Learning Environment in Vietnamese Physics Teacher Education Programme through the Lens of Constructivism: A Case Study of a State University in Mekong Delta Region, Vietnam

Autor/inn/en	Thao-Do, Thi Phuong; Bac-Ly, Dang Thi; Yuenyong, Chokchai
Titel	Learning Environment in Vietnamese Physics Teacher Education Programme through the Lens of Constructivism: A Case Study of a State University in Mekong Delta Region, Vietnam
Quelle	In: International Journal of Science and Mathematics Education, 14 (2016) 1, S.55-79 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-014-9585-2
Schlagwörter	Foreign Countries; Physics; Science Instruction; Constructivism (Learning); Teaching Methods; Science Teachers; Teacher Education Programs; Teacher Educators; Teacher Attitudes; Observation; Interviews; Faculty Development; Vietnam; Constructivist Learning Environment Survey + Suchen Sie Ihr Suchwort? Ausland; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Beobachtung; Interviewing; Interviewtechnik
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01