RESEARCH ON TEACHING HOW TO CONDUCT EXPERIMENTS IN SCIENCE FOR GRADES 4 AND 5 (2018 GENERAL EDUCATION CURRICULUM) IN HO CHI MINH CITY
Main Article Content
Abstract
This study explores how teaching was delivered for experiment lessons in science subjects in Grades 4 and 5 in Ho Chi Minh City. The study surveyed 912 teachers and administrators. The results show that teachers were good at using experiments and active teaching methods, guiding students to ask questions effectively, adjusting teaching plans based on assessment results, integrating information technology, and promoting student autonomy through self-testing and peer review. Evaluations of teachers and administrators are consistent with positive trends of innovative teaching methods, emphasizing teachers' proficiency in adjusting teaching plans based on evaluation results and information technology integration. This study provides data for enhancing teaching practices in science subjects in elementary schools per the educational goals stated in the Vietnam 2018 General Education Curriculum.
Keywords
primary education, science education, teacher, teaching practices for experiment lessons
Article Details
References
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Gupta, A., & Lee, G. L. (2020). The effects of a site-based teacher professional development program on student learning. International Electronic Journal of Elementary Education, 12(5), 417-428. https://doi.org/10.26822/iejee.2020562132
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Le, T. M. L., & Vo, N. T. A. (2022). Experimental teaching capacity of student teachers: Research on the current situation at Ho Chi Minh City University of Education. Vietnam Journal of Education, 22(20), 60-64.
Ly, H. H., Cao, C. G. & Le, H. D. (2018). Developing a framework for experimental practice and organizing experiment teaching capacity for pre-service Chemistry teachers. HNUE Journal of Science, 63, 74-82.
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Schwarz, C. V., Gunckel, K. L., Smith, E. L., Covitt, B. A., Bae, M., Enfield, M., & Tsurusaki, B. K. (2008). Helping elementary preservice teachers learn to use curriculum materials for effective science teaching. Science Education, 92(2), 345-377. https://doi.org/10.1002/sce.20243
Shepherdson, E. (2001). Teaching concepts utilizing active learning computer environments. [Doctoral dissertation, Massachusetts Institute of Technology].
Singer-Brodowski, M., Brock, A., Etzkorn, N., & Otte, I. (2019). Monitoring of education for sustainable development in Germany–insights from early childhood education, school and higher education. Environmental education research, 25(4), 492-507. https://doi.org/10.1080/13504622.2018.1440380
Tran, V. D. (2013). Theoretical Perspectives Underlying the Application of Cooperative Learning in Classrooms. International Journal of Higher Education, 2(4), 101-115.
Vieira, R. M., & Tenreiro-Vieira, C. (2016). Fostering scientific literacy and critical thinking in elementary science education. International Journal of science and mathematics education, 14, 659-680. https://doi.org/10.1007/s10763-014-9605-2R
Yeşilyurt, E., Deniz, H. & Kaya, E. (2021). Exploring sources of engineering teaching self-efficacy for pre-service elementary teachers. International Journal of STEM Education, 42(8), 1-15. https://doi.org/10.1186/s40594-021-00299-8
Başdaş, E. (2007). The effect of science activities with simple materials on science process skills, academic achievement and motivation in primary school science education [Master’s thesis, Celal Bayar University].
Carlson, L. E., & Sullivan, J. F. (1999). Hands-on engineering: learning by doing in the integrated teaching and learning program. International Journal of Engineering Education, 15(1), 20-31.
Cao, C. G., & Ly, H. H. (2017). Designing an assessment tool for the ability to organize chemistry experiment teaching in micro-teaching for chemistry student teachers. Journal of Science Education, 141(6), 30-34.
Communist Party of Vietnam. (04/11/2013). Resolution No. 29-NQ/TW on “fundamental and comprehensive innovation in education, serving industrialization and modernization in a socialist-oriented market economy during international integration” ratified in the 8th session.
Demirbaş, M., & Pektaş, H.M. (2010). Measurement of the skills of Turkish university students in using microscopes and the analysis of the problems faced in this process. World Applied Sciences Journal, 11(9), 1177-1182.
Etherington, M. B. (2011). Investigative primary science: A problem-based learning approach. Australian Journal of Teacher Education, 36(9), 53-74. https://doi.org/10.14221/ajte.2011v36n9.2
Gillies, R. M. (2014). Cooperative learning: Developments in research. International Journal of Educational Psychology, 3(2), 125-140.
Gupta, A., & Lee, G. L. (2020). The effects of a site-based teacher professional development program on student learning. International Electronic Journal of Elementary Education, 12(5), 417-428. https://doi.org/10.26822/iejee.2020562132
Hofstein, A., & Lunetta, V. N. (2004). The Laboratory in Science Education: Foundations for the Twenty-First Century. Science Education, 88(1), 28-54. https://doi.org/10.1002/sce.10106
Hofstein, A., Kipnis, M., & Kind, P. (2008). Learning in and from science laboratories: enhancing students'meta-cognition and argumentation skills. Science Education Issues and Developments. Nova Science Publishers.
Johnson, D. W., Johnson, R. T., & Stanne, M. B. (2000). Cooperative learning methods: A meta-analysis. University of Minnesota.
Kim, M. C., Hannafin, M. J., & Bryan, L. A. (2007). Technology‐enhanced inquiry tools in science education: An emerging pedagogical framework for classroom practice. Science education, 91(6), 1010-1030. https://doi.org/10.1002/sce.20219
Koç, A., & Böyük, U. (2012). Basit malzemelerle yapılan deneylerin fene yönelik tutuma etkisi. Türk Fen Eğitimi Dergisi, 9(4), 102-118.
Le, V. T. N (2010). Promoting students' active, proactive, and creative learning in physics laboratory experiments (natural science stream) in high schools [Master's thesis, Ho Chi Minh City University of Education].
Le, M. T. C. (2016). Development of experimental teaching skills for physics student teachers. Journal of Science Education, 135(12), 47-50.
Le, M. D. (2022). Train students in case-handling skills in teaching and practical biological experiments in high schools. [Master's thesis, Hue University of Education].
Le, T. M. L., & Vo, N. T. A. (2022). Experimental teaching capacity of student teachers: Research on the current situation at Ho Chi Minh City University of Education. Vietnam Journal of Education, 22(20), 60-64.
Ly, H. H., Cao, C. G. & Le, H. D. (2018). Developing a framework for experimental practice and organizing experiment teaching capacity for pre-service Chemistry teachers. HNUE Journal of Science, 63, 74-82.
Ministry of Education and Training - MOET. (26/12/2018a). General education program issued with Circular No. 32/2018/TT-BGDDT.
MOET. (26/12/2018b). Circular No. 32/2018/TT-BGDDT dated December 26, 2018 on promulgating general education program.
MOET. (26/12/2018c). Science curriculum issued with Circular No. 32/2018/TT-BGDDT.
Nguyen, V. P. (2014). Improving the effectiveness of experimental teaching to develop students’ creativity. Vietnam Journal of Education, 33(2), 25-32.
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological science in the public interest, 9(3), 105-119. https://doi.org/10.1111/j.1539-6053.2009.01038.x
Rouse, J. (2018). Engaging science: How to understand its practices philosophically. Cornell University Press.
Schwarz, C. V., Gunckel, K. L., Smith, E. L., Covitt, B. A., Bae, M., Enfield, M., & Tsurusaki, B. K. (2008). Helping elementary preservice teachers learn to use curriculum materials for effective science teaching. Science Education, 92(2), 345-377. https://doi.org/10.1002/sce.20243
Shepherdson, E. (2001). Teaching concepts utilizing active learning computer environments. [Doctoral dissertation, Massachusetts Institute of Technology].
Singer-Brodowski, M., Brock, A., Etzkorn, N., & Otte, I. (2019). Monitoring of education for sustainable development in Germany–insights from early childhood education, school and higher education. Environmental education research, 25(4), 492-507. https://doi.org/10.1080/13504622.2018.1440380
Tran, V. D. (2013). Theoretical Perspectives Underlying the Application of Cooperative Learning in Classrooms. International Journal of Higher Education, 2(4), 101-115.
Vieira, R. M., & Tenreiro-Vieira, C. (2016). Fostering scientific literacy and critical thinking in elementary science education. International Journal of science and mathematics education, 14, 659-680. https://doi.org/10.1007/s10763-014-9605-2R
Yeşilyurt, E., Deniz, H. & Kaya, E. (2021). Exploring sources of engineering teaching self-efficacy for pre-service elementary teachers. International Journal of STEM Education, 42(8), 1-15. https://doi.org/10.1186/s40594-021-00299-8