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International Journal of New Developments in Education, 2024, 6(11); doi: 10.25236/IJNDE.2024.061122.

Strategies for Vocational Chemistry Teaching Based on the STSE Educational Concept

Author(s)

Lilei Wang

Corresponding Author:
Lilei Wang
Affiliation(s)

School of Chemistry and Chemical Engineering, Taishan University, Tai’an, China

Abstract

This study explores the application and strategies of the Science, Technology, Society, and Environment (STSE) educational concept in vocational chemistry teaching. It begins by examining the theoretical foundations and historical development of the STSE concept, analyzing the current state of vocational chemistry teaching and its deficiencies in cultivating students' scientific literacy, critical thinking, and social responsibility. Based on these findings, the study proposes a teaching strategy centered on the STSE concept, including curriculum integration, problem and project-driven teaching methods, and the combination of experiments with real-world social issues. Case studies are used to discuss the effectiveness and challenges of this strategy in actual teaching practice, offering feasible solutions. The findings demonstrate that the STSE educational concept can significantly enhance the quality of vocational chemistry teaching and promote the development of students' comprehensive abilities. This paper provides theoretical support and practical guidance for educational reforms in vocational education.

Keywords

STSE educational concept; vocational chemistry teaching; teaching strategies; curriculum design; problem-driven learning

Cite This Paper

Lilei Wang. Strategies for Vocational Chemistry Teaching Based on the STSE Educational Concept. International Journal of New Developments in Education (2024), Vol. 6, Issue 11: 140-145. https://doi.org/10.25236/IJNDE.2024.061122.

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