DESIGNING A TEACHING PROCESS AND AN ASSESSMENT TOOLKIT FOR FOSTERING LEADERSHIP CAPACITY THROUGH THE "SMART GREENHOUSE" STEM PROJECT IN PHYSICS 11 EDUCATION
Abstract
The growing demand for 21st-century skills has highlighted the need to foster leadership capacity in high school students, with STEM project-based learning offering a promising environment for this development. However, a significant gap exists between this educational goal and the practical availability of systematically designed teaching processes and specialized tools for intentionally cultivating and assessing leadership in the classroom. This paper addresses this gap by presenting the outputs of a design-based research study: a complete pedagogical model for fostering leadership through a specific STEM project. The model's teaching process for the "Smart Greenhouse" project is structured around the five stages of the Engineering Design Process (EDP), while the corresponding assessment toolkit is grounded in a validated six-component leadership framework (Nguyen Quang Linh & Cao Tien Khoa, 2024). The primary outputs presented are: (1) a detailed, five-stage teaching plan that integrates Physics 11 content with leadership development opportunities , and (2) a multifaceted assessment toolkit comprising a teacher observation rubric, a peer assessment form, and a deep interview protocol, all tailored to the project's activities. This integrated system provides educators with a scientifically-grounded, practical, and replicable model to move beyond aspiration and intentionally foster and evaluate leadership capacity within a high school STEM setting. The alignment between the learning activities and the assessment tools ensures an authentic and effective approach to competency development.
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References
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