The implementation of a social constructivist approach in primary science education in Confucian heritage culture: the case of Vietnam

Hằng, Ngô Vũ Thu; Meijer, Marijn R.; Bulte, Astrid M. W.; Pilot, Albert

doi:10.1007/s11422-014-9634-8

Cited by 37 publications

(57 citation statements)

References 21 publications

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“…The objectives of cooperative learning include at least three aspects, which are the result of academic learning, acceptance of diversity, and the development of social skills. This strategy refers to the theory of Vygotsky, which emphasises social interaction as a mechanism to support cognitive development (Davidson et al, 2014;Herman and Pinard, 2015;Lam, 2015;Hằng et al, 2015). Moreover, this method is also supported by learning theory and the cognitive information processing theory of learning.…”

Section: Literature Reviewmentioning

confidence: 99%

The role of mobile learning on the learning environment shifting at high school in Indonesia

Sulisworo

Toifur

2016

IJMLO

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This research is the result of a multi-year research since 2013-2015, which aims to determine the shifting of learning environment associated with the development of mobile technology. The rapid changing on information technology has affected the current learning strategy. The analysis of this study is a qualitative descriptive approach. The result indicates that mobile technology shifted the tendency of students to learn in a more personalised way. This situation encourages teachers to be able to choose and use technology for students learning success. The implication of this research is that the teachers, students and schools will need to have a different role than before to adapt the changing in today's learning environment. More focus again, learning design needs to enable cooperative learning in a mobile for the convenience of studying individually. In the implication of this research, there is a shifting of learning environment due to mobile technology.

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Section: Literature Reviewmentioning

confidence: 99%

The role of mobile learning on the learning environment shifting at high school in Indonesia

Sulisworo

Toifur

2016

IJMLO

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“…In a study by Ngô Vũ Thu Hȃng, Marijn Roland Meijer, Astrid Bulte, and Albert Pilot (2015), the Confucian educational tradition in Vietnam is discussed in the context of implementation of social constructivist approaches in primary science education. Hȃng et al (2015) conclude that some of the characteristics of Confucian heritage culture, such as the high respect of teachers, parents, and theoretical knowledge (for instance about classical literature) can be at odds with ambitions to develop independent, creative students skilled in critical thinking, opinion-C.-J. Rundgren forming and argumentation.…”

Section: Science As a Global Culture And Global Pressures Towards Isomentioning

confidence: 97%

Implementation of inquiry-based science education in different countries: some reflections

Rundgren

2017

Cult Stud of Sci Educ

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In this forum article, I reflect on issues related to the implementation of inquirybased science education (IBSE) in different countries. Regarding education within the European Union (EU), the Bologna system has in later years provided extended coordination and comparability at an organizational level. However, the possibility of the EU to influence the member countries regarding the actual teaching and learning in the classrooms is more limited. In later years, several EU-projects focusing on IBSE have been funded in order to make science education in Europe better, and more motivating for students. Highlighting what Heinz and her colleagues call the policy of 'soft governance' of the EU regarding how to improve science education in Europe, I discuss the focus on IBSE in the seventh framework projects, and how it is possible to maintain more longlasting results in schools through well-designed teacher professional development programs. Another aspect highlighted by Heinz and her colleagues is how global pressures on convergence in education interact with educational structures and traditions in the individual countries. The rise of science and science education as a global culture, encompassing contributions from all around the world, is a phenomenon of great potential and value to humankind. However, it is important to bear in mind that if science and science education is going to become a truly global culture, local variation and differences regarding foci and applications of science in different cultures must be acknowledged.

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“…Our earlier empirical study revealed that CHC teachers maintains a traditional approach of teaching and learning, in which the teacher is the central authority and students are passive in constructing and grasping knowledge (Hằng et al 2015). That study also showed that a CHC provided both hindering and fostering factors to the implementation of a social constructivist approach in primary science education (Hằng et al 2015).…”

Section: Introductionmentioning

confidence: 94%

“…In a CHC, teachers cannot easily be convinced of the effectiveness of active learning and student-centered pedagogical approaches which encourage students to actively construct knowledge through discussion, debate, and experimentation (Huang and Asghar 2016). Our earlier empirical study revealed that CHC teachers maintains a traditional approach of teaching and learning, in which the teacher is the central authority and students are passive in constructing and grasping knowledge (Hằng et al 2015). That study also showed that a CHC provided both hindering and fostering factors to the implementation of a social constructivist approach in primary science education (Hằng et al 2015).…”

Section: Introductionmentioning

confidence: 99%

“…In order to track how CHC teachers could change towards a social constructivist approach through their interaction with the designed curriculum in a programme of Teacher PD, basic characteristics of a social constructivist teacher and a CHC teacher were needed to describe. The basic characteristics of a social constructivist teacher could be recognised in Brooks and Brooks (1993), in Le Cornu and Peters (2005), and in Watson (2001), and those of a CHC teacher were emerged in a detailed description by Hằng et al (2015). The basic characteristics of a social constructivist teacher and of a traditional CHC teacher were presented in Table 1.…”

Section: Introductionmentioning

confidence: 99%

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Interaction of Vietnamese teachers with a social constructivism-based primary science curriculum in a framework appropriate for a Confucian heritage culture

Hằng

Bulte

Pilot

2017

Asia Pac. Sci. Educ.

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This paper describes the perception of a social constructivist approach to teaching and learning among Vietnamese teachers in a Confucian heritage culture and the changes these teachers undergo through their interaction with a new science curriculum that was designed culturally appropriate. A framework of teacher professional development combining state-of-the-art knowledge on professional development and knowledge on curriculum design was adapted and applied to the establishment of a learning community with a facilitator and the teachers as critical co-designers. Through the spiral approach of the development programme, the teachers showed certain changes from a traditional way of teaching to a more social constructivist way of teaching. The teachers proposed concrete teacher activities that can be applied to complete the design of the curriculum and make it a better teaching guideline. The teachers perceived the challenges for applying the newly designed science curriculum in primary education in Vietnamese Confucian heritage culture. This study reveals opportunities to improve the curriculum design and emphasises the need to facilitate teachers in applying the designed curriculum into practice with the stress on the roles of teacher input and professional development. Tóm tắtBài viết này trình bày nhận thức về hoạt động dạy học theo lối kiến tạo xã hội của các giáo viên Việt Nam trong nền văn hóa kế thừa Nho giáo và những thay đổi mà các giáo viên này có được qua quá trình tương tác với chương trình khoa học được thiết kế phù hợp với nền văn hóa. Một khung phát triển chuyên môn cho giáo viên với sự kết hợp những kiến thức mới nhất về nó đã được áp dụng, tạo nên một cộng đồng học tập mà ở đó người trợ giúp và giáo viên cùng đảm nhiệm vai trò người thiết kế. Qua cách tiếp cận vòng xoáy chôn ốc, chương trình phát triển chuyên môn này đã giúp các giáo viên có những thay đổi nhất định, chuyển từ cách dạy học truyền thống sang cách dạy học theo lối kiến tạo xã hội. Các giáo viên cũng đưa ra những đề xuất về những hoạt động cụ thể dành cho giáo viên để hoàn thiện thêm thiết kế chương trình và giúp cho nó trở thành một tài liệu dạy học tốt hơn. Các giáo viên cũng nhận thức được những thách thức sẽ gặp phải khi chương trình này được đưa vào vận dụng trong thực tế ở bậc tiểu học trong nền văn hóa kế thừa Nho giáo Việt Nam. Nghiên cứu này cũng chỉ ra được những hướng khả thi để cải tiến thiết kế chương trình và nhấn mạnh sự cần thiết của hoạt động hỗ trợ giáo viên trong quá trình thực hiện với sự coi trọng đầu vào của giáo viên cùng với các hoạt động phát triển chuyên môn dành cho họ.

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The implementation of a social constructivist approach in primary science education in Confucian heritage culture: the case of Vietnam

Cited by 37 publications

References 21 publications

The role of mobile learning on the learning environment shifting at high school in Indonesia

The role of mobile learning on the learning environment shifting at high school in Indonesia

Implementation of inquiry-based science education in different countries: some reflections

Interaction of Vietnamese teachers with a social constructivism-based primary science curriculum in a framework appropriate for a Confucian heritage culture

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