Tóm tắt Luận án Teaching educational scientific research methods for students of educational universities using an integrated perspective

egration suitable for teaching this module include: Internal integration; Combination/Fusion; Interdisciplinary Integration and Transrdisciplinary Integration. 9 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; 10 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. 11 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 12 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 13 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 14 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 15 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. 16 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. 17 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