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number: /2021
CIT number: 0
Number of views: 1,430
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: 1,726
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: 1,944
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: 4,573
Homework effectiveness has long been a controversial issue for many educators, schools, and parents. Many researchers have tried to prove that homework is not just a nuisance we all have to face throughout the years but really can build character and good for students, like teachers and parents typically say. This bibliometrics review studied 429 documents related to homework in education from the Clarivate Web of Science from 1977 to 2020. This study aims to record the volume, growth pattern of homework literature and identify critical authors, publications, and topics of this knowledge base. The review found that the homework literature has grown remarkably over the past 43 years, with the most cited authors are from the US, Germany, and Portugal. Using co-citation, co-occurrence and bibliographic coupling analysis from the VOSviewer program, this research also indicated significant results and suggestions for future research. The findings showed that homework literature increased gradually in volume, with the most publications originated in the USA, and critical authors were Cooper, Xu, and Trautwein. Additionally, five common research topics were illustrated, namely the effect of homework and its measurement, homework environment, homework tasks and feedback, family involvement in homework, and time and effort
number: /2021
CIT number: 0
Number of views: 1,983
This study is an attempt to investigate EFL students’ attitudes towards grammar teaching in a high school in Vietnam. To complete the study, 80 tenth graders participated in the study. Data were collected from a five Likert-scale questionnaire and focus group interview. The results indicate that high school students were aware of the importance of grammar and grammar learning and they also favored teachercentered teaching methods relating to grammatical knowledge. From the findings, many pedagogical recommendations are put forward.
number: /2021
CIT number: 0
Number of views: 1,374
While India is undergoing a swift expansion in secondary education, there has also been a drift of demand towards preschool education as a large number of parents are opting for it for their little ones. In India, the provision of preschool education is being made by the government, non-government organizations as well as the private sector through diverse models. Due to a variety of reasons such as working mothers, nuclear families, there is increasing enrolment in stand-alone playschools as well as kindergarten sections to facilitate education due to early stimulation, promote development activities and support to parents and families (Rao, 2005; World Bank, 2006; Paltasingh, 2010; Kaushal, 2016). However, in terms of the numbers, the prime coverage of 3- to 6-year-old children is being provided through Anganwadi Centres (AWCs) set up by the Integrated Child Development Services (ICDS) programme. The ICDS is offered under the Ministry of Women and Child Development (MWCD), India. This research paper is based upon a study, objectives of which were to uncover the infrastructure, curriculum, support materials, existing practices in early childhood education (ECE) available in the diverse type of ECE centres situated in Delhi, India. It was found that the nutritional component being there in AWC makes them attractive as there are free meals and snacks. On the other hand, in the preschools, the educational infrastructure is better as the teaching and learning materials are replenished and added on, and also the teachers are better qualified. The absence of these components often inhibits the attainment of the desired objectives. So, the aspects in terms of human and physical infrastructure also need to be given due weightage along with nutrition. It is recommended that preschools and AWCs should be linked to the primary schools, physically and programmatically.
number: /2021
CIT number: 0
Number of views: 1,467
Vietnam’s 2018 general educational curriculum was developed on the premise that learners in the twenty-first century need to be prepared with generic skills in order to fulfill the requirements of society and the workforce. The evaluation of these key competencies in a classroom environment, on the other hand, has received very little attention in the literature. The aim of this article, which is based on the most recent research work by ACER and ATC21S, is to create a framework for assessing the general competence of secondary school students for use by secondary school instructors. Since then, it has facilitated the creation of assessment procedures and tools for problemsolving activities that require students to exhibit problem-solving and creativity, as well as collaboration and communication.
number: /2021
CIT number: 0
Number of views: 1,886
This paper presents the results of a study exploring the English as a foreign language (EFL) high school students’ perceptions of the factors that affect their intercultural communicative competence (ICC) development. This mixed-methods study was conducted in the context of a high school in Lam Dong Province, and it involved 140 EFL high school students in answering the questionnaires and 12 of them in semi-structured interviews. The quantitative data were processed using the software SPSS, while the qualitative data were analyzed by the content analysis approach. The findings unraveled that participants believed that learner-related factors played an important role in shaping their ICC. Learners’ psychology (e.g., confidence, calmness, risking-taking) and motivation (e.g., importance, necessity and usefulness of culture) were two major factors in contributing to their ICC development. Nevertheless, it was found out that participants were unsure of the effects of teacherrelated factors (e.g., teaching methods/approaches, enthusiasm, assistance) and learning material-related factors (e.g., cultural issues, textbook contents, effectiveness) on their ICC enhancement. Such preliminary findings may imply that learners play an important role in shaping their ICC, while the teachers and learning materials are not clearly significant in developing students’ ICC.
number: /2021
CIT number: 0
Number of views: 3,400
Student intercultural adaptation in higher education has been extensively studied throughout the world, primarily from socio-cultural and psychological perspectives. This paper draws on recognition, agency and transformative learning theories to develop a conceptual framework of intercultural adaptation in students of international training programs in higher education. Firstly, it articulates intercultural adaptation issues that have been presented in the recent literature. Secondly, it conceptualizes “intercultural adaptation” in student self-transformation through exercising their “needs-response agency” and “agency for becoming” that is shaped by structural and affective recognition in ecological circumstances. Accordingly, the needs-response agency is manifested in students’ intentions and actions in response to structural contexts in terms of international curriculum, culturally responsive pedagogy, intercultural support policies and extra-curricular programs. Meanwhile, agency for becoming is exhibited in self-transformation to become more interculturally adaptable through future aspirations and goals, agentive access to available resources and support and a stimulating environment. The paper concludes by arguing for a critical orientation towards transformed agency through structural and affective recognition as a worthwhile means of achieving effective intercultural adaptation in students of international training programs in higher education.
number: /2021
CIT number: 0
Number of views: 1,166
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.