Thực trạng và giải pháp phát triển năng lực sáng tạo khoa học cho học sinh trung học phổ thông tại thành phố Hồ Chí Minh

Tóm tắt

Developing scientific creativity competence is a key requirement of competence-based high school education. In Ho Chi Minh City, student science-and-engineering activities have expanded quickly, but evidence on competence development and implementation remains limited. This study aimed to construct a competence framework, examine the current situation of competence development and school-based implementation, and propose solutions. A mixed-methods design was used, including literature review, surveys of 420 students and 96 teachers, analysis of 30 student research dossiers and interviews with 12 teachers and administrators. Students showed uneven development across competence components. They performed relatively better in identifying practical issues and presenting products, but remained limited in hypothesis formulation, verification strategy selection, investigation design, data processing, and academic integrity. Teacher, dossier, and interview data also show that time allocation, process feedback, mentoring expertise, and resource disparities affect competence development. The study links the competence framework to the scientific inquiry cycle and proposes practical solutions at the classroom, school, and city-system levels.