Interaction of Vietnamese teachers with a social constructivism-based primary science curriculum in a framework appropriate for a Confucian heritage culture

Hằng, Ngô Vũ Thu; Bulte, Astrid M. W.; Pilot, Albert

doi:10.1186/s41029-017-0013-0

Cited by 12 publications

(16 citation statements)

References 34 publications

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“…Previous studies also had similar results (Atila, 2012). It is thought that the tendency to these methods is a result of their fear of inability to complete teaching the subjects (Hằng et al, 2017;Tekbıyık & Akdeniz, 2008). In some other studies, it was found out that pre-service teachers did not have adequate knowledge regarding alternative methods and techniques (Elmalı & Kıyıcı, 2018;Yıldırım et al, 2007).…”

Section: Results Regarding Pre-service Teachers' Practice In the Catementioning

confidence: 99%

“…The findings in the literature also reveal that in crowded classes, it is hard to practice student-centred methods in the new curriculum (Karaman & Karaman, 2016), and physical characteristics of schools are not convenient for practicing new curricula (Yazıcı & Özmen, 2015). The literature also includes the findings that teachers are not adequately knowledgeable in alternative techniques featured in the revised curricula (Büyüktokatli & Bayraktar, 2014;Sağlam-Arslan, Devecioğlu-Kaymakçı, & Arslan, 2009), teachers have difficulty in providing feedback appropriately to students (Bayrak & Doğan, 2018), teachers do not carry out the necessary self-assessment in teaching-learning activities while practicing the curriculum (Uzal, Erdem, & Ersoy, 2015), some teachers resist the changes in the new curricula and do not abandon their traditional instruction habits (Hằng, Bulte, & Pilot, 2017;Tekbıyık & Akdeniz, 2008). It is also put forth that teachers have problems with respect to materials in the new curricula, schools do not have the necessary materials, and therefore teachers cannot offer an interactive education to students (Arias, Bismack, Davis, & Palincsar, 2016).…”

Section: Revisions In Secondary Schools Science Curriculum In Turkeymentioning

confidence: 99%

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Exploration of Pre-Service Science Teachers’ Perceptions towards Secondary School Science Curriculum

Aksoy

2022

Int. J. of Cont. Edu. Res.

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This study aims to put forth how and to what degree pre-service science teachers can practice 2018 Secondary School Science Curriculum (SSSC). The study employs an illustrative case study design. Identified through purposive sampling, the participants of the study consist of 28 senior pre-service teachers studying at science teaching program at an education faculty. Document analysis, semi-structured observation form and researcher's journal were used as data collection tools. The data were analyzed through descriptive analysis. The findings of the study reveal that there are some mismatches between the contents of 2018 SSSC and prospective teachers' practices. It was found out that prospective teachers have deficiencies in the areas of using materials that fit with subjects, using evaluation methods in line with learning outcomes, making use of instructional technologies, knowledge of instructional approaches, methods and techniques, and stating lesson plan clearly. On the other hand, the pre-service teachers have positive behaviours regarding relating the subject with previous and subsequent lessons, securing the learning environment, relating the subject with other subjects in the field and knowledge of basic concepts of the subject.

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Section: Results Regarding Pre-service Teachers' Practice In the Catementioning

confidence: 99%

Section: Revisions In Secondary Schools Science Curriculum In Turkeymentioning

confidence: 99%

Exploration of Pre-Service Science Teachers’ Perceptions towards Secondary School Science Curriculum

Aksoy

2022

Int. J. of Cont. Edu. Res.

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“…The interactions between medical staff and patients can be quick. In Vietnam, a friendly interaction is expected in many occupations, including medical professions (Hằng et al , 2017). There is not a significant relationship between medical staff-perceived crowding and patient-perceived crowding.…”

Section: Discussionmentioning

confidence: 99%

The perception of crowding, quality and well-being: a study of Vietnamese public health services

Sawang

Chou

Truong-Dinh

2019

JHOM

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PurposeThe purpose of this paper is to examine the extent to which the perception of crowding by medical staff and patients impacts patients’ perceived service quality (SQ), overall satisfaction and emotional well-being.Design/methodology/approachData were collected from 258 matched pairs of medical staff members and their patients at six public hospitals.FindingsMedical staff-perceived crowding negatively influences patients’ perceived SQ. The perceived SQ then impacts patients’ overall satisfaction and emotional well-being. Patients’ perceived crowding does not significantly impact their perceived SQ but increases the positive emotional well-being of patients.Originality/valueScant research has investigated a matched pair of service providers and their customers. This study concentrates on how individuals’ perceived human crowding and medical staff SQ affect consumers’ emotional well-being. This research leads to the formulation of theoretical and public policy suggestions to improve the quality of interactive services with minimal cost and disruption.

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“…Moreover, Drury, Kay and Losberg (2003) revealed, in general, positive group work experiences among their sampled students; however, they also found that another minority group of students had unsatisfactory group work experiences. In this regard, dissatisfaction from previous bad experiences may influence students' future work in groups (Forrest & Miller, 2003;Lizzio & Wilson, 2005), giving rise to a poorer academic performance (Hng, Bulte & Pilot, 2017). On the other hand, Boekaerts (2002) showed that previous group working experiences, per se, were not related to students' perceptions concerning the benefits of groups.…”

Section: Prior Experiences With Working In Groups Students' Perceptions Towards Group Working and Academic Performancementioning

confidence: 99%

The effect of previous experience with working in groups on students’ academic performance in the accounting discipline

Martínez‐Romero¹,

Cruz²,

García³

et al. 2021

Rev. contab.

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Este trabajo analiza la aplicación de técnicas de aprendizaje cooperativo en asignaturas de contabilidad para investigar si la disposición de los estudiantes a trabajar en grupo, a partir de sus percepciones sobre esta técnica de aprendizaje derivadas de experiencias previas de trabajo en grupo, están relacionadas con su rendimiento académico. Los resultados revelan que las percepciones de los estudiantes respecto a la mejora de sus habilidades por haber trabajado en grupo se relacionan positiva y significativamente con su rendimiento académico; mientras que las percepciones de los estudiantes respecto a haber aprendido de otros se relacionan negativa y significativamente con su rendimiento académico. Por lo tanto, este estudio amplía la literatura existente sobre el aprendizaje cooperativo y el rendimiento académico de los estudiantes, al considerar las actitudes de los estudiantes hacia el trabajo en grupo resultantes de sus experiencias previas. This paper analyses the implementation of cooperative learning techniques in accounting subjects to investigate whether students’ willingness to work in groups, based on their perceptions regarding this learning technique arising from previous group working experiences, are related to their academic performance. The findings reveal that students’ perceptions regarding their improved skills due to having worked in groups are positively and significantly related to their academic performance; meanwhile students’ perceptions of having learnt from others are negatively and significantly related to their academic performance. Therefore, this study extends the existing literature on cooperative learning and students’ academic performance by considering students’ attitudes toward working in groups resulting from their prior experiences.

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Interaction of Vietnamese teachers with a social constructivism-based primary science curriculum in a framework appropriate for a Confucian heritage culture

Cited by 12 publications

References 34 publications

Exploration of Pre-Service Science Teachers’ Perceptions towards Secondary School Science Curriculum

Exploration of Pre-Service Science Teachers’ Perceptions towards Secondary School Science Curriculum

The perception of crowding, quality and well-being: a study of Vietnamese public health services

The effect of previous experience with working in groups on students’ academic performance in the accounting discipline

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