Challenges to STEM education in Vietnamese high school contexts
Lam Thi Bich Le1, Toan Thai Tran2, Ngoc Hai Tran3,4
1Faculty of Education, Ha Tinh University, Ha Tinh, Viet Nam.
Heliyon
|January 13, 2022
Summary
Teachers in Vietnam face significant challenges implementing Science, Technology, Engineering, and Mathematics (STEM) education due to issues with knowledge, curriculum, and cultural beliefs. Addressing these barriers is crucial for effective STEM pedagogy.
Area of Science:
- Education
- Asian Studies
Background:
- STEM education is vital for economic growth, yet implementation faces hurdles, particularly in Asian developing nations.
- Vietnam's public high schools grapple with integrating effective STEM education practices.
Purpose of the Study:
- To investigate the challenges encountered by teachers in implementing STEM education in Vietnamese public high schools.
- To explore the relationship between teachers' beliefs, cultural values, and STEM teaching goals.
Main Methods:
- Qualitative study employing in-depth, semi-structured interviews.
- Data collected from ten experienced teachers across ten public high schools in a Vietnamese central province.
Main Results:
- Teachers reported challenges with interdisciplinary knowledge, teaching methods, curriculum, and practical constraints.
- A significant tension exists between teachers' beliefs on effective STEM education and actual teaching goals, influenced by local culture and schooling system expectations.
Conclusions:
- Findings highlight the impact of local cultural values and schooling expectations on STEM education in Vietnam.
- Recommendations are provided for enhancing teacher pedagogy and professional development in STEM education within Vietnamese high school contexts.
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