BUILDING A MICRO:BIT INTEGRATED DEVICE TO TRAIN MODELING ABILITY FOR SECONDARY SCHOOL STUDENTS IN STEM EDUCATION
Main Article Content
Abstract
Modeling capacity is one of the core capacities that need to be formed and developed for students, helping them understand, describe, explain and predict phenomena and processes in nature and life using models. However, the training of modeling capacity for secondary school students is still limited due to the lack of supporting equipment and suitable documents. The study has established design principles, design processes and preliminary testing results using the Micro:bit integrated equipment set. The results show that the equipment set is open and flexible, contributing to enhancing students' design and operation of models in STEM topics to train modeling capacity.
Keywords
Teaching equipment set, Micro:bit, Modeling capacity, Secondary school, STEM
Article Details
References
Bien, N. (2023). Tổ chức dạy học phát triển năng lực học sinh trong môn Khoa học tự nhiên bậc Trung học cơ sở. Tạp chí khoa học quản lí giáo dục.
Galbraith, P. &. (2001). Assumptions and context: Pursuing their role in modelling activity. In W. B. J. Matos, Modelling and Mathematics Education, Ictma 9: Applications in Science and Technology (pp. 300-310). Chichester: Horwood Publishing.
Giáp, T. X. (2000). Phương tiện dạy học. Ha Noi: NXB Giáo dục.
Gilbert, J. K. (2016). Modelling-based teaching in science education . Dordrecht, Netherlands: Springer.
Kastriot Dermaku, S. K. (2020). The Effect of Using Micro: bit on Lower Secondary School Student Critical Thinking. Journal of Mathematics, Computer Science and Education, 32- 47, Vol. 3, No. 1, 2020.
Li Ke, C. V. (2019). Using Epistemic Considerations in Teaching: Fostering Students’ Meaningful Engagement in Scientific Modeling. In A. U. al, Towards a Competence-Based View (pp. 181-199). Springer Nature Switzerland AG 2019.
Marios Papaevripidou, Z. C. (2015). Examining how students’ knowledge of the subject domain affects their process of modeling in a computer programming environment. Journal of Computers in Education · September 2015, 251–282.
Nam, N. S. (2020). Nghiên cứu, thiết kế thiết bị dạy học môn Toán dành cho học sinh khiếm thị ở tiểu học trong giáo dục hòa nhập. Tạp chí Khoa học giáo dục Việt Nam, No.35, 41-46.
Quyen K. T., N. V. (2024). Ứng dụng phương pháp delphi xây dựng cấu trúc năng lực mô hình hóa trong giáo dục STEM. TNU Journal of Science and Technology, Vol.229 (01/S), p. 80-87.
Schwarz, C. V. (2009). Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners. . Journal of Research in cience Teaching, 46(6), 632–654. https://doi.org/10.1002/tea.20311.
Seanpaul Gibson, P. B. (2017). A study of Northern Ireland key stage 2 pupils’ perceptions of using the BBC Micro:bit in STEM education. The STeP Journal, Vol 4 (1) ,15-41.
Sentance, S. W. (2017). Teaching with physical computing devices: the BBC micro:bit initiative. Proceedings of 12th Workshop in Primary and Secondary Computing Education:WIPSCE '17. DOI:10.1145/3137065.3137083.
Sins, P. H. (2005). The Difficult Process of Scientific Modelling: An analysis of novices’ reasoning during computer-based modelling. International Journal of Science Education, 27(14), 1695–1721.
Thuần, N. M. (2022). Tổ chức hoạt động dạy học vật lí ‘Xây dựng và sử dụng thiết bị thí nghiệm tĩnh điện’ nhằm bồi dưỡng năng lực giải quyết vấn đề của học sinh lớp 11. Hà Nội: Luận án tiến sĩ khoa học giáo dục.