Article Sidebar

PDF
Date Published: 13/08/2023
Online Published: 13/08/2023
Abstract Views: 598
Views PDF: 696
DOI: https://doi.org/10.52714/dthu.12.6.2023.1112
Issue
Vol. 12 No. 6 (2023): Social Sciences and Humanities Issue (Vietnamese)
Section
Social Sciences and Humanities Issue (Vietnamese)
How to Cite
Huynh, T. T. D., Dinh, M. Q., & Nguyen, Q. T. (2023). Teaching Natural Science by secondary school teachers in the Mekong Delta. Dong Thap University Journal of Science, 12(6), 22-29. https://doi.org/10.52714/dthu.12.6.2023.1112

Teaching Natural Science by secondary school teachers in the Mekong Delta

Thi Thuy Diem Huynh1, , Minh Quang Dinh1, Quyen Tran Nguyen2
1 School of Education, Can Tho University, Vietnam
2 Viet My High School Can Tho, Vietnam

Main Article Content

Abstract

To provide information on current teaching Natural Science by secondary school teachers in the Mekong Delta, this cross-sectional survey was carried out. The research results show that the majority of secondary school teachers have undergone training in 4 key modules: guidelines for implementing the 2018 educational program, teaching and educational methods,  testing and assessment, and planning teaching and educationing toward capacity development. However, they appear to face many difficulties when implementing facilities (16.81%), new textbooks (14.29%), lesson plans (13.45%), teaching methods and techniques (12.61%), learners (8.4%), the content of teaching knowledge and skills in organizing teaching activities (7.56%), testing and evaluation ( 5.04%).

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Keywords

Natural Science, Natural Science Teacher Education, secondary school teachers.

References

Bell, R. L. (2008). Teaching the Nature of Science. Best Practices in Science Education, 1-6.
Bell, R. L. (2009). Teaching the Nature of Science: Three Critical Questions. Best Practices in Science Education, 6.
Beni, S., Stears, M., & James, A. (2012). Teaching natural science in the foundation phase: Teachers’ understanding of the natural science curriculum. South African Journal of Childhood Educationournal of Childhood Educationducation, 2(1), 63-81. https://doi.org/10.4102/sajce.v2i1.22
Bộ Giáo dục và Đào tạo. (2018a). Chương trình Giáo dục phổ thông mới: Tìm hiểu Chương trình môn Khoa học tự nhiên.
Bộ Giáo dục và Đào tạo. (2018b). Thông tư 32/2018/TT-BGĐT Thông tư ban hành Chương trình giáo dục phổ thông - Hoạt động trải nghiệm. Chương trình Giáo dục phổ thông.
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. In Routledge, London and New York. https://doi.org/10.1080/19415257.2011.643130.
Commission, E. (2006). Science Teaching in Schools in Europe, Policies and research. In Eurydice European Unit. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=27036955&site=ehost-live.
Lederman, N. G. (2006). Nature of Science: Past , Present , and Future. In S. K. Abell & N. G. Lederman (Eds.), Hand book of research in science education (831-879). Mahwah, New Jersey: Lawrence Erlbaum Publisher.
Matthews, M. R., Cobern, W. W., Loving, C. C., & Kraus, R. (1994). Science teaching: The role of history and philosophy. Newyork, London: Routledge.
Sládeka, P., Miléř, T., & Benárová, R. (2011). How to increase students interest in science and technology. Procedia Social and Behavioral Sciences, 12, 168–174.
Phạm, V. Q., & Nguyễn, Q. T. (2001). Phương pháp nghiên cứu khoa học xã hội. Hà Nội: NXB Đại học Quốc gia Hà Nội.
Trần, T. K. T. (2011). Giáo trình Điều tra xã hội học. Hà Nội: Đại học Kinh tế Quốc dân.
Toli, G., & Kallery, M. (2021). Enhancing student interest to promote learning in science: The case of the concept of energy. Education Sciences, 11(5). https://doi.org/10.3390/educsci11050220.