An Dang Thi Thuan1,*, Duc Nguyen Mau2, Thien Trinh Le3
The development of integrated teaching capacity following STEM educational orientation for students of Universities of Education in Vietnam is being concerned. Through surveying 104 Chemistry teachers in high school in Dak Nong province, 76 Chemistry teachers in Thua Thien- Hue province, 112 Chemistry teachers in Thai Nguyen province- the school years 2018-2019 and 2019-2020 with different awareness levels of integrated teaching, and survey on improvement needs for integrated teaching capacity under STEM educational orientation as well. The reality of the awareness and improvement needs in integrated teaching under STEM educational orientation of Chemistry teachers in high schools shows that the addition of the theoretical basis for integrated teaching, STEM education and application in the teaching process to form an integrated teaching capacity for students is very necessary. Based on the survey results and the basis of determining the structure of integrated teaching capacity, we have identified an integrated teaching capacity framework and proposed methods to develop integrated teaching capacity using STEM educational orientation for pedagogical chemistry students. We conducted pedagogical experiments on third-year and fourth-year students-the formal educational training program concentrated at the university of Education-Thai Nguyen University (215 students) and University of Education-Hue University (182 students) with 03 integrated teaching topics. Evaluating the progress of each student group about the designing capacity in integrated teaching topics and products for integrated teaching topics; evaluating the integrated teaching capacity of pedagogical students through the questionnaire. Experimental results after statistical processing show the effectiveness and feasibility of the proposed methods.
Keywords: capacity, integrated teaching, integrated teaching capacity, STEM education, pedagogical students