Vietnamese Student Teachers’ Existing Ideas about Integrated Teaching in Chemistry and STEM Education
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Abstract
The study aimed to examine Vietnamese Teachers’ Existing Ideas about Integrated Teaching in Chemistry and need for STEM education. Participants were 292 Vietnamese chemistry student teachers. These included 104 chemistry student teachers in Dak Nong province, 76 chemistry teachers in Hue province, and 112 chemistry student teachers in Thai Nguyen province who were working in school year 2017 – 2018 and 2018 – 2019. Data collection, the questionnaire of the awareness levels of integrated teaching based on STEM educational orientation (QAIT-STEM) was completed by participants. And, then, some of participants were selected for informal interview. The informal interview was carried out to probe what they exactly percieved on their rating on the QAIT-STEM. The participants’ rating on QAIT-STEM was analysed for descriptive statistics. The informal interview was interpreted for confirming their rating on QAIT-STEM. The findings revealed that most teachers have not had much access to the theoretical basis of integrated teaching and application in the teaching process at high schools. They held some perceptions about STEM education as another process of integrated teachers. This may have implications for developing professional development program for chemistry student teachers to develop their pedagogical knowledge of integrated teaching and STEM education.
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Copyright: CC BY-NC-ND 4.0
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