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number: /2021
CIT number: 0
Number of views: 1,200
Teaching Biology at the upper secondary school level is considered to be the most important basis for developing students’ interest in science and then into careers in the field of Biology. This study’s purpose was to suggest some learning activities of Biology grade 10 to promote students’ career orientation competencies. This study investigated the contents of the Biology grade 10 programme of the General Education Curriculum 2018, and the types of learning activities that can be organised to promote students’ career orientation competencies. The results of the study included: 1) Defining learning activities represented by various forms such as research activities, project activities, explore activities, experimental activities, career discovery, experience activities,... depending on the characteristics of contents and the requirements that need to be achieved in the Biology grade 10 programme; and 2) Proposing the illustration for designing learning activities which can be organised in 5E inquiry learning model to enhance students’ career orientation in teaching Biology
number: /2021
CIT number: 0
Number of views: 1,479
Assessment to Learning (AtL) emphasises social constructivism, via the collective and sharing of knowledge through guided and planned incremental learning. The goal of AtL is to capture and impact on the learner’s learning journey. AtL achieves this goal above by acknowledging the power of collective learning experiences; the learning experiences that reflect the successes and failures of the learner, their peers and their teacher/s (henceforth referred to as the participants), and then, through cultivating those learning experiences into Future Actionable Knowledge (FAK). FAK represents the application of present, past and future knowledge by emphasizing the Multi-Dimensional Discourse (MDD) communication channels, via Feedback-Feedforward Learning (FB-FFL), between the participants to diminish gaps-in-knowledge. Therefore, AtL is a formative assessment process built on the learning experiences of the participants to guide, and incrementally impact, via FAK, on their learning by facilitating a diminishment of gaps-in-knowledge.
number: /2021
CIT number: 0
Number of views: 1,644
Recently, Vietnam has undergone a strong transformation from the knowledge-centered to the capacity development-oriented teaching approach. In the capacity development-oriented teaching approach, individuals’ strengths and weaknesses are specially focused on. In order to maximize the students’ strengths and overcome their weaknesses, the utilization of the theory of Multiple Intelligences (MI) of the American psychologist Gardner in teaching is the most appropriate. MI theory suggests that any individual possesses one of the eight types of intelligence: linguistic intelligence, logical-mathematical intelligence, visual-spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, naturalistic intelligence. Teachers need to arouse every student’s passion and excitement; teachers need to have encouraging activities to maximize students’ ability. In this article, we focus on researching the role of teachers, offering a variety of assessment forms, as well as illustrating examples of applying MI theory in teaching primary mathematics. Specifically, we also provide methods to develop MI. This article surveyed 83 students, 23 teachers about the utilization of MI theory in teaching. The article also investigated the case study of 8 students having different highly developed intelligences. Through experimental investigation, data processing, the result shows that MI teaching method has more obvious advantages than the traditional teaching ones. MI teaching is one of the best methods to help develop the strengths of students.
number: /2021
CIT number: 0
Number of views: 1,014
SOGIE-related school violence covers sexuality and gender-identity/ expression-related bullying and other violent acts and threats, occurring in and around educational contexts. These may result in physical, verbal, sexual, psychosocial or technology-related harm to children. It is based on gender and sexuality stereotypes, particularly roles and norms expected of children because of the privileging of heterosexual norms and gender roles in society. The study on SOGIE-related school violence in secondary schools of Viet Nam revealed some important findings on the level of SOGIE-related violence that LGBT students experienced in schools, their perception of school safety, as well as their responses to this form of school violence. Based on the evidence collected from the study results, several recommendations were proposed, including those for policy makers, curriculum developers, and schools, to prevent SOGIE-related school violence and build a safe, healthy school environment for all learners.
number: /2021
CIT number: 0
Number of views: 988
Under the impact of the socialist-oriented market economy and international integration, more and more autonomy has been assigned to public higher education institutions to encourage their appropriate and effective use of resources to improve training quality. In reviewing the model of human resource management and knowledge management based on the corporate social responsibility (CSR) approach, this paper presents a model built for developing academic staff under the consideration of several factors including external factors, internal factors, the autonomy and social responsibilities of the University for outputs, stakeholders (university administration board, investors, human resources units, university members) and the quality management of higher education institutions.
number: /2021
CIT number: 0
Number of views: 1,077
The Covid-19 pandemic has hit Indonesia since March 2020 and changed various order of community life. Various efforts have been made to tackle the transmission of this pandemic, including physical distance and lockdown. Academic institutions changed their learning activities, from face-to-face learning to online learning by using technology. Referring to the massive use of technology in the pandemic, digital literacy is needed for all levels of education. The purpose of this article is to describe the policy of digital literacy programs in Indonesia; the government’s role during a pandemic in education sector; and the implementation of digital literacy during the pandemic. The study of these three topics are useful for understanding how to increase utilization of digital literacy, and the possibility to develop digital citizenship programs to counterbalance unexpected impact of digital information.
number: /2021
CIT number: 0
Number of views: 1,083
Self-study is crucial in the professional development of teachers to meet all the educational requirements. The context of educational reform in Vietnam has heightened the need for research about teachers’ self-study habits. To examine current self-study habits of teachers as well as proposing some appropriate solutions, over 50 teachers, librarians and school administrators have been invited to interview, group discussions and fill in a questionnaire. The findings suggest that not only schools need to change to promote the movement of teachers’ self-study but also teachers themselves need to plan and carry out self-study actively with stronger determination to meet the requirements of the new curriculum
number: /2021
CIT number: 0
Number of views: 2,244
Governments have recognized the use of information and communication technology in education, making it more accessible and inclusive. Besides, it also a means to achieve one of the 17 sustainable development goals of the United Nations which is the provision of quality education and promotion of lifelong learning. However, the COVID-19 pandemic has led to some realizations. The sudden shift to online learning affected the lives of educators, academic staff and students alike. The digital divide has also become more apparent as many students did not only have access to desktop computers and laptops but mobile data charges could also be expensive. Moreover, the digital skills of teachers and learners to enable them to teach and learn online were not readily available. The use of e-learning enables students to develop digital competencies. In e-learning, they build their online skills as well as expand their technological capacities. Hence, this paper aims to discuss e-learning and digital literacy in the Philippines, including: Discuss the rise of e-learning and digital literacy in the Philippines in the context of the University of the Philippines Open University; Present the challenges of e-learning and digital literacy in the country; Discuss the strategies adopted by the government related to digital literacy and e-learning; and Present prospects and perspectives on the future of e-learning and digital literacy in the Philippines.
number: /2021
CIT number: 0
Number of views: 1,272
Physical education (PE) is currently one of the top concerns of education in modern society, given its critical role in promoting sustainable development of human capital in society. Different from the high priority of physical education in the educational system of developed countries, this subject has not been given sufficient focus in many developing countries, including Vietnam. This article aims to provide a dataset of self-awareness and perception about PE practices of 1069 PE teachers at elementary schools from 26 provinces throughout Vietnam. Some recommended analysis techniques to utilize this dataset are also proposed. The dataset is expected to provide the necessary materials for further research about PE practices in developing contexts, which facilitates educators and policymakers to acquire a better understanding of PE promotion in an educational setting.
number: /2021
CIT number: 0
Number of views: 1,107
Through the data survey (using the questionnaires promoted by Nguyen and colleagues, 2014) with one hundred and fifty 9thgrade students at Nghia Tan secondary school located in Hanoi city of Vietnam, the paper describes the practice of their competence of self-regulated learning (specified in their off-class time). The limitations in the 9th graders’ competence of self-regulated learning in out-ofclass time are also revealed and pointed out, including such extents as students’ low reading speed, lack of taking notes skill, their notwell-oriented revision. Since then, the current paper provides recommendations on the role of secondary school teachers in forming and promoting their learners’ competence of out-of-class self-regulated learning, specifically teachers’ classroom guidance and their ways to support students’ learning