HNUE Journal of Science Hanoi National University of Education
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A BIBLIOMETRIC STUDY ON TEACHER MOTIVATIONIN EDUCATION (2010-2024)
Get PDFResearch on teacher motivation has attracted the attention of researchers from many countries, in many different fields, including education. Teacher motivation has a strong influence on the effectiveness of the teaching and learning process and educational innovation. The study aims to provide an overview of academic research on teacher motivation. The research, conducted using the bibliometric methods on data sourced from the core literature available on the Scopus website, focuses on the keywords “teacher motivation”, “education”, and “2010-2024”. The search field was restricted to literature within the “Social sciences” and “Arts and Humanities”. Data were analyzed using the Vos Viewer software to develop a system of figures and tables as a basis for analysis. Based on an analysis of 183 sources, the finding clarifies the growth, geographical distribution, prominent journals, notable works, research topics, and highly cited articles related to the topic. The research results serve as a basis for improving policies to motivate teachers and for further research on teacher motivation using reputable data sources in the next period.Research on teacher motivation has attracted the attention of researchers from many countries, in many different fields, including education. Teacher motivation has a strong influence on the effectiveness of the teaching and learning process and educational innovation. The study aims to provide an overview of academic research on teacher motivation. The research, conducted using the bibliometric methods on data sourced from the core literature available on the Scopus website, focuses on the keywords “teacher motivation”, “education”, and “2010-2024”. The search field was restricted to literature within the “Social sciences” and “Arts and Humanities”. Data were analyzed using the Vos Viewer software to develop a system of figures and tables as a basis for analysis. Based on an analysis of 183 sources, the finding clarifies the growth, geographical distribution, prominent journals, notable works, research topics, and highly cited articles related to the topic. The research results serve as a basis for improving policies to motivate teachers and for further research on teacher motivation using reputable data sources in the next period
DESIGNING A SET OF TEACHING-LEARNING CASE STUDIES FOR SOME CONTENT OF MODULE S1.4 ACCORDING TO THE COMPETENCY BASED TRAINING PROGRAM OF HA NOI MEDICAL UNIVERSITY
Get PDFTrong phạm vi đề tài, vận dụng các lí luận về dạy học tình huống, chúng tôi đã xây dựng được Bộ 30 tình huống mới sử dụng trong việc dạy - học một số nội dung của Module S1.4: Cơ sở vật lí các hoạt động sống và ứng dụng trong y học theo chương trình đào tạo dựa trên năng lực của Đại học Y Hà Nội. Bộ 30 tình huống kèm theo 150 câu hỏi trắc nghiệm nhiều lựa chọn (MCQ) được thiết kế phù hợp với từng phương pháp dạy học tương ứng là thuyết trình có minh hoạ (Lectures - LEC), Seminar (SEM) và dạy học theo nhóm nhỏ (Team Base Learning - TBL). Kết quả thống kê phản hồi của 314 sinh viên hệ Bác sĩ Y khoa năm thứ nhất năm học 2022 - 2023 về hoạt động dạy và học Module S1.4 của Bộ môn Y Vật lí - Đại học Y Hà Nội cho thấy: 97,1% sinh viên đồng ý rằng nội dung các tình huống phù hợp với mục tiêu và nội dung học tập của mỗi bài học tương ứng; 95,3% cho rằng các tình huống đều có bối cảnh lâm sàng làm tăng tính hấp dẫn cho bài học. In this study, applying the theories on case-based learning, we have built a new set of 30 case studies used in teaching and learning for some contents of Module S1.4: Physical basis of life activities and applications in medicine according to the competency-based training program of Hanoi Medical University. A set of 30 case studies accompanied by 150 multiple choice questions (MCQ) is designed to suit each corresponding teaching method such as Lectures (LEC), Seminar (SEM), and Team Based Learning (TBL). The feedback from students shows that 97.1% of students agreed that the content of the cases is suitable with the goals and content of each corresponding lesson; 95.3% of students said that the situations all have a clinical context, promoting the attractiveness of the lesson. The content of the set of situations in the topic is completely new and has been built and used by lecturers of Medical Physics, Hanoi Medical University in teaching students of Hanoi Medical University recently
DEVELOPING REPRESENTATIVE COMPETENCIES THROUGH STEAM-BASED LESSON OF SPECIALIZED VINEGAR FERMENTATION BARRELIN THE TOPIC OF "MATTER AND ITS TRANSFORMATIONS" OF 8TH GRADE SCIENCE
Get PDFPhương thức giáo dục STEAM giúp học sinh gắn kết giữa kiến thức đã học và thực tiễn. Bài báo trình bày một thiết kế bài dạy STEAM Thùng ủ giấm chuyên dụng trong chủ đề “Chất và sự biến đổi của chất” nhằm phát triển năng lực vận dụng kiến thức, kĩ năng đã học cho HS khi học môn Khoa học Tự nhiên 8. Nghiên cứu đã tiến hành điều tra thực trạng và thực nghiệm sư phạm dựa trên phương pháp nghiên cứu khảo sát cắt ngang và phương pháp nghiên cứu thực nghiệm kiểm tra trước và sau tác động đối với các nhóm ngẫu nhiên. Sau tác động, tỉ lệ học sinh đạt mức độ năng lực cao nhất (mức 3) tăng lên đáng kể, từ dưới 20% lên 40 - 50%, điểm trung bình năng lực vận dụng kiến thức, kĩ năng đã học tăng từ 6,06 lên 7,44 trên thang 10. Kết quả của thực nghiệm sư phạm đã cho thấy sự phát triển theo chiều hướng tích cực về năng lực người học và tính khả thi, cần thiết của việc vận dụng chủ đề STEAM trong phát triển năng lực vận dụng kiến thức kĩ năng đã học.STEAM education method helps students connect learned knowledge with practice. This article aims to design a STEAM-based lesson titled Specialized vinegar fermentation barrel within the theme of "Substances and their transformations" focusing on enhancing the representative competency of students in Grade 8 Natural Sciences. The study involved conducting a survey and implementing pedagogical experiments based on a cross-sectional survey method and a pre-and-post-intervention experimental design with randomized groups. After the intervention, the proportion of students achieving the highest competency level (Level 3) increased significantly, from below 20% to 40-50%, and the average representative competency score improved from 6.06 to 7.44 on a 10-point scale. The results of the pedagogical experiment demonstrated positive development in learners’ competencies and highlighted the feasibility and necessity of integrating STEAM themes to foster representative competency
DESIGNING AND USING BOARD GAMES IN TEACHING THE TOPIC OF “CHEMICAL ENERGY” IN CHEMISTRY GRADE 10 TO IMPROVE STUDENT’S INTEREST IN LEARNING
Get PDFHiện nay, sử dụng trò chơi trong dạy học ngày càng phổ biến ở nhiều môn học với các mức độ khác nhau. Trong đó, “board game” là một thể loại trò chơi đang dần được giáo viên quan tâm và sử dụng nhiều hơn trong dạy học các môn khoa học. “Board game” thường được xây dựng với các yếu tố của trò chơi (ví dụ như bối cảnh giả định, tình huống thực tế, các thử thách…), được tích hợp với các kiến thức và kĩ năng học sinh cần đạt, nhằm mục tiêu kích thích hứng thú học tập của học sinh và nâng cao niềm yêu thích môn học cũng như khả năng tiếp nhận kiến thức của học sinh. Tuy nhiên, việc thiết kế một “board game” có hiệu quả cao trong dạy học hoá học là một công việc đầy thách thức. Trên cơ sở nghiên cứu lí luận và thực tiễn về việc thiết kế và sử dụng “board game” trong dạy học, chúng tôi đã đề xuất nguyên tắc và quy trình thiết kế “board game” nhằm nâng cao hứng thú học tập môn Hoá học cho học sinh. Bài báo đề xuất cách sử dụng “board game” trong dạy học chủ đề “Năng lượng hoá học” môn Hoá học 10 và phân tích chi tiết quy trình năm bước cùng với minh họa cụ thể thông qua việc thiết kế “board game” về “Khám phá thế giới cùng các nhà hoá học”.Game-based learning has been increasingly popular in various subjects at different educational levels up to now. In particular, board games are also attracting more attention from worldwide teachers and researchers. Board games used in education are often built with game elements such as storylines, real-life situations, challenges, etc., integrated with the knowledge and skills students need to acquire, to improve student’s interest and motivation in learning. However, designing an effective board game for teaching chemistry is challenging, especially for those without prior game design experience. Based on theoretical and practical research related to the design and application of board games in teaching, we proposed principles and a procedure for creating board games to boost student’s interest in studying Chemistry. The article mentioned a way of using a board game to teach the topic of “Chemical energy” in Grade 10 Chemistry, analyzed the five-step procedure in detail, and gave a specific example of designing a board game of "Explore the World with Chemists”
EFL TERTIARY STUDENTS’ PERCEPTIONS OF LEARNER AUTONOMY IN THE OUT-OF-CLASS LEARNING CONTEXT: SITUATIONS AND DISCUSSIONS
Get PDFLearner autonomy has been one of the central aims of education because of its significant role in lifelong learning. With the advancement of technology and the abundance of learning resources, students have many opportunities for learner autonomy development outside the classroom. However, the out-of-class learning context is under-explored in the Vietnamese context, and research about fostering learner autonomy in this context is also minimal. The current study aims to explore EFL tertiary students’ learner autonomy in the out-of-class learning context, filling this gap. The results of answers from 709 English majors in different universities in Ho Chi Minh City showed that students had average control in three dimensions of learner autonomy: situational, behavioral, and psychological. Even though students are averagely psychologically ready for independent study, they still lack autonomous learning strategies. Implications are then made for educators to guarantee the possibility of promoting learner autonomy in out-of-class learning.Learner autonomy has been one of the central aims of education because of its significant role in lifelong learning. With the advancement of technology and the abundance of learning resources, students have many opportunities for learner autonomy development outside the classroom. However, the out-of-class learning context is under-explored in the Vietnamese context, and research about fostering learner autonomy in this context is also minimal. The current study aims to explore EFL tertiary students’ learner autonomy in the out-of-class learning context, filling this gap. The results of answers from 709 English majors in different universities in Ho Chi Minh City showed that students had average control in three dimensions of learner autonomy: situational, behavioral, and psychological. Even though students are averagely psychologically ready for independent study, they still lack autonomous learning strategies. Implications are then made for educators to guarantee the possibility of promoting learner autonomy in out-of-class learning
DEVELOPING SCALE TO ASSESS TEACHERS\u27 BEHAVIOUR FOR IMPLEMENTING THE 2018 GENERAL EDUCATION PROGRAM: A STUDY BASED ON THE THEORY OF PLANNED BEHAVIOR
Get PDFDựa trên lí thuyết TPB và mô hình CBAM về sự thay đổi của giáo viên (GV) đối với việc đổi mới CTPT, đồng thời có kế thừa một số nghiên cứu khác trong cùng lĩnh vực, nghiên cứu này đã xây dựng thang đo xác định các yếu tố ảnh hưởng đến hành vi của GV trung học cơ sở (THCS) trong việc triển khai chương trình giáo dục phổ thông (CTPT) 2018. 250 GV THCS đủ tính đại diện cho đặc điểm các vùng miền đã được khảo sát bằng hình thức trực tuyến. Kết quả được phân tích bằng phương trình cấu trúc đã cho thấy độ tin cậy và tính giá trị của thang đo, phù hợp với việc xác định các nhân tố tác động tới ý định hành vi thực hiện CTPT 2018 của GV THCS. Các yếu tố cơ bản tác động tới ý định hành vi của GV THCS Việt Nam sẵn sàng thực hiện CTPT 2018 là chuẩn mực chủ quan, tự chủ cá nhân, và thái độ của GV, có sự tương đồng với nghiên cứu tại một số quốc gia khác. Thông qua thảo luận và sự liên kết đến các tài liệu rộng hơn, kết quả này có thể hữu ích cho các nghiên cứu về ý định hành vi thực hiện CTPT 2018 nói riêng và đổi mới CTPT nói chung của GV phổ thông.Drawing on the TPB theory and the CBAM model to analyze teachers\u27 attitudes toward innovation in curriculum development, this study has developed a scale to identify factors influencing the behavior of middle school teachers in implementing the 2018 general education program. Our survey was conducted online, involving 250 middle school teachers representing diverse regional characteristics. Structural equation analysis of the results demonstrated the scale\u27s reliability and validity, effectively identifying factors affecting teachers\u27 behavioral intention to implement the 2018 program. The primary factors influencing the behavioral intentions of Vietnamese secondary school teachers towards the 2018 program were found to be subjective norms, personal autonomy, and teachers\u27 attitudes, aligning with research from other countries. Additionally, by delving into broader literature and discussion, we propose that our findings can contribute to studies on behavioral intention to implement the 2018 curriculum and innovation in education more broadly, particularly for school teachers
EVALUATIVE STANCES IN DISCURSIVE ESSAYS BY EFL UNDERGRADUATE STUDENTS AND THEIR REFLECTION
Get PDFThis research examines the use of evaluative language in academic writing essays about living in dormitories by 15 EFL undergraduate students at a university in Hanoi. Using Martin & White\u27s Appraisal Framework (2005) and the UAM Corpus Tool, we analysed 15 essays (5725 words). Findings show that students predominantly use Appreciation within the Attitude system and frequently employ quantifiers and intensifiers in Graduation, with only one instance of a Focus item. We also interviewed 7 of the 15 Vietnamese EFL undergraduate students to assess their awareness of the importance of evaluation in writing and to improve their writing capacity.This research examines the use of evaluative language in academic writing essays about living in dormitories by 15 EFL undergraduate students at a university in Hanoi. Using Martin & White\u27s Appraisal Framework (2005) and the UAM Corpus Tool, we analysed 15 essays (5725 words). Findings show that students predominantly use Appreciation within the Attitude system and frequently employ quantifiers and intensifiers in Graduation, with only one instance of a Focus item. We also interviewed 7 of the 15 Vietnamese EFL undergraduate students to assess their awareness of the importance of evaluation in writing and to improve their writing capacity
CULTURAL REPRESENTATION IN THE READING SECTIONS OF AN ELT TEXTBOOK: AN ANALYSIS USING CORTAZZI & JIN’S (1999) AND MORAN’S (2001) MODELS
Get PDFThis study examines cultural representation in the reading sections of an ELT textbook for 6th graders in Vietnam, employing two frameworks by Cortazzi & Jin (1999) and Moran (2001). The findings reveal that while the textbook attempts to cover a range of cultural sources and dimensions, it only skims the surface, with a predominant focus on source culture and a notable underrepresentation of target culture. Moreover, there is excessive coverage of the product dimension, which primarily features tangible elements like places, while neglecting the persons and perspectives dimensions. These findings underscore the need for more authentic content on a personal level and call for revisions to teacher resources as well as training to deepen cultural understanding.This study examines cultural representation in the reading sections of an ELT textbook for 6th graders in Vietnam, employing two frameworks by Cortazzi & Jin (1999) and Moran (2001). The findings reveal that while the textbook attempts to cover a range of cultural sources and dimensions, it only skims the surface, with a predominant focus on source culture and a notable underrepresentation of target culture. Moreover, there is excessive coverage of the product dimension, which primarily features tangible elements like places, while neglecting the persons and perspectives dimensions. These findings underscore the need for more authentic content on a personal level and call for revisions to teacher resources as well as training to deepen cultural understanding
BUILDING TEACHING CONTENT ON SUBSTANCE AND ENERGY TOPICS IN SCIENCE SUBJECT 4 (2018) IN THE EXPERIENTIAL MODE
Get PDFExperiential learning has been mentioned and directed for implementation in many recent periods of educational reform in our country, especially when implementing the 2018 general education program. However, in reality, not many primary teachers in Ho Chi Minh city apply experiential teaching in Science (2018). Based on the theoretical basis of experiential teaching, the research has proposed four principles when organizing experiential teaching the Substance and Energy topic in Science 4 (2018). At the same time, we build a process for designing lesson plans according to the experiential method including four stages: Determine the goal of organizing teaching according to the experiential method; Determine the content of teaching and learning according to the experiential method; Design experiential learning activities for students; Designing criteria and assessment tools in teaching according to the experiential method of Science 4 (2018). When organizing teaching activities according to the experiential method in teaching Science, follow four steps: Set problems and assign experiential tasks to students; Students perform problem-solving tasks; Organize students to form new concepts on their own; Organize students to experiment in new situations. The research has developed 03 illustrative lesson plans including “Water pollution and protection,” “Sound,” and “Heat transfer and thermal conductors” in the Substance and Energy topic of Science subject 4 (2018) according to the proposed principles and procedures. At the same time, when organizing experimental teaching with lesson plans following the four steps above, the results showed that the test results of students in the experimental class were better than those of students in the control class. Therefore, it can be concluded that the four principles and four steps in the process of designing lesson plans and stages in organizing the teaching of the Substance and Energy topic in Science 4 (2018) according to the experiential method has formed and developed natural science competency components for students according to the requirements to be achieved.Experiential learning has been mentioned and directed for implementation in many recent periods of educational reform in our country, especially when implementing the 2018 general education program. However, in reality, not many primary teachers in Ho Chi Minh city apply experiential teaching in Science (2018). Based on the theoretical basis of experiential teaching, the research has proposed four principles when organizing experiential teaching the Substance and Energy topic in Science 4 (2018). At the same time, we build a process for designing lesson plans according to the experiential method including four stages: Determine the goal of organizing teaching according to the experiential method; Determine the content of teaching and learning according to the experiential method; Design experiential learning activities for students; Designing criteria and assessment tools in teaching according to the experiential method of Science 4 (2018). When organizing teaching activities according to the experiential method in teaching Science, follow four steps: Set problems and assign experiential tasks to students; Students perform problem-solving tasks; Organize students to form new concepts on their own; Organize students to experiment in new situations. The research has developed 03 illustrative lesson plans including “Water pollution and protection,” “Sound,” and “Heat transfer and thermal conductors” in the Substance and Energy topic of Science subject 4 (2018) according to the proposed principles and procedures. At the same time, when organizing experimental teaching with lesson plans following the four steps above, the results showed that the test results of students in the experimental class were better than those of students in the control class. Therefore, it can be concluded that the four principles and four steps in the process of designing lesson plans and stages in organizing the teaching of the Substance and Energy topic in Science 4 (2018) according to the experiential method has formed and developed natural science competency components for students according to the requirements to be achieved
CURRENT STATUS OF GENDER PREJUDICE OF TEACHERS AT SOME PRESCHOOLS IN HANOI CITY
Get PDFTrong giáo dục mầm non, định kiến giới của giáo viên có ảnh hưởng đến việc tổ chức môi trường, tạo cơ hội cho trẻ khám phá, thể hiện và phát triển khả năng. Nghiên cứu này tìm hiểu thực trạng định kiến giới của 30 giáo viên tại 3 trường mầm non trên địa bàn thành phố Hà Nội. Đây là một nghiên cứu định lượng sử dụng phiếu hỏi, tự đánh giá của giáo viên về kiến thức, thái độ và thực hành có kết hợp phỏng vấn sâu 3 trường hợp. Kết quả cho thấy giáo viên mầm non có kiến thức hạn chế về giới và bình đẳng giới. Giáo viên tự đánh giá họ có một vài hiểu biết ban đầu về định kiến giới và ảnh hưởng của định kiến giới tới trẻ. Giáo viên không chủ ý có thái độ và hành vi định kiến giới trong quá trình tổ chức hoạt động giáo dục trẻ, tuy nhiên thực tế họ vẫn có biểu hiện máy móc, rập khuôn trong thái độ và hành vi liên quan đến yếu tố giới trong lớp học. Kết quả nghiên cứu này là cơ sở để tìm kiếm các giải pháp trong đào tạo, bồi dưỡng giáo viên mầm non nhằm giảm thiểu rào cản định kiến giới trong giáo dục trẻ.In preschool education, teachers\u27 gender stereotypes affect the organization of the environment, creating opportunities for children to explore, express, and develop abilities. This study focuses on understanding gender bias among 30 teachers at 3 preschools in Hanoi city. This quantitative study uses questionnaires and self-assessment of teachers on knowledge, attitudes, and practices, combined with in-depth interviews of 3 cases. The results indicate that preschool teachers have limited knowledge regarding gender and gender equality. Teachers self-assess that they have some initial understanding of gender stereotypes and the effects of gender stereotypes on children. Teachers do not intentionally have gender-biased attitudes and behaviors when organizing children\u27s educational activities. However, in reality, they still show mechanical and stereotypical attitudes and behaviors related to factors of gender in the classroom. The results of this research are the basis for finding solutions in training and fostering preschool teachers to minimize gender stereotypes in education