Vận dụng mô hình 5E trong giáo dục STEAM cho trẻ mầm non: Khoảng cách giữa nhận thức và thực hành của giáo viên

Tóm tắt

In early childhood STEAM education, inquiry-based learning, particularly the 5E model, may sometimes be enacted through step-by-step procedural compliance, which can dilute its constructivist intent. Using an explanatory sequential mixed-methods design, this study examines teachers’ understanding of the 5E model and their self-reported implementation based on a convenience sample of 132 preschool teachers in Hanoi. Quantitative results indicate a strong preference for the 5E model (71.2%). However, only 35.1% of the explored teachers reported fully implementing all stages, a figure that may be influenced by social desirability bias. In-depth interviews further suggest that this inconsistency may derive from time constraints, the lack of standardized assessment tools, and inconsistent interpretations of the purposes of each inquiry stage. Accordingly, the study proposes a more flexible use of the 5E model that foregrounds core cognitive phases (Engage, Explore, Explain). Its central contribution is a self-assessment rubric intended to help teachers shift from superficial procedural “box-ticking” toward a more authentically constructivist implementation that grants children greater agency and accommodates trial-and-error processes.