Tổ chức dạy học chủ đề hợp chất hữu cơ, hydrocarbon và nguồn nhiên liệu môn Khoa học tự nhiên 9 theo định hướng giáo dục STEM

Abstract

Under the 2018 General Education Curriculum with a competency-based approach, STEM education is recognized as a pivotal pedagogical modality designed to bridge scientific knowledge with practical applications. However, contemporary instructional practices in 9th-grade Natural Science reveal that the implementation of STEM-themed modules still encounters numerous systemic challenges. Based on a theoretical and empirical investigation, this paper proposes a structured framework for designing and organizing the STEM-based instructional unit “Organic Compounds, Hydrocarbons, and Fuel Sources”. The study employs document analysis to build the theoretical framework, combining pedagogical observation, questionnaire surveys, and assessment tests for data collection. Preliminary pedagogical experimentation conducted on two classes among 79 students at My Xuyen Secondary School-utilizing the STEM project “Fabricating Eco-friendly Utensils from Cassava Starch and Coconut Coir”, demonstrated a positive shift in student learning attitudes, specifically their capacity for problem-solving ideation and engagement in integrated projects.