HOW TO TEACH “MAGNETIC EFFECTS, CHEMICAL EFFECTS AND PHYSICAL EFFECTS OF ELECTRIC CURRENT” IN PHYSICS 7 FOLLOWING STEM EDUCATION

Abstract

STEM education is believed to bring about such benefits as increasing students’ study interest, being considered and used as a formative assessment tool to measure the improvement of a group instead of a final test as summative assessment to have a student’s study report, reduce study pressure… Following the trend, there have been many researches related to teaching modules with STEM. However, to successfully organize a STEM module often requires a minimum duration of 2 or 3 periods, which conflicts with the daily-lesson-based or standard-based being used widely in Vietnam. The purpose of the research is to locate solutions to insert STEM into the traditional lesson-based teaching without disrupting the balance. The researcher chose the lesson “Magnetic, physiological and chemical effects of electric current” – Unit 23 – Physics 7 as the demonstration. Through the pedagogical experimental activities done in Secondary 915 Gia Sang – Thai Nguyen City, the research group has delivered questionnaires to students as well as education experts, and applied mathematical statistics method into measuring the feasibility of the suggested solutions. Ultimately, with the findings, the technical design process and problem-solving teaching process are recommended to coordinate with each other to have STEM applied into traditional lessons.