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Research In Vietnam On Stem Education

“You will never say that you can't just because you lack sufficient knowledge, that is the most important point of STEM education” [24, p.19].

Australia has had many programs and efforts to establish a national approach to STEM education in Australia. In 2009, the iSTEM (Invigorating STEM) program was established as an enrichment program for high school students in Sydney, Australia. The program focuses on providing activities for students and their families interested in STEM. The success of the program has led to many universities and science organizations supporting the program. The iSTEM program (iSTEM.com.au) also organizes an enrichment program to introduce students and teachers to the US Space Academy Program [3].

Canada ranks 12th out of 16 peer countries in the percentage of graduates pursuing STEM programs, at 21.2%, higher than the United States, but lower than countries like France, Germany, and Austria. Finland, for example, has more than 30% of its university graduates pursuing science, mathematics, computer science, and engineering programs. The Boy Scouts of Canada has adopted similar measures to its American counterpart to promote STEM fields among youth. Their STEM program began in 2015.

Turkey: The Turkish STEM Education Working Group (or FeTeMM- Fen Bilimleri, Teknoloji, Mühendislik ve Matematik) is a coalition of scientists and teachers who have made efforts to improve the quality of education in STEM fields rather than focusing on increasing the number of STEM students.

* World research on teaching in the direction of STEM education

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As early as 1990, the US government established six educational goals, one of which was the need to develop students who are proficient in Mathematics and Science. Developing global competitiveness is the result of the American Competitiveness Initiative proposed by President George W. Bush in 2006 [cited in 20]. This initiative expects a policy to promote the development of student achievements in the fields of Science, Technology, Engineering and Mathematics. The US National Governors Association has published “Issues for Building Science, Technology, Engineering and Mathematics” with recommendations for a 12-year education system that ensures all students graduate with STEM competencies in

high level. There are three key recommendations for policymakers developing tools to address STEM issues comprehensively: requiring a rigorous STEM curriculum in K-12 education; improving STEM teaching and learning nationwide; and supporting new models that focus on relevance to ensure that all students have STEM skills upon graduation. The report also suggests a necessary reform of public schools to effectively compete globally because the current curriculum system is fragmented and unrelated to traditional methods. Students are no longer interested in topics that are not relevant to current life [9].

Research In Vietnam On Stem Education

In Hawaii, a STEM Academy was established through a pilot program at Kauai Community College. The University of Hawaii helped train middle school teachers in STEM skills and knowledge. Jackson School in Georgia, in partnership with the University of Georgia, encouraged math and science teachers to integrate topics for students in grades 6 through 12. Through regular meetings and workshops, teachers worked as facilitators for students to create knowledge that was continuous “horizontal” across subjects and “vertical” across grade levels. The project reports were a major improvement in the state’s standardized testing of high school students, who showed improvements in arithmetic and geometry [9].

In France, STEM education is covered at all levels of education. In the main stage of primary school, students learn about Mathematics, Natural Sciences and Technology. Students have participated in research experience activities to promote their interest in Science and Technology, besides developing their critical thinking. The goal is to improve students' understanding of the world from both natural and artificial factors. From primary to secondary school, students participate in 78 hours of natural science each year [cited in 20]. In secondary school, students learn about Mathematics, Science (Physics, Chemistry, Life and Earth Sciences), Technology. Students are focused on learning in a problem-solving and research-oriented way to encourage them to have understanding and think seriously about their world. Understand the principles of Mathematics and solve mathematical problems. Especially now, France

is implementing a curriculum on integrating Science and Technology. It offers a program that includes contents of Physics, Chemistry, Life and Earth Sciences, Technology. However, these contents are taught integratedly and not as a separate subject [cited in 20].

In the UK, STEM education has been developed into a national program in the UK with the goal of creating high-quality scientific research human resources. The UK's action program to promote STEM education includes four main contents [3]. One is to recruit STEM teachers. Accordingly, integrated teaching is not one teacher teaching many subjects at the same time, but teachers of different subjects must cooperate and build lessons together so that students can apply knowledge and skills of many subjects to solve a problem. Two is to improve the qualifications of teachers. Three is to improve and enrich the curriculum both inside and outside the classroom. Four is to develop facilities to support teaching and learning. This requires investment not only from the state budget but also from the private sector. The experience of STEM education in the UK is not to separate STEM education from the main curriculum but to integrate STEM experiences into the curriculum and textbooks. The concept of STEM education in the UK is an approach, an orientation, not a subject. Some ways to incorporate STEM education into the curriculum in the UK are: STEM projects are taught in a single subject, where teachers organize students to set up problems, design problem-solving methods, collect information, evidence and finally draw conclusions. STEM projects are taught in many subjects. In this way, different teachers will teach the same STEM topic but approach it from their own professional perspective. STEM projects combine many subjects, and each subject still approaches the topic from its own professional perspective. The content solved in the previous subject will be the basis for teaching in the next subject. STEM projects are carried out in parallel with the curriculum. Students will study subjects normally, but at the same time, students will participate in a STEM project, students will apply the knowledge learned to solve the problems posed by the project.

In Malaysia, the Malaysian education plan 2013 - 2015 includes 11 key areas among which is providing equal access to education.

achieve international quality. Turn teaching into a career choice and rely on information technology to scale up the quality of learning across Malaysia. In anticipation of the future education plan, Malaysian schools are moving towards a more comprehensive digital direction. The Malaysian Ministry of Education encourages schools to collaborate with partners to implement educational transformations with many programs being added to schools such as: Robotics, E-learning, multimedia in teaching... Trends in Malaysian education show that STEM is becoming more popular and important. STEM is everywhere and shapes daily life. Students who are exposed to STEM education have the opportunity to get jobs and access better paying jobs. Therefore, good quality schools in Malaysia are increasingly accepting STEM-related subjects [cited in 20].

Thus, studies around the world have mentioned a comprehensive approach to science, technology, engineering and mathematics (STEM) so that students can apply knowledge and skills from many subjects to solve a problem. Countries have implemented a learning program on integrating Science and Technology to encourage students to cooperate in learning and have the opportunity to get a job and access a job with a better income after graduation. These studies are the basis for us to research the goals and teaching content according to the STEM education orientation for teachers in high schools.

1.1.2. Research in Vietnam on STEM education

* Domestic research on STEM education

Do Van Tuan in the article " Things to know about STEM education " stated that STEM education provides STEM skills which are understood as the integration and harmonious integration of four groups of skills: Science skills, technology skills, engineering skills and mathematics skills. The author emphasized the role of Technology.

(T) and Engineering (E). In addition to Mathematics and Science, in the 21st century we also need Technology and Engineering as well as necessary skills such as: critical thinking skills, problem solving, teamwork, and collaboration. Engineering skills allow students to access methods and platforms to design and build devices from simple to complex that society needs or has

and are using. Students who are provided with knowledge about technology will be able to use technology proficiently, bringing higher efficiency, faster, and more accurate in work. If the education system does not have T and E, students will only be equipped with theories, concepts, principles, formulas, and laws but not equipped with knowledge to apply in practice. Therefore, the combination of STEM skills is becoming increasingly important in the 21st century. From there, the author emphasizes: STEM education with the task of providing necessary knowledge and skills for 21st century students will be a widespread educational model in the near future of the world. STEM education is quite new and has a different approach to teaching and learning, so it needs the attention and awareness of the whole society. Policy makers need to have methods to raise awareness of all social classes about STEM education, from parents, teachers, schools, to educators at all levels. Educational reform is inevitable, implementing STEM education to anticipate educational development trends will lay a solid foundation for the country's future development [28.

Nguyen Van Bien and Tuong Duy Hai, in their research work “ STEM Education in General Schools ”, analyzed the scientific basis of STEM education such as some current concepts of STEM education, characteristics of STEM lessons, and international studies on STEM education such as studies in the United States, the United Kingdom, Canada, Singapore, Australia and Thailand. From there, the authors analyzed the formation of STEM education in Vietnam, the challenges of STEM education in Vietnam; the role and significance of STEM education in Vietnam. Based on the new general education program, the authors analyzed STEM education to develop capacity including: the goals of STEM education, integrated content in STEM education, active teaching methods and forms in STEM education, means in STEM education, etc. The authors have developed and organized the implementation of STEM education in general schools to meet the requirements of developing students' capacity [3].

Le Xuan Quang, in the research work " Teaching General Technology subject according to STEM education orientation", has built a theoretical and practical basis for teaching General Technology subject according to STEM education orientation; built a process for teaching General Technology subject according to STEM education orientation. Topic

Propose a methodology for building STEM education topics in teaching Technology. On that basis, experiment with Technology 8; Pedagogical experiment to test and evaluate the proposed hypothesis. The author has designed a process for teaching Technology according to STEM education orientation and applied it to building topics, content, methods of organizing teaching and learning activities, testing and evaluating Technology subjects, which will positively impact learning outcomes, interest and contribute to the formation and development of core competencies (problem-solving ability, creativity, cooperation ability, etc.) for students in teaching Technology according to the orientation of comprehensive innovation of Vietnamese education [cited in 20].

Nguyen Thanh Hai in the book " STEM/Steam Education from Practical Experience to Creative Thinking" , According to the author, STEM science education should be introduced into early learning, but not focusing on memorizing a lot of knowledge but the purpose is to prepare the capacity for future generations of citizens. From there, the teaching method is based on an age-appropriate foundation but is guided to go from children's curiosity to the formation of high-level human thinking, the creative thinking of an adult; this is a logical development process and requires education. And this process is presented by the author in the section "discovery-based learning" including a process in which teachers and students experience together: asking questions (based on curiosity), conducting surveys (reality), collecting results (personal comments), discussing results (finding answers) and drawing conclusions (forming perceptions) (cited in [9]).

Implementing the direction of Deputy Prime Minister Vu Duc Dam and Minister of Education and Training Phung Xuan Nha, on July 25, 2017, in Hanoi, the Management Board of the General Education Innovation Support Project and the General Education Program Development Board organized a workshop on STEM Education in the new General Education Program. In the 2016-2017 school year, 14 high schools in 5 provinces and cities (Hanoi, Hai Duong, Hai Phong, Quang Ninh, Nam Dinh) applied STEM education; more than 50 STEM projects were developed and implemented with initial results such as changing the awareness of managers, teachers, students, and parents about STEM education; STEM projects initially confirmed their feasibility and effectiveness; developed STEM clubs in schools; mobilized the participation of parents and the community in STEM education. To apply and implement STEM education

STEM is favorable, there needs to be changes in appropriate assessment and testing methods, and at the same time, appropriate suggestions need to be added to the program content; there needs to be connections with the community and businesses, creating a "STEM ecosystem" to support the development of schools. In addition, STEM education also needs to become a part of teacher training programs as well as training programs in teacher training colleges [16].

On January 18, 2019, Hanoi National University of Education 2 organized the STEM Education Workshop and the position of Vietnam . Attending the workshop were MSc. Nguyen Anh Quan - Founder of Verumia Academy; Dr. Trinh Dinh Vinh - Vice Principal; Heads of Faculties, Institutes, Centers, lecturers and students of Hanoi National University of Education 2. STEM is a curriculum based on the idea of ​​equipping learners with knowledge and skills related to (fields of) science, technology, engineering and mathematics - in an interdisciplinary approach and learners can apply to solve problems in daily life. Instead of teaching four subjects as separate and discrete objects, STEM combines them into a cohesive learning model based on practical applications.

To answer the question of what STEM education is, the reporter and his colleagues asked participants to form groups to do practical exercises by creating products with available materials. That is, to experience being a student when participating in the STEM education program [15].

* Domestic studies on fostering teaching capacity for teachers in the direction of STEM education

Ha Thi Kim Sa in the article " Teaching management at high schools according to STEM education orientation" Originating from the requirements of educational innovation, the requirement to link teaching activities with real life, teaching activities according to STEM education orientation in the general general education program are of interest to many managers and educators, researched and invested in. Therefore, teaching management at high schools according to STEM education orientation is an urgent requirement and has extremely important significance in improving the mind and vision of teachers in the 4.0 education period, deeply affecting the effectiveness of teaching activities, contributing positively to the preparation for implementing the new general education program. The author analyzed

The current status of STEM teaching and learning activities in high schools, from which some measures are proposed to improve the effectiveness of teaching and learning management in high schools according to the STEM education orientation [23].

On October 1, 2018, Ho Chi Minh City University of Education opened a training course on " Designing and teaching according to STEM topics " for 436 secondary and high school teachers of the Department of Education and Training of Long An province (at the Provincial Continuing Education Center) instructed by members of the STEM expert team of Ho Chi Minh City University of Education. The STEM expert team of Ho Chi Minh City University of Education includes lecturers from the faculties of Mathematics - Information Technology, Physics, Chemistry, Biology, Information Technology, etc. The members have been trained in depth by foreign experts from the UK, Israel, etc. The training course will help students have basic knowledge of STEM education, teaching according to the STEM education orientation. At the same time, students experience and practice teaching activities according to STEM education orientation, thereby practicing designing and organizing STEM-oriented lessons in the general education program, especially anticipating the new general education program.

The Department of Education and Training of Ho Chi Minh City, Hanoi, Can Tho, and Da Nang have all issued instructions: Continue to thoroughly implement the spirit of integrated education of science - technology - engineering - mathematics (STEM) in implementing the general education program in related subjects. Since 2015, provinces and cities such as Nam Dinh, Hai Phong, Nghe An, Hai Duong, and Dong Thap have been implementing many activities on STEM education.

The above research works have emphasized the importance of STEM education in general schools, contributing positively to the preparation for the implementation of the new general education program. These research works are the basis for us to analyze the training content, forms and methods of training, and the subjects implementing the training of teaching capacity in the direction of STEM education for teachers in high schools.

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