Abstract

STEAM education enables students to apply interdisciplinary knowledge and skills to solve real-world problems. Technology education at the lower secondary level is particularly suited to organizing integrated learning activities. This study proposes a framework for teaching Technology based on Kolb’s experiential learning cycle to develop students’ STEAM competence. It employs theoretical research, analysis of the Technology curriculum within Vietnam’s 2018 General Education Curriculum, and pedagogical design methods. By establishing connections between the stages of experiential learning and indicators of STEAM competence, the study develops a four-stage instructional framework comprising concrete experience, reflective observation, abstract conceptualization, and active experimentation. The framework is illustrated through the Grade 6 project “Designing a Smart Home.” The findings provide teachers with a reference framework for designing STEAM activities in Technology education.

Keywords: Experiential learning, lower secondary education, problem-solving, STEAM, technology education.