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. The magazine periodically publishes 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.
DESIGN AND IMPLEMENTATION OF AN AI TEACHING ASSISTANT FOR ENHANCING STUDENTS' SELF-STUDY IN 1OTH GRADE BIOLOGY
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.
self-directed learning (SDL), Artificial intelligence in education (AIEd), AI teaching assistant, Biology education, secondary education
Copyright (c) 2025 Journal of Science Educational Science
SYSTEMATIC LITERATURE REVIEW AND BIBLIOMETRIC ANALYSIS OF EXPERIENTIAL LEARNING: AN ANALYSIS BASED ON THE SCOPUS DATABASE
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.
Experiential Learning (EL), bibliometric, Scopus, STEM, biblioshiny, VOSviewer, scientometrics
INTEGRATING HISTORY EDUCATION INTO THE TEACHING OF CHILDREN’S LITERATURE READING COMPREHENSION IN VIETNAMESE PRIMARY SCHOOLS
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.
history education, interdisciplinary integration, children’s literature, reading comprehension, primary education
Copyright (c) 2026 Journal of Science Educational Science
DEVELOPING A COMPETENCY FRAMEWORK FOR DIFFERENTIATED INSTRUCTION AMONG PRE-SERVICE FINE ARTS TEACHERS AT UNIVERSITIES
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.
differentiated instruction, competency framework, pre-service Fine Arts teacher
EFL TEACHERS’ EMOTIONS ABOUT USING ARTIFICIAL INTELLIGENCE TECHNOLOGIES IN UNIVERSITY CONTEXT: A QUALITATIVE STUDY
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.
AI technologies, teacher emotion, control value theory
RESEARCH ON THE FLIPPED CLASSROOM IN MODERN EDUCATIONAL DEVELOPMENT
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.
Flipped Classroom, constructivist theory, active learning, cognitive load theory, multimedia learning
APPLYING CENTRALITY MEASURES TO THE COURSE PREREQUISITE NETWORK ANALYSIS OF THE UNDERGRADUATE CIVIL ENGINEERING CURRICULUM
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.
centrality measures, curriculum, curriculum design, network, prerequisites
Mathematical Graph Theory, Curriculum Design
A REVIEW OF MEASUREMENT PROPERTIES OF INTELLIGENCE ASSESSMENT TOOLS FOR CHILDREN
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.
assessment, intellectual ability, comparison, reliability, validity
TEACHERS’ TRANSLANGUAGING PRACTICES IN BILINGUAL CLASSROOMS: A CASE STUDY AT AN ELEMENTARY SCHOOL IN HUALIEN, TAIWAN (CHINA)
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.
translanguaging, bilingual education, elementary classrooms, Taiwan
SEMIOTICS AS A PEDAGOGICAL ORIENTATION IN TEACHING LITERARY READING COMPREHENSION TOWARD COMPETENCY DEVELOPMENT IN UPPER SECONDARY EDUCATION
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.
semiotics, teaching reading comprehension, literature, upper secondary level, competency development
Theory and Methodology of Teaching Literature and Vietnamese Language
E-LEARNING RESOURCES FOR CHINESE VOCABULARY LEARNING AT HANOI NATIONAL UNIVERSITY OF EDUCATION: CURRENT STATUS AND SOLUTIONS
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.
E-learning resources, general education students, Chinese vocabulary learning, current situation, solutions
DESIGNING AND IMPLEMENTING A STEM-S LESSON ON THE TOPIC OF “MAKING FOLK TOYS” IN GRADE 4 TECHNOLOGY
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.
Grade 4 Technology, folk toys, primary education, engineering design process (EDP), STEM-S
BUILDING A TEACHING MODEL STEM PROJECT TO DEVELOP SCIENTIFIC RESEARCH CAPACITY FOR HIGH SCHOOL STUDENTS
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.
STEM project-based, scientific research competence, model, STEM project-based learning model
CONSTRUCTING A COMPETENCY FRAMEWORK FOR UNDERSTANDING THE LIVING WORLD IN TEACHING THE ECOLOGY AND ENVIRONMENT PART – GRADE 12 BIOLOGY LINKED TO NATURE RESERVES
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.
competence to understand the living world, nature reserves, nature-based teaching, Ecology and Environment
DEVELOPING A SIMULATION TOOL FOR MAZE-SOLVING ROBOT PROGRAMMING USING PYTHON
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.
robotics simulation, maze-solving algorithms, educational technology
COGNITIVE LEARNING ENGAGEMENT IN FOURTH-YEAR MEDICAL STUDENTS AT CAN THO UNIVERSITY OF MEDICINE AND PHARMACY: LEVEL AND RELATED FACTORS
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.
cognitive positivity, medical students, influencing factors, medical education
Tính tích cực nhận thức của sinh viên y khoa năm 4
CURRENT STATUS OF INTELLIGENCE QUOTIENT AMONG FIRST GRADE STUDENTS IN HANOI
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.
Intelligence, Intelligence Quotient (IQ), first graders, intelligence assessment
EXPLORING THE TREND OF EXPERIENTIAL LEARNING IN HIGH SCHOOL: A BIBLIOMETRIC ANALYSIS IN SCOPUS DATABASE
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.
experiential learning, bibliometrics, Scopus, high school
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)
SOME INSTRUCTIONAL MEASURES FOR TEACHING GEOMETRY BASED ON REALISTIC MATHEMATICS EDUCATION IN HIGH SCHOOLS
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.
Realistic mathematics education, learning situation, Geometry, high school
DEVELOPING LITERARY COMPETENCE IN GRADE 12 STUDENTS THROUGH MEASUREMENT SCALES IN READING COMPREHENSION OF TRUYỀN KÌ TALES
Literary competence is one of the two core competencies in Vietnam’s Language Arts and Literature curriculum. To develop literary competence in reading comprehension instruction in general, and in teaching the comprehension of truyền kì tales (strange tales) in particular, it is essential to employ effective assessment tools, among which measurement scales are of significant importance. Given the complex structure of literary competence and the challenges that truyền kì narratives pose for contemporary students, this study argues for the design and combined use of multiple assessment scales. Through a series of theoretical research methods, this paper proposes a set of scales to assess the attainment levels of literary competence when students read and comprehend truyền kì tales, including scales for background knowledge and genre awareness, analytical and evaluative reading ability, and students’ capacity for experiential and responsive engagement with texts. In applying these scales, teachers are encouraged to adopt flexibility regarding timing and context, while also transferring part of the assessment role to students through peer assessment and self-assessment of the constituent elements of literary competence.
literary competence, measurement scales, vietnam’s language arts and Literature teaching
Lí luận và phương pháp dạy học bộ môn Văn và tiếng Việt
AN ANALYSIS OF THE COMPONENTS OF METACOGNITION IN MATHEMATICAL KNOWLEDGE CONSTRUCTION
Metacognition plays a critical role in guiding, regulating, and monitoring teaching and learning processes. Despite its acknowledged importance, research focusing on metacognition in the process of knowledge construction remains relatively limited, partly due to the diversity of conceptualizations and the challenges associated with measuring metacognition. This study aims to analyze and clarify the metacognitive components inherent in the construction of mathematical knowledge. Adopting qualitative research, the study synthesizes relevant literature and incorporates classroom observations of constructivist-oriented mathematics instruction at the primary level. The collected data were analyzed to identify students’ metacognitive manifestations during the construction of mathematical knowledge. Based on these findings, the study proposes a framework of metacognitive components in mathematical knowledge construction, comprising metacognitive knowledge and metacognitive strategies. These components are illustrated through a constructivist teaching situation involving the derivation of the area formula for a trapezoid in Grade 5.
metacognition, metacognitive knowledge, metacognitive strategies, mathematical knowledge construction
Lý luận và phương pháp dạy học bộ môn Toán
DEVELOPING GRADE 6 STUDENTS’ COMPETENCE TO APPLY KNOWLEDGE AND SKILLS THROUGH STEM-BASED INSTRUCTION: A CASE STUDY ON THE TOPIC “ENERGY AND ITS TRANSFORMATION”
The Natural Science curriculum emphasizes the importance of developing students’ competence in applying knowledge and skills. This study aimed to propose a framework of competence in applying knowledge and skills through STEM teaching, design the STEM lesson “Energy and its transformation,” and evaluate its impact on the competence development of grade 6 students. The framework and assessment tool were developed through a synthesis of literature and iterative expert consultation; the lesson plan was designed to align with the objectives of the curriculum and the proposed framework. A pedagogical experiment was conducted at Trung Vuong Secondary School (Thai Nguyen province) with one experimental class and one control class. Data sources included teachers’ assessments of students’ competence in applying knowledge and skills (comprising five competence components, nine criteria, and three proficiency levels) and the results of a 45-minute knowledge test administered to both classes after the experiment. Data analysis included descriptive statistics, independent-samples T-tests, and effect size calculation. The findings showed that students demonstrated growth across all competence criteria, with the largest improvements in identifying foundational knowledge and in designing/testing products. The knowledge test results also indicated that the experimental class achieved better learning outcomes than the control class after participating in the STEM lesson. The study concludes that well-designed STEM lessons can significantly enhance grade 6 students’ ability to apply knowledge and skills when teachers are supported with practical assessment tools, sufficient instructional time, and training in competence-oriented pedagogy.
competence to apply knowledge and skills; STEM-based instruction; natural sciences; grade 6 students
EXPLORING TEACHERS’ PRACTICE OF CLASSROOM-BASED ASSESSMENT
This study explores teachers’ practice of classroom-based assessment (CBA) and how the institutional guidelines affect their practice, using the grounded theory approach. Data were collected from interviews with four EFL teachers from a Vietnamese university and the syllabus documents they used for their classes. Results demonstrate that the participants actively planned assessment opportunities, provided necessary information of assessment to their students, and carried out the planned or unplanned assessments. All teachers reported using the assessment information to improve their teaching activities. Lastly, syllabus documents had a strong impact on the teacher’s CBA practice. Based on these findings, a conceptual model is proposed to represent the relationship between teachers’ practice and contexts and teacher assessment identity.
classroom-based assessment, assessment for learning, teacher assessment identity, teacher identity
DEVELOPING COMMUNICATION SKILLS FOR 5-6-YEAR-OLD CHILDREN WITH AUTISM SPECTRUM DISORDER THROUGH PROJECT-BASED LEARNING: A CASE STUDY
Developing communication skills for children aged 5–6 with autism spectrum disorder plays a crucial role in enhancing their social interaction, increasing their ability to integrate, and fostering essential life skills. This study was conducted to evaluate the effectiveness of Project-Based Learning (PBL) in improving communication skills for children with ASD in an inclusive early education setting. The research adopts a single-group pretest-posttest experimental design and implements a 4-month project-based intervention with two children at a specialized education center. Data were collected using a combination of qualitative and quantitative methods for assessing communication skills. After four months of experimentation, children’s overall communication scores increased from 1.46 to 2.64, indicating meaningful gains in verbal expression, comprehension, turn-taking, and attention regulation. The findings suggest that PBL is effective when sustained and personalized to children’s needs. The study concludes that PBL holds strong potential as a viable intervention model for children with ASD, especially when integrated into long-term, structured learning environments. It recommends broader application of PBL in special education and emphasizes the importance of teacher training and parental involvement in supporting communication development.
Communication skills, autism spectrum disorder (ASD), project-based learning, early intervention
DESIGNING EXERCISES ACCORDING TO THE AMERICAN COLLEGE TESTING (ACT) APPROACH TO ASSESS STUDENTS’ SCIENTIFIC THINKING COMPETENCE IN TEACHING THE TOPIC “ECOLOGY AND ENVIRONMENT” IN BIOLOGY GRADE 12
In the context of the ongoing shift from content-based to competence-based education, the development of assessment tools that validly and reliably measure student competencies has become an essential priority. This study addresses this need by proposing and operationalizing a framework for assessing scientific thinking competence, drawing on the structure of the American College Testing (ACT) approach. The framework encompasses three core components: (1) Interpretation of Data (IOD); (2) Scientific Investigation (SIN); and (3) Evaluation of Models, Inferences, and Experimental Results (EMI). The study’s principal contribution lies in translating this conceptual structure into a systematic process for designing ACT-oriented assessment instruments that extend beyond factual recall to capture higher-order cognitive processes. Applying this process to the Grade 12 Biology topic “Ecology and Environment” resulted in the development of 22 item clusters, comprising 160 questions in four formats: choice, short answer, true/false, and drag-and-drop, illustrating a practical pathway for embedding competence-based assessment into science education to more effectively evaluate and promote advanced levels of student thinking.
scientific thinking competence, American College Testing, exercises, Ecology and Environment
INTEGRATING DIGITAL TECHNOLOGY INTO LITERATURE TEACHING TO FOSTER CRITICAL AND CREATIVE THINKING IN HIGH SCHOOL STUDENTS
The 2018 General Education Curriculum emphasizes a shift from knowledge transmission to the development of learners’ qualities and competencies. Among these, critical and creative thinking are central, particularly in Literature education. This article investigates the integration of digital technology in literature teaching to foster critical and creative thinking for high school students. Digital tools, particularly artificial intelligence and online learning tools, can create flexible learning environments that support students’ active engagement with texts and encourage critical analysis and creative interpretation. However, the effective integration of technology requires pedagogical approaches that thoughtfully combine digital tools with established instructional practices. This study highlights the pedagogical value of such integration in enhancing teaching effectiveness and supporting the development of students' critical and creative capacities in contemporary educational contexts.
Integration, digital technology, teaching literature, critical thinking, creative thinking
DESIGNING EDUCATIONAL COMICS TO SUPPORT THE TEACHING OF “THE FUNDAMENTALS OF GENERAL CHEMISTRY” (GRADE 10 CHEMISTRY)
In the context of innovating Chemistry teaching methods towards competency development, the use of digital learning materials to support students in accessing abstract and generalized knowledge content is essential. This study aims to design comics as a form of digital learning material to support the teaching of "The Fundamentals of General Chemistry” (Grade 10). The author utilized ChatGPT to assist in developing the storyline and generating illustrative images for the comics. A set of quality assessment criteria for the comics was developed, consisting of eight criteria that ensure both the requirements for comics and alignment with educational objectives. Based on the proposed 6-step design process, four illustrative comics were developed, followed by a questionnaire-based survey conducted on 110 high school students and 31 Chemistry teachers in Hanoi and Hai Duong provinces. The survey results indicate that the comics were positively evaluated in terms of scientific accuracy, attractiveness, ability to stimulate learning interest, and feasibility in practical teaching. The study affirms that designing comics with the support of artificial intelligence is a feasible approach, contributing to the innovation of learning materials and teaching methods for Chemistry in general education.
comics, Fundamentals of General Chemistry, ChatGPT, chemistry teaching, digital learning materials
Lí luận và phương pháp dạy học môn Hóa học
APPLYING CONTEXTUAL THEORY IN FOLKLORE STUDIES TO TEACHING OF LEGEND READING IN GENERAL EDUCATION
Building on folklore studies’ longstanding concern with the socio-cultural functions of legend, this article critically reviews foundational scholarship on contextual approaches within folklore theory. On this theoretical basis, the authors analyze and systematize key elements of situational and cultural contexts that inform the creation, transmission, and interpretation of legend as a distinct folk narrative genre. Based on a review of the 2018 Vietnamese Literature Curriculum and an analysis of how legends are currently presented in textbooks, the study proposes a contextualized pedagogical framework for teaching legend reading. The findings affirm the value of contextual approaches as an interdisciplinary methodology integrating literary studies, anthropology, and education, which not only reconstructs the cultural depth of legends but also enables new possibilities for preserving and revitalizing folk heritage in contemporary life.
Folklore, context-based approach, legend, Literature Curriculum
PROPOSING THE APPLICATION OF THE SQ3R STRATEGY IN TEACHING INFORMATIONAL TEXT READING COMPREHENSION AT THE HIGH SCHOOL LEVEL
Based on the theoretical review of the SQ3R strategy and the instructional requirements for teaching informational text reading in the 2018 General Education Curriculum for Literature, this article proposes an approach to applying the SQ3R strategy to the design of reading instruction activities at each instructional stage, with the aim of developing high school students’ informational text reading comprehension competence. Through pedagogical experimentation, the study provides initial evidence of the feasibility and effectiveness of the proposed instructional measures in supporting students' development of informational text reading comprehension. This study contributes to improving the effectiveness of teaching informational text reading comprehension in high schools according to the 2018 General Education Curriculum for Literature.
SQ3R strategy, informational text, reading comprehension instruction, reading competence
DEVELOPING AN ASSESSMENT TOOLKIT TO EVALUATE PRE-SERVICE TEACHERS’ ARTIFICIAL INTELLIGENCE ACCEPTANCE BASED ON THE TECHNOLOGY ACCEPTANCE MODEL (TAM)
This study aims to develop a measurement scale assessing AI acceptance among pre-service teachers, grounded in the Technology Acceptance Model (TAM) – an informative systems theory that explains how users accept and use a certain technology, and extended with a foundational component: conceptual understanding of AI. The proposed instrument comprises five components: Conceptual Understanding (CON), Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Attitude Toward AI (ATT), and Behavioral Intention to Use AI (BIU). The research employs an in-depth literature review method aimed at systematizing theoretical and practical concepts related to the Technology Acceptance Model (TAM) and the application of AI in education. A total of 50 items are developed through literature review. The study contributes to the expansion of the TAM framework in educational contexts and offers a measurement instrument applicable to teacher training programs and future research on AI integration in education.
Artificial Intelligence, Technology Acceptance Model, pre-service teachers, scale development, teacher education