DEVELOPING ENVIRONMENTAL SCIENCE COMPETENCY FOR STUDENTS THROUGH A LOCALLY CONTEXTUALIZED STEM PROJECT
Abstract
This paper proposes a teaching process based on the socially-contextualized STEM (STEMS) model to develop students' environmental science competency, aligned with the PISA 2025 Science Framework. Based on an analysis of the components of environmental science competency in PISA 2025 and the STEMS teaching process, the study develops a 6-step teaching process that explicitly links learning activities to the formation of specific competencies. This process is illustrated through the design of the "Simple Incense Drying Device" project a theme that addresses a practical problem in a traditional craft village, helping local people stabilize production and increase their income. The research results show that the proposed model not only helps students apply interdisciplinary knowledge to create useful technological solutions but also fosters empathy, a sense of social responsibility, and the capacity to act for the sustainable development of the community. This actualizes the goal set by PISA 2025 of forming "Agency in the Anthropocene."
Downloads
References
Anazifa, R. D., & Djukri, D. (2017). Project-based learning and problem-based learning: Are they effective to improve student’s thinking skills? Jurnal Pendidikan IPA Indonesia, 6. https://doi.org/10.15294/jpii.v6i2.11100
Anderson, C. M. (2001). “Harmony Homestead and the Macoskey Center for Sustainable Systems Education and Research. Creating sustainable community programs Examples of collaborative public administration Praeger.
Asunda, P. A. (2018). Infusing computer science in engineering and technology education: An integrated STEM perspective. J Technol Stud, 44. https://doi.org/10.21061/jots.v44i1.a.1
Bùi, L. H. (2023). Phát triển năng lực tư duy phản biện cho học sinh trung học phổ thông trong quá trình thực hiện Chương trình giáo dục phổ thông 2018. Tạp Chí Giáo Dục, 23(14), 29–34. https://tcgd.tapchigiaoduc.edu.vn/index.php/tapchi/article/view/824
Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and Engineering Teacher, 70.
Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. National Science Teachers Association.
Châu, K. V. (2024). Xây dựng kế hoạch bài dạy “Tranh Đông Hồ—Nét tinh hoa của văn hóa dân gian Việt Nam” (Ngữ văn 10, bộ sách Chân trời sáng tạo). Tạp Chí Giáo Dục, 24(số đặc biệt 3), 42–47. https://tcgd.tapchigiaoduc.edu.vn/index.php/tapchi/article/view/1786
Chen, F., & Chen, G. (2024). Technology-enhanced collaborative inquiry in k–12 classrooms: A systematic review of empirical studies. Science & Education. https://doi.org/10.1007/s11191-024-00538-8
Đỗ Hương Trà, Nguyễn Quang Linh, & Trần Thị Thu Huệ. (2025). Dạy học chủ đề “Nhuộm áo chàm” (Vật lí 11) theo mô hình STEM gắn với bối cảnh xã hội (STEMS). Tạp chí Giáo dục, 25(16), 42-47.
Hán, T. H. T., & Đỗ, H. T. (2023). Tổ chức dạy học dựa trên vấn đề bài học STEM “hiện tượng bay hơi và ngưng tụ” (Khoa học tự nhiên 6) nhằm phát triển năng lực khoa học tự nhiên cho học sinh. Tạp Chí Giáo Dục, 23(13), 29–35. https://tcgd.tapchigiaoduc.edu.vn/index.php/tapchi/article/view/810
Holmlund, T. D., Lesseig, K., & Slavit, D. (2018). Making sense of “STEM education” in K-12 contexts. International Journal of STEM Education. https://doi.org/10.1186/s40594-018-0127-2
Kolb, A. Y., & Kolb, D. A. (2017). Experiential learning theory as a guide for experiential educators in higher education. Exp Learn Teach High Educ, 1.
Lê, H. P. H., & Lê, T. T. H. (2024). Quy trình tổ chức dạy học STEM nhằm phát triển năng lực khoa học tự nhiên cho học sinh trung học cơ sở. Tạp Chí Giáo Dục, 23(đặc biệt 9), 28–34. https://tcgd.tapchigiaoduc.edu.vn/index.php/tapchi/article/view/1151
Lê, T. X., Đặng, N. T., & Bùi, V. H. (2024). Phát triển năng lực dạy học STEM cho giáo viên: Một nghiên cứu tổng quan tài liệu. Tạp Chí Giáo Dục, 24(11), 98–104. https://tcgd.tapchigiaoduc.edu.vn/index.php/tapchi/article/view/2753
Nguyễn, Q. L., & Trần, T. T. H. (2023). Dạy học chủ đề “Năng lượng tái tạo” (Vật lí 11) theo định hướng giáo dục STEMS nhằm phát triển năng lực khoa học cho học sinh. Tạp Chí Giáo Dục, 23(22), 17–22. https://tcgd.tapchigiaoduc.edu.vn/index.php/tapchi/article/view/1104
PISA. (2023). PISA 2025 Science Framework. OECD Publishing.
Sadler, T. D. (2004). Moral and ethical dimensions of socioscientific decision-making as integral components of scientific literacy. The Science Educator, 13.
Smith, T., Brumskill, R., Johnson, A., & Zimmer, T. (2018). The impact of teacher language on students’ mindsets and statistics performance. Social Psychology of Education: An International Journal, 21. https://doi.org/10.1007/s11218-018-9444-z
Zeidler, D. L. (2014). Socioscientific issues as a curriculum emphasis: Theory, research and practice. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education. New York. https://doi.org/10.4324/9780203097267.ch34
Author(s) and co-author(s) jointly and severally represent and warrant that the Article is original with the author(s) and does not infringe any copyright or violate any other right of any third parties, and that the Article has not been published elsewhere. Author(s) agree to the terms that the Global Publication House will have the full right to remove the published article on any misconduct found in the published article.
