HNUE Journal of Science Hanoi National University of Education
Not a member yet
606 research outputs found
Sort by
DEVELOPING GRADE 10 LITERATURE SCHOOL CURRICULUM THROUGH AN INTEGRATED APPROACH INCORPORATING EXPERIENCE AND CAREER ORIENTATION ACTIVITIES
Get PDFThe development of the school curriculum is one of the key tasks of modern education, aimed at effectively implementing the curriculum within specific pedagogical contexts. The application of integrated teaching in curriculum development is a new, appropriate, and feasible approach that both optimizes teaching time and ensures a coherent knowledge system. Based on a wide range of theories related to curriculum development, integrated teaching, and practical experiences in organizing integrated educational activities, this article proposes an integrated model of the school curriculum for the subject Literature – Experiential and Career-Oriented Activities with specific integrated topics for Grade 10 students. Accordingly, the article also outlines several implementation strategies for applying this curriculum model in teaching practice, with the aim of meeting the requirements of differentiation and career orientation at the upper secondary level.The development of the school curriculum is one of the key tasks of modern education, aimed at effectively implementing the curriculum within specific pedagogical contexts. The application of integrated teaching in curriculum development is a new, appropriate, and feasible approach that both optimizes teaching time and ensures a coherent knowledge system. Based on a wide range of theories related to curriculum development, integrated teaching, and practical experiences in organizing integrated educational activities, this article proposes an integrated model of the school curriculum for the subject Literature – Experiential and Career-Oriented Activities with specific integrated topics for Grade 10 students. Accordingly, the article also outlines several implementation strategies for applying this curriculum model in teaching practice, with the aim of meeting the requirements of differentiation and career orientation at the upper secondary level
EFL TEACHERS’ EMOTIONS ABOUT USING ARTIFICIAL INTELLIGENCE TECHNOLOGIES IN UNIVERSITY CONTEXT: A QUALITATIVE STUDY
Get PDFAs Artificial Intelligence (AI) technologies become increasingly integrated into education, teachers encounter new opportunities and challenges that influence their professional practices and provoke a wide range of emotional responses. Employing the Control-Value Theory (CVT) and in-depth interviews, this study explores the emotional experiences of 10 English as a Foreign Language (EFL) teachers of a public university in Vietnam who use AI technologies in their teaching. The participants expressed excitement about AI’s potential support for teaching and research but showed doubts about its limitations and concerns regarding the impacts on students, classroom interactions and academic integrity. They also experienced frustration with the lack of institutional support but conveyed a boosted sense of confidence in their irreplaceable human expertise. These mixed findings largely align with previous studies on the integration of AI-powered tools in education, support the applicability of CVT for investigating teacher emotions and extend the discussion on the affective dimension of AI-assisted EFL instruction. Although limited by the small sample size, this study contributes to advancing knowledge about the complexity of teacher emotions and calls for more comprehensive support systems to facilitate teachers in managing the pedagogical and emotional demands of AI integration.As Artificial Intelligence (AI) technologies become increasingly integrated into education, teachers encounter new opportunities and challenges that influence their professional practices and provoke a wide range of emotional responses. Employing the Control-Value Theory (CVT) and in-depth interviews, this study explores the emotional experiences of 10 English as a Foreign Language (EFL) teachers of a public university in Vietnam who use AI technologies in their teaching. The participants expressed excitement about AI’s potential support for teaching and research but showed doubts about its limitations and concerns regarding the impacts on students, classroom interactions and academic integrity. They also experienced frustration with the lack of institutional support but conveyed a boosted sense of confidence in their irreplaceable human expertise. These mixed findings largely align with previous studies on the integration of AI-powered tools in education, support the applicability of CVT for investigating teacher emotions and extend the discussion on the affective dimension of AI-assisted EFL instruction. Although limited by the small sample size, this study contributes to advancing knowledge about the complexity of teacher emotions and calls for more comprehensive support systems to facilitate teachers in managing the pedagogical and emotional demands of AI integration
ENHANCING THE APPLICATION COMPETENCY THROUGH A STEAM-BASED CHEMISTRY UNIT ON PRODUCING CARBONATED FRUIT DRINKS IN GRADE 11
Get PDFApplication competency is demonstrated through students’ ability to utilize subject-specific knowledge and skills to explain common phenomena in nature and daily life. This is an essential component that should be emphasized in Chemistry education at the high school. The present study aimed to design and implement STEAM-based instructional topics in Grade 11 Chemistry to foster students’ ability to enhance their application competency. The research involved a survey of 112 students from two high schools and 15 Chemistry teachers to investigate the status of STEAM teaching. The effectiveness of the intervention was assessed through a pre-test and post-test quasi-experimental design with a random sample of 77 students. During the implementation of the STEAM-based instructional content, students applied the knowledge and skills they had acquired and explored within the topic to create STEAM-related products. The findings indicate that teaching STEAM-based topics is a feasible and effective approach to developing students’ application competency.Application competency is demonstrated through students’ ability to utilize subject-specific knowledge and skills to explain common phenomena in nature and daily life. This is an essential component that should be emphasized in Chemistry education at the high school. The present study aimed to design and implement STEAM-based instructional topics in Grade 11 Chemistry to foster students’ ability to enhance their application competency. The research involved a survey of 112 students from two high schools and 15 Chemistry teachers to investigate the status of STEAM teaching. The effectiveness of the intervention was assessed through a pre-test and post-test quasi-experimental design with a random sample of 77 students. During the implementation of the STEAM-based instructional content, students applied the knowledge and skills they had acquired and explored within the topic to create STEAM-related products. The findings indicate that teaching STEAM-based topics is a feasible and effective approach to developing students’ application competency
EXPLORING THE TREND OF EXPERIENTIAL LEARNING IN HIGH SCHOOL: A BIBLIOMETRIC ANALYSIS IN SCOPUS DATABASE
Get PDFExperiential learning has become increasingly popular in many countries around the world. This learning method is widely applied across various educational levels and fields. In this study, we evaluate the scientific outcomes of research publications on experiential education in high schools, using scientific data extracted from the Scopus database. A bibliometric analysis was conducted with 231 documents that were filtered according to our research criteria. The results show that the USA has the highest number of publications on this topic. Research trends are quite diverse, with recent studies mainly focusing on experiential learning in STEM education, experiential learning with virtual reality technology, and others. The research collaboration network among countries shows that the USA collaborates with most countries in this field. Growth trends are not yet high and continuous, and other results are detailed in the research findings section.Experiential learning has become increasingly popular in many countries around the world. This learning method is widely applied across various educational levels and fields. In this study, we evaluate the scientific outcomes of research publications on experiential education in high schools, using scientific data extracted from the Scopus database. A bibliometric analysis was conducted with 231 documents that were filtered according to our research criteria. The results show that the USA has the highest number of publications on this topic. Research trends are quite diverse, with recent studies mainly focusing on experiential learning in STEM education, experiential learning with virtual reality technology, and others. The research collaboration network among countries shows that the USA collaborates with most countries in this field. Growth trends are not yet high and continuous, and other results are detailed in the research findings section
A NEWLY RECORDED SPECIES Galium asperifolium (RUBIACEAE) FOR THE FLORA OF VIETNAM
Get PDFPlant specimens coded as LC202421 at Hanoi Herbarium, were identified as Galium asperifolium Wall. This is a newly recorded species for the flora of Vietnam. The morphological comparison method was applied appropriately in the study. The genus Galium in Vietnam includes 3 updated species: G. aparine L. auct. non L.: P. H. Ho, G. asperifolium Wall., and G. rotundifolium L. G. asperifolium Wall. is distinguished from the two other species by the characteristic of “basal vein 1”. An identification key for the species of Galium currently known in Vietnam was established. G. asperifolium in Vietnam was described in detail, including its scientific name, synonyms, morphological and ecological characteristics, flower and fruit season, distribution, research sampling, and various images.Plant specimens coded as LC202421 at Hanoi Herbarium, were identified as Galium asperifolium Wall. This is a newly recorded species for the flora of Vietnam. The morphological comparison method was applied appropriately in the study. The genus Galium in Vietnam includes 3 updated species: G. aparine L. auct. non L.: P. H. Ho, G. asperifolium Wall., and G. rotundifolium L. G. asperifolium Wall. is distinguished from the two other species by the characteristic of “basal vein 1”. An identification key for the species of Galium currently known in Vietnam was established. G. asperifolium in Vietnam was described in detail, including its scientific name, synonyms, morphological and ecological characteristics, flower and fruit season, distribution, research sampling, and various images
ASSESSING SOIL EROSION SEVERITY IN TEMPORAL AND SPATIAL PATTERN: A CASE STUDY IN THE PLEIKU PLATEAU, GIA LAI PROVINCE
Get PDFSoil erosion is one of the major causes of land degradation and negatively impacts the soil environment in the world. There are two approaches to assessing soil erosion severity (SES) in terms of the decline of soil productivity in a given area: (1) classifying actual soil loss according to erosion risk classes, and (2) comparing actual soil loss to soil loss tolerance to classify erosion severity. This paper aims to explore changes in SES during 2005–2015 in the Pleiku Plateau, Gia Lai province, Vietnam, as a case study for comparing the two approaches. Regarding actual soil erosion, the average soil erosion rate declined by 0.16 ton/ha/year in the plateau terrain and increased by 0.02 ton/ha/year in the mountain relief. During 2005-2015, the low erosion risk area decreased by 6,302 ha, while the remaining erosion risk classes increased. With respect to soil erosion severity, the tolerable and moderate soil erosion acreages reduced by about 671.8 ha and 2,266.7 ha, respectively, and the high and severe ones increased; however, the severe soil erosion areas grew drastically. The differences between the two approaches come from consideration of the soil loss tolerance in assessing soil erosion severity. Thus, in order to assess SES for a region, comparing actual soil loss to soil loss tolerance provides SES indices that reflect the soil erosion problem, rather than only classifying actual soil loss. The findings are of enormous significance for environmental management, especially in addressing soil degradation.Soil erosion is one of the major causes of land degradation and negatively impacts the soil environment in the world. There are two approaches to assessing soil erosion severity (SES) in terms of the decline of soil productivity in a given area: (1) classifying actual soil loss according to erosion risk classes, and (2) comparing actual soil loss to soil loss tolerance to classify erosion severity. This paper aims to explore changes in SES during 2005–2015 in the Pleiku Plateau, Gia Lai province, Vietnam, as a case study for comparing the two approaches. Regarding actual soil erosion, the average soil erosion rate declined by 0.16 ton/ha/year in the plateau terrain and increased by 0.02 ton/ha/year in the mountain relief. During 2005-2015, the low erosion risk area decreased by 6,302 ha, while the remaining erosion risk classes increased. With respect to soil erosion severity, the tolerable and moderate soil erosion acreages reduced by about 671.8 ha and 2,266.7 ha, respectively, and the high and severe ones increased; however, the severe soil erosion areas grew drastically. The differences between the two approaches come from consideration of the soil loss tolerance in assessing soil erosion severity. Thus, in order to assess SES for a region, comparing actual soil loss to soil loss tolerance provides SES indices that reflect the soil erosion problem, rather than only classifying actual soil loss. The findings are of enormous significance for environmental management, especially in addressing soil degradation
SELF-DIFFUSION OF BCC INTERSTITIAL ALLOY FeSi
Get PDFIn this work, we present analytical formulations for self-diffusion parameters, namely the activation energy, pre-exponential factor, and self-diffusion coefficient as functions of temperature, pressure, interstitial atom concentration, and strain in a BCC interstitial binary alloy, derived using the statistical moment method (SMM). These theoretical models are utilized to perform numerical simulations for the FeSi alloy. The computed SMM values for FeSi are compared with those obtained for pure Fe. The SMM results for Fe show strong consistency with existing experimental measurements and alternative computational data. The additional SMM findings are novel and offer predictions that can guide future experimental investigations.In this work, we present analytical formulations for self-diffusion parameters, namely the activation energy, pre-exponential factor, and self-diffusion coefficient as functions of temperature, pressure, interstitial atom concentration, and strain in a BCC interstitial binary alloy, derived using the statistical moment method (SMM). These theoretical models are utilized to perform numerical simulations for the FeSi alloy. The computed SMM values for FeSi are compared with those obtained for pure Fe. The SMM results for Fe show strong consistency with existing experimental measurements and alternative computational data. The additional SMM findings are novel and offer predictions that can guide future experimental investigations
MORPHOLOGICAL AND ANATOMICAL ADAPTATIONS OF THE TUBER FOR PARASITISM IN THREE SPECIES OF Balanophora J.R. Forst. et G. Forst. FROM MU CANG CHAI, YEN BAI
Get PDFThe genus Balanophora J.R. Forst. et G. Forst. (Balanophoraceae) includes obligate holoparasitic plants that lack chlorophyll and are completely dependent on their hosts for water and nutrients. This study investigates the morphological and anatomical characteristics of the tuber in three Balanophora species (B. fungosa, B. laxiflora, and B. harlandii) collected from Mu Cang Chai, Yen Bai, Vietnam. Detailed observations were conducted to describe the structural adaptations related to parasitism, focusing on the organization of the tuber and the development of composite bundles that form the host–parasite interface. The results reveal that the tuber functions as a highly specialized parasitic organ, consisting of an outer cortex, matrix parenchyma, parasite vascular bundles, and composite bundles. The composite bundles play a pivotal role in resource exchange between the host and the parasite, with transfer cells facilitating efficient nutrient absorption. These findings provide new insights into the structural and functional adaptations of Balanophora, contributing to a better understanding of the evolutionary strategies of holoparasitic plants.The genus Balanophora J.R. Forst. et G. Forst. (Balanophoraceae) includes obligate holoparasitic plants that lack chlorophyll and are completely dependent on their hosts for water and nutrients. This study investigates the morphological and anatomical characteristics of the tuber in three Balanophora species (B. fungosa, B. laxiflora, and B. harlandii) collected from Mu Cang Chai, Yen Bai, Vietnam. Detailed observations were conducted to describe the structural adaptations related to parasitism, focusing on the organization of the tuber and the development of composite bundles that form the host–parasite interface. The results reveal that the tuber functions as a highly specialized parasitic organ, consisting of an outer cortex, matrix parenchyma, parasite vascular bundles, and composite bundles. The composite bundles play a pivotal role in resource exchange between the host and the parasite, with transfer cells facilitating efficient nutrient absorption. These findings provide new insights into the structural and functional adaptations of Balanophora, contributing to a better understanding of the evolutionary strategies of holoparasitic plants
ADVANCING EDUCATION IN THE WAR CONTEXT: THE COOPERATIONOF THE REPUBLIC OF VIETNAM AND THE ASIA FOUNDATIONIN THE YEARS 1956-1975
Get PDFThe prolonged conflicts from the liberation movements to the resistance wars in Vietnam in the twentieth century, primarily against the French and American imperialists, shaped contemporary interests in the military struggle rather than cultural, educational, and other social issues. This subsequently affected research tendencies in Vietnamese and foreign scholars\u27 post-war works, which mainly focused on hostilities. However, Vietnamese society\u27s dynamics and mobilization could not be explained and understood without comprehensive knowledge of other aspects beyond the military. Among all the aspects developed in South Vietnam during the war, the Republic of Vietnam\u27s education made an impression through its unique achievements. By pointing out the premises for building an educational cooperative relationship between the Asia Foundation and the Republic of Vietnam in the years 1956-1975; analyzing critical cooperative activities of the Asia Foundation in South Vietnam in the field of education, which included budget and programs, university personnel, and educational materials; and drawing out the features of educational collaboration in South Vietnam during the war, this study aims to gain insight into the development of the Republic of Vietnam\u27s education, to understand the mutual effects of politics, society, military and education; the distinct essence of education that grew in the war context; and the lingering legacies from the educational collaboration between the Asia Foundation and the Republic of Vietnam education.The prolonged conflicts from the liberation movements to the resistance wars in Vietnam in the twentieth century, primarily against the French and American imperialists, shaped contemporary interests in the military struggle rather than cultural, educational, and other social issues. This subsequently affected research tendencies in Vietnamese and foreign scholars\u27 post-war works, which mainly focused on hostilities. However, Vietnamese society\u27s dynamics and mobilization could not be explained and understood without comprehensive knowledge of other aspects beyond the military. Among all the aspects developed in South Vietnam during the war, the Republic of Vietnam\u27s education made an impression through its unique achievements. By pointing out the premises for building an educational cooperative relationship between the Asia Foundation and the Republic of Vietnam in the years 1956-1975; analyzing critical cooperative activities of the Asia Foundation in South Vietnam in the field of education, which included budget and programs, university personnel, and educational materials; and drawing out the features of educational collaboration in South Vietnam during the war, this study aims to gain insight into the development of the Republic of Vietnam\u27s education, to understand the mutual effects of politics, society, military and education; the distinct essence of education that grew in the war context; and the lingering legacies from the educational collaboration between the Asia Foundation and the Republic of Vietnam education
THE CAFÉ IN PATRICK MODIANO’S NOVELS: A HETEROTOPIA OF MEMORY
Get PDFKhông gian, nhất là các quán cà phê, là một kí hiệu quan trọng trong tiểu thuyết của Patrick Modiano và là một trong những đặc trưng nhận dạng danh tính của ông trên văn đàn Pháp nói riêng và thế giới nói chung. Phần lớn công trình nghiên cứu đều nhìn nhận không gian cà phê từ góc độ tâm lí học hoặc khu biệt về các dạng không - thời gian (chronotope) theo quan điểm của Bakhtin. Tuy nhiên với motif nhân vật lãng du (flâneur) và kẻ hồi tưởng (rememberer), hướng tiếp cận như thế đã vô tình bỏ qua mối quan hệ mật thiết vốn không thể tách rời giữa ba vấn đề phổ biến trong tiểu thuyết của Modiano: không gian-kí ức-căn tính. Từ lí thuyết về tha xứ (hétérotopie/ heterotopia) của Michel Foucault và địa bàn kí ức (lieux de mémoire) của Pierre Nora, bài viết hướng đến xem xét không gian quán cà phê trong tiểu thuyết Modiano như là một không gian kí ức, hay đúng hơn là tha xứ kí ức. Qua đó, không gian nói chung, quán cà phê nói riêng, dưới cái nhìn của Modiano, vừa phóng chiếu nội tâm vừa là bảo tàng kí ức, một tha xứ cho những kẻ bị lãng quên. Nơi đây lưu giữ kí ức cá nhân cùng mối liên hệ giữa chủ thể với xã hội và môi trường xung quanh. Sự thay đổi, biến mất của những tha xứ kí ức này phản ánh một không gian đô thị tan rã do quá trình gia tốc của lịch sử cùng thời gian. Qua đó độc giả nhận ra sự đứt gãy trong quá trình xác lập căn tính cũng như trong mối liên hệ giữa người – người.The space or landscape, particularly cafés, is a significant sign in Patrick Modiano’s novels and one of the defining characteristics of his identity in French literary circles as well as in the literary world. Most studies have examined the café space from a psychological perspective or through the lens of Bakhtin\u27s chronotope theory. However, since Modiano’s narrators or protagonists often appear as flaneurs and rememberers, these approaches inadvertently dismiss the inseparable relationship between the three mentioned themes: place-memory-identity. Drawing on Michel Foucault’s theory of heterotopia and Pierre Nora\u27s concept of lieux de mémoire, this article considers the café space in Modiano\u27s novels as a place of memory, or more precisely, a heterotopia of memory. Through this lens, places in general, and the café in particular, is not merely a cocoon of emotion for the characters but rather a museum of memory, a heterotopia for the forgotten. They preserve personal memories and the connections between the subject and the surrounding society and environment. The disappearance of these heterotopias reflects the fragmentation of urban space caused by the acceleration of history and time. Through this, readers recognize fractures in the process of establishing identity as well as in the relationships between people