Bồi dưỡng năng lực dạy học tích hợp STEM của giáo viên trung học cơ sở.Bồi dưỡng năng lực dạy học tích hợp STEM của giáo viên trung học cơ sở.Bồi dưỡng năng lực dạy học tích hợp STEM của giáo viên trung học cơ sở.Bồi dưỡng năng lực dạy học tích hợp STEM của giáo viên trung học cơ sở.Bồi dưỡng năng lực dạy học tích hợp STEM của giáo viên trung học cơ sở.Bồi dưỡng năng lực dạy học tích hợp STEM của giáo viên trung học cơ sở.Bồi dưỡng năng lực dạy học tích hợp STEM của giáo viên trung học cơ sở.Bồi dưỡng năng lực dạy học tích hợp STEM của giáo viên trung học cơ sở.Bồi dưỡng năng lực dạy học tích hợp STEM của giáo viên trung học cơ sở.Bồi dưỡng năng lực dạy học tích hợp STEM của giáo viên trung học cơ sở.Bồi dưỡng năng lực dạy học tích hợp STEM của giáo viên trung học cơ sở.Bồi dưỡng năng lực dạy học tích hợp STEM của giáo viên trung học cơ sở.24 MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION TRƯỜNG ĐẠPHẠM HÀ NỘI NGUYEN THI THU THUY FOSTERING JUNIOR HIGH SCHOOLTEACHERS’ TEACHING COMPETENCE IN INTEGRATED STEM EDUCA.
MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION TRƯỜNG ĐẠPHẠM HÀ NỘI NGUYEN THI THU THUY FOSTERING JUNIOR HIGH SCHOOLTEACHERS’ TEACHING COMPETENCE IN INTEGRATED STEM EDUCATION Major: Theory and Methods of Teaching Physics Code: 9.14.01.11 SUMMARY OF DOCTORAL DISSERTATION OF EDUCATION STUDIES HANOI – 2023 THE DISSERTATION WILL BE ACCEPTED at the Physics Faculty - Hanoi National University of Education Supervisor: Assoc Prof Dr NGUYEN VAN BIEN Dr DUONG XUAN QUY Reviewer 1: Assoc Prof Dr LE VAN GIAO Hue University of Education Reviewer 2: Dr CAO TIEN KHOA Thai Nguyen University of Education Reviewer 3: Assoc Prof NGUYEN THI NHI Vinh University The dissertation will be defended at the Defense of Doctoral Dissertation in Hanoi National University of Education at … … /……/ 2023 The dissertation can be found in National Library, Hanoi Or Library of Hanoi National University of Education LIST OF WORKS PUBLISHED BY AUTHOR Nguyen Thi Thu Thuy (2017), "Survey on the current state of Integrated STEM teaching competence of natural science teachers in Quang Ngai province", Proceedings of the international scientific conference Developing pedagogical competence natural science teachers to meet the requirements of general education reform, pp 473 – 480 Nguyen Thi Thu Thuy (2019), "Applying the engineering design process to build the STEM theme "Designing a model of flood-resistant house" in the direction of developing student competence", Proceedings of the international conference New issues in educational science with interdisciplinary and transdisciplinary approaches, pp 79 – 90 Nguyen Thi Thu Thuy, Nguyen Van Bien, Duong Xuan Quy (2019), "Proposing a model of fostering Integrated STEM teaching competence for natural science teachers in the direction of lesson study", Proceedings of the Association The first international conference on teacher training innovation 20 years to develop a model of teacher training, pp 107 – 117 Nguyen Thi Thu Thuy, Nguyen Van Bien, Duong Xuan Quy (2020), “Fostering teachers’ competence of integrated STEM education”, Jurnal Penelitian dan Pembelajaran, (2), p 166 – 179 Nguyen Thi Thu Thuy, Nguyen Van Bien, Duong Xuan Quy (2021), "The process of fostering teachers in STEM education under the blended teaching model", Proceedings of the national scientific conference on Teaching Physics Vth, pp 212-224 INTRODUCTION Rationale of the study The standards for workers in the 21st century include having skills related to problem-solving, creativity, innovation, critical thinking, and teamwork Regarding this problem, STEM education is one of the solutions to prepare for the challenges of the 21st century In the implementation of STEM education, teachers play an important role in enhancing the STEM competencies of students However, teachers are facing many obstacles in successfully implementing STEM, such as lack of knowledge about STEM content, low effectiveness, and changing teaching methods A survey of junior high school teachers in Quang Ngai province found that many teachers not understand STEM education correctly Especially teachers face many difficulties when designing STEM teaching plans and organizing teaching STEM topics With the desire to develop the necessary competencies of teachers in STEM education, we chose the research topic: "Fostering junior high school teachers’ teaching competence in integrated stem education" Aim of the study: Develop an integrated STEM teaching competence structure, develop junior high school teacher professional development (TPD) programs to develop integrated STEM teaching competencies Subjects and scope of the study: - Integrated STEM teaching competence structure for junior high school teachers - Developing integrated STEM teaching competencies for junior high school teachers through activities in teacher professional development programs The hypothesis of the study: If integrated STEM teaching competence structure, as well as content, teaching materials, and plans of junior high school teacher professional development programs about STEM education in blended learning form, were built, integrated STEM teaching competencies would be developed Research tasks of the study Research on the theoretical basis of integrated STEM teaching competencies Develop an integrated STEM teaching competence structure for junior high school teachers Conduct surveys about the current situation of integrated STEM teaching competencies and the need for fostering competencies of STEM education of junior high school teachers Research the theoretical basis of teacher professional development to select training models and methods, and then propose principles for developing teacher professional development programs to develop teachers' integrated STEM teaching competencies Design the process of developing the content of the teacher professional development program and the process of organizing the teacher professional development program to develop integrated STEM teaching competencies for junior high school teachers Develop content, teaching materials, and detailed plans for junior high school teacher professional development programs Conduct pedagogical experiments to evaluate the feasibility of the fostering process, adjust the TPD activities, learning materials, websites, and assessment instruments, and evaluate the development of teachers' integrated STEM teaching competencies Research method The dissertation uses a combination of the following research methods: Theoretical research (analysis, synthesis; classification and systematization of theory); Research teaching and learning practices (surveys, interviews, observations); pedagogical experiments, and mathematical-statistical method New contributions of the dissertation Theoretical significance: Integrated STEM teaching competence structure for junior high school teachers, theoretical system on teacher professional development according to the model of blended learning, the process of developing the content of the teacher professional development program and the process of organizing the teacher professional development program to develop integrated STEM teaching competencies for junior high school teachers Practical significance: teaching materials on STEM education, the assessment instruments to evaluate teachers’ integrated STEM teaching competencies, in the process of pedagogical experiments, together with junior high school teachers to develop teaching plans to teach STEM topics in the first round of pedagogical experiments and 23 STEM topics in the second round CHAPTER A THEORETICAL OVERVIEW OF THE STUDY 1.1 Studies on integrated STEM teaching competencies From research on STEM education concepts of authors Sanders (2009), Wang et al (2011), Breiner et al (2012), Bybee (2010); Hoachlander and Yanofsky (2011), Homn E J (2014), Todd R Kelley and J Geoff Knowles (2016), N Tsupros, R Kohler, and J Hallinen (2009), we draw some conclusions about Integrated STEM teaching as follows: is an interdisciplinary approach equip learners with knowledge that integrates the fields of science, technology, engineering, and mathematics help learners solve practical problems in specific contexts Researching different perspectives on the structure of teaching competence in the world and Vietnam, especially the competence structures in STEM education and the criteria in each competence component of the authors Corbett et al (2014), Miran Song (2017), An (2017), Trang (2021) show that there are many criteria of competence components in STEM education that are still not suitable for teachers who are teaching at schools in Vietnam In junior high schools, some components of competence and criteria are still not specific, not showing the characteristics of STEM education From there, the problem for us is to determine the structure of STEM teaching competence, which components are included, the criteria and expression of the component competencies as well as indicators for each criterion, consistent with the teaching competence of STEM primary school teachers 1.2 Studies on teacher professional development We express concerns in researching the following issues: Research on building professional development courses: Many researchers are interested in developing and implementing teacher professional development programs Studies show how to effectively foster, how to plan professional development programs, use strategies and implement professional development programs, etc Darling-Hammond (2009) believes that professional development programs should focus on important content, pay attention to the context of support and guide teachers, and must include the process of teacher professional development Similar to the point of focus on central content, Julie A Luft also emphasized that the professional development program must be clear, and coherent and reflect the cooperation and specific changes of teachers Banilower, Heck, & Weiss focus on building a process for teacher professional development Research on fostering methods: According to the teacher professional development model of Gaible, E and Burns, M 2005, there are main types of teacher professional development: teacher standardization, school-based training, personal training, or self-improvement With a different classification point of view, author Tran Ba Hoanh believes that there are three methods of teacher professional development, including focused training, on-site training, and distance training Many educators have studied the combination of face-to-face and online training Garrison and Kanuka (2004) suggest that the combination of face-to-face and online learning can lead to a transformation of the learner's experience The authors Guskey (2000), Loucks-Horsley et al (2010) have studied many different fostering strategies for professional development for teachers The topic focuses on studying blended learning, the model of lesson research and micro-teaching in teacher professional development Research on professional development course assessment: Assessment is an essential part of program improvement, innovation, and long-term success According to Aleksander S Drovnikov et al (2016), the direct object to measure the quality of professional development includes factors: professional development program, training implementation process, and training results According to E Roelofs, & Sanders, P (2007), the assessment of teachers' competencies requires a clear definition of the competencies to be assessed to guide the collection and demonstration of the assessment 1.3 Studies on blended learning in teacher professional development Many studies have confirmed the effectiveness of the blended learning model in professional development for teachers (Curtis and Swenson (2003), Driscoll (2002), Owston, Sinclair and Wideman (2008), Berger et al al., (2008), Ho et al., (2016), Krasnova & Shurygin, (2019), Boulay, Parisky, & Leong, (2013), ) Many studies on building and evaluating the effectiveness of the training course for teachers according to the method of blended learning, but there has been no research on building a training course to develop the integrated STEM teaching competence according to the method of blended learning for junior high school teachers In this study, we define the pivotal task of the topic as Researching theoretical and practical basis to develop the structure of integrated STEM teaching competence, building content, and fostering processes to develop STEM teaching competence for teachers in junior high schools CHAPTER THEORETICAL AND PRACTICAL BASIS OF THE FOSTERING INTEGRATED STEM TEACHING COMPETENCIES FOR JUNIOR HIGH SCHOOL TEACHERS 2.1 Theoretical basis of fostering integrated STEM teaching competencies for junior high school teachers 2.1.1 STEM education: In the topic, we research based on the perspective of STEM education described in the General Education Program 2018 as follows: “STEM education is an educational model based on an interdisciplinary approach that helps students apply scientific, technological, engineering and mathematical knowledge to solve several practical problems in a specific context” 2.1.2 Teaching competence of teacher: Based on different perspectives on the structure of teaching competence, we believe that the teaching competence of high school teachers consists of components: cognitive competence, teaching science design competence, teaching organization competence, and assessment competence 2.1.3 Integrated STEM teaching competence structure Integrated STEM teaching is to teach science in an interdisciplinary manner, in which science is integrated with technology, engineering, and math to explore and solve real-world problems Integrated STEM teaching competence is the ability to master the knowledge, skills, and attitudes related to STEM integrated teaching to develop teaching plans and organize teaching activities on STEM topics/lessons We apply the process of building a competence framework to build a competence framework of integrated STEM teaching competence for junior high school teachers as follows: Table Integrated STEM teaching competence structure for junior high school teachers ST COMPONENT BEHAVIORAL INDICATORS T S Awareness of NT1.1 Understand some basic issues of STEM integrated STEM education (concept, nature, goals, classification, education roles) NT1.2 Understand about applying the engineering design process in teaching STEM topics NT1.3 Understand about applying the scientific research process in teaching STEM topics NT1.4 Understand about applying interdisciplinary knowledge to solve practical problems Design a TK2.1 Detect practical problems related to the teaching plans content of natural science knowledge for STEM topics TK2.2 Collaborate with teachers of other subjects in developing STEM topics TK2.3 Determine the objectives of teaching STEM topics TK2.4 Define design and product evaluation criteria TK2.5 Develop the content of STEM teaching activities TK2.6 Build learning materials to support STEM Implement teaching plans about STEM topics Evaluate and adjust the teaching plans for STEM topics teaching activities (STEM topic content, learning records, supporting devices, rubrics to orient learning activities ) TK2.7 Prepare teaching aids in STEM teaching activities (guide students to record Vlog as evidence, a guide to record study portfolio) TK2.8 Develop school curricula associated with teaching STEM topics/lessons TH3.1 Assign lively and attractive learning tasks TH3.2 Use rubric on design and product evaluation criteria to guide learning activities TH3.3 Identify difficulties and support students in STEM activities TH3.4 Encourage students to cooperate and help each other when performing tasks TH3.5 Organize effective reporting and discussion activities (reporting, discussing, synthesizing, analyzing, and evaluating) (Integrating knowledge and skills of the lesson through discussion, student feedback and accepting multiple answers) TH3.6 Manage classroom in STEM teaching activities Instructions for teachers to demonstrate (study records) TH3.7 Collaborate with teachers of other subjects in teaching STEM topics DG4.1 Select and develop assessment instruments DG4.2 Practice and evaluate by using the assessment instruments DG4.3 Determine the appropriateness of learning activities with teaching conditions DG4.4 Evaluate and adjust the teaching plan based on the lesson study process 2.1.4 Forms and methods of teacher professional development: The application of blended learning for teacher professional development will improve the competence and professionalism of teachers Blended learning means “using a combination of online learning, face-to-face instruction, and other methods to organize content and guide learning” (Noe, R., 2002) Concurrent, we choose the model of lesson research and micro-teaching in teacher professional development 2.1.5 Principles of building a teacher professional development course: Based on general teaching principles; the nature of the cognitive process of the learners (the object here is the teacher) and the objectives of the teacher professional development course, we propose principles of fostering: the principle of construction, the principle of individualization, the principle of autonomy, the principle of ensuring the cooperation, and the principle of linking theory with practice 2.1.6 The process of developing teacher professional development programs to develop integrated STEM teaching competencies: Using the model of Wiggins, Mc Tighe (1998), Weddel (2006) and Philipsen, B (2019), we propose steps to build a professional development program as shown… 5.1 Collect evaluation data sources: Tests, surveys, TPD products, videos, self-assessment tables Using mathematical statistics to analyze qualitatively and quantitatively the results obtained in order to assess the development of behavioral indicators in the competency framework to be assessed 5.2 Through the feedback form of the learners and the opinions of the trainers teaching the refresher course, analyze and compare with the initial objectives of the TPD course, evaluate the advantages and disadvantages of the TPD course 5.3 Supplement and complete the TPD program 1.1 Building questionnaires Step Identify the TPD needs Step Assess the acquired competencies and modify the TPD program Step Organize the TPD course 4.1 Conduct TPD according to the TPD organization process and designed TPD documents 4.2 Conduct teacher assessments as planned 4.3 Get feedback from learners about the TPD course 1.2 Conduct an investigation into the current situation and the need for fostering the teaching capacity of STEM teaching of natural science teachers 1.3 Use mathematical statistics to analyze the results obtained 1.4 Identify actual TPD needs Step Select the competencies to develop Step Design TPD activities and materials 2.1 The competence of cognition of integrated STEM education, behavioral indicators to develop include: 1.1, 1.2, 1.3, 1.4 2.2 The competence of designing STEM lesson plans, behavioral indicators to be developed include: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8 2.3 The competence of implementing STEM topic teaching plans, behavioral indicators to be developed include: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7 2.4 The competence of evaluating and modifying teaching plans for STEM topics, the behavioral indicators that need to be developed include: 4.1, 4.2, 4.3, 4.4 3.1 Define TPD objectives 3.2 Research materials on teacher TPD 3.3 Identify TPD contents and types, methods, and strategies of TPD 3.4 Developing a process for organizing TPD 3.5 Building the framework of the program 3.6 Build detailed programs: + Designing TPD activities + Prepare TPD materials + Make a list of equipment, tools, and supplies needed for the TPD course + Design a Website to support the TPD process Fig The process of developing teacher professional development programs 2.1.8 The process of organizing teacher professional development programs to develop integrated STEM teaching competencies: We build a process of 11 TEACHING COMPETENCIES FOR JUNIOR HIGH SCHOOL TEACHERS Based on the results of the practice survey, we selected several behaviors belonging to the framework of integrated STEM teaching competence to focus on teacher professional development, which is shown in the objectives part 3.1 Teacher professional development objectives Developing the integrated STEM teaching competence of some teachers in junior high schools in Quang Ngai province, specifically, after the TPD course, teachers can: - Present common issues related to STEM education (STEM education concept, characteristics of STEM lessons, classification of STEM education, form of organization of STEM education in Vietnam, roles, ideas, etc.) the meaning of STEM education in Vietnam, the government's guidelines and circulars, the official dispatch of the Ministry of Education and Training on the implementation of STEM education in high schools ) (NT 1.1) - Describe the scientific research process and the engineering design process, and then apply these processes to design STEM topics (NT 1.2, NT 1.3) - Design and implement STEM topics based on the use of a number of active teaching methods and techniques (Experience-based teaching, Project-based teaching, Exploratory teaching, mapping techniques thinking, ) (TK 2.5) - Identify objectives, and then select and design teaching activities, develop learning materials and cooperate with other teachers to design STEM topic plans (TK 2.2, TK 2.5, TK 2.6) - Develop and use íntruments to support a number of specific STEM teaching activities (TK 2.4) - Develop design and product evaluation criteria (TK 2.4) - Implement appropriate assignments, support students, organize effective reporting and discussion activities, manage classrooms for specific STEM topics, and teach satisfactory STEM topics by the design team (TH 3.5) - After participating in this course, teachers continue to research issues related to STEM education, design STEM-themed teaching plans and teach STEM topics at the schools 3.2 Content of teacher professional development programs 3.2.1 Structure of teacher professional development programs: is shown in figure 3.2.2 Means to support the training course 3.2.2.1.Developing materials for fostering integrated STEM teaching competence structure for junior high school teachers The content of the document includes topics: Topic Competence of cognition of integrated STEM education, Topic Competence of designing STEM lesson plans, Topic Competence of implementing STEM topic teaching plans, Topic Competence of evaluating and modifying teaching 12 plans for STEM topics, Topics Guidelines for assessment of TPD courses In each topic, there are sections such as the introduction of the topic, the content of specific training activities, appendices to guide training activities, and references 3.2.2.2.Develop a website https://khoahocstem.com/ to develop Competence of cognition of integrated STEM education and support in the TPD process The sitemap https://khoahocstem.com/ is shown in figure Activity Start of the training course (Onsite) Activity Self-study online on the website khoahocstem.com (Online) Developing the STEM integrated educational cognitive competence (NT1.1, NT1.2, NT1.3, NT1.4) Evaluation method: + pre - Test (activity 1) Activity STEM activity “Alarm system when opening the door” (Onsite) Activity Discuss and share some issues about STEM education (Onsite) Activity Identify STEM topic ideas (optional) (Onsite) Activity Develop a teaching plan for the selected STEM topic (Online) Activity Analysis and evaluation of STEM topic lesson plan "Alarm system when opening the door" (Online) Activity Analyze (selected) topics according to different orientations of each subject (Online) Activity Draw the design and manufacture the product of the developed STEM topic Adjustment of design evaluation criteria and product evaluation criteria (Onsite) + tests after modules (activity 2) + A survey of teachers' conceptions of STEM education before TPD (Operation 1) and after TPD (activity 4) Developing the competence to implement teaching plans for STEM topics (TH3.5) Evaluation method: + Assessment sheet for STEM-themed lessons (video analysis) Activity 11 Video analysis of teaching sessions on STEM topic “Alarm system when opening the door” (Online) Activity 12 Implementation developed STEM topics (Onsite) Activity 15 Summarize and evaluate the TPD session (Onsite) Activity 10 Discuss and share with experts (Online) Activity 14 Modifying the selected STEM topic lesson plans (Online) Developing the competence to design teaching plans for STEM topics (TK2.2, TK2.4, TK 2.5, TK 2.6) Activity 13 Evaluation and feedback after class (Online) Evaluation method: + Assessment sheet of identifying ideas for STEM topics + Assessment sheet of teaching plans for STEM topics in Activity and Activity 10 of Developing the competence to evaluate and adjust teaching plans for STEM topics; Evaluation method: a personal notebook 13 Home page Program Training schedule Document Register Contact Module n Module introduction Self-study Modules Lesson Lesson Test Programs TPD activities TPD activitiy n Introduction 10 11 Document 12 13 14 15 16 Study worksheets Government documents, Ministry of Education and Training (Directive No 16/CT-TTg, Decision 522/QD-TTg, Official Letter No 4612/BGDDT-GDTrH, Dispatch No 4325/BGDDT-GDTrH, Official Letter 3089/BGDDT-GDTrH, ) Lecture Video Documents (Video introducing general issues about STEM education, learning video about STEM education) Some illustrated STEM topic teaching plans (Topic STEM "Alarm system when opening the door", topic STEM "Sound and life", ) Some illustrative STEM topic teaching videos (Topic STEM "Alarm system when opening the door", topic STEM "Sound and life", ) 14 Fig Website structure description https://khoahocstem.com/ 3.3 Methods of organizing teacher professional development + When implementing the Program, the reporter can actively select the content suitable to the reality of the TPD course (the teacher's needs or the teacher's qualifications), some content in the Program can be omitted or adjusted according to reality + During the TPD course, the reporter organizes individual/group activities so that all students can actively participate in the class content and practice applying it on the spot (participation method) the reporter plays the role of organizer and guide of activities so that students can actively master the theoretical and practical contents + When presenting theoretical content, it is necessary to ask questions for teachers to think and discuss, avoid one-way presentations, and encourage teachers to discuss with supervisors and other teachers + For the practical part, the faculty member uses group activities/experiences, and the supervisor asks the groups to design the STEM topic teaching plan and teach the STEM topic in the actual classroom Supervisors need to create conditions for teachers to have more time to prepare for the practical part + Promoting self-study ability of teachers, based on documents provided on the website https://khoahocstem.com/, combined with group discussion in each group of schools under the support of BCV to help teachers understand clearly training content At the same time, we conduct training in the form of blended training, combining the model of lesson study and micro-teaching We also plan to organize specific training activities 3.4 Methods of assessing teacher professional development To support the research process, we developed a set of assessment instruments including the pre-Test test, the test of modules 1, 2, 3, 4, and the survey of the conception of teachers about STEM education, assessment form of STEM teaching plans, assessment form of STEM implementation, rubric table to assess teachersers’ integrated STEM teaching competencies Table TPD activities and corresponding assessment instruments with behavioral indicators Activities that Behavioral provide indicators opportunities for Data collection and assessment instruments training and assessment NT 1.1 Activity Pre – Test, conception survey The rubric (observation and table to 15 NT 1.2 NT 1.3 NT 1.4 TK 2.2 TK 2.4 assessment) Activity (fostering and assessment) Activity Activity (fostering and assessment) Activity (observation and assessment) Activity (fostering and assessment) Activity Activity (fostering and assessment) Activity (observation and assessment) Activity (fostering and assessment) Activity (observation and assessment) Activity (fostering and assessment) Activity (fostering and assessment) Activity (fostering and assessment) Activity 7, 8, 9, 10 (observation and assessment) Activity (fostering and assessment) Activity (fostering and assessment) assess each behavioral Test module and module indicator in Conception survey and video the recording of training sessions integrated STEM of module teaching Pre – Test competence framework of junior Test module high school teachers Video of training sessions Pre – Test Test module Pre – Test Test module STEM topic idea survey The 1st STEM topic teaching plan Assessment sheet of STEM topic teaching plan The 2nd STEM topic teaching plan Assessment sheet of STEM topic teaching plan The 1st STEM topic teaching plan Assessment sheet of STEM topic teaching plan The 2nd STEM topic teaching plan Assessment sheet of STEM 16 Activity (fostering and assessment) TK 2.5 Activity 7, 8, 10 (fostering and assessment) Activity (fostering and assessment) TK 2.6 TH 3.5 Activity (fostering assessment) 10 and Activity (fostering assessment) 12.1 and Activity (fostering assessment) 12.3 and Activity (fostering assessment) 12.5 and topic teaching plan The 1st STEM topic teaching plan Assessment sheet of STEM topic teaching plan The 2nd STEM topic teaching plan Assessment sheet of STEM topic teaching plan The 1st STEM topic teaching plan Assessment sheet of STEM topic teaching plan The 2nd STEM topic teaching plan Assessment sheet of STEM topic teaching plan Video lesson of activity on the STEM topic Assessment sheet for STEM teaching activities Video lesson of activity on the STEM topic Assessment sheet for STEM teaching activities Video lesson of activity on the STEM topic Assessment sheet for STEM teaching activities CHAPTER PEDAGOGICAL EXPERIMENTS 4.1 Purpose of the pedagogical experiment The pedagogical experiment is done to test the hypothesis Therefore, the specific objectives of the pedagogical experiment are: - Assess the feasibility of the developing teacher professional development program principles, assess the effectiveness of supporting documents for the professional development process (Pedagogical experiment round 1) - Assess the development of teachers' integrated STEM teaching competencies after the professional development process (Pedagogical experiment round 2).4.2 Subjects and time of the pedagogical experiment 17 The pedagogical experiment was conducted with 11 teachers in junior high schools in Quang Ngai province from April 2020 to July 2020 (round 1), and 123 teachers in 23 junior high schools under the Education Department of Quang Ngai city from 23 2021 to 26 10 2021 (round 2) 4.3 The process of pedagogical experimentation HĐ Online self-study activities https://khoahocstem.com/ Format: online Time: From 5/5/2020 to 8/5/2020 tests after self-study modules Cognitive capacity about STEM education HĐ1 HĐ Start-up activity Form: focus Time: 5/5/2020 A survey on the current situation and training needs of STEM education Test before training Survey on teachers' conceptions of STEM education Competence in designing the STEM teaching plan on website HĐ2 HĐ Discuss and share some issues about STEM education Form: focus Time: 10/5/2020 Survey on teachers' perceptions of STEM education HĐ3 Cognitive capacity about STEM education HĐ4 HĐ STEM experience activity "Alarm system when opening the door" Form: focus Time: 10/5/2020 Training products: designs, models and products of alarm system when opening the door HĐ Analysis of the STEM teaching plan "Alarm system when opening the door" HĐ Video analysis of STEM lessons "Alarm system when opening the door" HĐ Analyze designed STEM topics according to different orientations of each subject Format: online Time: May 31, 2020 Study Card HĐ5 HĐ6 HĐ Identify STEM topic ideas HĐ Designing a STEM teaching plan Format: teamwork at home Time: From 11/5/2020 to 17/5/2020 STEM topic idea sheet for each group The group's STEM teaching plan has been designed by the group Competence in implementing the STEM teaching plan HĐ8 HĐ7 HĐ9 Competence in designing the STEM teaching plan HĐ10 HĐ11 HĐ12 HĐ 10 Draw blueprints and manufacture designed STEM products Adjusting design evaluation criteria and product evaluation criteria HĐ 11 Discuss, exchange, share with experts Format: focus groups Time: From 1/7/2020 to 5/7/2020 Modified group's STEM topics and manufactured products HĐ 12.Teaching designed STEM topics Time: 6/7/2020 Each group of teachers teaches activity Identify research problems Time: 7/7/2020 Each group of teachers teaches activity Research background knowledge and propose design solutions Time: 8/7/2020 Each group of teachers teaches activity Present and defend the design solution Time: 9/7/2020 Each group of teachers teaches activity Manufacturing and testing products Time: 10/7/2020 Each group of teachers teaches activity Product report and discussion Form: focus STEM lesson assessment sheet Competence in implementing the STEM teaching plan HĐ13 Competence in assessing - adjusting the STEM teaching plan HĐ 13 Evaluate, give feedback after class, HĐ 14 Adjust teaching plan HĐ 15 Summarizing and evaluating the training session HĐ14 HĐ15 Competence in assessing adjusting the STEM teaching plan ... general issues about STEM education, learning video about STEM education) Some illustrated STEM topic teaching plans (Topic STEM "Alarm system when opening the door", topic STEM "Sound and life",... Some illustrative STEM topic teaching videos (Topic STEM "Alarm system when opening the door", topic STEM "Sound and life", ) 14 Fig Website structure description https://khoahocstem.com/ 3.3 Methods... idea survey The 1st STEM topic teaching plan Assessment sheet of STEM topic teaching plan The 2nd STEM topic teaching plan Assessment sheet of STEM topic teaching plan The 1st STEM topic teaching