Phát triển tư duy thiết kế của học sinh trong dạy học chủ đề “Năng lượng và sự biến đổi” (Khoa học tự nhiên 6) theo định hướng giáo dục STEM

Tóm tắt

In the context of competency-based educational reform, STEM education has been extensively validated as an effective pedagogical approach. However, instructional practices oriented towards fostering students' Design Thinking (DT) still lack specific pedagogical models. Furthermore, highly abstract topics such as "Energy and its Changes" urgently require novel approaches to facilitate students' knowledge construction and cognitive development. To address this literature gap, this study employs a mixed-methods approach, emphasizing educational design research and pedagogical experimentation. The study successfully applied a 5-stage STEM instructional process integrating DT to design a lesson sequence for the topic “Energy and its Changes” through the “Elastic Potential Energy Car” project. Pedagogical experimentation conducted on 104 sixth-grade students revealed a statistically significant improvement in their DT competencies (p < 0.001, Cohen's d = 0.91). The proposed instructional sequence demonstrates high feasibility, providing both the conceptual framework and procedural scaffolds that enable students to translate abstract concepts into practical solutions. Consequently, this approach substantially contributes to cultivating students' creative problem-solving skills and DT, effectively fulfilling the requirements of modern STEM education.