Integrated Science, Technology, Engineering and Mathematics (STEM) Education through Active Experience of Designing Technical Toys in Vietnamese Schools

Abstract

Aim: STEM has attracted great consideration. The purpose of research is: (i) study STEM education; (ii) explore STEM education with the creative and experiential activity; (iii) suggest applying STEM education by designing technical toys for the middle school student. Study Design: This study used a qualitative approach to carry out teaching integration for STEM education. Place and Duration of the Study:The study applied to teaching the technological field in Vietnamese middle schools. The design performed at the Faculty of Technology Education, Hanoi Quang et al.; BJESBS, 11(2): 1-12, 2015; Article no.BJESBS.19429 2 National University of Education (HNUE), Vietnam in April 2015. Methods: This study used the integrated approach to design subjects for STEM education. Results: Two procedures for integration undertook with analysis. A sample of producing technical toy was consistent with developing students' competencies. Conclusion: Integrated approach to STEM education through designing technical toys is possible. Recently, there has been a booming interest in Integrated Science, Technology, Engineering and Mathematics (STEM) education [1,2], but the approaches to STEM still remains controversial in diverse educational contexts. This study addressed this issue by exploring STEM education with the use of creative and experiential activities in a Vietnamese educational context. It also proposed a practical model for integrating STEM into teaching technology in secondary schools by designing technical toys. The implementation of the practical model suggests the possibility in using the integrated approach to STEM education through designing technical toys for middle school students in Vietnam. By applying the subject knowledge domains to solve real world problems and settings, the students can experience the benefits of a concrete and active learning in a meaningful and practical context. The multidisciplinary and interdisciplinary integration approaches are consistent with the development of the students' competencies. Original Research Article

STEM based learning to facilitate middle school students’ conceptual change, creativity and collaboration in organization of living system topic

“…Project based learning, with the integration with STEM based learning can facilitate students to understand abstract concepts better [3,4]. Nevertheless, student performance is often assessed by using paper and pencil tests by science teachers [5].…”

STEM in English for Early Childhood Ecological Awareness in China

“…It may be applied to the construction of technical toys designed for middle school children. However, this study provides no insight regarding applications to preschool children however (Quang et al 2015). The technological field has been successfully instructed in middle schools in Vietnam (Quang et al 2015).…”

“…However, this study provides no insight regarding applications to preschool children however (Quang et al 2015). The technological field has been successfully instructed in middle schools in Vietnam (Quang et al 2015). Technical toys can be devised in order to cultivate student competencies.…”

“…Over the years, a rise in technical studies still remains controversial in the realm of education. However, toys provide a practical model of teaching students in modern educational environment (Quang et al 2015). Using multidisciplinary perspectives, students can learn to apply these skills to the real world (Quang et al 2015).…”

“…However, toys provide a practical model of teaching students in modern educational environment (Quang et al 2015). Using multidisciplinary perspectives, students can learn to apply these skills to the real world (Quang et al 2015). This pertains to the study in questions which uses materials and tablet devices as well to emphasize STEM-related concepts.…”