM education programs; 2) Trends in STEM teaching methods and theories; 3) Outstanding previous studies on STEM education; 4) Relevant domestic studies and latest studies related to STEM education in Ho Chi Minh City; 5) Limitations, challenges and 1
  2. HUỲNH VĂN SƠN suggestions in the process of designing and implementing STEM education programs; 6) New trends in accessing, inquire and implement STEM education. Based on the systematic research and research gaps in STEM education, we emphasize the importance of preparing knowledge and skills about STEM education for teachers and pedagogical students in Ho Chi Minh City and Vietnam. 1. Introduction engineering and math), while creating interest STEM is an acronym for the integration of and active participation in learners in this field Science, Technology, Engineering and (Honey et al., 2014). The origins of STEM Mathematics. With different approaches, education content can be traced back to STEM education will be understood and academic programs specifically designed for implemented in different ways. The content of universities in the United States since the 1860s STEM is broad, targeting different areas of (Gonzalez & Kuenzi, 2012). During the process daily life and is closely related to the of change and development, as well as being development of the workforce in a territory or a constantly renewed in both content and form, country. The content coverage of STEM can be STEM education gradually plays an important explained from the structure of the content of role in personal development and plays a part each discipline of Science, Technology, in national educational programs. in many Engineering and Mathematics does not exist countries around the world. By placing learners alone, but they are connected, exist in many in meaningful, relevant and applicable learning dimensions and have multiple dimensions. situations, STEM education creates motivation closely related in both content and form and excitement for learners (Honey et al., (Dailey, 2013; Moomaw, 2013; Talley, 2017; 2014). Currently, STEM education has Vasquez et al., 2013). contributed to the economic development of the Based on the contents of STEM, STEM country and promoted the process of global content-oriented educational activities (STEM integration. In the context of the 4th industrial education) have been developed and put into revolution, STEM education is considered one operation to help achieve short-term and long- of the necessary tools to help students - future term educational goals. The ultimate goal is to generations of citizens - to equip themselves help generations of citizens of a country adapt with knowledge and skills. skills for to socio-economic changes and development, themselves, so that they can adapt and develop thereby, that country will be prepared for the with the constantly changing career trends in workforce to operate sustainably and meet the future, in addition to the 21st century skills multidisciplinary requirements for system (Shelley & Kiray, 2018). qualifications (Bybee, 2013; R Bybee, 2010; Based on the viewpoint of construction English, 2017; Stohlmann et al., 2012; Vasquez and context of implementation of the 2018- et al., 2013). The overall goal of STEM general education curriculum in Vietnam in education is to create an understanding of general and in Ho Chi Minh City in particular. STEM and the qualities of citizens in the 21st It can be seen that STEM education has been century, to develop human resources in the oriented and integrated into the program. field of STEM (science, technology, Specifically, subjects in the program such as 2
  3. TẠP CHÍ KHOA HỌC QUẢN LÝ GIÁO DỤC SỐ 04(40), THÁNG 12 – 2023 Mathematics, Natural Sciences, Technology, implementation of STEM programs in the and Informatics are subjects that represent education system. of a country. When STEM education content. Another challenge researching the theory and teaching methods of in the implementation of STEM education in STEM, Rinke and colleagues (2016) said that Ho Chi Minh City is the lack of a scientific to prepare children to study STEM subjects in basis for STEM education such as a model, the future, teachers are the key and Their organizational process of STEM education, preparation for STEM teaching is critical. content and form, effective STEM education Reinforcing the above point, Pearson (2017) methods, or how to integrate STEM education argues that teachers play an important role in into each subject, specific lesson, or contributing and giving ideas to build and interdisciplinary integration, many teachers adjust STEM education programs so that from are still quite confused and confused. Analysis those activities, teachers can understand the of some challenges that hinder the nature of the program and clarify the implementation of STEM education shows connections between science, technology, that the human factor is the core issue, engineering, and mathematics. especially the teaching staff, the force directly In a systematic study of STEM teachers, So implementing STEM education activities in et al. (2019) found that, for participants who schools. Therefore, research to raise noticed the importance of STEM education, as awareness and understanding for future teaching experience increased, readiness levels teachers about STEM education, as well as increased Teachers' willingness to teach STEM equip them with knowledge and skills related also increased. Research results also show that to STEM education for them to successfully teachers' passion for STEM education implement STEM education in the future. influenced their confidence and comfort in School is extremely important. Accordingly, implementing this curriculum. Also in a research this article aims to review several studies effort to find out how to implement STEM related to STEM education to analyze education effectively, Esra Bozkurt Altan and opportunities and challenges in developing colleagues from the Faculty of Education, Sinop this field in our country, especially in Ho Chi University (Turkey) conducted a qualitative Minh City. study to explore the effects of professional 2. Literature review and analysis development programs on STEM teachers' Previously, there have been many successful perceptions and competencies. Findings from research projects in developing STEM education the study show that there is an effect of training models and content as well as building programs on teachers' awareness and capacity educational processes, content and methods, and for STEM education. From this, the authors preparing teaching human resources. STEM and suggest that training programs should be other STEM-related content. developed for teachers to raise their awareness 2.1. Study trends on human resources for of STEM education. From there, teachers teaching and developing STEM education understand the importance and necessity of programs STEM education for education, contributing to First, it is easy to see that research on improving teachers' capacity in planning, STEM education in the world has paid great implementing and evaluating the appropriate attention and emphasized the importance of teaching process. compatible with STEM teachers to the effectiveness of the education (Bozkurt Altan & Ercan, 2016). 3
  4. HUỲNH VĂN SƠN Observation of experience in teaching and training about STEM, STEM implementing STEM education in other education models have been designed and countries shows that there are applied in teaching practice at Among schools, misunderstandings, insufficient understanding the following typical STEM education models or knowledge of educators and teachers still not can be mentioned: attached to reality when teaching STEM to - First, it is necessary to mention the students. to the teaching of STEM knowledge BSCS-5E teaching model of Bybee and becomes mechanical and confusing for students colleagues (2006). Lessons using this teaching (Kelley & Knowles, 2016). From this, it can be model can be planned and practised using a 5- seen that teachers need to use purposeful step lesson structure: engage, explore, interpret, methods to teach STEM content to enhance construct, and evaluate. However, the students' understanding of how to learn STEM limitation of this model is that it does not fully and solve real-world problems. This fact reflect the requirements of the content and underscores the need for teachers to have a structure of a technological and technical solid conceptual understanding and foundation design process. of how students learn and apply STEM content - In 2012, the International Association of before proceeding to develop or prepare Technology and Engineering Educators instructional content. teaching and (ITEEA) developed a STEM education model implementing STEM-related educational called EbD-TEEMS™ specifically for activities (Kelley & Knowles, 2016). elementary students. This model provides a full 2.2. Study trends in STEM teaching methods range of content and related learning resources and theories to help teachers provide a meaningful The theoretical foundations of STEM foundation in STEM education to students. teaching have also been studied and This organization also continuously updates the continuously developed in parallel with the contents of the EbD-TEEMS™ model to implementation of STEM education. Sanders promptly respond to changing requirements (2009) explained the importance of establishing from real life and the professional and skilled a comprehensive and effective relationship labour market. (Yata et al., 2020). between the objectives, content, and teaching - Model 6E - Learning by DeSIGN by methods required for each STEM content. The Burke (2014) and the International Association definition systems and content related to STEM of Engineering and Technology Educators - is education are relatively different in different an updated model, based on the BSCS-5E countries and education systems. Besides, it is teaching model (Bybee et al., 2006). The 6E suggested that the contents, methods and Learning model was created by adapting the concepts related to STEM education are still BSCS-5E teaching model to make it more unclear (Yata et al., 2020). STEM education is relevant to engineering design content. This characterized by both exploratory and creative model also involves mathematical models. The learning. Regarding creative learning, it is six ‘E’ of the model represent the main necessary to promote the practice and research components of the framework including of STEM education from a technology and Engage, Explore, Explain, Engineer, Enrich, engineering perspective (Yata et al., 2020). and Evaluate. Therefore, to get an overview of STEM In Taiwan, STEM education content educational contents as well as a unified way of focuses on integration with mainstream 4
  5. TẠP CHÍ KHOA HỌC QUẢN LÝ GIÁO DỤC SỐ 04(40), THÁNG 12 – 2023 education and emphasizes the importance of Facing the increasing demand for online competency-based teaching. These goals can be learning, Mohammadi and his colleagues explained from three aspects: first, these goals (2020) have researched measures to train and require that science education should be rooted develop the workforce through online learning in everyday life and culture. Second, science of STEM educational content in Vietnam. The education should enable citizens to use USA. Research shows that students with online scientific methods and knowledge to solve instruction and interaction will have a higher problems encountered in daily life and to rate of certification after the course than rationally confront social problems and then students who do not receive interaction and make the right decisions. Third, science guidance when learning online. content of education is necessary to improve the scientific STEM education, with 55% and 20% level of citizens, to make a contribution to respectively. world economic growth and sustainable Also in the application of technology in development. The purpose of STEM education online learning, Liu et al. (2020) conducted is for the welfare of all, not merely to facilitate research and compared learning and teaching economic or technological development. methods in STEM education. The study Human concerns have placed STEM education surveyed 316 full-time students and the control at the forefront of Taiwan's science education. group also included 316 students from two Some outstanding previous studies on universities in Russia and China. Initial STEM education research results show that the online teaching In the United Arab Emirates, STEM method significantly increases the effectiveness education is considered as one of the key of teaching STEM content. In addition, the contents in the educational reform process in research results also show that the effectiveness this region. A new educational model called E- of integrating subjects and forming a unified STEM has been developed to guide educators curriculum is higher than that of traditional in integrating business practices into STEM curriculum designs. However, the author also courses to enhance business knowledge for emphasizes that this is only the initial research students. The research results of the authors result, and additional evaluations and studies also show that to organize education according are needed to confirm the correctness of this to the E-STEM model effectively, it is statement (Liu et al., 2020). necessary to have an interdisciplinary approach STEM education has received more and and a teaching process based on learners' more attention in Taiwan over time. Because of competence (So et al., 2019). their interdisciplinary nature and combining a Valko et al. (2020) proposed using Cloud large amount of knowledge in many fields, Technologies to optimize the research process STEM teachers must equip themselves and as well as implement STEM education, update the amount of knowledge corresponding especially in the field of Technology and to the STEM educational content they Engineering in Ukraine. The prospect of this undertake. Aware of the difficulties and proposal, according to the authors, is to help challenges that STEM teachers face, Yi-Fen teachers optimize the effectiveness of cloud- Yeh and Ying-Shao Hsu conducted a study on based teaching, especially in researching and STEM educational content from the perspective teaching content about Robots and automation. of STEM teachers in Taiwan. The study was completed and published in 2019, the research 5
  6. HUỲNH VĂN SƠN results show that building a community of plans, the government is working with high highly qualified STEM teachers and promoting schools and colleges to improve and develop regular exchange of expertise in this STEM education and develop highly qualified community is one way. effectively to help human resources for this country. The author's teachers develop and implement STEM investigations and analysis have highlighted the educational content (Yeh & Hsu, 2019). rich and varied educational approaches and Education development policies in Taiwan cooperation from both inside and outside the give special priority to STEM education. Yang school. The analysis also shares the experience et al. (2020) have reported that the Taiwanese of the National Taiwan University of Science government is pursuing a national strategy and Technology (NTUST), also known as focusing on the life of the people. The Fourth Taiwan Technology, and how NTUST is using Industrial Revolution and related developments STEM education tools to help university in the field of modern manufacturing. STEM students acquire and practice the knowledge education is a fundamental part of this strategy. and skills necessary to design and manage To successfully implement the development production processes (Yang et al., 2020). Figure 1. Structural diagram of the STEM education program for Civil Engineering students at Taiwanese colleges (Hsu et al., 2019) In a study on building STEM educational related subjects related to Leadership, Ethics and content, author Wei-Ling Hsu and colleagues Innovation) by collecting and investigating (2019) conducted a STEM education program materials on the fields of STEM education, for students of the Civil Engineering Department qualification training courses, and the syllabus at colleges and universities. in Taiwan. This of construction management textbooks provided study analyzed the teaching of seven subjects by Taiwanese higher education institutions. This (including 4 STEM education subjects and 3 study can be used as a reference and to design 6
  7. TẠP CHÍ KHOA HỌC QUẢN LÝ GIÁO DỤC SỐ 04(40), THÁNG 12 – 2023 curricula for systems courses in the departments issues such as requirements for innovation in of civil engineering and management to train the field of information technology, promotion future civil engineers in higher education of science and technology; building and institutions – universities. It can be seen that this managing data; requirements on model result is one of the important contributions of innovation, model application into practice; STEM education that can continue to be applied requirements on intellectual property to ensure and implemented in parallel with the network information security, etc. STEM improvement process. education has been interesting and researched Hsiao-Ping and Yu Enyi Jen (2020) have by scientists in recent years, demonstrated researched to build an educational program that through several typical research results such as: integrates STEM and Nanotechnology into the Ham and colleagues (2020) conducted a science curriculum for elementary school students study in the field of STEM education with the in Taiwan. The purpose of the integrated program participation of more than 150 people working is to introduce the development of modern Taiwan in the field of education in 11 provinces in Nanotechnology using illustrative examples Vietnam. The purpose of the study is to assess integrated into STEM educational content. Initial the change in the subjective perception of high research results show that there is a positive school teachers in Vietnam about STEM response from primary school students receiving education after they participate in the training this integrated STEM education program. program "Improving High School Education” Analysis of the above studies is an (Belonging to the secondary education important basis in guiding the topic of development project - SESDP2). The results of establishing a theoretical framework for the study show the effectiveness and feasibility building STEM educational content and of implementing a training course to change methods for pedagogical students. Especially teachers' attitudes toward STEM education. the suggestions on the orientation of building a In response to the implementation of the STEM education program, in which the United Nations Sustainable Development Goals integration of STEM education in the training (SDGs), the study "STEM Education: program, or each module and lesson, is one of Perspectives from Social Gap and Gender Issues" the points to be drawn from the topic which was authored by Vuong et al. (2020) conducted focuses on analyzing and summarizing on research and achieved certain results. Using a scientific bases in the application of STEM research dataset with the participation of 4967 education in Vietnam from considerations junior high school students from a rural area in a related to the context, conditions as well as transition economy, the study uses Bayesian other cultural and educational factors. methods to determine the interactions between 2.3. Relevant domestic studies and latest gender, status socioeconomic status and STEM studies related to STEM education in Ho Chi academic achievement of students. These results Minh City show the importance of providing women with The 4th industrial revolution is opening up better educational opportunities as well as many opportunities and potentials for Vietnam providing some suggestions on STEM education in general and Ho Chi Minh City in the field of for educational policymakers in Vietnam. This digital technology and the internet. However, also shows that STEM education is suitable for this revolution also poses many challenges to gender equality if organized effectively. several industries, especially in education, with 7
  8. HUỲNH VĂN SƠN A question arises in finding ways for an In the new general education program, educator to organize teaching activities to STEM education has been oriented quite promote the critical thinking ability of high specifically and gradually. At the 2018 general school students through STEM education. education curriculum, STEM education means Based on the stages of the problem-solving both human resource training (STEM career process in the student's learning process, and orientation) and an integrated educational the expression of critical thinking in each stage, orientation that develops learners' competencies Nguyen et al. (2019) have proposed a program and qualities according to the following to determine educational direction according to contents: specific content in the program. This the STEM system to develop students' critical is an important basis to affirm that it is very thinking. The results show that there is a important to change and adjust the teacher development of students' critical thinking training program to implement this program. through STEM activities. Since then, the These practical bases show that to improve the authors have made some suggestions on using quality of STEM education, it is impossible not STEM activities to promote critical thinking in to prepare teachers. Not only should we focus high school students in Vietnam. on short-term retraining and fostering, but STEM education in remote and investing in teachers who understand STEM mountainous areas in Vietnam has also been education is very urgent today. studied. The article "STEM education in non- 2.4. Limitations, challenges and suggestions formal educational institutions in Ethnic in the process of designing and implementing Minority and Mountainous areas: Viewed from STEM education programs the Community Learning Center of Ha Giang Tsai and Chai (2012) believe that the City" has shown the pioneering of this design of STEM education programs should mountainous area. in developing and teaching pay special attention to the specific programs related to STEM education in requirements of STEM content and pedagogical economically disadvantaged regions. The requirements in the curriculum design process. STEM education program is designed to Teachers are key players in the process of promote formal and informal STEM education developing, implementing, and measuring the for ethnic minority students in the city. The effectiveness of STEM education programs. three main purposes of this STEM education STEM education requires a combination of program are (1) To improve the learning four elements: technology, pedagogy, STEM- environment and access to hands-on learning related knowledge, and design thinking. materials for children through an education Many studies have shown that STEM system that integrates formal and informal education still has many limitations in terms of science; (2) Professional development of educational content and definitions related to teachers and education administrators, and STEM education. From a cultural and increased delivery of instructional materials geographical perspective, the contents of and through capacity building programs; and STEM teaching are not uniform across (3) Provide access to higher quality education educational programs in different countries. To for the community, especially poor and ethnic deal with this problem, many researchers have minority children in the remote suburbs of the chosen to skip defining specific and city through free enrollment in the STEM unambiguous concepts related to STEM program community (Thuy & Thuy-Ha, 2019). education. Typically, the research work of 8
  9. TẠP CHÍ KHOA HỌC QUẢN LÝ GIÁO DỤC SỐ 04(40), THÁNG 12 – 2023 Brown et al (2017) has described STEM instead of STEAM education knowledge and education as a course, a series of lessons, or skills being taught individually according to the content that integrates two or more STEM content areas of STEAM education, STEAM fields, which are presented for teaching and education concepts and contents are now linked learning, in which the content by subject is not into a whole system, thereby solving problems divided but resolved and treated as a single in real-world contexts through an activity. Nor did the authors attempt to provide interdisciplinary approach (So et al., 2019). a clear definition between definitions of STEM 2.5. New trends in accessing, researching, and (Brown et al., 2017). implementing STEM education The limitation of formal measurement In addition to traditional STEM education tools to assess teachers' understanding, models, there have been new approaches and awareness and teaching ability about STEM proposals, in which studies suggest that the has been pointed out by Lee et al. (2015). Also organization of STEM educational activities from the findings of this study, the authors should be technology-based. Havice (2009) show that to develop more effective teacher suggests that STEM education should be professional development in STEM education, viewed as an important pathway to teachers need to understand the concepts and technological literacy and should place processes applied through engineering design technology literacy as the primary goal when and mathematical thinking activities. building educational models or content. STEM. Still, teachers' concern and unwillingness to The author also notes that educators and teach STEM-related content is a topic of great teachers teaching in the classroom should take interest to researchers. A study of 458 Chinese advantage of engineering and technology to in-service teachers found that teachers' bring elements from the real world outside into engagement in STEM teaching can be improved the classroom, thereby creating closeness of when they are more confident in their teaching STEM to life, avoiding the mechanicalness or and classroom design abilities and if they can detachment from the reality of STEM-related get enough support from their peers (Lee et al., teaching contents. In addition, stemming from 2019). Geng et al. (2018) showed results from the survey of the reality of STEM teaching in their study that nearly half of teachers are not the classroom, author Havice also notes that fully ready for STEM education and teachers teachers should allow and encourage students still have concerns about knowledge, to present their analysis related to the issues, as management and risks of the implementation of well as how to respond to them with STEM education in schools in Hong Kong. This adaptability and flexibility. STEM education article proposes that there is a need to provide designed with this approach can include: teachers with substantial professional - The trend of designing games in STEM development, pedagogical support, and extra- education: In this approach, students curricular resources in STEM education to systematically explore STEM-related content improve STEM education in practice. and principles. From there, students will apply In Korea, the training content of STEAM their knowledge to build video games through teaching contents (the letter A in STEAM devices such as tablets. Games are designed represents the field of art - Art) is proposed to according to a given theme in STEM education be developed and implemented according to (Vincent-Lancrin, 2013). systematic and holistic principles. Simply put, 9
  10. HUỲNH VĂN SƠN - The trend of organizing online labs to the attachment of educational content to real serve STEM education: This is a promising life is removed. innovation to enhance STEM teaching and 3. Conclusion learning at all levels. Virtual online labs allow In general, initial assessments show that students/students to simulate science preparing teachers - an important team that experiments while remote labs allow students affects the effectiveness of STEM education to use real lab equipment remotely via the implementation is a very urgent issue. Because Internet as a form of instruction in STEM if only focusing on fostering or implementing education (Vincent-Lancrin, 2013). STEM with existing or additional personnel, - The trend of competency-based STEM the spirit of STEM education cannot be teaching and learning, and competency guaranteed or met. Not to mention that development is a new trend that is being widely sustainable development is also impossible to popularized in Taiwan. Competence means the enforce and this can create conflicts that are flexible application of knowledge and skills in difficult to control in the future. This further everyday life, which can be expressed in self- affirms that teacher training cannot but proceed study, problem-solving and adaptation to the in parallel with training new teachers. future. Interdisciplinary integrated STEM Therefore, assessing the status of the education, which has received increasing implementation of STEM education for attention in recent years, is a prime example of pedagogical students in Ho Chi Minh City is an competency-based teaching and learning (Yang indispensable requirement to propose solutions et al., 2020). STEM education facilitates the to develop STEM education for students of integrated application of science so that higher education institutions so that the students can achieve meaningful learning in implementation of STEM education is more their own daily lives. methodical and systematic to meet the - The trend of developing STEM requirements of the latest context, which is to education programs based on the needs of meet the development orientations of smart learners and the labour market has been education for Ho Chi Minh City. In recent proposed by Lee et al. (2019) in their integrated years, STEM education has been developing research. The main purpose of this proposal is widely in several developed countries. This to increase student interest and engagement in proves that STEM education has brought a very STEM learning programs. In addition, based on clear effect in the field of education and the needs and situation of society on the market training, especially for pedagogical students in in general and labour resources in particular general and pedagogical students in Ho Chi will help create a close connection between the Minh City in particular. This study will core concepts of STEM and advanced contribute to the development of Taiwan's technologies (Internet of Things, Artificial STEM education model for pedagogical Intelligence, Big Data, Robots and students in Ho Chi Minh City in the context of Autonomous Vehicles, Financial Technology, the 2018 general education curriculum etc.) as well as keeping abreast with the implementation, thereby proposing solutions to development of society. This proposal helps to develop STEM education in Vietnam. avoid the mechanical as well as the Bài báo này là sản phẩm của đề tài cấp backwardness of STEM education programs if Thành phố năm 2023 do Trường Đại học Sư phạm Thành phố Hồ Chí Minh thực hiện. 10
  11. TẠP CHÍ KHOA HỌC QUẢN LÝ GIÁO DỤC SỐ 04(40), THÁNG 12 – 2023 TÀI LIỆU THAM KHẢO Bozkurt Altan, E., & Ercan, S. (2016). STEM education program for science teachers: Perceptions and competencies. Journal of Turkish Science Education, 13 (Specialissue), 103-117. https://doi.org/10.12973/tused.10174a. Brown, R., Ernst, J., DeLuca, B., & Kelly, D. (2017). STEM curricula. Technology and Engineering Teacher, 77(1), 26. https://www.scasd.org/cms/lib/PA01000006/Centricity/Domain/885/Journal 2017 September.pdf#page=26. Burke, B. N. (2014). 6E Learning byDesign Model. Technology and Engineering Teacher, March, 14–19. https://www.oneida- boces.org/site/handlers/filedownload.ashx?moduleinstanceid=1290&dataid=2862&FileName= 6E Learning by Design Model.pdf. Bybee, R. . W. (2013). The Case for STEM Education : Challenges and Opportunities: Discovery Service for Qatar National Library. In NSTA Press. Bybee, R. W. (2010). What is STEM education? In Science. https://doi.org/10.1126/science.1194998. Bybee, R. (2010). Advancing STEM Education: A 2020 Vision. Technology and Engineering Teacher, 70, 30-35. Bybee, Rodger, Taylor, J., Gardner, A., Scotter, P., Carlson, J., Westbrook, A., & Landes, N. (2006). The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications. BSCS. Dailey, D. D. (2013). The effects of a STEM professional development intervention on elementary teachers. ProQuest Dissertations and Theses. English, L. D. (2017). Advancing Elementary and Middle School STEM Education. International Journal of Science and Mathematics Education, 15(1), 5–24. https://doi.org/10.1007/s10763- 017-9802-x. Geng, J., Jong, M., & Chai, C. (2018). Hong Kong Teachers’ Self-efficacy and Concerns About STEM Education. The Asia-Pacific Education Researcher, 28. https://doi.org/10.1007/s40299- 018-0414-1. Gonzalez, H. B., & Kuenzi, J. (2012). What Is STEM Education and Why Is It Important? Congressional Research Service, 1(August), 1–15. https://www.ccc.edu/departments/Documents/STEM_labor.pdf. Havice, W. (2009). The power and promise of a STEM education: Thriving in a complex technological world. The Overlooked STEM Imperatives: Technology and Engineering, 10–17. Honey, M. A., Pearson, G., & Schweingruber, H. (2014). STEM integration in K-12 education: status, prospects, and an agenda for research. In STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. https://doi.org/10.17226/18612. Hsu, W. L., Chen, Y. S., Shiau, Y. C., Liu, H. L., & Chern, T. Y. (2019). Curriculum design in construction engineering departments for colleges in Taiwan. Education Sciences, 9(1). https://doi.org/10.3390/educsci9010065. Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), 11. https://doi.org/10.1186/s40594-016-0046-z. 11
  12. HUỲNH VĂN SƠN Lee, M. H., Chai, C. S., & Hong, H. Y. (2019). STEM Education in Asia Pacific: Challenges and Development. Asia-Pacific Education Researcher, 28(1), 1–4. https://doi.org/10.1007/s40299- 018-0424-z. Lee, S. W., Min, S., & Mamerow, G. (2015). Pygmalion in the Classroom and the Home: Expectations Role in the Pipeline to STEMM. Teachers College Record, 117, 1–40. Liu;, Z.-Y., Chubarkova, Elena;, Kharakhordina, & Marina. (2020). Online Technologies in STEM Education. International Journal of Emerging Technologies in Learning, 15, 20–32. Mohammadi, A., Grosskopf, K., & Killingsworth, J. (2019). Workforce Development Through Online Experiential Learning for STEM Education. Adult Learning, 31(1), 27–35. https://doi.org/10.1177/1045159519854547. Moomaw, S. (2013). Teaching STEM in the early years: activities for integrating science, technology, engineering, and mathematics . Redleaf Press. Pearson, G. (2017). National academies piece on integrated STEM. The Journal of Educational Research, 110(3), 224–226. https://doi.org/10.1080/00220671.2017.1289781. Rinke, C., Gladstone-Brown, W., Kinlaw, C., & Cappiello, J. (2016). Characterizing STEM Teacher Education: Affordances and Constraints of Explicit STEM Preparation for Elementary Teachers: Characterizing STEM Teacher Education. School Science and Mathematics, 116, 300–309. https://doi.org/10.1111/ssm.12185. Sanders, M. (2009). Integrative STEM education: primer. The Technology Teacher, 68(4), 20–26. Shelley, M., & Kiray, S. A. (2018). Research Highlights in STEM Education. ISRES Publishing. So, H.-J., Ryoo, D., Park, H., & Choi, H. (2019). What Constitutes Korean Pre-service Teachers’ Competency in STEAM Education: Examining the Multi-functional Structure. The Asia- Pacific Education Researcher, 28(1), 47–61. https://doi.org/10.1007/s40299-018-0410-5. Stohlmann, M., Moore, T., & Roehrig, G. (2012). Considerations for Teaching Integrated STEM Education. Journal of Pre-College Engineering Education Research, 2. https://doi.org/10.5703/1288284314653. Talley, T. (2017). The STEM Coaching Handbook. Routledge. https://doi.org/https://doi.org/10.4324/9781315625003. Thuy, H. T., & Thuy-Ha, H. D. (2019). STEM education in non-formal learning institutions in ethnic monority and mountainous areas: A look from Ha Giang city’s community learning centre. Journal of Physics: Conference Series, 1340(1). https://doi.org/10.1088/1742- 6596/1340/1/012033. Tsai, C.-C., & Chai, C. (2012). The “third”-order barrier for technology-integration instruction: Implications for teacher education. Australasian Journal of Educational Technology, 28, 1057–1060. https://doi.org/10.14742/ajet.810. Valko, N. V., Kushnir, N. O., & Osadchyi, V. V. (2020). Cloud technologies for STEM education. http://elibrary.kdpu.edu.ua/xmlui/handle/123456789/3882 Vasquez, J. A., Cary, S., & Comer, M. J. (2013). STEM Lesson Essentials, Grades 3-8: Integrating Science, Technology, Engineering, and Mathematics. Vincent-Lancrin, K. K. (2013). Sparking Innovation in STEM Education with Technology and Collaboration. OECD Education Working Papers, 91. https://doi.org/10.1787/5k480sj9k442-en. Vuong, Q., Pham, T., Tran, T., Vuong, T., & Nguyen, M. (2020). STEM education and outcomes in Vietnam : Views from the social gap and gender issues. 12
  13. TẠP CHÍ KHOA HỌC QUẢN LÝ GIÁO DỤC SỐ 04(40), THÁNG 12 – 2023 https://doi.org/https://dx.doi.org/10.2139/ssrn.3543346. Yang, C.-L., Yang, Y.-C., Chou, T.-A., Wei, H.-Y., Chen, C.-Y., & Kuo, C.-H. (2020). Case Study: Taiwanese Government Policy, STEM Education, and Industrial Revolution 4.0 BT - STEM in the Technopolis: The Power of STEM Education in Regional Technology Policy (C. Zintgraff, S. C. Suh, B. Kellison, & P. E. Resta (eds.); pp. 149–170). Springer International Publishing. https://doi.org/10.1007/978-3-030-39851-4_9. Yata, C., Ohtani, T., & Isobe, M. (2020). Conceptual framework of STEM based on Japanese subject principles. International Journal of STEM Education, 7(1), 12. https://doi.org/10.1186/s40594-020-00205-8. Yeh, Y.-F., & Hsu, Y.-S. (2019). Instructional Knowledge of STEM: The Voices of STEM Teachers in Taiwan BT - Asia-Pacific STEM Teaching Practices: From Theoretical Frameworks to Practices (Y.-S. Hsu & Y.-F. Yeh (eds.); pp. 51–66). Springer Singapore. https://doi.org/10.1007/978-981-15-0768-7_4. Yu, H.-P., & Jen, E. (2020). Integrating Nanotechnology in the Science Curriculum for Elementary High-Ability Students in Taiwan: Evidenced-Based Lessons. Roeper Review, 42(1), 38–48. https://doi.org/10.1080/02783193.2019.1690078. Нам, Н. Х., Куанг, Л. С., Хиен, Н. В., & Трониной, Л. (2020). Как меняются субъективные представления педагогов о STEM -образовании. 204–229. 13
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