PHÁT TRIỂN NĂNG LỰC VẬT LÍ CỦA HỌC SINH QUA CHỦ ĐỀ TRẢI NGHIỆM STEM “THIẾT BỊ THEO DÕI NHIỆT ĐỘ, ĐỘ ẨM MÔI TRƯỜNG VÀ TƯỚI NHỎ GIỌT TỰ ĐỘNG CHO CÂY TRỒNG THÔNG QUA IoT” - VẬT LÍ 11

Abstract

In competency-based teaching, students’ learning becomes more meaningful when it originates from real-life situations and when the knowledge they acquire is applied to solve practical problems within their capabilities. To keep pace with modern life and technological advances such as sensors, IoT, and artificial intelligence, STEM teaching models also need to become more intelligent. The organization of STEM topics should therefore be adjusted toward a more life-oriented approach. In experiential learning, students actively participate in real-world activities, then reflect to derive meaning, construct knowledge, and apply it effectively in new contexts. Applying the experiential learning model to STEM topics creates opportunities for students to engage deeply with local realities, thereby enabling the development of more practical product models while fostering the qualities and competencies outlined in the curriculum. This paper presents a process for organizing experiential STEM topics to address real-life problems and applies it to the teaching of the topic “An IoT-based device for monitoring environmental temperature, humidity, and automatic drip irrigation for plants” in Grade 11 Physics.