Dang Thi Thuan An- University of Education – Hue University, Vietnam
Huynh Van Son- HCMC University of Education, Vietnam
Pham Ngoc Son- Hanoi Metropolitan University, Vietnam
Nguyen Mau Duc- Hanoi National University of Education, Vietnam
Abstract. Currently, STEM (science, technology, engineering, and
mathematics) teaching that applies scientific and technical processes is
an approach to effectively implementing education in Vietnam. This
paper describes the application of scientific and technical processes in
teaching STEM topics in a school model associated with production,
business, and social life in Vietnam. This experimental study elicited
feedback by experts and high school chemistry teachers. Data were
collected through expert evaluation forms and questionnaires answered
with reference to a Likert scale, and the results were analyzed using
quantitative analysis. The research proposed STEM topics associated
with production practice and social life for teaching physics, chemistry,
and biology in Vietnam. Through the proposed process, we designed
and organized 33 STEM education topics associated with production
and social life in teaching physics, chemistry and biology. Research
results show that teaching STEM topics associated with production
practices and social life has clear advantages. Teachers’ knowledge and
use of STEM topics was found to be at a high level. The study confirmed
the effectiveness of applying scientific processes in teaching STEM
topics and creating connections between schools and production
practices.
Keywords: STEM topic; process for teaching STEM; students;
production practice; social life