Developing students’ scientific competence through the STSE model: an active learning intervention

In Vietnamese secondary education, traditional science teaching that focuses on theory over practical application presents a challenge to developing students’ scientific competence, a key priority of the national curriculum. Scientific competence is broadly defined as the ability to explain phenomena, conduct investigations, and apply knowledge in real-world situations. The science-technology-society-environment (STSE) model is an active learning framework designed to foster these abilities by connecting science to tangible societal and environmental issues. This study investigates the model’s effectiveness in teaching the "electricity and life" topic to 8th-grade students. Using a one-group pre-test/post-test design with 89 students at Chu Van An Secondary School, Thai Nguyen, we implemented a 6-week STSE-based intervention. Scientific competence, assessed through pre- and post-tests covering 12 behavioral indicators across three components, was analyzed using paired samples t-tests. Results demonstrated a significant overall improvement in students’ scientific competence following the STSE intervention (p < 0.05), with notable gains in indicators related to explaining phenomena, linking science to practice, and conducting investigations. The positive impact was consistent across both male and female students, with no significant gender differences observed (p > 0.05). This research provides empirical evidence supporting the STSE model’s efficacy in the Vietnamese context, offering valuable insights for educators and policymakers seeking to implement competency-based approaches aligned with the 2018 General Education Program.