Experiential activity is an activity that plays a very important role in the new high school education program. This action gives activities many opportunities to experience to use the knowledge put into practice, thereby forming their capacity as well as promoting their creativity. Within the scope of this article, we study the theoretical basis of experiential activity and on the basis we design the experiential activity “Research on the process production and the efficiency of using microbiological analysis from corn lotus, analysis for agricultural production” in teaching Inorganic Chemistry Grade 11. Thereby helping students to form and foster the necessary substances of a scientist, that is, ability analysis, synthesis, creativity, practice honesty, perseverance, patience, overcome difficulties, seek creativity and practice independence and teamwork.
STEM is an educational model that is currently attracting particular interest from scholars, policymakers and educators all over the world, including in Vietnam. Through this model, students not only have a chance to learn scientific knowledge of different fields but also learn how to apply that knowledge into practice creatively. In each STEM-based lesson, students are placed in a situation with either scientific or technical problems that need to be solved. Based on the researches on STEM education and the capacity to use knowledge and skills, the article proposes the teaching process and the organization of teaching activities with the Chemistry topic of "Cinnamon oil production", following STEM education, aiming at developing the grade-11 students’ capacity of using knowledge and skills. The initial pedagogical experimental results show the effectiveness of the proposed teaching process and teaching activities in the formation and development of the grade-11 students’ capacity of using knowledge and skills.
Today, teachers should have the role of bringing learners from passiveness to activeness in the formation of qualities and competencies. Active learning - actually cognitive positivity - is a process, in which learners have the desire to understand, mobilize intelligence and put high energy into the process of acquiring knowledge. Learners should not be provided with designed lectures and ready knowledge, but they have to learn, analyze, practice handling situations and solving problems on their own. Applying active teaching techniques in the teaching process is one of the most effective ways to promote learners' positivity. In the scope of this article, we apply the form of station-based teaching combined with the puzzle technique to promote the students' activeness and initiative.
The born of the general education program stipulates that experience activities (primary level) and experiential and career-oriented activities (junior high school and high school levels) are both required educational activities carried out from grade 1 to grade 12 to assist students to develop competencies, skills, beliefs, ethics in order to promote creative potential and adaptability to life, environment, and profession future career [1]. Within the scope of this article, we briefly study the theoretical basis of experiential activity. Therefore, developing the topic of experiential activity "Growing plants with a hydroponic solution" in the Chemistry Grade 11 (2018 program) in order to develop problem-solving capacity for students. Experimental reveal that experiential and career-oriented activities assist students to develop their problem-solving abilities, contributing to improving the quality of education and training, which is appropriate in the period of educational reform nowadays.
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