Thực trạng vận dụng mô hình giáo dục STEAM của giáo viên trong dạy học môn Lịch sử và Địa lí ở trường trung học cơ sở tại tỉnh Sơn La

Tóm tắt

In the context of current educational reforms, the STEAM education model plays a critical role in promoting integrated teaching and connecting knowledge with practice. This study aims to assess the current state of awareness, the extent of application, and the barriers faced by teachers in implementing this model. The author employed a questionnaire survey method involving 347 lower secondary school teachers in Son La province. Results indicate that while teachers positively evaluate the role and significance of STEAM, their practical understanding and frequency of application remain at an average level. Primary difficulties include a lack of educational materials, limited capacity to design integrated activities, inadequate facilities, lack of management support, and student readiness. Notably, it is shown that teachers in urban areas tend to have more positive opinions than those in mountainous areas. Consequently, the study proposes that priority should be given to teacher training, developing locally-relevant educational materials, and improving support mechanisms to enhance the effectiveness of teaching History and Geography.