STEM-Based learning and the formation of problem-solving competence in primary students

Abstract

Developing problem-solving competence has become a key objective in primary education in response to the demands of twenty-first-century skills. STEM-based learning, which integrates Science, Technology, Engineering, and Mathematics, is increasingly recognized as an effective approach to fostering this competence through interdisciplinary, problem-centered, and experiential learning activities. This study investigates the role of STEM-based learning in the formation of problem-solving competence among primary students in Hanoi, Vietnam. The research was conducted at three public primary schools and employed a mixed-methods design. Data were collected from 35 school administrators and teachers through questionnaires, classroom observations, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined thematically to capture patterns in teaching practices and student learning behaviors. The findings indicate that STEM-based learning supports multiple dimensions of problem-solving competence at the primary level, including problem recognition, interdisciplinary knowledge application, persistence through iterative testing and revision, and collaborative learning. Classroom observations and interview data further reveal that real-life problem contexts, hands-on activities, and reflective discussion play an important role in shaping students’ problem-solving processes. At the same time, challenges related to instructional time, assessment practices, and teacher workload were identified as factors influencing implementation.