Designing a competencies framework for STEM teaching for pre-Teachers of chemistry in the University of Education for meeting the new demands of current teacher training

n and 
use effective STEM knowledge and assessment 
tools.
Based on the definition of the STEM-oriented 
teaching and the characteristics of the curriculum of 
the Bachelor of Chemistry, a framework of STEM 
teaching competency has been built as following:
Table 1: Description of structure of STEM-oriented 
teaching competency
Component 
competency Criteria
1) The ability to build 
up STEM-oriented 
educational topics
Criterion 1: Selecting the 
specific content of the subject
Criterion 2: Linking between 
the content with products 
which are important and 
feasible in the real life
Criterion 3: Analyzing the 
application and use of the 
products in the real life
Criterion 4: Forming a topic
2) The ability to design 
and organize STEM 
teaching activities
Criterion 5: Identifying the 
target of the topic
Criterion 6: Designing learning 
activities and tasks; assigning 
tasks
Criterion 7: Effectively 
executing the activities
Criterion 8: Applying 
information technology
3) The ability to test 
and evaluate in STEM 
teaching
Criterion 9: Designing tools 
to assess knowledge and skills 
belonging to STEM
Criterion 10: Utilizing the 
assessing tools
From the STEM-oriented framework of teaching 
competency, we propose four basic levels from low 
to high capacity as follows:
Level 1: Students’ competency is low; it needs 
to be formed.
Level 2: Students’ competency is at medium 
level (initially formed); it needs to be fostered.
Level 3: Students’ competency is at a good level 
(formed); it needs to be fostered to develop.
Level 4: Students’ competency is at a high level 
(formed and developed); it needs to be maintained.
Based on the descriptions of these basic levels, 
we describe in detail the level of manifestation of 
competencies through the following criteria:
KHOA HỌC, GIÁO DỤC VÀ CÔNG NGHỆ 
92 JOURNAL OF ETHNIC MINORITIES RESEARCH
Table 2. Detailed description of STEM-oriented framework of teaching competencies of Chemistry pre-teachers
Criteria
Level
4 3 2 1
1) The ability to build up STEM-oriented educational topics
Criterion 1: 
Selecting the 
specific content 
of the subject
Analyze, identify the 
scope of contents of the 
chapter/unit, point out the 
relevant practical issues.
Analyze the characteristics, but 
not the scope of the contents of 
the chapter/unite, point out the 
relevant practical problems.
Analyze the characteristics 
of the content of the 
chapter/unit, initially 
recognize the relevant 
practical issues.
The content of the 
chapter/unit has not been 
analyzed, cannot address 
the relevant practical 
issues.
Criterion 
2: Linking 
between the 
content with 
products which 
are important 
and feasible in 
the real life
Fully describe chemical 
products in terms of form, 
composition, properties, 
uses, production, etc. in 
practice.
Not fully describe the chemical 
products in terms of form, 
composition, properties, uses, 
production, etc. in practice 
Describe the chemical 
products in terms of 
form, composition, uses, 
production, etc. according 
to the textbook.
Cannot describe the 
chemical products 
in terms of form, 
composition, properties, 
uses, production, etc. in 
practice.
Criterion 3: 
Analyzing the 
application 
and use of the 
products in the 
real life
Analyze in detail the 
applications and benefits 
and disadvantages of the 
use and production of 
products in life.
Inadequately analyze in detail 
the applications, benefits and 
disadvantages of the use and 
production of products in life.
Analyze applications, 
benefits and disadvantages 
of the use and production 
of products in life but not 
detailed and complete.
State without analyzing 
the applications, benefits 
and disadvantages of the 
use and production of 
products in the life.
Criterion 4: 
Forming a 
topic
The topic is formed by 
re-arranging the contents 
of the program, the name 
and the content are in 
accordance with practical 
issues.
The topic is formed from the 
available lessons, naming 
and defining content that is in 
accordance with the practical 
issues.
The topic is formed from 
the available lessons, 
with re-arrangement of 
the name and content but 
not suitable with practical 
issues.
The topic is formed from 
the available lessons, 
without re-arrangement 
of the name and content 
to suit the practical issues.
2) The ability to design and organize STEM teaching activities
Criterion 5: 
Identifying the 
objectives of 
the topic
The objectives are 
clearly defined, full 
of components, using 
measurable action verbs.
The objectives are clearly 
defined, full of components, 
but sometimes use of cognitive 
verbs which are difficult to 
measure.
The objectives are quite 
clearly defined, full of 
components, use too many 
cognitive words that are 
difficult to measure.
The objectives are not 
clearly defined, not full 
of components, not use 
measurable action verbs.
Criterion 6: 
Designing 
learning 
activities and 
tasks; assigning 
tasks
Select and design 
learning activities which 
are suitable with the 
objectives; describe 
the objectives, content, 
techniques and products 
in details.
Design learning activities 
in the sequences described 
in textbook, suitable with 
objectives; describe the 
objectives, content, techniques 
and products in details.
Design learning activities 
in the sequences described 
in textbook, suitable with 
objectives; not describe 
the objectives, content, 
techniques and products in 
details.
Not design learning 
activities in the sequence 
described in textbook 
which includes: 
objectives, content, 
techniques and products.
Criterion 7: 
Effectively 
executing the 
activities
Organize learning 
activities for students by 
assigning tasks, encourage 
and help students to 
operate, answer and 
conclude. Students 
complete the learning 
products by themselves.
Organize learning activities for 
students by assigning tasks, 
encourage and help students to 
operate, answer and conclude. 
Students are supported to 
complete the learning products.
Organize learning activities 
for students by assigning 
tasks, encourage and help 
students to operate, answer 
and conclude. Students 
are guided to complete the 
learning products.
Not organize learning 
activities for students by 
assigning tasks; teacher 
talking time is too much, 
students do not work 
to conclude and cannot 
complete the learning 
products.
Criterion 8: 
Applying 
information 
technology
Apply information 
technology in designing 
lesson plans and 
effectively delivering the 
lessons.
Apply information technology 
in designing lesson plans, 
but not effectively deliver the 
lessons.
Apply information 
technology in planning 
lessons and teaching.
Not apply information 
technology in planning 
lessons and teaching.
3) The ability to test and evaluate in STEM teaching
Criterion 9: 
Designing 
tools to assess 
knowledge and 
skills belonging 
to STEM
Design reasonable and 
logical assessing tools 
(tests) to evaluate STEM 
knowledge and skills.
Design reasonable but not 
logical assessing tools (tests) 
to evaluate STEM knowledge 
and skills.
Design assessing tools 
(tests) to evaluate STEM 
knowledge and skills but 
they are not reasonable and 
logical.
Not distinguish and 
design assessing tools 
(tests) to evaluate STEM 
knowledge and skills.
Criterion 10: 
Utilizing the 
assessing tools
Use the assessing tools 
effectively. Use the assessing tools.
Use the assessing tools 
ineffectively.
Unable to use assessing 
tools.
KHOA HỌC, GIÁO DỤC VÀ CÔNG NGHỆ
93Volume 8, Issue 2
2.2.3. Use the STEM-oriented framework of 
teaching competency in the professional training 
for Chemistry pre-teachers
The framework of teaching competency plays 
an important role in the development of STEM-
oriented teaching capacity of Chemistry pre-
teachers.
1) The framework plays a pivotal role in 
developing STEM themes for students. With this 
framework, students are provided with clear, 
detailed information about the requirements for 
STEM-oriented teaching competencies. As a 
consequence, learners will be able to actively plan, 
seek information, determine content, methods and 
supplement knowledge at the beginning of the 
training process. On the other hand, learners will be 
more responsible with their studies by recognizing 
their own strengths and weaknesses when comparing 
and contrasting the results obtained at the different 
milestones which are differentiated by the criteria 
described in the framework of competency. At the 
same time, lecturers can also base on this framework 
to select the content and learning methods that help 
students train the capacity most effectively.
2) The framework of competency is the basis for 
lecturers to develop competency assessment tools 
for students. For effective training, assessment 
should be done regularly during the training 
process. Based on the competency framework, 
trainers can design assessment tools (trainers-
trainees, peer review) and self-assessments such 
as checklists, peer assessing forms, score, rubrics, 
and so on. With detailed descriptions of the levels 
to be achieved, the learner is always watching the 
progress of himself, his partner, his group, and the 
lecturer also has accurate information which helps 
to strictly control the progress of students for timely 
measures.
Lecturers can use the above detailed description 
of the levels of STEM-oriented teaching 
competencies for Chemistry pre-teachers to assess 
their level of performance. It is possible to calculate 
the average of each student’s observation, or of 
each student’s expression, and compare it with the 
proposed four-grade table. Hence, lecturers can 
assess the STEM-oriented teaching competency of 
each student or the whole class. If the observation 
point or grade point average is close to level 1, the 
corresponding student’s capacity is low, which 
should be improved. If the average grade point is 
above 3, the student has a high level of competence, 
which should be maintained.
This checklist can be used regularly for lecturers 
and students to evaluate weekly or monthly. 
By comparing the results of the cross-sectional 
checklist, lecturers and students can evaluate the 
development of competencies in the teaching and 
learning process.
3. Summary
After the process of constructing and using 
STEM-oriented teaching framework of competency 
in the module of Teaching Chemistry Methodology 
at the Faculty of Chemistry, Thai Nguyen University 
of Education in 2016 - 2017, 2017 - 2018, we have 
achieved positive results. The framework has helped 
lecturers to identify the objectives for students in the 
Example: The checklist examining the STEM-oriented teaching competency of Chemistry pre-teachers
Convention: Level 1: 1 point; Level 2: 2 points; Level 3: 3 points; Level 4: 4 points.
Group:............................. Class:....................University of Education:..................
No. Expression of competency
Students’ ordinal number
1 2 3 4 5 6 7 8 9 10 
1 Select the specific content of the subject
2 Connect with products that have important applications in practice
3 Analyze the application and use of products in life
4 Form the topic
5 Determine the objectives of the topic
6 Design learning activities and tasks
7 Effectively organize learning activities
8 Apply information technology
9 Design assessing tools to evaluate STEM knowledge and skills
10 Utilize assessing tools
Total results
KHOA HỌC, GIÁO DỤC VÀ CÔNG NGHỆ 
94 JOURNAL OF ETHNIC MINORITIES RESEARCH
module, thereby developing the content of teaching 
and choosing more appropriate method of teaching. 
At the same time, more opportunities have been 
created for students to participate and evaluate the 
process, which, consequently, helps them to know 
what to do and to improve for the best results. This 
approach is perfectly suited to the requirements of 
learner-developing-oriented teaching method.
References
[1] 
content/Doc-String-in-chong-trinh-giao-duc-pho-thong-moi, accessed on 10/Oct/2018
[2] Ministry of Education and Training, Education Curriculum - General Program, 2017.
[3] Le Xuan Quang, Teaching Technology in the orientation of STEM teaching, Ph.D thesis, Hanoi 
University of Education, 2017.
[4] Ministry of Education and Training, Official Letter No. 4612 / MOET-SSE, dated 03/10/2017, 
Guiding the implementation of the current general education curriculum in the orientation of capacity and 
quality development for students starting at the academic years 2017-2018.
[5] http // www.britishcouncil.vn / sites / default / files / tong_hop_link_tai_lieu_tap_huan_stem_
thang_8_0.pdf / Training on STEM-oriented teaching methods - accessed on 15/Oct/2018
[6]  STEM Education in 
Schools: Not Just Theory - 6/May/2017.
[7] Ministry of Education and Training, OL 1891 /MOET-UE 5/May/2017: Promoting and developing 
STEM education (Science, Technology, Engineering and Mathematics), applying interdisciplinary 
knowledge to solve problems in life and production.
[8] Assoc. Nguyen Xuan Thanh, Organizing teaching procedure in association with production and 
business in the general education curriculum, Core Teacher Training Lecture - Dec/2017.
[9] Nguyen Thanh Hai, https://hocvienkhampha.edu.vn/mo-hinh-day-hoc-5e-trong-giao-duc-stem, 
accessed on 15/Oct/2018
[10] Boston Children Museum, STEM Sprouts Teaching Guide, 2013
XÂY DỰNG KHUNG NĂNG LỰC DẠY HỌC STEM 
CHO SINH VIÊN SƯ PHẠM HÓA HỌC ĐÁP ỨNG YÊU CẦU 
ĐỔI MỚI ĐÀO TẠO GIÁO VIÊN HIỆN NAY
Hoàng Thị Chiên
Đại học Sư phạm Thái Nguyên
Email: hoangchien-khoahoa@dhsptn.edu.vn
Ngày nhận bài: 27/5/2019
Ngày gửi phản biện: 3/6/2019
Ngày tác giả sửa: 7/6/2019
Ngày duyệt đăng: 12/6/2019
Ngày phát hành: 21/6/2019
DOI:
https://doi.org/10.25073/0866-773X/306
Tóm tắt: Dạy học theo quan điểm giáo dục STEM (dạy 
học STEM) là một trong những định hướng quan trọng của 
đổi mới chương trình giáo dục phổ thông Việt Nam. Tuy 
nhiên, đến nay chưa có khung năng lực STEM trong dạy học 
ở nước ta. Khung năng lực dạy học STEM mang đồng thời 
hai ý nghĩa quan trọng. Một là: người học chủ động lập kế 
hoạch, tìm kiếm thông tin, xác định nội dung, phương pháp 
và bổ sung kiến thức liên môn từ khi bắt đầu quá trình rèn 
luyện. Hai là: định hướng cho việc đánh giá mức độ biểu hiện 
tương ứng cho từng sinh viên sư phạm. Bài viết trình bày quy 
trình xây dựng khung năng lực dạy học STEM đồng thời đề 
xuất một số cách sử dụng chúng trong quá trình đào tạo tại 
các trường Đại học Sư phạm.
Từ khóa: Khung năng lực; Dạy học STEM; Đại học sư 
phạm; Sinh viên sư phạm hóa học.