Developing natural science capabilities in students through teaching Natural Science 6: A case study in Vinh Phuc Province, Vietnam
Abstract
The article presents a comprehensive study on the enhancement of natural science competencies in 6th-grade students through STEM education. It outlines the importance of equipping students with scientific knowledge and skills for the 21st century, highlighting the shift from traditional teaching methods to interactive, student-centered approaches. The study, focusing on Vinh Phuc province, evaluates the effectiveness of current teaching methods and proposes improvements for teaching natural sciences in Vietnam. It emphasizes the role of teachers, the impact of the learning environment, and the integration of technology in education. The research employs a mixed-method approach, including document analysis, expert consultation, and mathematical statistical methods, to assess the development of scientific competencies. The findings suggest that STEM education significantly improves students' understanding and application of natural science concepts, advocating for its broader implementation, comprehensive teacher training, and increased investment in educational resources.
Downloads
References
[2]. Ministry of Education and Training. (2018). General Education Curriculum.
[3]. Bybee, R. W. (2014). The BSCS 5E Instructional Model: Creating Teachable Moments. NSTA Press.
[4]. Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching. Review of Educational Research, 82(3), 300-329.
[5]. Tobin, K. (2005). Transforming Practice: Research on Science Education. Lawrence Erlbaum Associates.
[6]. Anderson, L. W. (Ed.), Krathwohl, D. R. (Ed.), et al. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Longman.
[7]. Anderson, R. D. (2002). Reforming Science Teaching: What Research Says About Inquiry. Journal of Science Teacher Education, 13(1), 1-12.
[8]. Furtak, E. M., et al. (2012). Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching: A Meta-Analysis. Review of Educational Research, 82(3), 300-329.
[9]. Le, T. (2019). Digital Divide in Vietnamese Education: Challenges and Opportunities. Vietnamese Studies, 5(3), 123-137.
[10]. Ministry of Education and Training. (2018). Vietnam's Education Reform: Curriculum and Instructional Methods.
[11]. National Research Council. (2012). A Framework for K-12 Science Education.
[12]. Nguyen, T., & Nguyen, T. D. (2016). Challenges in Implementing a New Science Curriculum in Vietnam. International Journal of Education in Mathematics, Science and Technology, 4(2), 138-149.
[13]. Scalise, K. (2018). Technology in Science Education: The Next Generation Standards and Stem Learning. Journal of Science Education and Technology, 27(4), 385-398.
[14]. Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
[15]. Anderson, L. W., et al. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Longman.
[16]. Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House, 83(2), 39-43.
[17]. Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255-284.
[18]. Linn, M. C., et al. (2004). Inquiry and Technology. In M. C. Linn, E. A. Davis, & P. Bell (Eds.), Internet Environments for Science Education. Lawrence Erlbaum Associates.
[19]. Mayer, R. E. (2009). Multimedia Learning. Cambridge University Press.
[20]. Minner, D. D., et al. (2010). Inquiry-Based Science Instruction—What Is It and Does It Matter? Results from a Research Synthesis Years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474-496.
[21]. Piaget, J. (1964). Part I: Cognitive Development in Children: Piaget Development and Learning. Journal of Research in Science Teaching, 2(3), 176-186.
[22]. Scalise, K. (2018). Technology in Science Education: The Next Generation Standards and STEM Learning. Journal of Science Education and Technology, 27(4), 385-398.
[23]. Singer, S. R., et al. (2000). Research on Science Education. In National Research Council, Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. The National Academies Press.
[24]. Le, T. (2019). Digital Divide in Vietnamese Education: Challenges and Opportunities. Vietnamese Studies, 5(3), 123-137.
[25]. Ministry of Education and Training. (2018). Vietnam's Education Reform: Curriculum and Instructional Methods.
[26]. Nguyen, H. T. (2015). Blended Learning in Asia: Challenges and Opportunities. Asian Journal of Educational Research, 3(2), 112-119.
[27]. Pham, H. H., & Fry, G. W. (2004). Universities in Vietnam: Legacies, Challenges, and Prospects. In Welch, A. R. (Ed.), The Professoriate: Profile of a Profession. Springer.
[28]. Tran, N. A. (2013). Educational Reform in Vietnam: A Process of Change or Continuity?. Comparative Education Review, 57(1), 47-65.
Author(s) and co-author(s) jointly and severally represent and warrant that the Article is original with the author(s) and does not infringe any copyright or violate any other right of any third parties, and that the Article has not been published elsewhere. Author(s) agree to the terms that the Global Publication House will have the full right to remove the published article on any misconduct found in the published article.
