Enhancing problem-solving skills for primary students through interdisciplinary STEM activities
Keywords:
STEM education, problem solving, primary education, hands-on learning, interdisciplinary learning, VietnamAbstract
This study investigates the impact of simple interdisciplinary STEM activities on the development of problem-solving skills among primary students in Hanoi, Vietnam. A twelve-week intervention was implemented across three primary schools, involving 186 students in grades 4 and 5. Using a mixed methods design, the study collected both quantitative and qualitative data through pre-tests, post-tests, observations, student products, questionnaires, and interviews. The quantitative results showed a significant improvement in the experimental group, with a gain score of 2.08 points compared with 0.42 points in the control group. Qualitative findings revealed that students became more engaged, confident, and persistent, demonstrating enhanced abilities in identifying problems, generating ideas, testing prototypes, and explaining their reasoning. Teachers also observed notable improvements in communication, collaboration, and attitudes toward learning. The study concludes that simple, low-cost STEM activities are highly effective in promoting problem-solving skills and can be feasibly implemented in primary schools with limited resources.
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