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Proposing a Model for Developing Facilities to Support STEM-Oriented Natural Science Experiences in Junior High Schools in Vietnam

Received: 31 July 2023     Accepted: 16 August 2023     Published: 28 August 2023
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Abstract

In Vietnam, in the context of a fundamental and comprehensive renovation of education in the spirit of transforming from content-based education to education that develops the quality and capacity of learners; STEM education and experiential activities are encouraged to be implemented in schools from preschool, elementary, middle, and high school levels. Besides, Natural Science is an integrated subject between Physics, Chemistry, and Biology; is a convenient subject for organizing and implementing STEM education-oriented experiential activities. The STEM education-oriented natural science experience is a new educational model, and schools still face many physical difficulties when implementing practical activities, experiments, and scientific research, modeling Physics, Chemistry, and Biology. From that, it can be seen that the facilities are one of the factors contributing to the success of the operation. Therefore, it is necessary to propose a management model for the purpose of developing facilities in schools in order to create favorable conditions for teachers to implement STEM education-oriented natural science experiences. On the basis of theory, the research paper proposes a model of infrastructure development that contributes to supporting STEM experiences in natural sciences at the lower secondary level. The research results suggest the content and implementation method of surveying, planning, organizing, directing, and checking the implementation results. The research gives meaning to education managers to apply theory to practice to develop facilities in schools, contributing to improving the quality of education in the locality and national education.

Published in International Journal of Secondary Education (Volume 11, Issue 3)
DOI 10.11648/j.ijsedu.20231103.11
Page(s) 55-62
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Model, Facilities, Experiential Activities, STEM, Natural Science, Vietnam

References
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[2] Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities.
[3] Chu. C. T. (2021). STEM education inspires future innovators. Communist Review, 954, 23–27.
[4] Communist Party of Vietnam. (2013). Resolution No. 29-NQ/TW On fundamental and comprehensive renovation of Education and Training.
[5] Congress. (2019). Education Law of Vietnam.
[6] Council, C. (2007). Report of the Academic Competitiveness Council. http://coalition4evidence.org/wp-content/uploads/2012/11/ACC-report-final.pdf
[7] Government. (1997). Resolution 90-CP dated August 21, 1997, on the direction and policy of socialization of educational, medical, and cultural activities.
[8] Hom, E. J. (2014). What is STEM education? Live Science, 11.
[9] Jullien, F. (2004). Eastern wisdom and Western philosophy. Da Nang Publishing House.
[10] Kolb, A. Y., & Kolb, D. A. (2009). The learning way: Meta-cognitive aspects of experiential learning. Simulation & Gaming, 40 (3), 297–327.
[11] Kurka, V. J. (2012). Recognizing culture in experiential education: an analysis and framework for practitioners.
[12] Marginson, S., Tytler, R., Freeman, B., & Roberts, K. (2013). STEM: country comparisons: international comparisons of science, technology, engineering, and mathematics (STEM) education. Final report.
[13] Ministry of Education and Training. (2018a). General education program Master program.
[14] Ministry of Education and Training. (2018b). The general education program in Natural Sciences.
[15] Ministry of Education and Training. (2019a). Training administrators and teachers on building STEM education topics.
[16] Nguyen, T. H. (2022). Solutions to invest in facilities, and improve the quality of non-public university training.
[17] Nguyen. T. N., Tran. T. X. Q., Nguyen. P. U., et al. (2022). An overview study on STEM competencies in the world and propose a STEM competency framework for high school students in Vietnam. Journal of Education, 22 (10), 48–53.
[18] Nguyen. V. H. (2021). Designing STEAM experiential activities in Nature and Society in elementary school. Journal of Education, 514, 17–21.
[19] Passarelli, A. M., & Kolb, D. A. (2011). The learning way: Learning from experience as the path to lifelong learning and development. The Oxford Handbook of Lifelong Learning, 70–90.
[20] Pham, N. C. T. et al. (2022). Managing the STEM education-oriented natural science experience activities in junior high school. Journal of Educational Science, Vietnam National Institute of Education Sciences, Vol. 18 (No. 11), 54-61.
[21] Sanders, M. (2009). Integrative STEM education: primer. The Technology Teacher, 68 (4), 20–26.
[22] Tsupros, N., Kohler, R., & Hallinen, J. (2009). STEM education: A project to identify the missing components. Intermediate Unit, 1, 11–17.
[23] Vo, V. H. et al. (2021). Natural Science 6 (Connecting knowledge to life).
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  • APA Style

    Tran Van Dat, Phan Ngoc Thach, Pham Nguyen Cam Tu. (2023). Proposing a Model for Developing Facilities to Support STEM-Oriented Natural Science Experiences in Junior High Schools in Vietnam. International Journal of Secondary Education, 11(3), 55-62. https://doi.org/10.11648/j.ijsedu.20231103.11

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    ACS Style

    Tran Van Dat; Phan Ngoc Thach; Pham Nguyen Cam Tu. Proposing a Model for Developing Facilities to Support STEM-Oriented Natural Science Experiences in Junior High Schools in Vietnam. Int. J. Second. Educ. 2023, 11(3), 55-62. doi: 10.11648/j.ijsedu.20231103.11

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    AMA Style

    Tran Van Dat, Phan Ngoc Thach, Pham Nguyen Cam Tu. Proposing a Model for Developing Facilities to Support STEM-Oriented Natural Science Experiences in Junior High Schools in Vietnam. Int J Second Educ. 2023;11(3):55-62. doi: 10.11648/j.ijsedu.20231103.11

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  • @article{10.11648/j.ijsedu.20231103.11,
      author = {Tran Van Dat and Phan Ngoc Thach and Pham Nguyen Cam Tu},
      title = {Proposing a Model for Developing Facilities to Support STEM-Oriented Natural Science Experiences in Junior High Schools in Vietnam},
      journal = {International Journal of Secondary Education},
      volume = {11},
      number = {3},
      pages = {55-62},
      doi = {10.11648/j.ijsedu.20231103.11},
      url = {https://doi.org/10.11648/j.ijsedu.20231103.11},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20231103.11},
      abstract = {In Vietnam, in the context of a fundamental and comprehensive renovation of education in the spirit of transforming from content-based education to education that develops the quality and capacity of learners; STEM education and experiential activities are encouraged to be implemented in schools from preschool, elementary, middle, and high school levels. Besides, Natural Science is an integrated subject between Physics, Chemistry, and Biology; is a convenient subject for organizing and implementing STEM education-oriented experiential activities. The STEM education-oriented natural science experience is a new educational model, and schools still face many physical difficulties when implementing practical activities, experiments, and scientific research, modeling Physics, Chemistry, and Biology. From that, it can be seen that the facilities are one of the factors contributing to the success of the operation. Therefore, it is necessary to propose a management model for the purpose of developing facilities in schools in order to create favorable conditions for teachers to implement STEM education-oriented natural science experiences. On the basis of theory, the research paper proposes a model of infrastructure development that contributes to supporting STEM experiences in natural sciences at the lower secondary level. The research results suggest the content and implementation method of surveying, planning, organizing, directing, and checking the implementation results. The research gives meaning to education managers to apply theory to practice to develop facilities in schools, contributing to improving the quality of education in the locality and national education.},
     year = {2023}
    }
    

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  • TY  - JOUR
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    AU  - Tran Van Dat
    AU  - Phan Ngoc Thach
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    SN  - 2376-7472
    UR  - https://doi.org/10.11648/j.ijsedu.20231103.11
    AB  - In Vietnam, in the context of a fundamental and comprehensive renovation of education in the spirit of transforming from content-based education to education that develops the quality and capacity of learners; STEM education and experiential activities are encouraged to be implemented in schools from preschool, elementary, middle, and high school levels. Besides, Natural Science is an integrated subject between Physics, Chemistry, and Biology; is a convenient subject for organizing and implementing STEM education-oriented experiential activities. The STEM education-oriented natural science experience is a new educational model, and schools still face many physical difficulties when implementing practical activities, experiments, and scientific research, modeling Physics, Chemistry, and Biology. From that, it can be seen that the facilities are one of the factors contributing to the success of the operation. Therefore, it is necessary to propose a management model for the purpose of developing facilities in schools in order to create favorable conditions for teachers to implement STEM education-oriented natural science experiences. On the basis of theory, the research paper proposes a model of infrastructure development that contributes to supporting STEM experiences in natural sciences at the lower secondary level. The research results suggest the content and implementation method of surveying, planning, organizing, directing, and checking the implementation results. The research gives meaning to education managers to apply theory to practice to develop facilities in schools, contributing to improving the quality of education in the locality and national education.
    VL  - 11
    IS  - 3
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Author Information
  • Faculty of Education, An Giang University, Long Xuyen City, Vietnam

  • Foreign Languages Faculty, Dong Thap University, Cao Lanh City, Vietnam

  • Natural Science Team, Nguyen Tu Secondary School, Cao Lanh City, Vietnam

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