We consider adaptive meshless discretisation of the Dirichlet problem for Poisson equation based on numerical differentiation stencils obtained with the help of radial basis functions. New meshless stencil selection and adaptive refinement algorithms are proposed in 2D. Numerical experiments show that the accuracy of the solution is comparable with, and often better than that achieved by the mesh-based adaptive finite element method.

We investigate the influence of the shape parameter in the meshless Gaussian RBF finite difference method with irregular centres on the quality of the approximation of the Dirichlet problem for the Poisson equation with smooth solution. Numerical experiments show that the optimal shape parameter strongly depends on the problem, but insignificantly on the density of the centres. Therefore, we suggest a multilevel algorithm that effectively finds near-optimal shape parameter, which helps to significantly reduce the error. Comparison to the finite element method and to the generalised finite differences obtained in the flat limits of the Gaussian RBF is provided

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The Vietnam’s new general education curriculum is transferring from content orientation to students’ capacity and quality development orientation. STEM (is acronym words of Science, Technology, Engineering, and Mathematics) education contributes to the development of 21st century skills of students. In order to successfully implement STEM education, in addition to leaders, managers and programmers, teachers have an important role in directly building and organizing STEM education. And pre-service teachers need to be trained to deal with complexities of education. The purpose of this research is to assess the pre-service chemistry teachers? existing STEM teaching capacity in Vietnam. Research method was survey through a set of unstructured and structured questions, and participants of this research are 57 pre-service chemistry teachers (who are 3rd and 4th grade learners of 5 Universities of Education representing all three regions of Vietnam). Content analysis was used to analyze the data from unstructured questions while the data from structured questions were transformed into frequency, percentage and descriptive statistic analyze. The findings indicated that most of participants have conceptualized the aspects of STEM in accordance with a number of researches in the world. However, they were less capable in designing their teaching STEM and performing teaching STEM in the classroom, beside assessment abilities were not good and lack diversity. They also suggested that there should be a specific guide material on how to design and conduct STEM teaching. Therefore, the study also suggested measures to develop STEM teaching competences for pre - service chemistry teachers in Vietnam: 1) redesign the teacher training program to include STEM educational modules, 2) provide STEM teaching instruction modules from STEM fields in Chemistry, and 3) combine Blended Learning approach to enhance their ICT ability.