APPLICATION OF THE MODEL 5E TO DESIGN A TEACHING PLAN FOR THE TOPIC “WHAT ARE THE CHARACTERISTICS OF WATER?” IN 4TH GRADE SCIENCE SUBJECT OF VIETNAM IN STEM EDUCATIONAL ORIENTATION

Nguyen Thi Thu Hang, Nguyen Thi Huong, Nguyen Thi Thu Hien

Abstract


STEM education is an educational model based on the interdisciplinary integration of science, technology, engineering and mathematics to solve real-life problems (Bentley et al., 2022; Kaleci & Korkmaz, 2018). When implementing STEM education in primary schools, there are many different approaches: discovery model, engineering design model, 5E, 6E, TRIAL model (Chacko et al., 2015; Kaleci & Korkmaz, 2018; Matsuura & Nakamura, 2021; Stohlmann et al., 2012). The selection of a model to apply appropriately is important, depending on the student, the actual teaching conditions, the teaching content, etc. The article analyzes the content of Science in primary school, teaching practice in Vietnam and illustrates the design of a specific teaching plan for grade 4 students on the basis of applying the model 5E to organize STEM education-oriented teaching in order to provide teachers with an approach when designing science teaching plans for primary school students.

 

Article visualizations:

Hit counter


Keywords


STEM, STEM education, teaching plan, the model 5E, primary school students, science subject

Full Text:

PDF

References


Aguilera, D., & Ortiz-Revilla, J. (2021). Stem vs. Steam education and student creativity: A systematic literature review. Education Sciences, 11(7). https://doi.org/10.3390/educsci11070331

Atkin, J. M., & Karplus, R. (1962). Discovery or invention? The Science Teacher, 29(5), 45-51.

Bentley, B., Sieben, R., & Unsworth, P. (2022). STEM Education in Australia: Impediments and Solutions in Achieving a STEM-Ready Workforce. In Education Sciences (Vol. 12, Issue 10). MDPI. https://doi.org/10.3390/educsci12100730

Bircan, M. A., & Çalışıcı, H. (2022). The Effects of STEM Education Activities on Fourth Grade Students’ Attitudes to Stem, 21st-Century Skills and Mathematics Success. Egitim ve Bilim, 47(211), 87–119. https://doi.org/10.15390/EB.2022.10710

Bybee, R. W. (2014). The BSCS 5E instructional model: Personal reflections and contemporary implications. Science and Children, 51(8), 10-13.

Chacko, P., Appelbaum, S., Kim, H., Zhao, J., & Montclare, J. K. (2015). Integrating technology in stem education. Journal of Technology and Science Education, 5(1), 5–14. https://doi.org/10.3926/jotse.124

Cho, B. &. (2013 (1)). The effects of creativity and flow on learning through the steam education on elementary school contexts. 한국교육공학회 학술대회발표자료집, 206- 210. Retrieved from https://www.semanticscholar.org/paper/The-Effects-of-Creativity-and-Flow-on-Learning-the-Cho-Lee/64a30434fc55afec1743973f755dae7ff8363095

Çiğdem Şahin, Ümmü Gülsüm Durukan, & Elif Arıkurt (2017). Effect of 5E teaching Model on Primary School Pre- Service Teachers’ learning on Some Astronomy concepts. Journal of Baltic Science Education, 16(2), 148–162.

Daugherty, M. K. (2013). The prospect of an “A” in STEM education. Journal of STEM Education: Innovations and Research, 14(2), 10-15.

Homa, A. I. R. (2019). Robotics simulators in STEM education. Acta Scientiae, 21(5), 178–191. https://doi.org/10.17648/ACTA.SCIENTIAE.5417

Kaleci, D., & Korkmaz, Ö. (2018). STEM education research: Content analysis. Universal Journal of Educational Research, 6(11), 2404–2412. https://doi.org/10.13189/ujer.2018.061102

María, Soledad Ramírez, M. (2017). Driving STEM Learning with Educational Technologies. Retrieved from https://books.google.ro/books?id=aB4UDgAAQBAJ&printsec=copyright&redir_esc=y#v=onepage&q&f=false

Matsuura, T., & Nakamura, D. (2021). Trends in STEM/STEAM Education and Students’ Perceptions in Japan. In Asia-Pacific Science Education (Vol. 7, Issue 1, pp. 7–33). Brill Rodopi. https://doi.org/10.1163/23641177-bja10022

Ministry of Education and Training. (2018). Education Program in Science

Ministry of Education and Training. (2018a). General Education Program 2018, Master Program.

Ministry of Education and Training. (2018b). General education program in Nature and Society.

Morrison, J. (2006). TIES STEM education monograph series: Attributes of STEM education. Baltimore MD: TIES.

Pratama, R. A., Pratiwi, I. M., Saputra, M. A., & Sumargono. (2022). Integration of STEM education in history learning. International Journal of Evaluation and Research in Education, 11(1), 313–320. https://doi.org/10.11591/ijere.v11i1.22064

Sochacka, N. W., Guyotte, K. W., & Walther, J. (2016). Learning together: A collaborative autoethnographic exploration of STEAM (STEM + the Arts) education. Journal of Engineering Education, 105(1), 15-42.

Stohlmann, M., Moore, T., & Roehrig, G. (2012). Considerations for Teaching Integrated STEM Education. Journal of Pre-College Engineering Education Research, 2(1), 28–34. https://doi.org/10.5703/1288284314653

Tenaglia, T. (2017). STEAM curriculum: Arts education as an integral part of interdisciplinary learning. Messiah College Curriculum and Instruction Research Project, Parkway.

Thi, N., Hang, T., & Van Thiet, P. (n.d.). Integrated Teaching in Vietnam’s General Education Program-Objectives and Orientation for Primary Schools. Issue 3 Ser. III, 12, 73–77. https://doi.org/10.9790/7388-1203037377

Thi, P., Hanh, H., Thi, C., & Quyen, M. (n.d.). Number 30 June/2020. http://www.vietrobot.edu.vn/mo-hinh-day-hoc-

Thu Hang, N. T., & Tu Quyen, N. (2022). Financial Education in connection to real life for primary school students in Vietnam. International Journal of Education and Social Science Research, 05(02), 208–217. https://doi.org/10.37500/ijessr.2022.5213




DOI: http://dx.doi.org/10.46827/ejsss.v8i4.1426

Copyright (c) 2023 Nguyen Thi Thu Hang, Nguyen Thi Huong, Nguyen Thi Thu Hien

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

The research works published in this journal are free to be accessed. They can be shared (copied and redistributed in any medium or format) and\or adapted (remixed, transformed, and built upon the material for any purpose, commercially and\or not commercially) under the following terms: attribution (appropriate credit must be given indicating original authors, research work name and publication name mentioning if changes were made) and without adding additional restrictions (without restricting others from doing anything the actual license permits). Authors retain the full copyright of their published research works and cannot revoke these freedoms as long as the license terms are followed.

Copyright © 2016 - 2023. European Journal Of Social Sciences Studies (ISSN 2501-8590) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library. All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All the research works published on this journal are meeting the Open Access Publishing requirements and standards formulated by Budapest Open Access Initiative (2002), the Bethesda Statement on Open Access Publishing (2003) and  Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities (2003) and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License. Copyrights of the published research works are retained by authors.


 

Hit counter