Thực trạng dạy học theo mô hình STSE ở một số trường trung học cơ sở tại Việt Nam

Tóm tắt

Developing students’ comprehensive competencies, particularly their ability to apply knowledge to solve real-world problems, is a central goal of Vietnam’s 2018 General Education Curriculum. The STSE model (Science - Technology - Society - Environment) is an integrated approach that connects scientific knowledge with technological, social, and environmental issues in order to develop students’ problem-solving competence. In Vietnam, studies on the STSE model have mainly focused on its application to specific instructional topics, while investigations into the current status of STSE implementation in teaching at secondary schools remain limited. This study employed a descriptive survey design and collected online data from 209 teachers at 20 lower secondary schools across five provinces/cities. The findings, within the scope of the surveyed sample, show that teachers had highly positive perceptions of the significance of STSE-based teaching. However, their understanding of the instructional process and their ability to design STSE-based topics remained limited. The main difficulties included designing real-world situations, a lack of illustrative teaching materials, unclear implementation procedures, limited preparation time, and challenges in developing tools for assessing students’ competencies. Based on the survey results, the study draws several implications to support teachers in implementing the STSE model in teaching at secondary schools.