Constructivism was introduced to Vietnam through many ways such as workshops, books, the Internet, and so on. However, due to the lack of professional education, fundamental ideas of constructivist learning perhaps were missing or neglected through classroom activities. Furthermore, due to the influence of culture and society, Vietnamese constructivism certainly has its own agenda. This paper adapted the Constructivist Learning Environment Survey (CLES) which was originally developed by Taylor and Fraser (1991) to investigate the classroom environment in a Physics Teacher Education programme in Vietnam, as well as to illustrate Vietnamese teacher educators’ views in employing constructivist learning. Fifteen teaching periods in seven different classrooms were observed, and five teacher educators from those classes were interviewed. Participants are lecturers and bachelor students of the Physics Teacher Education programme at Can Tho University, Mekong Delta region, south of Vietnam. Results showed that all five scales of the CLES in these classrooms are at the intermediate level. All the lecturers indicated positive attitudes about constructivism and have certain methods to perform these constructivist issues in their classes, but they have problems in practical instructional strategies for some scales. Therefore, we suggest that professional development programmes on how to apply constructivist theory, based on each particular scale of the CLES, are essential. This is especially true in scientific uncertainty, critical voice, and shared control. Yet, in a country that highly appreciates Confucianism with social order, not all aspects of an ideal constructivist learning environment should be equally improved. Generally, we believe that constructivist learning will be a key answer to the problem of the generally passive learning style in Vietnam.
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Chokchai Yuenyong Alister Jones Naruemon Yutakom 《International Journal of Science and Mathematics Education》2008,6(2):293-311
This study is a cross-cultural comparison between the ideas of 49 Thai Grade 9 students and the 30 New Zealand Grade 9 students
(approximately 15 years old), about energy related to technological and societal issues. Students’ ideas were explored using
the Questionnaire for exploring Students’ ideas about Energy, Technological, and Societal issues (QSETS). The QSETS questionnaire
gave students the opportunity to express their ideas about energy related to societal and technological issues. Both groups
of students were presented with the same set of issues, but specific places were related to each student’s own country. The
study reveals some interesting student ideas that might be generated from engaging in different contexts. It seemed that the
15-year-old students had difficulty in perceiving the relationship between the study of society and energy. Around 50% of
both groups of students did not understand, and did not know enough about, questions which referred to the relationship between
society and energy. Thai and New Zealand students held different values in decision-making. Thai students placed value on
decisionmaking concerning the development of the country. They strongly believed in scientific application for solving social
problems. New Zealand students valued decision-making in relation to environmental issues. They were not quite sure that scientific
knowledge could solve problems. They thought that science applications caused damage to the environment. This study has implications
for the development of teaching approaches in different countries. 相似文献
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Thao-Do Thi Phuong BAC-LY DANG THI Yuenyong Chokchai 《International Journal of Science and Mathematics Education》2014,14(1):55-79
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