Asia-Pacific Forum on Science Learning and Teaching, Volume 20, Issue 1, Article 4 (Aug., 2019) Nhung NGUYEN and P John WILLIAMS Teaching physics in Vietnam: Integrating constructivist and sociocultural learning principles with ICT Contents Next

Teaching physics in Vietnam: Integrating constructivist and sociocultural learning principles with ICT

 

Nhung NGUYEN^1,* and P John WILLIAMS²

¹The Open Polytechnic of New Zealand, NEW ZEALAND

²Curtin University, AUSTRALIA

^*Corresponding Author's E-mail: Nhung.nguyen@openpolytechnic.ac.nz

Received 2 Jan., 2019
Revised 29 Aug., 2019

---

Contents

• Abstract
• Introduction
• The theoretical pedagogic model
• A sociocultural learning principle: Learning occurs in social contexts
• ICT facilitates learning in social contexts
• Constructivist learning principles
• ICT is a tool to support individual learning
• Research methodologies
  • Research design
  • Quality assurance
  • Interview
  • California Critical Thinking Skill Test
  • Physics test
• Findings
  • Interaction
  • Critical thinking
  • Students’ learning and physics test results
• Discussion and conclusion
• References

---

Abstract

Vietnam’s Ministry of Education and Training has introduced educational reforms that require Vietnamese teachers to acquire new understanding and skills using information communication technology (ICT) to support teaching. However, there was little literature to guide Vietnamese teachers on how to achieve these goals. The research goals were to implement a theoretical pedagogic model to integrate constructivist and sociocultural learning principles with ICT for teaching physics, and test whether the model would increase interaction within the learning environment, and improve students’ physics test results and critical thinking skills. This research was conducted in a Vietnamese context. Data collection methods included student interviews, physics tests and critical thinking skills tests. The result of this study showed that the use of ICT informed by the model can enhance interaction in the learning environment, and students’ physics test performance and critical thinking skills. This study can provide guidance for the current strategy of implementing ICT into education. At a global level there is little searchable research on the integration of ICT in teaching physics in Vietnam. The current study contributes to the literature by providing insights into the use of ICT in teaching physics in the Vietnamese context.

Keywords: Constructivist, sociocultural, ICT, learning, teaching, physics, optics