scholarly journals Transformative Learning and some Suggestions on Applying it into Teaching and Learning Practices in Vietnam

2019 ◽  
Vol 35 (1) ◽  
Author(s):  
Ngo Vu Thu Hang
Keyword(s):  
Science Education ◽  
Transformative Learning ◽  
International Education ◽  
Teaching And Learning ◽  
Research Network ◽  
Dark Side ◽  
Learning Approaches ◽  
Education Experience ◽  
Learning Practices ◽  
Education Journal

This paper presents basic theoretical knowledge on a perspective of transformative learning. It focuses on the definition, principles, characteristics of transformative learning, and possiblities to apply it into teaching and learning practices in Vietnam. Alternatives to innovate traditional learning approaches towards a transformative learning approach are also proposed with suggestions on the application of open-ended learning tasks. To effectively apply the transformative learning perspective in schools, it needs more applied research in which integrated approaches and cooperations among researchers from various majors are emphasized. Keywords Transformative learning, integrated, teaching and learning, education References [1] Ngô Vũ Thu Hằng, Sự phát triển của quan điểm kiến tạo xã hội về giáo dục: Nhìn từ mối liên hệ với sự phát triển của khoa học thời kì Khai sáng ở châu Âu, Tạp chí Khoa học, Đại học Sư phạm Hà Nội (2018) 1-3.[2] C. Taylor, ST2EAM education in the Anthropocene: Countering the Dark Side of STEM. Presented at International Conference “The 5th International ASEAN Comparative Educational Research Network and The 1st International Annual Meeting on STEM Education, 14th – 15th Khon Kaen, Thailand, 2018.[3] United Nations. Transforming our world: the 2030 Agenda for sustainable development. Retrieved fromhttps://sustainabledevelopment.un.org/post2015/transformingourworld/publication/, 2015 (accessed…. Tháng năm).[4] Bộ GD và Đào tạo, Dự thảo Chương trình giáo dục phổ thông - Chương trình tổng thể, 2017.[5] N.V.T. Hằng, Meijer, M., Bulte, A. M. W., & Pilot, A. (2015). The implementation of a social constructivist approach in primary science education in Confucian heritage culture: the case of Vietnam. Cultural Studies of Science Education, 10(3), 2015, 665-693.DOI: 10.1007/s11422-014-9634-8.[6] Tran Thu Ha & Trudy Harpham (2005). Primary education in Vietnam: Extra classes and outcomes. International Education Journal, 6(5), 626-634. [7] Nguyen Quang Kinh, Nguyen Quoc Chi (2008). Education in Vietnam: Development history, challenges and solutions. In An African Exploration of the East Asian Education Experience, Edited by Birger Fredriksen and Tan Jee Peng, The World Bank, Washington, D. C.

scholarly journals Práticas docentes e discentes em cadernos de Ciências: desenvolvimento metodológico para percepção dos diferentes registros do cotidiano escolar

2019 ◽  
Vol 89 (221) ◽  
Author(s):  
Luana Siqueira ◽  
Tania -Jorge
Keyword(s):  
Science Education ◽  
School Culture ◽  
Science Teaching ◽  
Oral Language ◽  
Teaching And Learning ◽  
Methodological Development ◽  
School Life ◽  
Learning Practices ◽  
Cultura Escolar

Investigamos os diferentes registros presentes em um caderno de Ciências sobre introdução ao estudo da Química e da Física, visando desvendar aspectos da cultura escolar. Detectamos nele as práticas mais comuns da escrita e seus usos: anotações, cópias e transcrições, sugestivas de prática de memorização de conteúdos de Ciências. A transcrição da oralidade também foi evidenciada. Desenhos e bilhetes apareceram como uma forma de personalizar o caderno, para além do lugar comum onde se copiam lições e se registram conceitos retirados dos livros ou explicados pelo professor. Sistematizamos, então, uma metodologia de análise de cadernos de Ciências que poderá ser aplicada à análise de um volume maior de cadernos e revelar aspectos relevantes das práticas docentes e discentes no ensino de Ciências e do cotidiano escolar. Palavras-chave: linguagem, ensino de ciências, cultura escolar, caderno escolar. Teaching and learning practices in sciences: methodological development for the perception of the various registers of daily school life We investigated the various registers, which appear on an introduction of a Chemistry and Physics notebook, to verify if they may disclose aspects of the school culture. We observed the most common procedures of writing and their uses: notations, copies and transcriptions, suggesting practices that favor scientific memorization contents. The transcription of oral language was also evident. Illustrations and notes appeared as a way to personalize the notebook, transforming it in something further than a place to copy lessons and to register concepts obtained from the textbook or the teacher explanations. We synthesized a methodology for notebook analysis that can be applied to a high number of notebooks and reveal relevant aspects of teachers and students’practices in Science education and school culture. Keywords: language, Science teaching, school culture, school notebooks Luana de Souza Siqueira

Transformative learning – An educational perspective potentially contribution to radical and comprehensive change in Vietnamese higher education

2020 ◽  
Vol 65 (7) ◽  
pp. 27-36
Author(s):  
Linh Bui Thi Ngoc ◽  
Tuan Tran Duc
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Student Learning ◽  
Labor Force ◽  
Educational Level ◽  
Teaching And Learning ◽  
Educational Objective ◽  
Learning Approaches ◽  
Vietnamese Higher Education ◽  
Educational Perspective

The “Globalization 4.0” has challenged Vietnamese Higher education to meet the new requirements of generating qualified labor force: self-direct their learning and make their own decision, to adjust and develop their perspectives and their actions consequently. The current teaching and learning approaches mostly based on behaviorism are not enough to allow Higher education to achieve the new objective. Meanwhile, though constructivist learning has been implemented for years, its use was limited to activate student learning and equipped them with professional skills and competencies instead of focusing on developing their perspectives and worldview. To enhance the success of higher education in terms of achieving new educational objective, this paper will introduce transformative learning as a perspective that would be contribute to radical and comprehensive change in this educational level.

Teaching and learning practices for multimodal literacy in science education

2021 ◽  
pp. 85-106
Author(s):  
Len Unsworth ◽  
Russell Tytler ◽  
Lisl Fenwick ◽  
Sally Humphrey ◽  
Paul Chandler ◽  
...  
Keyword(s):  
Science Education ◽  
Teaching And Learning ◽  
Multimodal Literacy ◽  
Learning Practices

scholarly journals International education management

2017 ◽  
Vol 11 (3) ◽  
pp. 206-223 ◽  
Author(s):  
S.M. Riad Shams
Keyword(s):  
International Students ◽  
Literature Review ◽  
International Education ◽  
Teaching And Learning ◽  
Relevant Literature ◽  
Relationship Management ◽  
Learning Approaches ◽  
Content Type ◽  
English Speaking ◽  
Ethnographic Analysis

Purpose International students, who have a non-English speaking background (NESB), encounter many difficulties, in comparison to their local fellows of an English-speaking country. Literature demonstrates that leveraging various relational perspectives in a multicultural teaching environment has favourable implications to manage the NESB international students’ academic experience. Based on the observation and introspection approaches and a relevant literature review in relationship management, an ethnographic analysis is conducted to realise how such relational perspectives can be nurtured, in a way that the NESB international students expect and accept in a foreign country. Design/methodology/approach A literature review in relationship management and an ethnographic analysis based on observation and introspection methods was conducted. Findings Findings show that universities could assist the NESB international students by designing, delivering and monitoring innovative teaching and learning approaches and taking care of the associated academic and non-academic issues of the students, while leveraging the social, psychological and academic relational perspective(s). Originality/value Leveraging relational perspectives offers global implications. The implications of relational perspectives can be used from any setting. However, the relational appeal should be focused on the presented circumstances of a targeted setting only (e.g. the issues of a particular multicultural classroom).

scholarly journals Engaging head, heart and hands: Holistic learning approach for education for sustainable development

2017 ◽  
Vol 9 (2) ◽  
pp. 298-304
Author(s):  
Siti Nur Diyana Mahmud
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Transformative Learning ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Education For Sustainable Development ◽  
Education For Sustainability ◽  
Learning Approach ◽  
Learning Approaches ◽  
Holistic Learning

Abstract   Sustainable development requires simultaneous and balanced progress in four dimensions i.e; social, economic, ecological and political, those are totally interdependent. Sustainability issues often regarded as complex and difficult to be understood through single discipline. Therefore education for sustainability learning requires integration of various teaching and learning approaches. With this concern in mind, the purpose of this paper is to discuss the holistic learning approach which engaging the head, heart and hands, for Education for Sustainable Development in one higher education institutions in Malaysia. By using the multiple case study design, three sustainability related courses which are from various disciplines was selected as cases. The findings from the semi-structured interview with the lecturers, focus group with students, class observations and course outline analysis showed the unifying framework of head, heart and hands learning and teaching approach. This unifying learning approaches that engage and develops the ‘whole person’: affective, cognitive and practical dimensions and abilities, and in relation to ‘real-world’ issues and concerns, seems provide better opportunity for learning for education for sustainability. Keywords: Education for sustainable development, higher education, transformative learning, systemic learning.  

The Child in Our Midst: The Shifting Trends in Ministry with Children and Families over the Past Forty Years

2020 ◽  
Vol 17 (3) ◽  
pp. 434-448
Author(s):  
Mimi L. Larson
Keyword(s):  
Teaching And Learning ◽  
Developmental Theory ◽  
Learning Approaches ◽  
Children And Families ◽  
Children's Spirituality ◽  
Children's Ministry ◽  
The Past ◽  
Ministry Leadership ◽  
Learning Practices ◽  
Teaching Learning

For the past 40 years, the field of children and family ministries has emerged, developed, and been strengthened through the intentional engagement of various teaching/learning approaches, the influence of developmental theory, and the rise of a children’s ministry leadership vocation. The significant growth and development with children and family ministries have contributed to the movement away from a narrow and simplistic view of children to a deeper understanding of how children’s spirituality and faith develops. Yet, more diverse research and improved ministry practices are needed. Integrating children as full participants in the faith community, along with continued evaluation of and improvements in teaching and learning practices, integral partnerships between home and family, and additional voices and diverse perspectives will all aid in better understandings and practices in ministry with children and families.

Student Engagement at Higher Education Institutions: A Study of International Student Engagement and Motivational Challenges at Chinese Universities

2021 ◽  
Vol 30 (3) ◽  
pp. 237-254
Author(s):  
Devinder K. Yadav
Keyword(s):  
Student Engagement ◽  
International Education ◽  
Foreign Students ◽  
Teaching And Learning ◽  
International Student ◽  
Education Administration ◽  
Chinese Universities ◽  
Education Management ◽  
Learning Practices ◽  
Academic Activities

Chinese universities have opened their doors for foreign students in recent years. Finding internationally accepted academic degrees programs and relevantly qualified academics however remains a challenge for the Chinese universities. The universities too are facing difficulties in engaging international students in studies and university activities. Many students remain regularly absent from academic activities because they feel isolated due to one institution-two systems concept of education administration at the universities. International education management and effectiveness of teaching and learning practices of the universities under the system are examined in this study.

Where Are We Heading To?

2012 ◽  
pp. 99-137
Author(s):  
Evrim Genç Kumtepe ◽  
Müjgan Bozkaya ◽  
Irem Erdem Aydin
Keyword(s):  
Science Education ◽  
Education Research ◽  
Teaching And Learning ◽  
Science Education Research ◽  
Learning Approaches ◽  
Grade Levels ◽  
Current Trends ◽  
Research Themes ◽  
Learning Issues

The major intent of this content analysis of 126 articles published in six leading journals from three distinctive fields in education is to evaluate current trends in distance science education. The specific objectives of this attempt are to explore the major research themes studied, the popular teaching and learning approaches, and research methods employed in distance science education research from 2000 -2010. Major findings revealed that the number of articles published on distance science education displayed a lesser degree of publication than that of all distance related articles published in the journals examined during this period of time. Collaborative research efforts in distance science education have been more popular than solo papers and only a few studies were conducted in international contexts within these years. Distance science education research has been noticeably focused on upper grade levels, referring to high schools and colleges. Studies in this field also put more emphasis on evaluation and trends, instructional and communicational technology, learner attributes, and teaching and learning issues. Most studies employed survey and case study methodologies. Finally, three pedagogical approaches: science as inquiry-based teaching, collaborative learning, and problem-based teaching, have been widely investigated throughout this period.

scholarly journals The Challenges of International Education: Developing a Public Relations Unit for the Asian Region

2006 ◽  
Vol 3 (2) ◽  
pp. 43-53
Author(s):  
K. Fitch ◽  
◽  
A. Surma ◽  
Keyword(s):  
International Students ◽  
Public Relations ◽  
International Education ◽  
Teaching And Learning ◽  
Writing Skills ◽  
Professional Writing ◽  
Asian Region ◽  
Learning Practices ◽  
Second Year ◽  
One Year

Murdoch University’s public relations program attracts a significant number of international students. Up to 60% of students in some units come from Singapore and Malaysia. While many spend at least one year in Australia as part of the three year degree, students in both countries may complete the entire degree offshore from 2007. The authors rewrote a second year public relations unit with the aim of making it more relevant for local and international students. This posed particular challenges in terms of pedagogical and conceptual approaches. For instance, there are cultural and linguistic issues which influence the ways students learn, and which have particular implications for a unit which expressly aims to consolidate students’ professional writing skills. There are also implications for public relations theory, which tends to be dominated by Western concepts and models, and public relations practice, which varies in different countries. This paper offers a reflection on the issues we addressed in the redevelopment of the unit, as well as some suggestions for future teaching and learning practices.

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