ĐỀ XUẤT MÔ HÌNH HỌC TẬP PHỤC VỤ CỘNG ĐỒNG NHẰM PHÁT TRIỂN NĂNG LỰC DẠY HỌC STEM CHO SINH VIÊN NGÀNH GIÁO DỤC TIỂU HỌC

Abstract

The growing emphasis on STEM education in primary schools has raised concerns about whether pre-service teachers are prepared to design and organize STEM lessons in real classroom contexts. Meanwhile, children from disadvantaged backgrounds often have limited access to STEM learning opportunities, creating a gap in both teacher preparation and educational equity. In response to these dual challenges, this study proposes a service-learning model to enhance STEM teaching competency among pre-service primary teachers. The model includes identifying community needs, lesson design, STEM teaching in authentic settings, reflective practice, and sharing results. The model can be effectively incorporated into STEM-related courses in teacher education programs, while also serving as a framework for volunteer programs organized by the Youth Union and Student Association. The proposed model not only provides meaningful experiential learning for pre-service teachers but also contributes to expanding STEM learning opportunities for disadvantaged children, supporting both professional development and educational equity.