Thiết kế hoạt động trải nghiệm theo mô hình STSE nhằm phát triển năng lực giải quyết vấn đề trong dạy học phần “Sinh thái học và môi trường” (Sinh học 12)

Tóm tắt

Within Vietnam’s 2018 General Education Curriculum, the Ecology and Environment content in Grade 12 Biology provides opportunities to organize experiential learning activities based on the Science-Technology-Society-Environment (STSE) model to develop students’ problem-solving competence. This study proposes a procedure for designing STSE-based experiential learning activities and a corresponding assessment framework through document analysis, surveys of teachers and students at upper secondary schools in Hanoi and Hung Yen, and expert appraisal. The findings indicate that teachers’ awareness and application of STSE remain limited, while students’ problem-solving competence is not yet well developed. On this basis, the study develops a procedure for designing experiential learning activities, an assessment framework comprising five components, and a sample activity entitled “Investigating Plastic Waste.” Expert appraisal results indicate that the proposed products demonstrate a high level of content relevance. Further pedagogical experimentation is required to verify the effectiveness of the proposed procedure.