Lecturers evaluated students to achieve at the “Good” level in terms of
knowledge, skills and attitudes. Some aspects in each aspect were assessed at the
level of “Medium” such as: Content of knowledge "Systematizing and analyzing
the basis to select basic research methods in educational science"; The skills of
“Writing and presenting a complete educational scientific research report" and
“Appreciating the value of an authentic educational scientific research project";
Attitude “Passionating about research and actively applying research results in
educational sciences into innovating the teaching process and teaching methods"
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egration suitable for teaching this module include: Internal
integration; Combination/Fusion; Interdisciplinary Integration and
Transrdisciplinary Integration.
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1.3.4.4. Methods and techniques of teaching Educational Scientific Research
Methods for students of educational universities using an integrated perspective
Lecturers need to use a combination of many teaching methods and
techniques, promote the strengths of each method, paying special attention to
positive teaching methods that develop the orient learners' capacity, teaching
learners how to self-study, self-scientific research, ability to work independently
and creatively.
1.3.4.5. Examination and Evaluation in teaching Educational Scientific Research
Methods for students of educational universities using an integrated perspective
The examination and evaluation in teaching ESRM at educational
universities currently include the time for teacher evaluation; testing and
evaluating students’ learning results through assignments, mid-term tests,
diligent assessments, and essay exams, final essays. Examining and evaluating
students’ learning results is still heavy on assessing knowledge, understanding
the theory, not towards assessing students' ability to apply knowledge to solve
problems raised in reality.
1.3.5. Conditions for carrying out the teaching of module ESRM for students
of educational universities using an integrated perspective
In order to implement the teaching of this module for educational
universities’ students using an integrated perspective needs to meet the
conditions for lecturers participating in the module, for students, on the teaching
content, learning environment and teaching conditions.
1.3.6. Process and model of teaching module ESRM for students of educational
universities using an integrated perspective
1.3.6.1. The concept of the teaching process of the module ESRM for students of
educational universities using an integrated perspective
The teaching process of the module ESRM for students of educational
universities using an integrated perspective is the sequence and way of
implementing an integrated teaching activity in order to combine learning objects
of the module ESRM to each other and related to learning objects of a number of
other subject areas, forming a unified teaching content that meets specific
objectives of the teaching process at educational universities.
1.3.6.2. Model of teaching module Educational Scientific Research Methods for
students of educational universities using an integrated perspective
The teaching model is built according to a systematic approach consisting of 3
main components “Analysising and designing”, “Organizing teaching activities” and
“Evaluating and adjusting”, each element is the mutuality of many activities.
1.4. Factors affecting the teaching process of the module ESRM for students
of educational universities using an integrated perspective
1.4.1. Group of subjective factors
Subjective factors include: Perceptions of management staff, lecturers of
educational universities on teaching ESRM using an integrated perspective;
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Integrated teaching competence of lecturers; Positive, self-conscious learning of
students; The management of training institutions.
1.4.2. Group of objective factors
Objective factors include: The innovation trend of Vietnamese higher
education in the current period; Objectives and contents of the curriculum of
module ESRM in training programs for educational universities’ students; The
process of integrated teaching module; Facilities, teaching facilities and learning
environment at the educational universities.
1.5. International experience in integrated teaching and integrated teaching
Educational Scientific Research Methods using an integrated perspective
Conclusion of Chapter 1
1. There have been many research works discussing quite deeply and
comprehensively on this research direction. However, on the issue of teaching
ESRM for educational universities’ students using an integrated perspective, it
has only been suggested in a number of works, in fact there is no systematic and
comprehensively research topic as a research subject of a thesis.
2. Teaching module ESRM for educational universities’ students using an
integrated perspective characterized by the content of teaching is complex,
associated with practical situations, with the connection between knowledge
from different scientific fields and subjects, learner-centered teaching,
orientation to develop learners' competencies, orientation and differentiation of
learners' competencies; contribute to forming and developing practical capacity
for learners. The process of teaching this module is a process that includes many
elements interacting with one another.
3. The teaching model of module ESRM is identified consisting of 3 main
components “Analysising and designing”, “Organizing teaching activities” and
"Evaluating and adjusting". Each element includes specific activities that
interact, support and unify each other to help the process of integrated teaching
achieve the most optimal efficiency.
4. Teaching module ESRM for educational universities’ students using an
integrated perspective is influenced by many factors including subjective factors
and objective factors. The lecturers should base on specific conditions and
circumstances to determine the degree of influence of these factors, from which
there are appropriate adjustment and impact measures to help the integrated
teaching process achieve the highest efficiency.
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CHAPTER 2. THE STATUS OF TEACHING MODULE
EDUCATIONAL SCIENTIFIC RESEARCH METHODS FOR
STUDENTS OF EDUCATIONAL UNIVERSITIES USING AN
INTEGRATED PERSPECTIVE
2.1. Overview of the current situation
2.1.1. Survey objectives
Surveying, analyzing and assessing the actual situation, factors affecting
the teaching module ESRM for educational universities’ students using an
integrated perspective, from which there is a scientific basis for designing the
integrated teaching process of this module for educational universities’ students
as well as proposing appropriate recommendations.
2.1.2. Survey content
The study of the current situation of the thesis focuses on the following specific
contents: Awareness of lecturers and students of educational universities about
integrated teaching; The status of integrated teaching in pedagogical universities; The
status of teaching module ESRM for educational universities’ students; The status of
teaching module ESRM for educational universities’ students using an integrated
perspective and The current situation of the factors affecting the teaching module
ESRM for educational universities’ students using an integrated perspective.
2.1.3. Survey object
The thesis surveyed on 77 managers and lecturers of 11 edcuational
universities and 816 students of 6 educational universities in Vietnam.
2.1.4. Survey tools and methods
Including: Interview method; Observation method; Methods of
investigation by Anket questionnaire; Expert method and Methods of processing
data by mathematical statistics.
2.1.5. Survey sample selection and data collection process
2.2. Analysis and evaluation of research results
2.2.1. Awareness of managers and lecturers about integrated teaching
2.2.1.1. Awareness of managers and lecturers about the concept of integrated teaching
Most of managers and lecturers of eduational universities in the survey
area have a proper awareness about integrated teaching.
2.2.1.2. Awareness of managers and lecturers about the goals of integrated teaching
Most of managers and lecturers of eduational universities in the survey
area have a proper awareness about important goals of integrated teaching.
2.2.1.3. Awareness of managers and lecturers about the basic characteristics of
integrated teaching
The survey results show that the majority of managers and lecturers think that
the important characteristics of integrated teaching are “Teaching creates a positive
interaction between learners and the environment” (71.4%), “Teaching orients to
develop the implementation capacity” (68.5%), “Learner-centered teaching" (57.1%)
and “Output-oriented teaching” (48.1%).
2.2.2. The status of of implementing integrated teaching at educational universities
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2.2.2.1. The level of implementation of integrated teaching in the teaching
process of educational universities’ lecturers
Lecturers in the survey area implemented integrated teaching at the
“Regular” level and highly appreciate the role of integrated teaching in the
teaching process at educational universities.
2.2.2.2. Forms of integrated teaching
The main form of integration used by teachers is internal integration or
Fusion/combination of relevant knowledge with their subjects.
2.2.3. The status of teaching module Educational Scientific Research Methods
for educational universities’ students using an integrated perspective
2.2.3.1. The status of awareness about the importance and the necessity of teahcing the
module ESRM for educational universities’ students using an integrated perspective
The survey results show that 100% of the managers, lecturers and 94.6%
of the students assessed the role of ESRM module in the training program of
educational universities at the level of “Very important” and “Important”. Most
managers, lecturers and students of educational universities in the survey area
had fully aware of the purpose of teaching this module for educational
universities’ students.
There are 51.9% of managers and lecturers think teaching this module
using an integrated perspective is “Very necessary” and 44.2% think that is
“Necessary”.
2.2.3.2. The status of awareness of managers and lecturers about the goals of
teaching ESRM using an integrated perspective
Most of managers and lecturers of educational universities in the survey
area had the right perception about the important goals of teaching learning
ESRM for educatioanl universities’ students using an integrated perspective, that
is formulating and developing the ability to mobilize the synthesis of knowledge
and skills of scientific fields related to educational science in developing an
educational scientific research project. However, some other goals of teaching
this module from an integrated perspective have not been fully realized by the
majority of managers and lecturers such as developing the ability to self-study,
work independently and creatively; develop ability to analyze, synthesize,
evaluate; developing teamwork capacity...
2.2.3.3. Current situation of teaching content of the module ESRM using an
integrated perspective
* Actual situation of teaching the contents of ESRM for educational universities’ students
Lecturers evaluated the implementation of the teaching content of ESRM
are all at “Fair” level. The content that lecturers evaluated to implement the
weakest is the section “Methods of educational scientific research (Concept of
scientific research methodology, characteristics and classification of educational
scientific research methods; Technical implementation of research, data
collection, information processing)” with an average score X̅ = 3.89 and SD =
0.766. Through time-consuming and using observation methods, we find that
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teachers were still relatively weak in teaching techniques to collect data, process
information, use mathematical statistical methods, statistical software for
processing and analyzing research data. Lecturers spent very little time in the
classroom teaching these content, while this is an important part of helping
students consolidate their skills to analyze research results. The observed
information is also consistent with lectures’ self-assessment of the
implementation of the content of this module.
* Current situation of teaching content of the module ESRM using an integrated
perspective
Table 2.11. Contents of the module ESRM is taught by lecturers from
integrated perspective
No. Contents f % Rank
1 At all the lessons 7 13.2 7
2
Within the section “General foundations of educational
scientific research”
14 26.4 5
3
Within the section “Identify educational scientific research
topic and build a theoretical basis for the research topic”
29 54.7 2
4 Within the section “Methods of educational scientific research” 37 69.8 1
5
Within section “Process of implementing an educational
scientific research project”
26 49.1 3
6 Only in some possible lessons 16 30.2 4
7 Only in the simple parts of knowledge 5 9.4 8
8 Only in the difficult knowledge, highly applicable 10 18.9 6
9 Never done 2 3.8 9
Table 2.11 shows that most lecturers have conducted integrated teaching in
areas that require the ability to mobilize the combined knowledge and skills of fields
related to educational science as well as self-study, ability to work independently
and creatively of students as the content of the methods of educational scientific
research, how to identify an educational scientific research project, build a
theoretical basis for a research topic and the steps to implement a research topic in
the field of educational science. The contents of knowledge or modules that the
lecturers have integrated with the content of ESRM include Pedagogy, Psychology,
Probability and Statistics, SPSS statistical software, Logic and Philosophy.
2.2.3.4. The status of integrated forms in the teaching process of module ESRM
Table 2.13. Integrated forms used in the teaching process by the lecturers of
educational universities
No. Integrated forms
Rating level (%)
�̅� SD Rank
1 2 3 4 5
1 Intradisciplinary 3.8 15.1 26.4 52.8 1.9 3.34 0.898 2
2 Fusion/Combination 0.0 3.8 28.3 60.4 7.5 3.72 0.662 1
3 Multidisciplinary 3.8 30.2 50.9 11.3 3.8 2.81 0.833 5
4 Interdisciplinary 3.8 15.1 50.9 26.4 3.8 3.11 0.847 4
5 Grouped by integrated topics 20.8 32.1 35.8 7.5 3.8 2.42 1.027 6
6 Transdisciplinary 1.9 11.3 52.8 28.3 5.7 3.25 0.806 3
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Notes: 1 = Never; 2 = Rarely; 3 = Occasional; 4 = Regular; 5 = Very regular
Table 2.14 shows that, in teaching the module ESRM using an integrated
perspective, the lecturers of educational universities mainly used the integrated
forms “intradisciplinary” or “fusion/combination” relevant knowledge with the
ESRM module.
2.2.3.5. The status of teaching methods and techniques used in teaching ESRM
for educational universities’ students using an integrated perspective
In teaching from an integrated perspective, lecturers at educational
universities used more active teaching methods at a more regular level and used a
combination of those methods to improve the effectiveness of the teaching process.
Lecturers also used the positive teaching techniques at a more frequently level in
the teaching process from an integrated perspective. However, most teaching
techniques were still used at the “Occasional” and “Rarely” levels. Compared to the
use of teaching methods, the use of teaching techniques by lecturers when teaching
from an integrated perspective is still at a lower level and frequency.
2.2.3.6. The status of organizational forms of teaching module ESRM for
educational universities’ students from integrated perspective
Table 2.17. The status of organizational forms of teaching module ESRM for
educational universities’ students from integrated perspective
Compared with the organizational forms of teaching when lecturers taught
this section in general, when teaching based on an integrated perspective,
lecturers tend to reduce the time of teaching in the classroom and increase the
time self-study at home, seminars, discussion and teachig in groups.
2.2.3.7. The status of assessment forms in teaching ESRM for educational
universities’ students using an integrated perspective
When teaching from an integrated perspective, lecturers tended to reduce the use
of assessment by writing tests and increase the use of other forms of evaluation
including project products. Teachers used a combination of more assessment forms in
the process of organizing teaching from an integrated perspective.
2.2.3.8. The status of the teaching process of the module ESRM for students of
educational universities using an integrated perspective
Research results of 15 integrated syllabuses of lecturers participating in
teaching ESRM in the surveyed area show that the majority of lecturers designed
integrated lesson plans mainly based on personal experience and still some
problems exist in the process of designing lecturers’ integrated lesson plans.
No.
Organizational forms of
teaching
Lecturers Students
�̅� SD Rank �̅� SD Rank
1 Teaching in class 4.30 0.607 1 4.47 0.654 1
2 Extracurricular activities 2.53 0.890 5 2.55 1.110 5
3 Self-study at home 3.91 0.687 3 3.76 0.853 3
4 Seminar, discussion 3.77 0.577 4 3.44 1.052 4
5 Teaching in groups 4.08 0.583 2 3.77 0.954 2
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2.2.3.9. The status of the effectiveness level of teaching the module ESRM for
educational universities’ students using an integrated perspective
* Students learning outcomes
Lecturers evaluated students to achieve at the “Good” level in terms of
knowledge, skills and attitudes. Some aspects in each aspect were assessed at the
level of “Medium” such as: Content of knowledge "Systematizing and analyzing
the basis to select basic research methods in educational science"; The skills of
“Writing and presenting a complete educational scientific research report" and
“Appreciating the value of an authentic educational scientific research project";
Attitude “Passionating about research and actively applying research results in
educational sciences into innovating the teaching process and teaching methods".
* The level of interest in learning and the application of integrated knowledge of students
The majority of students are interested and show the positive, self-
conscious when learning the integrated lessons that lecturers designed. Students
initially applied the integrated knowledge learned to participate in scientific
research activities, but this rate is not high and many students have never applied
the knowledge they learned into scientific research practice.
* The level of awareness that students achieved
The level of awareness that students achieve on the Bloom scale when
participating in integrated lessons: Students achieve “Fair” at three levels of
awareness: “Know”, “Understand” and “Apply”; achieve "Average" at three
levels of awareness “Analyze”, "Evaluate" and "Create".
2.2.4. Difficulties in the process of teaching and learning Educational scientific
research methods using an integrated perspective
The biggest difficulties faced by educational universities’ lecturers when
teaching ESRM using an integrated perspective are “Students still lack specialized
knowledge” (62.3%); “Review of the module curriculum to select integrated teaching
content/topics” (60.4%) and “The source of integrated teaching is limited” (45.3%).
Students self-assessed the biggest difficulties that they encountered in the
process of participating in this module with integrated teaching content are ““The
ability of self-study and self-research is not enough to meet the goals of this integrated
teaching module” (73.9%); “Specialized knowledge is incomplete” (72.7%) and ““Less
time to organize classroom teaching” (42.8%).
2.2.5. Current situation of the influence of the factors on teaching Educational
Scientific Research Methods for eduational universities’ students using an
integrated perspective
The factors that lecturers evaluated most influential are their integrated
teaching competence, the integrated teaching process that the lecturer chooses
and the positive, self-conscious learning of students. In particular, subjective
factors are assessed to have higher influence than objective factors.
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The factors that students evaluated are the most influential to the learning
of integrated content of ESRM is the positive, self-conscious learning of students
and the process of tntegrated teaching that lecturers chose.
CONCLUSION OF CHAPTER 2
1. Most of administrators and lecturers of educational universities in the
survey area have full and correct awareness about the most important goals and
the most essential characteristics of integrated teaching in general and integrated
teaching at educational universities in particular. However, besides that, there are
still a few of managers and lecturers of educational universities who don't really
understand deeply and thoroughly about integrated teaching.
2. Managers and lecturers of educational universities in the surveyed area
evaluated the teaching of module ESRM using an integrated perspective at the
level “Very necessary”. Lecturers had full awareness of the goals of teaching this
module for students of educational universities using an integrated perspective.
Lecturers implemented regurally integration in their teaching process, but mainly
used the forms of integration “Intra-disciplinary" and “Fusion/combination”. At
the same time, lecturers used a combination of active teaching methods and
techniques. However, lecturers still mainly used traditional teaching methods,
many active teaching methods were still used at the “Rarely” level, teaching
techniques were less used by lecturers. The form of teaching used was “Teaching
in the classroom”. Examination and evaluation forms were not yet diversified,
mainly essay writing tests or final essay tests. The correlation test shows a very
high relevance in lecturers’ self-assessment and students’ assessment of these
situations. Lecturers implementing the integrated teaching process were still
mainly based on personal experiences, Lecturers have not fully grasped the steps
of the integrated teaching process, integrated lesson plans of lecturers have not
fully demonstrated the features of an integrated lesson.
3. Most lecturers and students evaluated that students showed positivity, self-
awareness when participating in learning lessons using an integrated perspectic.
However, the majority of students answered that they have never participated in
scientific research, in terms of school year factors, fourth year students have a higher
rate of participation in scientific research. Regarding the learning results of this
module, lecturers and students assessed that there were some skills and attitudes of
students that were still at “Medium” level, according to Bloom's perception scale,
students achieved “Good” at levels of Knowing, Understanding, Applying and
“Average” at the levels of Analysing, Evaluating and Creating.
4. Lecturers and students presented many difficulties they encountered in the
process of participating in teaching and learning this module from an integrated
perspective. At the same time, the most influential factors given by lecturers and students
are “Integrated teaching competence of lecturers”, “The process of tntegrated teaching”
and "Positive, self-conscious in learning of students ”. In particular, subjective factors
are assessed to have more influence than objective factors.
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CHAPTER 3. TEACHING PROCESS AND EXPERIMENTING THE
TEACHING PROCESS OF MODULE EDUCATIONAL SCIENTIFIC
RESEARCH METHODS FOR EDUCATIONAL UNIVERSITIES’
STUDENTS USING AN INTEGRATED PERSPECTIVE
3.1. Principles of Designing the teaching process of module ESRM for
educational universities’ students using an integrated perspective
3.1.1. Ensure the objectives of the subject and the output standards of the
training program
3.1.2. Comply with the nature and requirements of integrated teaching
3.1.3. Suitable with the practical teaching conditions in pedagogic universities at present
3.1.4. Based on the cooperation and pedagogical competence of lecturers.
3.3. The teaching process of module ESRM for educational universities’
students using an integrated perspective
The stages of the teaching process of ESRM module using an integrated
perspective include: * Stage 1: Analyzing the curriculum; * Stage 2: Building
integrated themes/lessons; * Stage 3: Designing integrated lesson plans for each
integrated themes/lessons;* Stage 4: Realizing the design by implementing the
integrated lessons: Integrated themes/lessons after being designed will be
implemented in practice. Subject lecturers need to prepare sufficient resources,
facilities, teaching equipment to ensure the implementation of teaching activities
successfully and
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