Tổ chức hoạt động trải nghiệm STEM trong dạy học chủ đề “Động lực học” (Vật lí 10) nhằm phát triển năng lực khoa học cho học sinh

Tóm tắt

Developing students’ scientific competence is a key requirement in contemporary competency and quality-based physics instruction. Within this context, STEM experiential activities provide opportunities for students to apply knowledge, engage in research practices, and solve real-world problems. This study establishes a three-component structure for scientific competence and proposes a procedure for organizing STEM experiential activities in physics teaching to foster this competence in students. An experimental study was subsequently conducted over six weeks with 80 tenth-grade students, divided into an experimental group (40 students) and a control group (40 students). The results showed that the experimental group achieved a mean score of 8.12, surpassing the control group (6.95), with a statistically significant difference and a large effect size. The scientific competence of the experimental group improved from 3.08 to 4.22 (p < 0.001; Cohen’s d = 1.84). The findings demonstrate that STEM experiential activities enable students to mobilize scientific knowledge, formulate hypotheses, design and conduct experiments, collect and process data, and engage in evidence-based discussion and critical analysis; thereby providing evidence of the effectiveness and feasibility of the proposed procedure for physics instruction in high schools.