[Paper Review] Integrated Science, Technology, Engineering and Mathematics (STEM) Education through Active Experience of Designing Technical Toys in Vietnamese Schools

Quang, Le Xuan, Hoang, Le Huy+4 more|arXiv (Cornell University)|Sep 13, 2015

Science Education and Pedagogy23 citations

TL;DR

This study proposes an integrated STEM education model in Vietnamese middle schools through hands-on design of technical toys, such as mini-racing cars, using multidisciplinary knowledge from technology, math, and physics. The approach successfully fosters students' practical competencies by applying subject knowledge to real-world problem solving, demonstrating the feasibility and effectiveness of experiential, interdisciplinary STEM learning in a non-Western educational context.

ABSTRACT

STEM has attracted great consideration. The purpose of research is: (1) study STEM education, (2) explore STEM education with the creative and experiential activity, (3) suggest applying STEM education by designing technical toys for the middle school student. This study used a qualitative approach to carry out teaching integration for STEM education. The study applied to teaching the technological field in Vietnamese middle schools. The design performed at the Faculty of Technology Education, Hanoi National University of Education, Vietnam in April 2015. This study used the integrated approach to design subjects for STEM education. Two procedures for integration undertook with analysis. A sample of producing technical toy was consistent with developing students competencies. Integrated approach to STEM education through designing technical toys is possible. Recently, there has been a booming interest in Integrated Science, Technology, Engineering and Mathematics (STEM) education, but the approaches to STEM still remains controversial in diverse educational contexts. This study addressed this issue by exploring STEM education with the use of creative and experiential activities in a Vietnamese educational context. It also proposed a practical model for integrating STEM into teaching technology in secondary schools by designing technical toys. The implementation of the practical model suggests the possibility in using the integrated approach to STEM education through designing technical toys for middle school students in Vietnam. By applying the subject knowledge domains to solve real world problems and settings, the students can experience the benefits of a concrete and active learning in a meaningful and practical context. The multidisciplinary and interdisciplinary integration approaches are consistent with the development of the students competencies.

Motivation & Objective

• . The research aims to investigate the feasibility of integrating STEM education through experiential, creative activities in Vietnamese middle schools.
• It addresses the gap in practical, interdisciplinary STEM implementation at the secondary level in Vietnam, where curricula remain siloed and content-focused.
• The study seeks to develop and validate a practical model for integrating science, technology, engineering, and mathematics via technical toy design.
• It aims to enhance students' problem-solving, technical, and creative thinking skills by applying knowledge to real-world tasks.
• The research contributes a replicable framework for STEM integration that aligns with national educational goals and promotes 21st-century competencies.

Proposed method

• . The study employs a qualitative, design-based research approach centered on a hands-on technical toy design project.
• Students in grade 8 were tasked with designing and building a mini-racing car using low-cost, accessible materials such as plywood, motors, batteries, and basic tools.
• The integration model draws on multidisciplinary competencies from technology, mathematics (algebra and geometry), and physics (mechanics and electricity).
• The process followed a five-step instructional sequence: problem identification, idea generation, prototyping, testing, and presentation.
• Teachers acted as facilitators, guiding group work, prompting critical thinking, and encouraging iterative design improvements.
• The model was implemented at Hanoi National University of Education’s Faculty of Technology Education in April 2015, using a sample project on a mini-racing car.

Experimental results

Research questions

• RQ1 . To what extent can an integrated STEM education model through technical toy design enhance students’ practical and interdisciplinary competencies in Vietnamese middle schools?
• RQ2 How do students apply knowledge from science, technology, engineering, and mathematics in a real-world design task such as building a mini-racing car?
• RQ3 What are the key challenges and facilitators in implementing such an integrated, experiential STEM approach in a non-Western, curriculum-constrained educational context?
• RQ4 How does the integration of subject knowledge across disciplines support deeper learning and problem-solving skills in students?
• RQ5 What role does active, hands-on experience play in developing student interest and engagement in STEM subjects?

Key findings

• . The integrated STEM approach through technical toy design successfully enabled students to apply knowledge from technology, mathematics, and physics to solve real-world engineering problems.
• Students demonstrated improved competencies in engineering drawing, mechanical transmission, electrical circuits, and geometric measurement during the design and construction process.
• The use of low-cost, readily available materials such as plywood, motors, and basic tools made the model accessible and scalable for school-level implementation.
• The project fostered active, experiential learning, with students engaging in iterative design, testing, and refinement, which enhanced their problem-solving and critical thinking skills.
• Teachers played a crucial facilitative role in guiding inquiry, promoting collaboration, and supporting cognitive engagement during group work.
• The model was found to be feasible and effective for promoting interdisciplinary learning and aligning with national educational goals for 21st-century competencies.