STATION-BASED LEARNING TO ENHANCE THE COMPETENCY OF PROBLEM-SOLVING AND CREATIVITY FOR PRIMARY STUDENTS IN VIETNAM
DOI:
https://doi.org/10.18173/2354-1075.2025-0128Keywords:
Station-based Learning, competency of problem-solving and creativity, primary education, General Education ProgramAbstract
Station-based Learning (SBL) is an instructional process that engages students in sequential learning activities at different stations, thereby enhancing their collaborative skills, critical thinking, and creativity. In the context of primary education reform in Vietnam, which focuses on competency-based education aimed at developing students’ core qualities and competencies, SBL plays a pivotal role in fostering students’ competency of problem-solving and creativity. However, designing and implementing SBL effectively to nurture this competency remains a challenge that attracts considerable attention from educators and researchers. This conceptual paper aims to analyze the theoretical foundations of SBL and clarify its relationship with the enhancement of the competency of problem-solving and creativity. The findings are expected to provide a theoretical basis and pedagogical implications for improving teaching practices in Vietnamese primary education.
Downloads
References
[1] Ministry of Education and Training, (2018). General Education Program, Issued with Circular No. 32/2018/TT-BGDĐT, dated December 26, 2018, by the Minister of Education and Training (Vietnamese).
[2] Vygotsky LS, (2004). Imagination and creativity in childhood. Journal of Russian & East European Psychology, 42(1), 7–97.
[3] Aydogmus M & Senturk C, (2019). The effect of learning stations technique on academic achievement: A meta-analytic study. Research in Pedagogy, 9(1), 1–15.
[4] Ocak G, (2010). The effect of learning stations on the level of academic success and retention of elementary school students. The New Educational Review, 21(2), 146–156.
[5] Kingnore B, (2011). Tiered Learning Stations in Minutes! Increasing Achievement, High-Level Thinking, and the Joy of Learning, TX: Professional Associates Publishing, ISBN 0-9787042-7-4.
[6] Breckler J & Azzam A, (2011). The basic science learning station: an innovative kinesthetic learning approach in one medical school. Med Sci Educator, 19, 72–79.
[7] Gyeltshen N & Dorji K, (2022). Learning Station Approach for Teaching Genetics in Grade ten in Tendu Central School, Bhutan. International Journal of Chemical and Applied Biological Sciences, 3(3), 21–31.
[8] Newell A & Simon HA, (1972). Human Problem Solving, (Vol. 104, No. 9). Englewood Cliffs, NJ: Prentice-Hall.
[9] OECD, (2010). PISA 2012 Field Trial – Problem Solving Framework (Draft Subject to Possible Revision After the Field Trial).
[10] OECD, (2013). PISA 2015 – Draft Collaborative Problem Solving Framework, March 2013.
[11] Nguyen TN & Le XT, (2020). Developing the competency of problem-solving and creativity for students through teaching the topic “Automatic Water Pump” in lower secondary schools using the STEM education model. Vietnam Journal of Education Sciences, No. 32. (Vietnamese).
[12] Nguyen TLP & Nguyen L, (2016). Methods and Techniques for Developing Assessment Standards for Reading Comprehension and Problem-Solving Competencies. Vietnam Education Publishing House. (Vietnamese).
[13] Dinh T & Le KL, (2019). Applying project-based learning in teaching Silicon and its compounds to develop problem-solving competencies for high school students. Education Journal, Special Issue December, 187–191. (Vietnamese).
[14] Huynh VS, (2009). Psychology of Creativity. Vietnam Education Publishing House, Hanoi, 129. (Vietnamese).
[15] Tran VD, (2013). Some thoughts on creative competency and directions for promoting the creative competency of Vietnamese people today. Science Journal, Ho Chi Minh City University of Education, 49, 160–169. (Vietnamese).
[16] Pham TBD, (2015). Developing creative competency for students in teaching advanced organic chemistry in high schools. Doctoral dissertation in Education, Hanoi National University of Education. (Vietnamese).
[17] Nguyen THV, (2017). Determining the structure and development path of certain competencies in the Literature subject in schools. Vietnam Journal of Education Sciences, No. 137, 49–52. (Vietnamese).
[18] Nguyen TTN, (2019). The structure of students’ creative competency in literary text comprehension. Vietnam Journal of Education Sciences, No. 13, 66–70. (Vietnamese).
[19] Nguyen THL, (2020). Open-ended questions and students’ creative competency in the Literature subject in high schools. Vietnam Journal of Education Sciences, No. 35, 29–34. (Vietnamese).
[20] Hooijdonk MV, Mainhard T, Kroesbergen EH & Tartwijk JV, (2023). Creative problem solving in primary school students. Learning and Instruction, 88, 101823. https://doi.org/10.1016/j.learninstruc.2023.101823
[21] Tran TH & Nguyen DD, (2018). Developing problem-solving and creative competencies for students through exercises in the Nitrogen group chapter (Advanced Chemistry 11). Education Journal, Special Issue June, 194–199. (Vietnamese).
[22] Nguyen TD, (2022). Developing problem-solving and creative competencies for students through teaching the Geography subject in lower secondary schools. Education Journal, 22(14), 36–42. (Vietnamese).
[23] Mai VBH & Tran DQH, (2024). The current situation of developing problem-solving and creativity competencies for grade-4 students in Science subject at several primary schools in Bien Hoa City, Dong Nai Province. Journal of Science, Ho Chi Minh City University of Education, 21(5), 48–53. https://doi.org/10.54607/hcmue.js.21.12.4525(2024)
[24] Trinh LT, Nguyen TPT, Dang TTA & Chu TH, (2020). Some measures to develop problem-solving and creative competencies for students through teaching organic chemistry topics in Grade 11 under the 2018 General Education Curriculum for Chemistry. Science Journal, University of Education, University of Hue, No. 2(54)/2020, 46–56. (Vietnamese).
[25] Pham HG, (2022). Teaching Technology for Grade 6 with a focus on developing problem-solving and creative competencies. Master’s thesis in Education Sciences. (Vietnamese).
[26] Tran TTT, (2020). Developing problem-solving and creative competencies for students through a system of exercises in the Oxygen group chapter (Advanced Chemistry 10). Master’s thesis in Education Sciences. (Vietnamese).
[27] Vu TP, (2020). Developing problem-solving and creative competencies for students through teaching the inorganic chemistry section in Grade 11 using the STEM approach. Master’s thesis in Education Sciences. (Vietnamese).
[28] Tran TH, (2019). Developing problem-solving and creative competencies for students through a system of practical-content exercises in the chapter on Alkaline earth metals, Alkaline earth metals, and Aluminium (Chemistry 12). Master’s thesis in Education Sciences. (Vietnamese).
[29] Pham TN, (2020). Developing problem-solving and creative competencies for students through teaching Chapter 3 (Chemistry 9). Master’s thesis in Education Sciences. (Vietnamese).
[30] Oktarianto ML, Hidayat A, Gofur A & Dasna IW, (2024). Exploring the role of self-efficacy in station rotation: enhancing critical thinking and literacy skills among primary learners. Psychological Science and Education, 29(3), 160–181. https://doi.org/10.17759/pse.2024290310
