Как меняются субъективные представления педагогов о STEM-образовании

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Transformative Perceptions of In-Service Teachers towards STEM Education: The Vietnamese Case Study

Authors Nguyen Hoai Nam

PhD in Theoretical Physics, Associate Professor in Philosophy and Methodology of Technology Education and Vice Dean of the Faculty of Technology Education, Hanoi National University of Education.

Le Xuan Quang

PhD in Philosophy and Methodology of Technology Education, Lecturer of the Faculty of Technology Education, Vice Director of University of Education Publishing House, Hanoi National University of Education.

Nguyen Van Hien

PhD in Philosophy and Methodology of Biology Education, Associate Professor in Philosophy and Methodology of Biology Education of the Faculty of Biology, Hanoi National University of Education.

Nguyen Van Bien

PhD in Philosophy and Methodology of Physics Education, Associate Professor in Philosophy and Methodology of Physics Education of the Faculty of Physics

Nguyen Thi Thu Trang

PhD in Material Chemistry, Director of STEM Education Center, Lecturer of the Faculty of Chemistry, Ho Chi Minh City University of Education.

Thai Hoai Minh

PhD in Philosophy and Methodology of Chemistry Education, Vice Dean of the Faculty of Chemistry, Ho Chi Minh City University of Education

Le Hai My Ngan

PhD Student in Philosophy and Methodology of Physics Education, Lecturer of the Faculty of Physics, Ho Chi Minh City University of Education.

Abstract Science, Technology, Engineering and Mathematics (STEM) education has attracted numerous concerns of scholars and governments. In order to implement the school curriculum on the approach of STEM education, the training of in-service teachers plays an important role. This study conducted the transformative perception of Vietnamese in-service teachers in secondary schools towards STEM education after they had participated in the teacher professional development program (TDP) on engineering designed-based approach hold on by the Second Upper Secondary Education Development Project 2. Having two separate online and offline phases, the course was designed under the format of TDP developed by Garet et al. In order to assess participants' demographics and their perceptions on STEM education, the instrument was generated

on the basis of modification from several previous studies upon engineering design-based learning and to adapt the theme of STEM content knowledge (CK) and STEM pedagogical content knowledge (PCK) for in-service teachers. Full data sets were conducted with 150 participants from 11 provinces of Vietnam who had completed all surveys with the help of Google Form at the beginning and the end of TDP's offline phase. The data were cleaned, then analyzed with SPSS version 20 to assure the validity and reliability. Findings from this study show the positive effectiveness and suitability of the course on the in-service teachers' attitudes towards STEM education, which consequently allow to suggest the future similar courses design.

Keywords

STEM education, perception, attitude, in-service teacher, training, teacher professional development program, TDP.

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