Journal of Science Educational Science
type: channel
description: The HNUE Journal of Science: Educational Sciences was approved by the National Department of Science and Technology Information under the Ministry of Science and Technology to issue the international standard code ISSN 2354-1075. The journal is graded 1 point by the State Council of Professors. Since 2025, the journal has published seven issues annually, in January, March, May, June, September, October and December with full-text research articles in scientific fields including: Educational Management; Nature teaching method is a method of teaching fields such as: Mathematics, Informatics, Physics, Chemistry, Biology, Natural Geography, Natural Sciences, Technology, Engineering and Methods Social teaching is a method of teaching fields such as: Literature, History, Social Geography, Social Sciences, Foreign Languages, Primary Education, Preschool Education, Special Education, Psychology Educational Physics, Philosophy, Citizenship Education, Art, National Defense Education, Economic Education and Law.
publisher: Hanoi National University of Education
language: en
publication name: Journal of Science Educational Science
issn: 2354-1075
items: DEVELOPING SOCIAL COMMUNICATION SKILLS IN CHILDREN WITH AUTISM SPECTRUM DISORDER AGED 3–4 YEARS THROUGH NON-DIRECTIVE PLAY THERAPY
items: DEVELOPMENT AND VALIDATION OF A SENIOR HIGH SCHOOL STATISTICS AND PROBABILITY ACHIEVEMENT TEST USING ITEM RESPONSE THEORY
items: THE COMPETENCE OF APPLYING INFORMATION AND COMMUNICATION TECHNOLOGY IN DEVELOPING LESSON PLANSOF PHYSICS PRE-SERVICE TEACHERS
items: ANALYZING LEARNER INTERLANGUAGE DISCOURSE WITH AI: FACILITATING NOTICING IN THE EFL CLASSROOM
items: DEVELOPING MATHEMATICAL LITERACY THROUGH AN INSTRUCTIONAL PROCESS: A GRADE 9 CASE STUDYON SOLVING SYSTEMS OF LINEAR EQUATIONS IN TWO VARIABLES
items: DESIGN AND IMPLEMENTATION OF AN AI TEACHING ASSISTANT FOR ENHANCING STUDENTS' SELF-STUDY IN 1OTH GRADE BIOLOGY
items: SYSTEMATIC LITERATURE REVIEW AND BIBLIOMETRIC ANALYSIS OF EXPERIENTIAL LEARNING: AN ANALYSIS BASED ON THE SCOPUS DATABASE
items: EXPERIENTIAL LEARNING IN HIGHER EDUCATION: A BIBLIOMETRIC ANALYSIS FROM 1991 TO 2024
items: INTEGRATING HISTORY EDUCATION INTO THE TEACHING OF CHILDREN’S LITERATURE READING COMPREHENSION IN VIETNAMESE PRIMARY SCHOOLS
items: DEVELOPING A COMPETENCY FRAMEWORK FOR DIFFERENTIATED INSTRUCTION AMONG PRE-SERVICE FINE ARTS TEACHERS AT UNIVERSITIES
items: ATTITUDES TOWARDS USING CANVA IN LEARNING ENGLISH AS A SECOND LANGUAGE: A STUDY OF MALAYSIAN PRIVATE UNIVERSITY STUDENTS AT UTAR
items: EFL TEACHERS’ EMOTIONS ABOUT USING ARTIFICIAL INTELLIGENCE TECHNOLOGIES IN UNIVERSITY CONTEXT: A QUALITATIVE STUDY
items: RESEARCH ON THE FLIPPED CLASSROOM IN MODERN EDUCATIONAL DEVELOPMENT
items: APPLYING CENTRALITY MEASURES TO THE COURSE PREREQUISITE NETWORK ANALYSIS OF THE UNDERGRADUATE CIVIL ENGINEERING CURRICULUM
items: APPLYING UNIVERSAL DESIGN FOR LEARNING IN ORGANIZING INSTRUCTION FOR STUDENTS WITH DISABILITIES IN INCLUSIVE PRIMARY SCHOOLS
items: A REVIEW OF MEASUREMENT PROPERTIES OF INTELLIGENCE ASSESSMENT TOOLS FOR CHILDREN
items: NOVICE EFL TEACHERS’ EXPERIENCES IN A MENTORING PROGRAM: A CASE STUDY IN THE MEKONG DELTA
items: TEACHERS’ TRANSLANGUAGING PRACTICES IN BILINGUAL CLASSROOMS: A CASE STUDY AT AN ELEMENTARY SCHOOL IN HUALIEN, TAIWAN (CHINA)
items: COLLOCATION LEARNING STRATEGIES USED BY ADVANCED LEARNERS: IMPLICATIONS FOR ENGLISH LANGUAGE TEACHING
items: SEMIOTICS AS A PEDAGOGICAL ORIENTATION IN TEACHING LITERARY READING COMPREHENSION TOWARD COMPETENCY DEVELOPMENT IN UPPER SECONDARY EDUCATION
items: FINANCIAL EDUCATION FOR HIGH SCHOOL STUDENTS: PRACTICES IN THE UNITED STATES OF AMERICA AND IMPLICATIONS FOR VIETNAM
items: E-LEARNING RESOURCES FOR CHINESE VOCABULARY LEARNING AT HANOI NATIONAL UNIVERSITY OF EDUCATION: CURRENT STATUS AND SOLUTIONS
items: DESIGNING AND IMPLEMENTING A STEM-S LESSON ON THE TOPIC OF “MAKING FOLK TOYS” IN GRADE 4 TECHNOLOGY
items: BUILDING A TEACHING MODEL STEM PROJECT TO DEVELOP SCIENTIFIC RESEARCH CAPACITY FOR HIGH SCHOOL STUDENTS
items: CONSTRUCTING A COMPETENCY FRAMEWORK FOR UNDERSTANDING THE LIVING WORLD IN TEACHING THE ECOLOGY AND ENVIRONMENT PART – GRADE 12 BIOLOGY LINKED TO NATURE RESERVES
items: DEVELOPING A SIMULATION TOOL FOR MAZE-SOLVING ROBOT PROGRAMMING USING PYTHON
items: COGNITIVE LEARNING ENGAGEMENT IN FOURTH-YEAR MEDICAL STUDENTS AT CAN THO UNIVERSITY OF MEDICINE AND PHARMACY: LEVEL AND RELATED FACTORS
items: CURRENT STATUS OF INTELLIGENCE QUOTIENT AMONG FIRST GRADE STUDENTS IN HANOI
items: EXPLORING THE TREND OF EXPERIENTIAL LEARNING IN HIGH SCHOOL: A BIBLIOMETRIC ANALYSIS IN SCOPUS DATABASE
items: SOME INSTRUCTIONAL MEASURES FOR TEACHING GEOMETRY BASED ON REALISTIC MATHEMATICS EDUCATION IN HIGH SCHOOLS

DEVELOPING SOCIAL COMMUNICATION SKILLS IN CHILDREN WITH AUTISM SPECTRUM DISORDER AGED 3–4 YEARS THROUGH NON-DIRECTIVE PLAY THERAPY
type: item
description: This single-case intervention study examined the application of non-directive play therapy (NDPT) to enhance social communication skills in a child with moderate autism spectrum disorder (ASD) aged 3 years. The intervention consisted of 32 individual play sessions, each lasting 45–60 minutes, conducted over eight weeks. Data were collected through video recordings, structured observations, and the Social Communication Checklist, and were analyzed using both quantitative and qualitative methods. Results indicated significant improvements in several domains of social communication, including social participation, expressive language, receptive language, and functional play skills. The child demonstrated increased initiation of interaction, more active engagement in joint play, and expanded functional vocabulary during the intervention period. These findings suggest that NDPT may be a promising approach for supporting early social communication development in young children with ASD. The study also contributes preliminary empirical evidence on the application of NDPT within the Vietnamese early intervention context.
subject: Educational Science: Social Science
  topic: section
subject: non-directive play therapy, autism spectrum disorder, social communication, social participation
  topic: keywords
creator: Tran Thi Minh Thanh
creator: Cao Thi Phong
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-03-28
publication date: 2026-03-28
starting page: 92
ending page: 100
doi: 10.18173/2354-1075.2026-0028

DEVELOPMENT AND VALIDATION OF A SENIOR HIGH SCHOOL STATISTICS AND PROBABILITY ACHIEVEMENT TEST USING ITEM RESPONSE THEORY
type: item
description: This study addressed the critical need for sophisticated diagnostic tools in Philippine mathematics education by developing and validating the Senior High School Statistics and Probability Achievement Test (SHSTAT). Validation in this study refers to established internal structural evidence and psychometric calibration, assessed through unidimensionality, local independence, and item-model fit. Utilizing a descriptive-developmental research design grounded in Item Response Theory (IRT), the study transcended the limitations of Classical Test Theory to provide precise measurement across the ability continuum. The instrument was administered to 1,703 Grade 11 students from public and private schools in Cavite. Results from a Modified Parallel Analysis (MPA) confirmed the instrument's unidimensionality, with all item factor loadings (λ ≥ 0.90) substantially exceeding the 0.30 criterion. Comparative model fitting identified the Three-Parameter Logistic (3PL) model as the superior fit for multiple-choice data, effectively accounting for item discrimination (a), difficulty (b), and pseudo-guessing (c). Iterative refinement resulted in a 30-item scale that satisfied the assumption of local independence (|Q3| < 0.20) and exhibited excellent item-fit indices (RMSEA < 0.05). Distinct from traditional procedural assessments, item- and test-level IRT analyses indicate that the SHSTAT demonstrates high conditional measurement precision, with the Test Information Function (TIF) peaking at 17.5 around θ ≈ 1.3, indicating optimal precision at moderately high proficiency levels. This precision is driven by highly discriminating items, whose Item Characteristic Curves (ICCs) exhibit steep slopes and whose Item Information Functions (IIFs) show concentrated information between 0.8 < θ < 1.8. Consistently, the Test Characteristic Curve (TCC) displays a pronounced slope within this same range, confirming strong differentiation among higher-ability examinees. This study contributes a psy…
subject: Educational Sciences: Natural Science
  topic: section
subject: Item Response Theory (IRT), cognitive assessment, Statistics and Probability, test development, senior high school, 3PL IRT models, Rasch model
  topic: keywords
subject: Mathematics Education, Assessment in Mathematics Education, STEM Education, Applied Statistics
  topic: disciplines
creator: Jerome L. Buhay
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-03-30
publication date: 2026-03-30
starting page: 101
ending page: 114
doi: 10.18173/2354-1075.2026-0029

THE COMPETENCE OF APPLYING INFORMATION AND COMMUNICATION TECHNOLOGY IN DEVELOPING LESSON PLANSOF PHYSICS PRE-SERVICE TEACHERS
type: item
description: Developing a lesson plan (LP) is a critical task for pre-service teachers, and the quality of the LP directly impacts instructional effectiveness and helps organize student-centered learning activities. Consequently, lesson planning research has attracted significant attention globally. Current research directions focus on the LP framework, lesson planning competence, Information and Communication Technology (ICT) integration, and factors influencing LP development. Despite its importance, the competence of pre-service physics teachers in applying ICT to lesson planning has received little scholarly investigation. The study aims to propose ICT applications in physics LPs that align with the Technological Pedagogical Content Knowledge (TPACK) model, empowering pre-service teachers to effectively integrate ICT into their design. Furthermore, it proposes a rubric to assess ICT application competence in physics LPs. The research methodology utilized the e-Delphi method to develop the assessment rubric and theoretical analysis to identify behavioral indicators for developing LPs that meet TPACK standards. Additionally, a pedagogical experiment was conducted to validate the alignment between these behavioral indicators and student competencies. The research results have identified a rubric for assessing ICT application indicators and defined specific indicators within the TK, CK, PK, TCK, PCK,TPK, and TPACK components when developing physics LPs. These findings are significant as they provide physics education students with a framework for self-assessment and guidance. Moreover, the results contribute to improving teacher training programs by providing a standardized basis for evaluating lesson planning competencies through specific behavioral indicators described in the TPACK model.
subject: Educational Sciences: Natural Science
  topic: section
subject: digital competence, ICT, lesson plan, physics pedagogy, TPACK
  topic: keywords
creator: Tran Ngoc Chat
creator: Ngo Trong Tue
creator: Tuong Duy Hai
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-03-30
publication date: 2026-03-30
starting page: 127
ending page: 142
doi: 10.18173/2354-1075.2026-0031

ANALYZING LEARNER INTERLANGUAGE DISCOURSE WITH AI: FACILITATING NOTICING IN THE EFL CLASSROOM
type: item
description: Schmidt’s (1990, 2001) Noticing Hypothesis proposes that conscious awareness of gaps in output is necessary for second language development. This classroom-based action research study operationalizes that principle in spoken EFL by integrating structured discourse analysis with AI-supported feedback. Twenty-two Japanese university students recorded five-minute English conversations at the beginning and midpoint of a seven-week applied linguistics course. Using predefined analytic definitions, students manually analyzed transcripts for macro-structure, speech-act “interacts,” exchange patterns, and embedded story sub-genres before comparing their analyses with AI-generated categorizations using standardized ChatGPT prompts. Quantitative summaries served as descriptive indicators of change, while structured reflections provided primary evidence of noticing. Across the instructional cycle, conversations showed a modest increase in total word production (6,951 → 7,287 words overall), increased follow-up information and clarification moves, and more frequent and more deliberately structured storytelling (7 of 22 → 20 of 22 students). Reflections indicated heightened awareness of pre-closings, turn balance, limited elaboration, and narrative sequencing. A post-course questionnaire (N = 22) further indicated that learners perceived AI as a useful analytic mediator, though requiring critical oversight. Rather than claiming causal effectiveness, the study documents how AI-mediated discourse analysis can make conversational architecture visible and support structured noticing within communicative classrooms. The findings highlight the pedagogical potential and practical limitations of integrating generative AI into discourse-focused EFL instruction.
subject: Educational Science: Social Science
  topic: section
subject: Noticing Hypothesis, interlanguage discourse, EFL speaking, discourse analysis, AI-mediated feedback, ChatGPT in education
  topic: keywords
subject: EFL
  topic: disciplines
creator: Anthony G. Ryan
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-03-10
publication date: 2026-03-10
starting page: 3
ending page: 16
doi: 10.18173/2354-1075.2026-0020

DEVELOPING MATHEMATICAL LITERACY THROUGH AN INSTRUCTIONAL PROCESS: A GRADE 9 CASE STUDYON SOLVING SYSTEMS OF LINEAR EQUATIONS IN TWO VARIABLES
type: item
description: This research develops and illustrates an instructional process integrating Realistic Mathematics Education (RME) principles with the DAPIC problem-solving cycle (Define, Assess, Plan, Implement, Communicate) to enhance mathematical literacy among Grade 9students. Addressing gaps in existing frameworks, the model, grounded in the PISA framework, emphasizes mathematical reasoning across all phases while embedding critical21st-century skills. The process begins with the realistic problems to engage students, progresses through collaborative solution exploration and discussion of diverse strategies, and culminates in formalizing mathematics and applying knowledge to new contexts. A Vietnamese classroom case study on solving systems of linear equations in two variables demonstrates how students transition from informal methods to structured algebraic techniques. Guided by targeted teacher prompts and collaborative discussions, students deepen both conceptual understanding and procedural fluency. The findings suggest that this integrated RME–DAPIC approach not only aligns with international literacy goals but also effectively cultivates the core dimensions of mathematical literacy within realistic contexts and supports students’ development as reflective and adept problem-solvers in secondary mathematics education.
subject: Educational Sciences: Natural Science
  topic: section
subject: mathematical literacy, instructional process, RME, DAPIC, systems of linear equations
  topic: keywords
creator: Nguyen Phuong Chi
creator: Truong Huu Hung
creator: Tran Cuong
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-03-30
publication date: 2026-03-30
starting page: 115
ending page: 126
doi: 10.18173/2354-1075.2026-0030

DESIGN AND IMPLEMENTATION OF AN AI TEACHING ASSISTANT FOR ENHANCING STUDENTS' SELF-STUDY IN 1OTH GRADE BIOLOGY
type: item
description: While AI applications in education are expanding, a baseline survey revealed that 60% of students (N = 184) expressed concerns that AI might impair their critical thinking. To address this, a six-component self-directed learning (SDL) competency model was employed to evaluate students’ SDL competence before and after learning with the AI teaching assistant (N = 223), with the most notable gains observed in “Inquiry and Questioning skills" (ΔM = 0.57) and “Strategic Study Plan” (ΔM = 0.38). Additionally, a customized AI teaching assistant for Grade 10 Biology was developed through a systematic five-step process to ensure strict alignment with the curriculum and academic accuracy. The tool was implemented in a high school setting utilizing the Human-AI-Human model combined with the Gradual Release of Responsibility (GRR) framework, transitioning students from teacher-led instruction to independent mastery. The pedagogical experiment results indicated significant improvements across all six SDL components, with the experimental class achieving a substantially higher midterm mean score (7.84) compared to the control class (6.97) with a large effect size (d = 0.86). These results reveal that a customized AI teaching assistant, especially when integrated within a structured pedagogical framework, acts as an effective learning scaffold that supports both SDL competence and academic performance.
subject: Educational Sciences: Natural Science
  topic: section
subject: self-directed learning (SDL), Artificial intelligence in education (AIEd), AI teaching assistant, Biology education, secondary education
  topic: keywords
subject: Artificial Intelligence in Education
  topic: disciplines
creator: Truong Thuy Phuong
creator: Phan Thi Thanh Hoi
creator: Le Minh Thu
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-12-31
publication date: 2025-12-31
starting page: 155
ending page: 168
doi: 10.18173/2354-1075.2025-0139

SYSTEMATIC LITERATURE REVIEW AND BIBLIOMETRIC ANALYSIS OF EXPERIENTIAL LEARNING: AN ANALYSIS BASED ON THE SCOPUS DATABASE
type: item
description: Experiential Learning (EL) is a learner-centered learning pedagogical approach that emphasizes learning through hands-on experience and direct action, rather than the passive acquisition of knowledge from instructors or textbooks. Learners engage in hands-on activities, subsequently reflecting on, analyzing, and deriving lessons from those experiences to build knowledge and skills. This study adopts a bibliometric approach to analyze 1,632 documents retrieved from the Scopus database, utilizing VOSviewer and the R package Bibliometrix to systematically examine research trends in experiential learning within the field of education from 1980 to 2024. The analysis identifies key research themes, leading authors, influential sources, and highly cited publications, while also examining publication output, growth trajectories, and the global geographical distribution of scholarly works on experiential learning in the field of education. The results indicate that the number of studies on this topic has increased significantly, especially between 2014 and 2024, and originating primarily from the United States and other developed countries, with scientific articles serving as the predominant format. Key research trends include technology integration, the application of virtual reality (AR), and digital simulations in education, particularly in STEM education.
subject: Educational Sciences: Natural Science
  topic: section
subject: Experiential Learning (EL), bibliometric, Scopus, STEM, biblioshiny, VOSviewer, scientometrics
  topic: keywords
creator: Pham Thi Kim Dung
creator: Do Thanh Trung
creator: Nguyen Van Hien
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-12-30
publication date: 2025-12-30
starting page: 144
ending page: 154
doi: 10.18173/2354-1075.2025-0138

EXPERIENTIAL LEARNING IN HIGHER EDUCATION: A BIBLIOMETRIC ANALYSIS FROM 1991 TO 2024
type: item
description: Aiming to prepare students to adapt to the rapid changes of a new era, experiential learning activities have been studied extensively. However, previous academic work has primarily focused on specific topics rather than the broader picture. There remains a paucity of studies that systematically synthesise and critically map the development of experiential learning literature. The paper addresses a research gap by conducting a bibliometric analysis of 584 Scopus-indexed articles (1991-2024), using descriptive and science mapping techniques to benefit researchers, lecturers and policymakers by examining the development, trends, and future directions of experiential learning research. The analysis revealed three phases of experiential learning studies in the literature: the budding phase, the fluctuation phase, and the rapid development phase. Among the 20 most-published journals, Q1- and Q2-ranked journals, including the International Journal of Sustainability in Higher Education and the Journal of Experiential Education, primarily contribute to the development of academic knowledge on experiential learning. Furthermore, three thematic clusters, covering technology-based experiential learning, student-centred teaching and learning, and initiatives in engineering education, were identified through keyword analysis regarding the experiential learning research structure. Future research on experiential learning is recommended to focus on educational innovations and sustainable development in the execution of experiential learning activities.
subject: Educational Science: Social Science
  topic: section
subject: experiential learning, higher education, bibliometric analysis, Scopus database
  topic: keywords
creator: Pham Duc Long
creator: Nguyen Thuy Nga
creator: Bui Thi Kim Phuong
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-03-26
publication date: 2026-03-26
starting page: 39
ending page: 48
doi: 10.18173/2354-1075.2026-0023

INTEGRATING HISTORY EDUCATION INTO THE TEACHING OF CHILDREN’S LITERATURE READING COMPREHENSION IN VIETNAMESE PRIMARY SCHOOLS
type: item
description: Integrating history education into the teaching of children's literature reading comprehension in primary schools represents a pedagogically significant and culturally relevant approach. Rather than focusing on the memorization of historical facts, this approach emphasizes students’ emotional and imaginative engagement with history through symbolic characters, evocative narratives, and vivid imagery in literary texts. This paper presents theoretical foundations of interdisciplinary teaching, examines the current practices in selected primary schools, and proposes practical strategies for effectively integrating historical content into reading comprehension instruction. The proposed approach aims to support students’ understanding of historical knowledge while fostering an awareness of cultural heritage in alignment with the objectives of the 2018 General Education Curriculum in Vietnam.
subject: Educational Science: Social Science
  topic: section
subject: history education, interdisciplinary integration, children’s literature, reading comprehension, primary education
  topic: keywords
creator: Nguyen Duc Khuong
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2025-12-26
publication date: 2025-12-26
starting page: 72
ending page: 79
doi: 10.18173/2354-1075.2026-0007

DEVELOPING A COMPETENCY FRAMEWORK FOR DIFFERENTIATED INSTRUCTION AMONG PRE-SERVICE FINE ARTS TEACHERS AT UNIVERSITIES
type: item
description: Competency in differentiated instruction is one of the essential professional competencies required of teachers to achieve the goal of developing learners’ qualities and abilities. The development of a competency framework for differentiated instruction among pre-service Fine Arts teachers is essential for enhancing the quality of Fine Arts teachers. Drawing upon theoretical research and expert consultation, the study proposes a competency framework consisting of six criteria and fourteen indicators, which comprehensively represent the component skills of differentiated instruction competence. Furthermore, the paper outlines the foundations, principles, and process for developing this competency framework for pre-service Fine Arts teacher. The research results provide a foundation for universities to develop and enhance Fine Arts teacher education programs that meet professional standards and respond to the current demands of educational innovation.
subject: Educational Science: Social Science
  topic: section
subject: differentiated instruction, competency framework, pre-service Fine Arts teacher
  topic: keywords
creator: Nguyen Thi Hong Tham
creator: Pham Dinh Binh
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2025-12-25
publication date: 2025-12-25
starting page: 118
ending page: 127
doi: 10.18173/2354-1075.2026-0012

ATTITUDES TOWARDS USING CANVA IN LEARNING ENGLISH AS A SECOND LANGUAGE: A STUDY OF MALAYSIAN PRIVATE UNIVERSITY STUDENTS AT UTAR
type: item
description: This study investigates undergraduates’ attitudes at Universiti Tunku Abdul Rahman (UTAR), a Malaysian private university, toward using Canva in learning English as a second language. It examines the correlation between students' attitudes and their proficiency levels, as well as gender differences. This study contributes to understanding how the lower proficiency of learners find this instrument helpful in writing. Also, it increases commitment, inspiration and gender dynamics in ESL classroom settings. Adopting a quantitative approach, data were collected from 103 respondents using a questionnaire adapted from Gardner’s (1985) Attitude and Motivation Test Battery (AMTB). Respondents were grouped according to their Malaysian University English Test (MUET) results to explore potential links between Canva use and language proficiency. The findings reveal that undergraduates generally expressed positive attitudes toward integrating Canva in English learning. Students with lower proficiency levels reported stronger positive attitudes, indicating a significant relationship between students’ proficiency and attitudes towards using Canva in learning the English language. In addition, female students showed more positive attitudes than their male counterparts. The study highlights the importance of supporting learners with lower proficiency when integrating digital tools in language learning practices in the second language classroom. It depicts the empirical quantitative justification in the use of digital instruments in learning ESL. It bridges the gap between conventional learning and contemporary learning with technology tools by adapting a validated AMTB framework. It also shows that attitudes vary by gender. These findings offer practical insights for the use of Canva in ESL classrooms.
subject: Educational Science: Social Science
  topic: section
subject: Attitudes, Language proficiency, Canva, MUET
  topic: keywords
creator: Jane Irene PJ Antony
creator: Shobana Sandrasegaran
creator: Surindar Kaur Gurmukh Singh
creator: Wei Chooi Yi
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-03-18
publication date: 2026-03-18
starting page: 17
ending page: 28
doi: 10.18173/2354-1075.2026-0021

EFL TEACHERS’ EMOTIONS ABOUT USING ARTIFICIAL INTELLIGENCE TECHNOLOGIES IN UNIVERSITY CONTEXT: A QUALITATIVE STUDY
type: item
description: As Artificial Intelligence (AI) technologies become increasingly integrated into education, teachers encounter new opportunities and challenges that influence their professional practices and provoke a wide range of emotional responses. Employing the Control-Value Theory (CVT) and in-depth interviews, this study explores the emotional experiences of 10 English as a Foreign Language (EFL) teachers of a public university in Vietnam who use AI technologies in their teaching. The participants expressed excitement about AI’s potential support for teaching and research but showed doubts about its limitations and concerns regarding the impacts on students, classroom interactions and academic integrity. They also experienced frustration with the lack of institutional support but conveyed a boosted sense of confidence in their irreplaceable human expertise. These mixed findings largely align with previous studies on the integration of AI-powered tools in education, support the applicability of CVT for investigating teacher emotions and extend the discussion on the affective dimension of AI-assisted EFL instruction. Although limited by the small sample size, this study contributes to advancing knowledge about the complexity of teacher emotions and calls for more comprehensive support systems to facilitate teachers in managing the pedagogical and emotional demands of AI integration.
subject: Educational Science: Social Science
  topic: section
subject: AI technologies, teacher emotion, control value theory
  topic: keywords
creator: Dinh Thi Thu Trang
creator: Nguyen Hai Ha
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-12-10
publication date: 2025-12-10
starting page: 24
ending page: 33
doi: 10.18173/2354-1075.2025-0126

RESEARCH ON THE FLIPPED CLASSROOM IN MODERN EDUCATIONAL DEVELOPMENT
type: item
description: Drawing on an analysis of the historical development and dissemination of the flipped classroom (FC), this study argues that the FC is the product of multiple educational theories. The article examines four theoretical strands: constructivism and social constructivism; cognitive load theory and multimedia learning; active and experiential learning; and Bloom’s taxonomy of cognitive objectives to explain the mechanisms underlying the phases of the FC. It also identifies practical challenges, including misconceptions during self-study when timely support is lacking, cognitive overload resulting from suboptimally designed materials, difficulties in coordinating group activities, and constraints on achieving higher-order thinking when learners’ preparation is insufficient. The analysis suggests that the effectiveness of the FC depends on alignment between theoretical foundations, pedagogical design, and implementation conditions. The study calls for clearer principles of material design, cognitive load management, and quality assurance in classroom coordination to support a cautious and well-grounded adoption of the FC in higher education.
subject: Educational Science: Social Science
  topic: section
subject: Flipped Classroom, constructivist theory, active learning, cognitive load theory, multimedia learning
  topic: keywords
creator: Tieu Thi My Hong
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-01-13
publication date: 2026-01-13
starting page: 139
ending page: 147
doi: 10.18173/2354-1075.2026-0014

APPLYING CENTRALITY MEASURES TO THE COURSE PREREQUISITE NETWORK ANALYSIS OF THE UNDERGRADUATE CIVIL ENGINEERING CURRICULUM
type: item
description: This study utilized graph theoretical analysis to examine the undergraduate curriculum of the Civil Engineering (BSCE) program at the university by constructing and evaluating its Course Prerequisite Network (CPN) representation. The curriculum is modelled as a directed graph with vertices denoting courses and directed edges connecting courses having prerequisite relations, and then analyzed using centrality measures, specifically, degree centrality, betweenness centrality, and eigenvector centrality, to identify pivotal courses that play critical roles in student academic progression. Using the Social Network Visualizer (SocNetV) software, the researchers constructed the CPN and examined the curriculum's structural relationships. The analysis revealed that CE Project 1 Laboratory (T-CEET413LA) consistently ranked highest across all centrality measures, establishing its primary role in the curriculum. Its position within the curriculum emphasizes its influence as both a capstone and a bridge course, connecting foundational subjects to advanced specializations. The findings provide curriculum designers, educators, and students with quantitative insights into course significance and sequencing, contributing to more coherent, efficient, and learner-focused academic planning within the civil engineering program.
subject: Educational Sciences: Natural Science
  topic: section
subject: centrality measures, curriculum, curriculum design, network, prerequisites
  topic: keywords
subject: Mathematical Graph Theory, Curriculum Design
  topic: disciplines
creator: Ma. Theresa Christine Valdez
creator: Kristine Joy Roldan
creator: Timothy John Masuli
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-12-30
publication date: 2025-12-30
starting page: 131
ending page: 143
doi: 10.18173/2354-1075.2025-0137

APPLYING UNIVERSAL DESIGN FOR LEARNING IN ORGANIZING INSTRUCTION FOR STUDENTS WITH DISABILITIES IN INCLUSIVE PRIMARY SCHOOLS
type: item
description: To enhance the quality of inclusive education for students with disabilities, teachers continuously innovate teaching methods. Universal Design Learning (UDL), a framework to improve and optimize teaching and learning, is encouraged to be applied in inclusive education. This article proposes a four-step process including lesson planning, UDL-based adjustment, implementation, and reflection. In this process, adjusting lesson plans according to UDL guidelines is important in promoting the effectiveness of inclusive education. At that time, teachers need to consider the overall needs of students in the class, including students with disabilities, then use the UDL guideline framework to review and determine teaching objectives and teaching content, and at the same time select and adjust appropriate methods, means, forms, and assessment methods to meet the diverse needs of students. Findings highlight that integrating UDL principles enhances accessibility, student engagement, and teacher flexibility in inclusive classrooms. These suggestions are considered as an open direction for implementing effective inclusive education in primary schools today.
subject: Educational Science: Social Science
  topic: section
subject: Universal Design for Learning, organizing teaching activities, inclusive primaryschool, students with disabilities
  topic: keywords
creator: Nguyen Ha My
creator: Nguyen Thi Cam Huong
creator: Nguyen Thi Hoa
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-03-16
publication date: 2026-03-16
starting page: 68
ending page: 76
doi: 10.18173/2354-1075.2026-0026

A REVIEW OF MEASUREMENT PROPERTIES OF INTELLIGENCE ASSESSMENT TOOLS FOR CHILDREN
type: item
description: The purpose of this study is to systematically review and compare the measurement properties (reliability and validity) and application scope of five commonly used intelligence assessment tools for children: WISC-V, SB-5, RPM, KABC-II, and UNIT-2. Using a systematic literature review combined with a comparative analysis approach, the study synthesizes and objectively evaluates academic evidence related to these five individual intelligence scales. The results indicate that WISC-V, SB-5, and KABC-II are comprehensive tools with high reliability and validity, suitable for clinical diagnosis and specialized educational interventions. In contrast, RPM and UNIT-2 demonstrate advantages in large-scale screening and assessment of specific populations due to their nonverbal nature and cultural fairness. The study concludes that selecting the most appropriate tool should be based on specific assessment objectives, individual child characteristics, and contextual factors, while emphasizing the critical role of professional expertise in interpreting results.
subject: Educational Science: Social Science
  topic: section
subject: assessment, intellectual ability, comparison, reliability, validity
  topic: keywords
subject: psychology
  topic: disciplines
creator: Dao Minh Duc
creator: Nguyen Thi Huyen Cham
creator: Nguyen Thi Duyen
creator: Nguyen Thi Linh Duong
creator: Ta Thi Tra Giang
creator: Tran Thanh Ha
creator: Dang Khanh Ha
creator: Nguyen Van Hoc
creator: Quach Thi Phuong Lan
creator: Nguyen Thi Tra My
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-01-29
publication date: 2026-01-29
starting page: 128
ending page: 138
doi: 10.18173/2354-1075.2026-0013

NOVICE EFL TEACHERS’ EXPERIENCES IN A MENTORING PROGRAM: A CASE STUDY IN THE MEKONG DELTA
type: item
description: This study investigates the experiences of English as a foreign language (EFL)novice teachers (NTs) participating in a mentoring program in the Mekong Delta region of Vietnam. A mixed-methods approach was employed, with quantitative data collected through a structured questionnaire administered to 30 novice teachers, and qualitative insights gathered from semi-structured interviews with eight participants. The findings revealed high levels of satisfaction among the novice teachers regarding skill development, observational learning, and supportive feedback mechanisms. However, challenges such as communication barriers and time constraints were also identified. The study highlights the need for educational institutions to implement flexible program timeframes that are responsive to the diverse learning and developmental paces of novice teachers.
subject: Educational Science: Social Science
  topic: section
subject: novice teachers, mentoring program, professional development, teachers’ retention, Mekong Delta.
  topic: keywords
creator: Le Vu Thuy Vi
creator: Ngo Huynh Hong Nga
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-03-10
publication date: 2026-03-10
starting page: 49
ending page: 58
doi: 10.18173/2354-1075.2026-0024

TEACHERS’ TRANSLANGUAGING PRACTICES IN BILINGUAL CLASSROOMS: A CASE STUDY AT AN ELEMENTARY SCHOOL IN HUALIEN, TAIWAN (CHINA)
type: item
description: Translanguaging is a teaching approach that encourages students to use all of their language resources to support learning, and it has become increasingly popular in multilingual classrooms. This present study aims to explore how Taiwanese teachers employ translanguaging in actual bilingual elementary classrooms. Primary data was classroom observations collected from four elementary teachers in Hualien, Taiwan over four weeks. The findings revealed that teachers used a variety of strategies, such as switching between two languages, English and Mandarin, using gestures, visuals, facial expressions, and tone of voice, to support students during lessons. These practices served five main purposes: (1) explaining concepts or language points, (2) checking students’ understanding, (3) contextualizing content knowledge, (4) reinforcing instructions, and (5) fostering positive classroom relationships. By employing translanguaging practices, teachers created a more inclusive learning environment. Drawing on the findings, this study discusses how translanguaging can be a powerful tool to support both language and subject knowledge development, as well as student engagement.
subject: Educational Science: Social Science
  topic: section
subject: translanguaging, bilingual education, elementary classrooms, Taiwan
  topic: keywords
subject: Language teaching and learning
  topic: disciplines
creator: Bui Le Anh Phuong
creator: Tran Pham Bich Van
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-12-19
publication date: 2025-12-19
starting page: 3
ending page: 13
doi: 10.18173/2354-1075.2025-0124

COLLOCATION LEARNING STRATEGIES USED BY ADVANCED LEARNERS: IMPLICATIONS FOR ENGLISH LANGUAGE TEACHING
type: item
description: Collocations form a core component of second language competence, yet they remain difficult to master, especially in exam-oriented contexts. Previous research has highlighted the role of first language influence and the importance of deliberate strategy use. However, little is known about how advanced learners independently manage collocation learning in professional domains. This study addresses the gap through an exploratory multiple-case study of three Vietnamese learners working in banking, content creation, and English teaching. Data were collected through semi-structured interviews and learner reports and analysed thematically within the AWARE framework (Ying & O’Neill, 2009) [1]. The findings show that learners adopted multiple strategies, including structured input, thematic organisation, and lexical chunking, but the retrieval of collocations in spontaneous communication remained a persistent difficulty. The study highlights the influence of professional demands on strategy choice, and the need for instruction that integrates multiple strategies. The study calls for promoting retrieval-based practice, and supporting contextualised use of digital resources. These insights may extend research on collocation learning by demonstrating how individual and contextual factors shape the strategy use of advanced learners in exam-dominated EFL environments.
subject: Educational Science: Social Science
  topic: section
subject: Collocation learning strategies; Advanced learners; English teaching and learning, Vietnamese Exam-Dominated Context; Second Language at Vietnamese Schools
  topic: keywords
subject: English Language Teaching Methodology
  topic: disciplines
creator: Cao Thi Hong Phuong
creator: Nguyen Thai Hung
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-03-10
publication date: 2026-03-10
starting page: 29
ending page: 38
doi: 10.18173/2354-1075.2026-0022

SEMIOTICS AS A PEDAGOGICAL ORIENTATION IN TEACHING LITERARY READING COMPREHENSION TOWARD COMPETENCY DEVELOPMENT IN UPPER SECONDARY EDUCATION
type: item
description: The article explores semiotics as a viable approach to teaching literary reading comprehension at the upper secondary level within a competency-based educational framework. Theoretically, it conceptualizes literary texts as open semiotic fields in which meaning is constructed through reading in relation to cultural dialogue and ideology. Pedagogically, it proposes practical principles and levels of application in school contexts. The study’s novelty lies in repositioning semiotics from a tool of textual analysis to a pedagogical methodology and in demonstrating its alignment with contemporary educational theories. The findings confirm semiotics as a flexible and sustainable approach that fosters students’ critical thinking and creative capacities.
subject: Educational Science: Social Science
  topic: section
subject: semiotics, teaching reading comprehension, literature, upper secondary level, competency development
  topic: keywords
subject: Theory and Methodology of Teaching Literature and Vietnamese Language
  topic: disciplines
creator: Ly Tran A Khuong
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2025-12-09
publication date: 2025-12-09
starting page: 15
ending page: 26
doi: 10.18173/2354-1075.2026-0002

FINANCIAL EDUCATION FOR HIGH SCHOOL STUDENTS: PRACTICES IN THE UNITED STATES OF AMERICA AND IMPLICATIONS FOR VIETNAM
type: item
description: In the context of globalization, rapid financial market expansion, and increasing access to modern financial products among adolescents, financial education has become an essential component of secondary education. This study examines financial education for high school students in the United States and draws implications for Vietnam through a qualitative comparative approach based on document analysis and content synthesis. The study reviews curricular frameworks, policy documents, and empirical studies with emphasis on curriculum content, pedagogical methods, and assessment practices. The findings show that financial education in the United States of America has been developed in a relatively systematic manner with three major domains: fundamental economics, personal finance, and broader institutional and policy-related financial frameworks. Instruction is implemented through diversified materials, technology integration, active learning, and real-life application, while learning outcomes are assessed through tests, assignments, and projects. Based on these findings, the study suggests that Vietnam establish explicit financial literacy competencies, strengthen interdisciplinary integration, promote experiential learning, diversify assessment methods, and enhance teacher preparation to build a comprehensive financial education ecosystem.
subject: Educational Science: Social Science
  topic: section
subject: Financial education, high school students, USA, Vietnam
  topic: keywords
creator: Nguyen Thi Xiem
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2025-11-02
publication date: 2025-11-02
starting page: 59
ending page: 67
doi: 10.18173/2354-1075.2026-0025

E-LEARNING RESOURCES FOR CHINESE VOCABULARY LEARNING AT HANOI NATIONAL UNIVERSITY OF EDUCATION: CURRENT STATUS AND SOLUTIONS
type: item
description: This study examines the current state of Chinese vocabulary learning among non-major undergraduates at Hanoi National University of Education and proposes appropriate E-learning solutions. A mixed-methods design was used, including a survey of 127 students with a 24-item Likert scale (Cronbach’s alpha = 0.904) and in-depth interviews with seven lecturers. The analysis indicates that traditional approaches do not adequately support vocabulary memorization and contextual use, and that E-learning practices remain fragmented. While most students report frequent use of LMS based materials, a sizeable neutral group suggests unstable engagement. Lecturers prioritize tone correction, character structure and stroke order, and vocabulary usage, yet report a lack standardized digital resources and short formative assessments integrated into the LMS. Based on these findings, the paper proposes an E-learning resource package at three levels: institution, instructors, and students. The study provides empirical evidence and recommendations for building an effective digital learning environment in higher education.
subject: Educational Science: Social Science
  topic: section
subject: E-learning resources, general education students, Chinese vocabulary learning, current situation, solutions
  topic: keywords
creator: Ngo Thi Khanh Chi
creator: Nguyen Thi Tuyet Mai
creator: Nguyen Thanh Huyen
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2025-11-08
publication date: 2025-11-08
starting page: 98
ending page: 106
doi: 10.18173/2354-1075.2026-0010

DESIGNING AND IMPLEMENTING A STEM-S LESSON ON THE TOPIC OF “MAKING FOLK TOYS” IN GRADE 4 TECHNOLOGY
type: item
description: This study designed and implemented a STEM-S lesson in Grade 4 Technology. STEM content was intentionally integrated with societal contexts and social issues, while the Engineering Design Process (EDP) served as the instructional framework. The theme “Making folk toys” was operationalized through a specific lesson on “Making paper mâché masks.” The experiment involved 54 fourth-grade students, divided into an experimental group (STEM-S instruction via EDP) and a control group (traditional teaching). Data were analyzed using a mixed-methods approach. The results indicated that the experimental group achieved significantly higher academic performance test scores and demonstrated greater learning interest and a deeper level of understanding compared to the control group. The study confirms the feasibility and effectiveness of implementing the EDP-STEM-S lesson in Primary Technology Education.
subject: Educational Sciences: Natural Science
  topic: section
subject: Grade 4 Technology, folk toys, primary education, engineering design process (EDP), STEM-S
  topic: keywords
subject: giáo dục tiểu học
  topic: disciplines
subject: giáo dục STEM
  topic: disciplines
subject: công nghệ
  topic: disciplines
creator: Le Thi Binh
creator: Nguyen Thi Khanh Hoa
creator: Luc Ban Thi Mai Hien
creator: Nguyen Linh Trang
creator: Ngo Thi Thuy Nga
creator: Ngo Thu Thuy
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-01-30
publication date: 2026-01-30
starting page: 158
ending page: 169
doi: 10.18173/2354-1075.2026-0016

BUILDING A TEACHING MODEL STEM PROJECT TO DEVELOP SCIENTIFIC RESEARCH CAPACITY FOR HIGH SCHOOL STUDENTS
type: item
description: This study proposes a STEM-oriented project-based learning model to develop scientific research capacity in high school students. The study employs three main groups of methods: Theoretical research - synthesizing and analyzing domestic and international literature on STEM education, project-based teaching and the development of scientific research capacity to establish thereotical framework for the model; Practical research - surveying teachers and students to evaluate the current situation and necessity for innovation; Data assessment and processing - using rubrics, checklists and student learning products, combining descriptive and inferential statistical analysis to verify the feasibility and effectiveness of the model. The study is expected to contribute to the theoretical basis and practical evidence for STEM project-based instruction, thereby enhancing scientific research capacity for students and meeting the requirements of the current general education innovation.
subject: Educational Sciences: Natural Science
  topic: section
subject: STEM project-based, scientific research competence, model, STEM project-based learning model
  topic: keywords
creator: Nguyen Ngoc Muu
creator: Nguyen Thi Hang Nga
creator: Nguyen Thi Bich Ngoc
creator: Do Duc Que
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-01-30
publication date: 2026-01-30
starting page: 182
ending page: 192
doi: 10.18173/2354-1075.2026-0018

CONSTRUCTING A COMPETENCY FRAMEWORK FOR UNDERSTANDING THE LIVING WORLD IN TEACHING THE ECOLOGY AND ENVIRONMENT PART – GRADE 12 BIOLOGY LINKED TO NATURE RESERVES
type: item
description: In the context of educational innovation under the 2018 General Education Curriculum, the development of students’ competence to understand the living world is regarded as an essential requirement for fostering scientific thinking, research capacity, and problem-solving skills connected to the realities of sustainable development. Organizing teaching activities linked to nature reserves provides students with opportunities to engage in authentic experiences that foster their understanding of biological knowledge, thereby cultivating skills in observation, analysis, and the application of knowledge. To meet this requirement, the study employed theoretical analysis in combination with expert consultation to construct a framework of competence in understanding the living world, comprising core components, 18 indicators, and four levels of performance for each indicator. The findings not only contribute to clarifying the conceptualization of competence in teaching Ecology and Environment associated with nature reserves but also provide a foundation for lesson design, the selection of teaching methods, and the assessment of students’ competence.
subject: Educational Sciences: Natural Science
  topic: section
subject: competence to understand the living world, nature reserves, nature-based teaching, Ecology and Environment
  topic: keywords
subject: Biology Teaching Theory
  topic: disciplines
creator: Nguyen Thuy Dung
creator: Phan Thi Thanh Hoi
creator: Nguyen Lan Hung Son
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-09-18
publication date: 2025-09-18
starting page: 208
ending page: 218
doi: 10.18173/2354-1075.2025-0123

DEVELOPING A SIMULATION TOOL FOR MAZE-SOLVING ROBOT PROGRAMMING USING PYTHON
type: item
description: Simulation tools play a vital role in robotics programming education by enabling students to visualize and test algorithms in a virtual environment. In the Robotics Programming course within the Bachelor's program in Informatics Teacher Education at the Faculty of Information Technology, Hanoi National University of Education, a C++ based simulation tool has been used, but it showed significant usability and pedagogical limitations. This study aims to develop a Python-based simulation tool to enhance the teaching and learning experience in this course. Student feedback from Cohort 71 (120 students) was collected through surveys based on established frameworks, including the Technology Acceptance Model (TAM), user experience (UX), and computational thinking (CT), which identified key challenges in the previous tool, such as a steep learning curve and limited visualization capabilities. Based on these insights, the new tool was designed with an intuitive graphical interface and improved algorithm visualization to support hands-on learning. Its effectiveness was empirically evaluated with 65 students from Cohort 72, who experienced both the old and new tools, allowing for a direct comparison. Results indicate significant improvements in usability, engagement, and problem-solving efficiency with the Python-based simulator. This comparative quantitative evidence demonstrates not only the pedagogical benefits of Python-based simulations in robotics education but also the contribution of this study in providing reliable empirical data to support the adoption of this tool.
subject: Educational Sciences: Natural Science
  topic: section
subject: robotics simulation, maze-solving algorithms, educational technology
  topic: keywords
subject: Application of IT in teaching
  topic: disciplines
creator: Nguyen Trung Khanh
creator: Le Xuan Hien
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-09-30
publication date: 2025-09-30
starting page: 157
ending page: 167
doi: 10.18173/2354-1075.2025-0100

COGNITIVE LEARNING ENGAGEMENT IN FOURTH-YEAR MEDICAL STUDENTS AT CAN THO UNIVERSITY OF MEDICINE AND PHARMACY: LEVEL AND RELATED FACTORS
type: item
description: Cognitive engagement is critical for enhancing learning effectiveness and professional competence among medical students. However, many remain passive due to constraints in motivation, individual capacity, and teaching methods. This cross-sectional analytical study assessed 300 fourth-year students at Can Tho University of Medicine and Pharmacy (academic year 2025). Results showed that 34.7% of students reported moderate, 33.4% low, and 31.7% high engagement. Classroom interaction, self-regulation, and coping strategies significantly influenced outcomes, while ethnicity had no effect. Personalized education and enhanced interactive learning are recommended to improve training quality.
subject: Educational Sciences: Natural Science
  topic: section
subject: cognitive positivity, medical students, influencing factors, medical education
  topic: keywords
subject: Tính tích cực nhận thức của sinh viên y khoa năm 4
  topic: disciplines
creator: Dang Thanh Hong
creator: Nguyen Thi Hong Duy
creator: Lam Thi Thuy Van
creator: Nguyen Huu Thong
creator: Huynh Ngoc Thien
creator: Son Hieu Nghia
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-01-30
publication date: 2026-01-30
starting page: 193
ending page: 202
doi: 10.18173/2354-1075.2026-0019

CURRENT STATUS OF INTELLIGENCE QUOTIENT AMONG FIRST GRADE STUDENTS IN HANOI
type: item
description: The article presented the results of the assessment of the intelligence quotient (IQ) of first-grade students at the beginning of the school year. The research sample consisted of 196 students from two primary schools in Hanoi: Sai Dong Urban Primary School (Long Bien District) and Dai Mo Primary School (Nam Tu Liem District). Data were collected using the Gille intelligence test in combination with the first-grade mathematics assessment. The study focused on assessing the intellectual capacity of first-graders in five dimensions: spatial relationship establishment, generalization, analysis, synthesis and problem solving, and logical-abstract thinking. The survey results indicate that the majority of first grade students demonstrated IQ scores within the average to above-average range. Strengths were observed in spatial relationship skills and generalization ability, whereas performance related to synthesis and logical–abstract thinking was comparatively lower. In addition, statistically significant difference in IQ scores were found with respect to gender and school, while differences related to birth order were not statistically significant.
subject: Educational Science: Social Science
  topic: section
subject: Intelligence, Intelligence Quotient (IQ), first graders, intelligence assessment
  topic: keywords
creator: Tran Thi Ha
creator: Dinh Thi Bich Ngoc
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2025-10-03
publication date: 2025-10-03
starting page: 89
ending page: 97
doi: 10.18173/2354-1075.2026-0009

EXPLORING THE TREND OF EXPERIENTIAL LEARNING IN HIGH SCHOOL: A BIBLIOMETRIC ANALYSIS IN SCOPUS DATABASE
type: item
description: Experiential learning has become increasingly popular in many countries around the world. This learning method is widely applied across various educational levels and fields. In this study, we evaluate the scientific outcomes of research publications on experiential education in high schools, using scientific data extracted from the Scopus database. A bibliometric analysis was conducted with 231 documents that were filtered according to our research criteria. The results show that the USA has the highest number of publications on this topic. Research trends are quite diverse, with recent studies mainly focusing on experiential learning in STEM education, experiential learning with virtual reality technology, and others. The research collaboration network among countries shows that the USA collaborates with most countries in this field. Growth trends are not yet high and continuous, and other results are detailed in the research findings section.
subject: Educational Sciences: Natural Science
  topic: section
subject: experiential learning, bibliometrics, Scopus, high school
  topic: keywords
subject: Mathematics Education (Giáo dục Toán học) STEM Education (Giáo dục STEM) Educational Technology (Công nghệ giáo dục) Curriculum and Instruction (Chương trình và phương pháp giảng dạy)
  topic: disciplines
creator: Le Ngoc Son
creator: Nguyen Phuong Chi
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-09-30
publication date: 2025-09-30
starting page: 147
ending page: 156
doi: 10.18173/2354-1075.2025-0099

SOME INSTRUCTIONAL MEASURES FOR TEACHING GEOMETRY BASED ON REALISTIC MATHEMATICS EDUCATION IN HIGH SCHOOLS
type: item
description: Realistic Mathematics Education (RME) is a domain-specific instructional theory that has profoundly influenced mathematics education worldwide, significantly contributing to the innovation of teaching methods in various countries. In the context of the recent comprehensive educational renovation in Vietnam, RME has garnered the attention of numerous mathematics educators for research and implementation. This paper studies the principles of RME, particularly the use of contexts and the use of models. Based on these principles, the article proposes three instructional measures for teaching geometry in high schools based on RME principles, aiming to enhance the effectiveness of mathematics instruction and develop students' mathematical abilities.
subject: Educational Sciences: Natural Science
  topic: section
subject: Realistic mathematics education, learning situation, Geometry, high school
  topic: keywords
creator: Le Tuan Anh
creator: Nguyen Huyen Trang
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-11-28
publication date: 2025-11-28
starting page: 129
ending page: 139
doi: 10.18173/2354-1075.2025-0116