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ΑΔΣ
Advances in Decision Sciences
Volume 24
Issue 2
June 2020
Michael McAleer
Editor-in-Chief
University Chair Professor
Asia University, Taiwan
Published by Asia University, Taiwan
ADS@ASIAUNIVERSITY
ISSN 2090-3359 (Print)
ISSN 2090-3367 (Online)
1
Decision Sciences in Education: The STEMtech Model
to Create Stem Products at High Schools in Vietnam*
Ngo Tung Hieu
Nguyen Dinh Chieu High School, Tien Giang, Vietnam
Lam Minh Huy
Department of Mathematics, College of Natural Sciences, Can Tho University, Vietnam
Huynh Manh Phat
Department of Mathematics Education, Teachers College, Can Tho University, Vietnam
Nguyen Ngoc Phuong Anh
Department of Mathematics Education, Teachers College, Can Tho University, Vietnam
Wing-Keung Wong*
Department of Finance, Fintech Center, Big Data Research Center, Asia University, Taiwan
Department of Medical Research, China Medical University Hospital, Taiwan
Department of Economics and Finance, Hang Seng University of Hong Kong, China
Revised: June 2020
* The authors are grateful to a reviewer for helpful comments and suggestions.
*Corresponding author: wong@asia.edu.tw
2
Abstract
In the recent digital age, Decision Science plays an important role in many areas, including
Education. Among the Educational trends that serve the fourth industrial revolution, STEM
Education has been demonstrating its superiority through various studies from Europe to Asia.
This study applies the STEMTech model, a model that connects the fields of Science, Technology,
Engineering, and Mathematics to create products with a central technological factor, to create STEM
products in the context of High Schools in Vietnam. We first design the survey questionnaires and
distribute the questionnaires to respondents to get our survey done. We then carry out a quantitative
analysis to evaluate rubric and find positive feedback from students, the model provides a new
approach to teaching in High Schools in the industrial age 4.0, helps students create STEM
products and have a dynamic and creative learning environment, and helps teachers to create modern
tools and approaches. The real-life applications of the STEM products show the suitability, vitality,
and potential of applying the STEMTech model when it comes to teaching.
Keywords: Decision sciences in education, STEM education, STEM products, STEMTech model.
JEL: A21, A22, !21.
3
1. Introduction
The world has been entering the fourth industrial revolution; that is, Industry 4.0. According to
Schwab (2016), Industry 4.0 develops based on three main pillars, including Digital, Biology, and
Physics. With features emphasized by artificial intelligence, everything will be connected to the
Internet, Robotics, Autonomous Vehicles, 3D Printing Technology, Nanotechnology,
Biotechnology, Materials Science, Energy storage, and Quantum computing. The development of
the fourth industrial revolution requires urgent new human resources in the world. So, in this new
environment, which educational model could link all these areas into human resources? One of the
best answers is to use the STEM education model. An important feature of the STEM educational
model is that learners create practical products to link all the above-mentioned areas into practice.
STEM is an abbreviation of Science, Technology, Engineering, and Mathematics. In the industrial
age of education 4.0, the STEM educational model is increasingly receiving great attention from
educators around the world. The National Science Teachers Association (NSTA), founded in 1944,
proposed the concept of the STEM education with the following definition: “STEM education is
an interdisciplinary approach to learning where rigorous academic concepts are coupled with real-
world lessons as students apply Science, Technology, Engineering, and Mathematics in contexts
that make connections between school, community, work, and the global enterprise enabling the
development of STEM literacy and with it the ability to compete in the new economy” (Tsupros
et al., 2009).
It can be observed from the above definition that, there are three important characteristics when
talking about using the STEM educational model: Interdisciplinary approach, creating application
products into practice, and connecting schools and communities to global organizations. Through
STEM educational training, students are able to develop the following skills: problem-solving,
creativity, analysis, critical thinking, independent thinking, teamwork, communication, and
information technology skills. It can be said that this is an educational model that meets all the
requirements of the Industrial Revolution 4.0.
The STEM educational model has been widely applied effectively in many countries around the
world. Many authors all over the world have been discussing the model. For example, Basham,
4
Israel, and Maynard (2010) from the United States, Andrée and Hansson (2013) from Swenden,
Bissaker (2014) from Australia, Debes (2018) in Cyprus, Zendler (2018) from Germany, etc. In
Asia, the STEM educational model is also getting good attention in numerous countries including
Malaysia (Osman & Saat, 2014) and China (Zhao, 2019). In general, these models aim to apply
the STEM educational models in different contexts, subjects, and levels of study; for example,
Chen & Chang's (2018) research conducted at high school, while Zhao's research (2019) choose
the preschool child. New technology studies are also included as 3D printing technology in Lin et
al.'s (2018) study.
Nevertheless, many STEM educational models are still based on the old foundation, not paying
adequate attention to the central role of new technology in the digital age today. Therefore, it is
necessary to improve the STEM educational model with a focus on new technology. The most
appropriate and updated model is the STEMTech model developed by Tuan, Pho, Huy & Wong
(2019). This STEMTech model was formed from the support of Arizona State University (USA)
through the BUILD-IT project. It is characterized by emphasizing the technological element as
shown below in Diagram 1.
The STEMTech model has two basic characteristics: (1) Learners practice and experience new
technologies; (2) STEM products made by learners must be creative and based on these new
technologies. New technologies here are understood as technologies that learners never knew.
These new technologies are not necessarily new to the scientific community. It can be said that the
STEMTech model, when put into teaching, has the advantage of helping learners create STEM
products based on technology. Tuan et al. (2019) showed the effectiveness of this model when
applying it in a university environment.
It has been seen that a research question is required in the practical situation that is:
Question Q: “How to apply the STEMTech model to create STEM products in the context
of High School?”
5
Diagram 1
STEMTech model in which Technology is the central element
6
In order to answer this question, the article conducted an empirical study in Can Tho city, Vietnam.
The rest of the paper is organized as follows. We review of STEM products and Technology
elements in Section 2. In Section 3, we introduce data and methodology. Discussing the empirical
analysis is provided in Section 4. Concluding remarks and inference will be presented in the last
section.
2. Literature Review
2.1 STEM Products
STEM products are products that learners apply knowledge and skills in the fields of Science,
Technology, Engineering, and Mathematics (STEM) to be applied to life. The STEM project is
understood to be a project designed for learners to create STEM products. According to Capraro
et al. (2013), the STEM project provides practical, contextual experiences for students to enhance
learning and build strong scientific, technological, technical, and mathematical concepts. Learning
through the STEM project is both challenging and motivating. It requires students to think
critically, analyze, and improve higher-order thinking skills. Moreover, it also requires
collaboration, peer-to-peer communication, problem-solving, and self-directed learning while
working closely with all students.
The STEM project builds on Technical design that is the foundation for students to bring their
Scientific, Technological, and Mathematical knowledge to solve meaningful practical problems.
Instead of teachers telling students what to do, students must work with friends to identify
problems and find ways to solve problems during STEM project implementation. Students then
have the opportunity to build their own knowledge, instead of traditional classroom, content
dissemination teachers for students (See Ozel, 2013). The goal of the STEM project is to help
learners gain knowledge, deep understanding of knowledge, learn skills, and practice discipline
(Barron et al., 1998).
2.2. Technology elements
2.2.1. Application of 3D technology in teaching
A study completed in 2000 by the Canadian National Research Council, compared the standard
2D classroom experience to the 3D class for students participating in the wood gathering. Students
7
participating in 3D virtual training have increased the volume of exploited wood by 23% while
reducing the 26% mistake as well as the cost of repairing and maintaining vehicles. Since then, the
application of 3D technology in teaching has helped students better understand the lesson.
Therefore, it is possible to bring different types of 3D technology into current teaching such as 3D
Scanning, 3D Printing, 3D Designing, etc. to create a learning environment for students to feel
more excited and the amount of comments consciousness will absorb better.
2.2.2. Scratch
Scratch is designed and maintained by Lifelong Kindergarten teachers at the Media Lab of
Massachusetts Institute of Technology (USA). This program is completely free. Currently, Scratch
is used for all ages. Scratch is available in more than 150 countries and has more than 40 languages
including Vietnamese. Besides, Scratch is also an online community where children can program
and share interactive media like stories, games, and animations with all friends around the world.
Scratch helps young people learn creative thinking, systematic thinking, and collaborative work -
these are the skills needed for life in the 21st century.
Programming on Scratch is done in a very intuitive way, it allows to "assemble" the blocks of
commands, commands as a puzzle game with drag and drop operations to perform functions to
control character objects, perform tasks, and describe events, etc. to help users design and build
up programs. Scratch is very suitable for teachers to create products for teaching such as
knowledge simulation, lesson modeling, lectures, e-books, learning applications, etc.
2.2.3. Qlone –Scanning 3D
Qlone is an application on the phone, is a free application available on IOS and Android. It is an
application that uses the phone's camera to scan a real sample, then can export to many 3D formats
such as images, videos, etc. In addition, you can edit details when Scanning errors on your phone,
such as editing layouts, colors, sizes, etc. to help with 3D printing. Qlone is an application owned
by EyeCue Vision Technologies LTD, a technology company in Yokneam, Israel founded by
Ronen Horovitz - CEO.
3. Data and Methodology
8
In order to answer Q, we conducted a pedagogical experiment with the following process:
Step 1: Providing students with knowledge about STEM education, STEMTech model.
Step 2: Dividing 39 students of class 11A1 from the High School of Can Tho University (HSCTU)
into 4 groups to implement 4 STEM products (ball shooting machine, vacuum cleaners, decorative
lights, 3D collections) from 07/01/2019 to 26/01/2019.
Step 3: Selecting a product and organizing a STEM product design competition between 08 classes
in HSCTU (10A1, 10A2, 10B1, 10B2, 11A1, 11A2, 11B1, 11B2) for nearly 1 month (25/02/2019
–23/03/ 2019).
Step 4: Using rubrics and questionnaires to survey students in the experiment.
We present four experimental STEM products in the next sub-section.
3.1 Ball shooting machine
3.1.1 Content
Students design ball-shooting machines based on elastic force. The machine will be judged from
the accuracy of the shot.
3.1.2 Goal
This product will create a potential playground to stimulate and promote students' creative thinking
and computational thinking, thereby helping them to better understand STEM education. In
addition, students can apply the knowledge of Science, Physics, and Engineering to create a ball
shooting machine. Using Mathematics and Information Technology skills to calculate parameters
to shoot targets accurately and effectively.
Furthermore, this product will help students simulate war weapons in previous periods. Making
tennis practice machines. It also helps to develop some skills for students such as teamwork,
communication, collaboration, ability to think critically, and solve problems. Besides, it also helps
to facilitate the exchange and connection among students, between students and teachers.
3.1.3 The process of implementation
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Step 1: Students need to learn about materials to create elastic forces and select and prepare
materials, and then design the model of the shot machine.
Step 2: We divided into 2 groups: the first group designs gun barrel and parts to create a shooting
force. The other group was assigned to tripod design and shot angle adjustment.
Step 3: Assembling machine parts.
Step 4: Perform a test shot, create a corner calculator to accurately shoot and adjust the machine
(if needed).
3.1.4 Product
About the structure of the machine, it can be observed from Figure 1 that, the gun barrel is made
of round plastic pipes 8cm in diameter, 1m long and it has 2 slots for pulling force. Besides, we
designed rubber sheets to stick in the gun barrel to fix. Parts for shooting force is designed to be a
set of elastic strings from the car gut, we use a horizontal iron bar as a fulcrum. The rotating shaft
between the gun barrel and the tripod is used to shot angle correction. The foot of the ball shooting
machine is made up of 2 wooden beams of 10x50x1cm in size, and the other wooden plate as the
base of the ball shooting machine.
Principle of operation: The ball is placed in a fixed position in the barrel, the rope is pulled out
when released the elastic force created by the rope will affect the ball, the ball is shot in the
direction of the barrel.
How to calculate the initial speed: Enter the shot angle, coordinates the endpoint of the ball when
shooting. How to calculate the shooting angle: Enter the initial velocity, target coordinates.
3.1.5 Project analysis
Four elements of STEM during project implementation:
Science: Using knowledge of materials with good elasticity, knowledge of the durability of
materials.
Technology: Design of digital tools to calculate shooting angles.
Engineering: Machining and assembling parts of the machine.
10
Technology elements: Calculation tool from Scratch software
Figure 2
A Tool to calculate the shooting angle
11
Mathematics: Calculate, estimate the dimensions of the parts in the idea-making process.
Transform the trigonometric equation, the second-order equation from the skew throwing formula,
calculate the error, thereby giving the angle calculation formulas.
Advantages and disadvantages in the project implementation process:
About the advantages, it can be seen that the materials are easy to find. Nevertheless, during the
implementation process, there are also certain difficulties that are: The friction of the materials
changes the shooting angle and shooting force. The calculation to accurately target a difficult target.
3.2. Vacuum cleaner
3.2.1 Content
Students can apply knowledge about electrical circuits, power sources, motor, convection to design
mini vacuum cleaner. The purpose of this device is to help absorb pollen grains on the board,
podium, and contribute to clean the classroom and protect the health of students and teachers.
3.2.2 Goal
Students can understand the creation of a complete circuit. In addition, helping students gain a
more basic understanding of machines so that they can learn more about complex machines later.
Moreover, students can practice ingenuity and creativity to create space for vacuum cleaners.
3.2.3 The process of implementation
Step 1: Learn how the vacuum cleaner works. Students will have to learn the principle of how to
get dust into the machine: Rotation of the impeller (rotation, the direction of rotation), the position
of the vacuum cleaner, how to design the dust filter.
Step 2: Students design casing and dust collectors. Students choose materials for the vacuum
cleaner casing (originally recycle or print 3D cases). After acquiring the student case, the space of
the case will be divided into 3 parts: The power supply part may be a rechargeable battery, motor
storage part with propeller, and the dust container is separated from other parts by the screen.
Step 3: Select the appropriate motor and power source. For the wings to work effectively, students
must calculate the power, voltage of the motor, and the voltage of the power source so that the
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rotor rotates as hard as possible. In addition, students must calculate the time of use of the power
source corresponding to the motor used to know the time required to recharge the power source.
Step 4: Assembling details and completing products. Students need to calculate and choose the
order of assembling details into the vacuum cleaner in order: Vacuum cleaner case and tap, filter
screen to divide the machine into compartments, motor and rotor, and electric circuit to connect
with a power source.
3.2.4 Result
Technology elements: The rechargeable battery will provide power to the engine, when the rotary
motor will generate air circulation to attract dust into the screen, then the filter keeps dust.
3.2.5 Project analysis
Four elements of STEM during project implementation:
Science: Application of the principle of air circulation, using knowledge of the compatibility
between power and voltage potentials.
Technology: Contact with technology equipment such as motor, rechargeable battery.
Engineering: Machining and assembling parts of the machine.
Mathematics: Rationally use the learned formulas to calculate the voltage, the capacity of the
details to select the appropriate materials.
Advantages and disadvantages in the project implementation process:
About the advantages, it can be seen that models are available, easy to reference. This machine
tested well the first time. Nevertheless, during the implementation process, there are also certain
difficulties, for instance: The model is quite bulky and heavy. It is necessary to find ways to reduce
the volume of the machine.
3.3 Decorative lights
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3.3.1 Content
Students use the nature of electricity in electrolytes to design decorative lamps in bedrooms. For
the purpose of use, helping to save electricity, living costs as well as environmental protection in
decoration.
3.3.2 Goal
Students can understand and follow the STEM project implementation process. Besides, students
understand the nature of electricity in electrolytes. In addition, train students to use metal wires to
generate electricity and use an ammeter to measure the intensity of the current. When designing
decorative lights, students also have the ability to calculate and accurately measure the current of
the electrolyte to make the lights suitable.
3.3.3 The process of implementation
Step 1: Learn knowledge about electrolytes, wires, and LEDs. Select and prepare some
electrolytes, wires, lamps.
Step 2: Dissolve the selected electrolytes and mark so that the solute solution must have the same
concentration.
Step 3: Measure the current and voltage of the current generated in the electrolyte solution selected
and fill in the datasheet. After measuring the current and voltage, students will fill in the following
data and tables.
Step 4: Select electrolyte and lamp type, number of suitable lights and proceed with decorating
products.
3.3.4 Result
The group of students created a decorative light model. About the structure of the decorative
lights, it can be observed from Figure 4 that, NaCl solution and water, plastic cups, lead wires,
and copper wires are used to make electrical and transmission parts. LEDs are used to make
glowing parts. In addition, we use paper boxes and other materials to make decorative parts.
Technology elements: The electrolytic NaCl solution produces Na+ and Cl- ions, connecting lead
wires and wires (copper) in series, copper wire is an anode, while lead is negative, electric current
will go from positive to negative and to light bulb light up.
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3.3.5 Project analysis
Four elements of STEM during project implementation:
Science: Application of knowledge related to the nature of electric current in electrolytes, the
process of measuring the concentration of solutions in the laboratory.
Technology: Using equipment such as weighing the mass of chemical sand, super-stirrer,
Ammeter, voltmeter, etc.
Engineering: Machining, assembling the parts of the product.
Mathematics: Students can create equations to describe numbers and relationships, rearrange
formulas to highlight the value of interest, use that argument to solve equations. for example, using
a formula to calculate the concentration of solution to calculate the volume and the number of
moles of electrolytes. Solve practical, mathematical, physical, and chemical problems by setting
up and solving equations. Helping students know how to analyze accuracy and errors in
measurement conditions. Moreover, students understand the concept of scale and use the ratio to
solve problems.
Advantages and disadvantages in the project implementation process:
About the advantages, it can be seen that the structure of decorative lights is very simple and easy
to implement. Nevertheless, during the implementation process, there are also certain difficulties,
for example, the weak current is not enough to light the normal light bulb (The project team will
continue to find ways to overcome).
3.4 3D scan collection
3.4.1 Content
Application of 3D Qlone scanning software to scan the collection of shellfish species. For the
purpose of use, help students have more sources of rich reference materials, serving the study of
Science in High Schools
3.4.2 Goal
Help students know the outside appearance, the scientific name of shellfish species. Furthermore,
train students for the ability to observe and skillfully analyze the oyster species.
3.4.3 The process of implementation
15
Step 1: Learn about Qlone application. Find documents, articles, tutorial videos on how to use
the Qlone application.
Step 2: Learn about shellfish collection
Step 3: Select the code of the right size to scan objects of different sizes and shapes.
Step 4: Conduct a scan and complete the collection
3.4.4 Result
With an average time of one scan for a specimen is 5 - 10 minutes. We conducted a single scan
of each animal and included 114 collections.
3.4.5. Project analysis
Four elements of STEM during project implementation:
Science: The shellfish collection belongs to the mollusk industry, which is very diverse and mostly
lives in the tropics. Characteristics of shellfish types are soft bodies, with limestone shells to
support and protect. Depending on the lifestyle, the skin and structure of the body will change.
Technology: First of all, we put the sample to scan in the middle of the AR Mat code. Note that
scan light must be a place with a good light source such as sunlight or lights in the room. Then,
turn the code into a circle so that the phone can scan the object. The rotation must be slow so as
not to lose the small details. Nevertheless, after the first scan, there will be missing objects at the
bottom because we can only scan the upper part. Thus it can be seen that if we want the output to
have the same result as the real one, one has to scan the second time by placing the object
horizontally, to see the bottom of the object. It will be known that the application only scans static
objects, does not work with transparent, colorless, and moving objects. A complete scan takes
about 10 - 15 minutes.
Engineering: Use Qlone software to Scan 3D models.
Mathematics: Help students improve measurement, scanning, calculation.
Advantages and disadvantages in the project implementation process:
About advantages, it can be seen that the scanned sample is available, the application is free for
users and can be posted on a free website for everyone to access. Nevertheless, during the
implementation process, there are also certain difficulties, for example, there are several practical
16
models with many parts so scanning does not show details of shellfish. The application is limited
to identifying concave surfaces of objects.
4. Empirical Analysis
4.1 A priori analysis
4.1.1 Survey on STEM education and STEM products
a. Content
To be able to quantify the different aspects of STEM product design, we plan to survey 7 questions
(from Q1 to Q7) on STEM education and STEM products with the following contents:
Q6A: In your opinion, what are the benefits of creating STEM products for learners? (Knowledge,
skills, attitudes, ...)
Q6B: In your opinion, what are the issues to improve the process of creating STEM products?
Q7A: In your opinion, what is the average time for the group to create a STEM product?
Q7B: In your opinion, how many times should a STEM product be created in a school year?
b. Analysis
About Q1 and Q2 questions, we want to evaluate the characteristics of the STEM teaching topic,
method, and activity. This question is designed according to the 5-step Likert scale to evaluate the
quantitative results of the answer. Regarding the Q3 question, we would like to evaluate the
product creation in the STEM Education and compare the difficulty level between products. In the
Q4 question, we aim to evaluate the STEM skills of people. About the question Q5. This question
is rated from 1 to 5, the larger the number, the greater the level of use. In this question, students
only evaluate the product they have done. Question Q6 is an open question, we want to understand
the benefits of the STEM product creation process and to achieve what is needed to improve.
Survey results will be qualitatively analyzed. For question Q7, we aim to evaluate the time factor
related to STEM product creation.
17
Q1: When studying Mathematics in the direction of creating STEM products, how is your opinion
on the following topics?
Table 1. Q1 question
Content
Strongly
disagree
Disagree
Neither
agree
nor
disagree
Agree
Strongly
agree
Q1A. Students should use the
knowledge and skills in the areas of
Science, Technology, Engineering,
and Mathematics to solve problems
in practice.
1
2
3
4
5
Q1B. Students need practice,
creativity to form products.
1
2
3
4
5
Q1C. It is necessary to
communicate, cooperate (directly
or indirectly) among students in the
group to accomplish a common
goal.
1
2
3
4
5
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Q2: When studying Mathematics in the direction of creating STEM products, how is your opinion
about teaching methods in STEM education?
Table 2. Q2 question
Content
Strongly
disagree
Disagree
Neither
agree
nor
disagree
Agree
Strongly
agree
Q2A. Teaching methods in
STEM education are learning
by doing.
1
2
3
4
5
Q2B. Teaching methods in
STEM Education are methods
of integrating and integrating
the content of 4 fields of
Science, Technology,
Engineering, and Mathematics
to create products.
1
2
3
4
5
Q2C. Teaching activities in
STEM education need to
stimulate learners to
communicate, cooperate,
conditionally develop critical
thinking and creative thinking.
1
2
3
4
5
Q2D. Teaching activities in
STEM education should create
excitement and strength for
learners.
1
2
3
4
5
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Q3: When studying Mathematics in the direction of the STEM education, how do you rate the
creation of STEM products?
Table 3. Q3 question
Product
Very
difficult to
implement
Difficult to
implement
Neutral
Easy to
implement
Very easy
to
implement
Q3A. Ball shooting
machine
1
2
3
4
5
Q3B. Vacuum
cleaner
1
2
3
4
5
Q3C. Decorative
lights
1
2
3
4
5
20
Q4:When studying STEM-oriented Mathematics, how do you assess yourself about 4 skills:
Science, Technology, Engineering, and Mathematics?
Table 4. Q4 question
Content
Very
unconfident
Unconfident
Neutral
Confident
Very
confident
Q4A. Science
skills
1
2
3
4
5
Q4B. Technology
skills
1
2
3
4
5
Q4C. Engineering
skills
1
2
3
4
5
Q4D. Mathematics
skills
1
2
3
4
5
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Q5: When studying STEM-oriented Mathematics, how do you use Engineering and Technology?
Table 5. Q5 question
Products
The level of use of Engineering and
Technology
(The larger the number, the greater the level
of use)
Q5A. Ball shooting machine
1
2
3
4
5
Q5B. Vacuum cleaner
1
2
3
4
5
Q5C. Decorative lights
1
2
3
4
5
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GRADING MYSELF
Table 6. Q1 question
Unsatisfactory
Effort
Effort Needs
Improvement
Satisfactory
Effort
Outstanding
Effort
Q’1A. I contributed to
the team word
3
2
1
0
Q’1B. I exhibited
scientific thinking
3
2
1
0
Q’1C. I maintained a
positive attitude
3
2
1
0
Q’1D. I completed the
building task
3
2
1
0
Q’1E. I reflected on
work
3
2
1
0
23
GRADING MY TEAM
Table 7. Q2 question
Unsatisfactory
Effort
Effort Needs
Improvement
Satisfactory
Effort
Outstanding
Effort
Q’2A. My team worked
well together
3
2
1
0
Q’2B. My team
displayed problem -
solving skills
3
2
1
0
Q’2C. My team had a
positive attitude
3
2
1
0
Q’2D. My team
completed the building
task
3
2
1
0
24
GRADING BY MY TEACHER
Table 8. Q3 question
Unsatisfactory
Effort
Effort Needs
Improvement
Satisfactory
Effort
Outstanding
Effort
Q’3A. Student
cooperated with team
3
2
1
0
Q’3B. Student
exhibited scientific
thinking
3
2
1
0
Q’3C. Student
maintained a positive
attitude
3
2
1
0
Q’3D. Team completed
the building task
3
2
1
0
Q’3E. Student reflected
on work
3
2
1
0
25
4.1.2 Self-assessment table during the STEM product creation process
a. Content
To further analyze the process of forming the STEM products, a rubric is designed with 3 parts:
grading myself, grading my team, and grading by my teacher.
b. Analysis
The self-assessment table is a clear scoring tool for the performance of a team member or part of
a job (See Karkehabadi (2013)). To evaluate teamwork skills, creative thinking, the level of
personal impact on work, and the contribution to the group and the working attitude, we built a
rubric according to Sarah (2015). These questions are designed according to a scale of 4 steps to
evaluate the quantitative results of the answers. We encode the following points: Unsatisfactory
Effort: 0 point, Effort Needs Improvement: 1 point, Satisfactory Effort: 2 points, and Outstanding
Effort: 3 points. In question Q’3, only students who perform at the pilot test have their students
guide the assessment.
4.2 A Posteriori Analysis
4.2.1 Statistics of survey votes
The questionnaire from Q1 to Q7 was sent to 39 students of class 11A1 and 37 students selected
to participate in the contest “Design STEM Product" (coming from seven classes: 10A1, 10A2,
10B1, 10B2, 11A2, 11B1, and 11B2). Hence the total number of votes is 76 votes. The quantitative
analysis results of the survey are presented in the next section.
4.2.2 Results and analysis
a. Characteristics of the STEM education theme
26
Students should use the knowledge and skills in the areas of
Science, Technology, Engineering, and Mathematics to solve
problems in practice.
Students need practice, creativity to form products.
It is necessary to communicate, cooperate (directly or
indirectly) among students in the group to accomplish a
common goal.
Diagram 2
Characteristics of the STEM Education theme
4.46 4.50 4.58
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
4.50
5.00
27
Q1A. The average 4.46 indicates that students agree with the idea that "Students should apply the
knowledge and skills in the areas of Science, Technology, Engineering, and Mathematics to solve
practical problems". This demonstrates that the empirical model has contributed to raising
students' awareness of STEM and STEM education. From there, every student can find a
connection between Science subjects, especially Mathematics with daily life.
Q1B. The average of 4.50 indicates that students consent to the idea that "Students need practice
and creativity to form products". Students have been more focused on giving birth to applied
products to real life in the learning process - an important goal of the STEM education.
Q1C. The average 4.58 indicates that students’consensus with the idea of "Communicating,
collaborating (directly or indirectly) among students in the group to accomplish a common goal is
necessary". Students have paid more attention to improving communication and cooperation skills.
It has been seen that the median value is 4, which is higher than the theoretical average value of 3,
indicating that the trend of opinion is tilted towards the positive. It can be observed from diagram
3 that, this diagram is an "almost" equilateral triangle, indicating that all three pillars of the STEM
education are valued by students almost equally.
Q2A. The average of 4.18 indicates that students relatively consensus with the idea "Teaching
methods in STEM education are teaching through practice". Thereby, each student raises
awareness about actively participating in activities, practices, experiences, and knowledge
acquisition.
Q2B. The average of 4.24 indicates that students agree very high with the idea that "Teaching
methods in the STEM education are methods of integrating the content of 4 fields of Science,
Technology, Engineering, and Mathematics to create products". The above results show that
students are interested in integrated learning, adapting to current educational trends.
Q2C. The average of 4.36 indicates that students consent very highly with the idea that “Teaching
activities in STEM education should stimulate learners to communicate, cooperate, and
conditionally develop critical thinking and creative thinking”. This shows that through STEM
projects, students have become more positive and active.
28
Diagram 3
Relationship between 3 characteristics
29
Teaching methods in STEM education are learning by doing.
Teaching methods in STEM Education are methods of
integrating and integrating the content of 4 fields of Science,
Technology, Engineering, and Mathematics to create products.
Teaching activities in STEM education need to stimulate
learners to communicate, cooperate, conditionally develop
critical thinking and creative thinking.
Teaching activities in STEM education should create
excitement and strength for learners.
Diagram 4
Characteristics of teaching methods and STEM educational activities
4.18 4.24 4.36 4.36
0.00
1.00
2.00
3.00
4.00
5.00
30
Diagram 5
The relationship between 4 characteristics of STEM method and educational activities
1.00
2.00
3.00
4.00
5.00Q2A
Q2B
Q2C
Q2D
31
Ball shooting
machine
Vacuum
cleaner
Decorative
lights
3D scan
collection
Diagram 6
Evaluate the level (easy - hard) of product creation in STEM education
2.56 2.57 2.50 2.60
0.00
1.00
2.00
3.00
4.00
5.00
32
Q2D. The average level of 4.36 indicates that students agree very much with the idea "Teaching
activities in STEM education should create excitement and strength for learners". Students have
felt appealing, attractive for STEM projects. Thereby, each student tries to cultivate the skills
needed to complete better projects.
It can be seen that the median value is 4 and 5, which is higher than the theoretical average value
of 3, indicating that the opinion trend is biased towards the positive. It can be observed from
diagram 5 that, this diagram is an "almost" regular quadrilateral, demonstrating that teaching
methods and activities in STEM education are valued equally.
First, with the above data and the average value of 4 products is 2.56, between the "difficult to
implement" level and the "neutral" level, this is because the students have not had much access to
STEM, no experience in creating products from interdisciplinary knowledge. The evaluation value
of the ball shooting machine project with a score of 2.56, The implementation of the machine
project has problems with friction between parts, this may be due to the understanding and
approach to materials of students are limited. Besides, although most students are equipped with
Mathematics knowledge in the curriculum very well, the application into practice, calculation in
the shooting process to hit the desired goal has made it difficult for students.
The evaluation value of the vacuum cleaner project with a score of 2.57, the implementation of the
project is difficult to find a rechargeable and sufficient voltage source. In meanwhile, the
evaluation value of decorative lights projects with a score of 2.50, the implementation of
decorative lights is difficult in ion transformation of solutions that generate an electric current with
a low voltage. For the final project, the evaluation value of the 3D scan collection project with a
score of 2.60, the implementation of 3D model scanning is quite favorable, but it is still difficult
to find actual models to scan.
The evaluation score on the confidence level of the four skills is close to the "Neutral" level, this
is partly because the learners are not well aware of these skills and have not had much access to
activities, competitions, projects that use those skills.
33
Science skills
Technology
skills
Engineering
skills
Mathematics
skills
Diagram 7
Evaluation of learner's STEM skills
3.24 3.11 3.17 3.38
0.00
1.00
2.00
3.00
4.00
5.00
34
Ball shooting
machine
Vacuum
cleaner
Decorative
lights
3D scan
collection
Diagram 8
Evaluation of the use of Engineering and Technology
2.82
4.31
3.63 4.00
0.00
1.00
2.00
3.00
4.00
5.00
35
Consolidate and supplement knowledge.
Train creative thinking, create excitement for students.
Develop teamwork skills, increase solidarity.
Enhance the ability to apply knowledge to solve problems in
practice.
Skill and technical development.
Train positive, persistent, and responsible.
Diagram 9
Benefits of implementing STEM products
55%
41%
68%
58%
7%
21%
0%
10%
20%
30%
40%
50%
60%
70%
80%
36
Products that are evaluated, it can be seen that the use of Engineering and Technology at the level
“Neutral”. Nevertheless, the evaluation value of the ball shooting project is still low, indicating
that because of the fact that the ball shooting machine is due to the force of the operator, the engines
are not integrated.
More than half of the survey questionnaires indicate that the benefits of implementing STEM
projects are to consolidate and supplement knowledge, increase the ability to apply the knowledge
learned to solve problems in practice. This is one of the characteristics of the STEM education
theme. Another characteristic that is indispensable in education is teamwork skills, the
development of this skill during the implementation of the STEM project was given the most with
68%.
Besides, in the process of project implementation, the ability to think creatively and interest in
design is essential to create a product of new nature and quality, so "train creative thinking, creating
excitement for students”was given by 41% of the votes. Moreover, students also practice positive,
persistent, and responsible in the collective activities.
It has been seen that, increasing students' understanding of scientific knowledge, enhancing
collaboration, as well as improving creative thinking ability is essential for implementing STEM
projects. An important element of project implementation is an experience, students need to
organize activities to create STEM products to develop themselves more, to be able to meet the
requirements of the industrial age 4.0. In addition, the support of teachers, support of equipment,
tools, and comfort in the design space will create favorable conditions for students to implement
their ideas to create produce STEM products for practical life.
Through the implementation of the STEM project, according to the survey, the average time for
the group to create a STEM product is 23 working hours and the number of times to organize
STEM project activities is 2.3 times. With this result, the organization of implementing STEM
projects should be organized twice per year, this means that each semester is held once and the
time for each project is about 3 weeks. That means that every week, students spend about 3 sessions
and about 3 hours each.
37
Increase understanding of scientific knowledge.
Improve creative thinking ability.
Enhance the level of cooperation of the group.
Need to improve and practice the project implementation
experience.
Favorable facilities.
There are instructors.
Diagram 10
Things to improve for the STEM products
15%
7%
46%
41%
31%
18%
0%
10%
20%
30%
40%
50%
38
Content
Average score
“I contributed to the teamwork”
2,17
“I exhibited scientific thinking”
1,79
“I maintained a positive attitude”
2,35
“I completed the building task”
2,10
“I reflected on work”
2,00
Table 9
39
Diagram 11
Individual self-assessment results
2.00
2.10
2.35
1.79
2.17
0.00 0.50 1.00 1.50 2.00 2.50 3.00
I reflected on work
I completed the building task
I maintained a positive attitude
I exhibited scientific thinking
I contributed to the team word
40
4.2.4 Analyzing self-assessment results in the process of creating STEM products
Because class 11A1 was the only class with 100% of the participants participating in the
experiment and designed all four research products, the rubric evaluation of the progress was sent
to 39 members of this class. The analytical results are presented in the next section.
Group activities have been organized effectively when promoting the teamwork skills of each
individual. Each individual has made positive contributions to accomplishing the assigned group
tasks, expressed as indicators of group contribution to work (2.17), positive attitude when working
in groups (2.35), completing the task of the group (2.10) and each individual's influence on the
group's overall work (2.00) is above the average (1.50).
However, organized group activities have not promoted the scientific thinking of each individual,
this is reflected in the index of scientific thinking development (1.79) lower than the remaining
indexes and lower than the average value (2.09). The index of maintaining the highest positive
attitude (2.35) shows that group activities have created excitement in the learning of each
individual.
Indicators of group work level, positive attitude, completion of the group's design tasks are not
much different from individuals. This shows the results of the group as a result of each individual
in the group, the group wants to achieve good results, each member must make efforts. According
to the above data, the group's problem-solving skills have the lowest score, this is because the
group has not had many opportunities to solve problems. This shows that STEM projects for
students need more organization.
Teachers' indicators are higher than student scores and group assessment scores. That shows the
activities and attitudes of students who have initially met the teachers' requirements. On the other
hand, teachers want to encourage students' learning, creativity, self-discovery, and knowledge-
based skills to evaluate higher indicators. Nevertheless, the index evaluates the level of work
completion quite low. Because this is the first time to conduct group activities on STEM projects,
the products created have not been completed, there are many shortcomings.
41
Content
Average score
“My team worked well together”
2,15
“My team displayed problem -solving skills”
2,11
“My team had a positive attitude”
2,35
“My team completed the building task”
2,04
Table 10
Results of team self-assessment
42
Diagram 12
Results of team self-assessment
2.04
2.35
2.11
2.15
0.00 0.50 1.00 1.50 2.00 2.50 3.00
My team completed the building task
My team had a positive attitude
My team displayed problem - solving skills
My team worked well together
43
Content
Average score
“Student cooperated with team”
2,85
“Student exhibited scientific thinking”
2,62
“Student maintained a positive attitude”
2,91
“Team completed the building task”
2,18
“Student reflected on work”
2,56
Table 11
Evaluation results of instructors
44
Diagram 13
Evaluation results of instructors
2.56
2.18
2.91
2.62
2.85
0.00 1.00 2.00 3.00
Student reflected on work
Team completed the building task
Student maintained a positive
attitude
Student exhibited scientific thinking
Student cooperated with team
45
5. Concluding Remarks
This research follows Tuan et al. (2019) and others to apply the STEMTech model to create STEM
products in the context of High Schools in Vietnam. We design the survey questionnaires and
distribute the questionnaires to respondents to get our survey done. We then carry out a quantitative
analysis to evaluate rubric and find positive feedback from learners, implying that at both High
School and University, the STEMTech model has shown encouraging results.
This research also proposes the four products developed in our paper can be used in many different
directions, including to use 3D printing technology to make the cover for the vacuum cleaner, to
apply the ball machine for training in tennis, manufacture decorative lights into night lamps, 3D
scanning technology as a collection of rare and precious animals. These real-life applications of
these STEM products once again show the suitability, vitality, and potential of applying the
STEMTech model when it comes to teaching, including High Schools and Universities.
Nevertheless, the organization of implementing the STEM model faces some difficulties. For
example, students may have no experience in creating any STEM product, not familiar with
applying the STEM model to solve real problems, no design space at schools, and not enough
support of equipment and tools. Although many challenges have to overcome, with the advantages
and outstanding opportunities from using the STEM education and from the industrial revolution
4.0, the STEM model has a lot of potentials to develop and replicate at many high schools and
universities in Vietnam and other countries.
From the perspective of Decision Science, the research also shows that the choice of the
STEMTech model is a good idea and is suitable in the context of teaching today. Readers can refer
to other topics in Decision Sciences, for example, Finance (Wong, 2006; Ly et al. 2019a,b; Batai
et al., 2017, Truong et al. 2019, Suu et al. 2020), capital (Thompson and Wong, 1991, 1996; Wong
and Chan, 2004; Lam et al., 2010, 2012; Chang et al., 2017), Statistics (Mahmoudi et al. 2020
a,b,c,d,e,d, Pho et al. 2018, 2019a, b, c, 2020 a, b, Tian et al. 2019, Tuan et al. 2018, 2019a,b,c, Li
et al. 2020), and logistics (Moslehpour et al., 2018; Tien et al., 2019). There are many other topics
can be found in Decision Sciences, readers may refer to Chang, et al., 2016, 2017, 2018, 2020),
Fu et al. 2020, Maleki et al. 2020, Nguyen et al. 2020, Seyed et al. 2020, Szeto et al. 2020, Trung
et al. 2020, Wang et al. 2020, and Zhou et al. 2020, Hau et al 2019, 2020 for more information.
46
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