CC BY
23PEDAGOGICAL SCIENCES
FACTORS AFFECTING EDUCATING QUALITIES, GENERAL CORE COMPETENCIES FOR SECONDARY SCHOOL STUDENTS THROUGH EXPERIENTIAL CAREER-ORIENTED
ACTIVITIES
Tran Trung Vy,
Ph.D of Economic Sciences, Ha Long University, Quang Ninh Province
Vü Thanh Hoa
MA. in Education, Department of Pedagogy Ha Long University, Quang Ninh Province
ABSTRACT
In this article, the authors have focused on clarifying the concept and some measures to develop competency of problem-solving and creativity for secondary school students through experiential career-oriented activities. Keywords: Factor, affecting, secondary school students, qualities, general core, career-oriented activities.
1. Introduction
Educational innovation has become an urgent need and a global trend. To meet this requirement in Vietnam, the general education program 2018 was issued. This program was built with the intention of students to become responsible citizens, and to become cultural, industrious and creative employees who meet individual development requirements for building and defending the country in the age of globalization and the new industrial revolution.
Under this education program, it is essential to form the main qualities in learners as follows: patriotism, compassion, industriousness, honesty, responsibility and general core competencies such as, capacities of autonomy and self-study, communication and cooperation, problem solving and creativity. Especially, the experiential career-oriented activities are defined as compulsory educational ones. These activities help students explore themselves as well as the world around them, to become autonomous and creative; to enrich their spiritual lives; to be able to feel the beauty of nature and human love; to have proper morals and behavior. At the same time, they also foster students' love for their homeland, their country, and an awareness of their nation's roots and identity to contribute to preserving and developing the good values of Vietnamese people in an integrated world [1]. Thus, it can be seen that experiential career-oriented activities are dominant activities in the formation of qualities and competencies for learners. Researching the factors that affect the experiential career-oriented activities is the basis to create conditions to ensure these activities become effective. In this article, we have analyzed the factors that affect the education on personal qualities education, general core competencies for secondary school students through experiential career-oriented activities under the general education program 2018 in Vietnam.
2. Contents
Many factors that affect the education of personal qualities and general core competencies for secondary school students through experiential career-oriented activities including those of and outside the school, specifically mentioned as follows:
a. Awareness of administrators and teachers on experiential career-oriented activities at secondary schools
Awareness is an important basis to help people navigate activities in an effective way. In the educational process, teachers and administrators who want to perform their roles well must first; be fully aware of a teaching job in particular and educational activities in general and apply that full awareness in every single specific educational activity. Experimental career-oriented activities under the general education program can only be well performed when teachers and administrators of the secondary schools are properly aware of the position of the experiential career-oriented activities in the general education program 2018 and their role in the development of students' personalities. That is to have an in-depth understanding of the experiential career-oriented program at secondary schools (such as the goals, characteristics of the activities, contents, modes, types of activities and requirements to be met as for students; of how to organize experiential activities etc.). At the same time, that is to have an understanding of the necessary conditions to successfully organize experiential career-oriented activities for students. Moreover, that is the understanding of the physiological characteristics of secondary school students. On the contrary, if teachers and administrators have inappropriate perceptions about experiential career-oriented activities under the general education Program 2018. For example, underestimating the role of experiential career-oriented activities for the development of learners' qualities and competencies, or confusing the experiential career-oriented activities with extracurricular educational activities, between experiential teaching of subjects and experiential career -oriented activities as an independent educational activity etc.), or inadequate understanding of this program. All of those will lead to limitations in designing and organizing these experiential career-oriented activities for students at secondary schools.
b. Competencies to organize experiential career-oriented activities of secondary school teachers
In order for experiential career -oriented activities under the General Education Program 2018 to be effective, apart from the correct awareness, teachers must be competent to organize activities, specifically shown as below:
Be able to define goals; Be capable to build content, select the appropriate form and method of organizing experiential career-oriented activities to suit the school conditions, the qualifications of teachers and students; Be able to test and evaluate the results of students' experiential career-oriented activities; Be capable to link and coordinate with internal and external forces of the school to implement experiential career-oriented activities for students etc. Without the above-mentioned competencies, teachers will have difficulty in designing and organizing activities for students and inevitably, these activities will become ineffective.
c. Competencies to manage experiential career-oriented activities under General Education Program 2018 of the Secondary School Principals
The school principals are the head of the educational agencies, managing all educational activities at school, including experiential career-oriented activities. Management competencies of principals are demonstrated in planning, organizing, directing, examining and evaluating activities. If the principals are competent in management, the activities in general, and the experiential career-oriented activities in particular will be carried out in conformity with the plan, therefore the conditions to organize the activities are guaranteed. Moreover, there will be a unification and close coordination between stakeholders while conducting the activities together as well as timely adjustments when necessary and evaluation with experience learnt for the next activities etc. In contrast, if the principals are limited to management competencies, there will be obstacles while performing the activities. At the same time, there will be lack of orientation and confusion, leading to overlap or push away the responsibilities while performing the activities etc., and of course, the effectiveness of the activity operation will not be guaranteed.
d. Secondary school students' awareness of the importance of experiential career-oriented activities
Experimental career-oriented activities are significant for the formation and development of the qualities and competencies of secondary school students. If students have the correct awareness of the role of the activities, they will be motivated to voluntarily participate and cooperate with others more effortlessly under the direction of teachers. Therefore, it is easy to achieve high efficiency in the activity operation. Conversely, if students underestimate the role of the activities, it will lead to passivity, laziness, in carrying out the activities, ergo counterintuitively whereby activities become ineffective.
e. Competencies of secondary school students
Experimental and career-oriented activities contribute to forming and developing learners' key qualities and core competencies, including communication
and cooperation abilities, autonomy and self-study abilities, and problem solving and creativity. In order to operate the activities effectively, learners also need these competencies to carry out the activities. Particularly, students must have skills to self-study, and self-study the topics related to experiences and career orientation. Additionally, they need to have skills for communication, cooperation, initiative taking, actively coordinating with friends and teachers, know how to teamwork and how to self-check and evaluate activities or seek for help etc. Thus, it can be seen that students' competencies are formed and developed in the activities, and are conditions for the implementation of the activities. If learners' competencies are limited, conducting the activity will become difficult and negatively affect the outcome of the activities.
f. Facilities and financial conditions of secondary schools
To ensure effective experiential and career-oriented activities, secondary schools must have the necessary facilities for this. If there is a lack of documents to guide the experiential activities and career guide bookcases, and there is no funding source for the activities, it will be difficult for the organization and implementation of the activities. Besides, the schools need to have a computer system with extensive Internet connection and guide students to access and search information for experiential career-oriented activities such as, information on personal development, on families, natural world, society, labor markets, occupational characteristics, local strengths and social trends etc. so that students can actively accumulate knowledge for themselves. The schools should own a library with a variety of books on different topics, on occupations in society, providing the information on the local labor markets and society, and materials on the psychological mind tests to assess student psychology (about thinking, qualities, tendencies etc.), career-oriented tests for students to assess themselves in any occupational trends. In addition, the school also needs to organize and support resources (in terms of funding and facilities) in order to create conditions for students to visit local traditional craft villages, production and business facilities, factories, enterprises, landmarks, historical vestiges etc. in the area and in other localities. This gives them practical experience and aids them in forming career decisions for themselves after graduation from secondary school. In short, the experiential and career orientation program 2018 has new requirements in the contents and implementation methods. Therefore, the secondary schools that want to successfully, implement this program need to identify and fully prepare the essential conditions since no matter how logical and scientific their guideline is but, the necessary conditions for implementation are not guaranteed, the activity operation will become ineffective.
g. Natural and socio-economic conditions at the locality
The characteristics of the local natural environment such as, topographical conditions, soil, water, climate, minerals, resources etc. can significantly affect the experiential career-oriented activities for secondary school students, as they will be an important foundation
to form the strengths of economic development, culture and society at the locality. This is also one of the issues that secondary schools need to consider when they organize experiential career-oriented activities for students, making them more relevant and realistic to students.
Socio-environmental conditions: people's intellectual levels, infrastructure, diversity of social organizations, especially socio-economic organizations, and local professional organizations are also important factors that impact on thinking, perception, career orientation, emotional life, behavior, habits etc. secondary school students. If these social conditions are good, students are able to live in a dynamic social environment, with a great care from many different educational forces; they will have a strong impact on their perception of career orientation and development, on developing their personalities and vice versa. Schools need to pay proper attention to these factors to organize experiential career-oriented activities for secondary school students appropriately.
3. Conclusion
In summary, many factors that affect educating the qualities and competencies of students through experi-
ential career-oriented activities, whether directly or indirectly, internally or externally the school. Determining the factors affecting educating students generally, and educating students through experiential career-oriented activities particularly is an important requirement for educational administrators and teachers to ensure the effectiveness of the activities.
References
1. Bo Giao due va Bao tao (2018), Hoat dong trai nghiem va Hoat dong trai nghiem, huong nghiep, Ban hanh kem theo Thong tu 32/2018/TT-BGDBT ngay 26 thang 12 nam 2018.
2. Phi Thi Hieu, Nguyen Bo Huong Giang, Le Van Khuyen (2019), Build qualities and competencies for students through activities experience, Proceedings of the International Scientific and Practical Conference on Digital Economy (ISCDE 2019), Atlantis Press, ISBN 978-94-6252-848-2, pp.732-736.
3. Vu Xuan Hung (2016), Ve he thong nang luc day hoc cua nha giao trong cac co sd giao duc nghe nghiep theo tiep can nang luc thuc hien, Tap chi Khoa hoc day nghe, so 30, tr 14-19.
ИСПОЛЬЗОВАНИЕ МЕТОДА ИЗМЕНЕНИЯ КОНЦЕПЦИЙ ЧЕРЕЗ ПРОВЕДЕНИЕ ПРАКТИЧЕСКОГО ЭКСПЕРИМЕНТА ПРИ ИЗУЧЕНИИ ХИМИЧЕСКОЙ КИНЕТИКИ
Кусепова Л.А.
Евразийский Национальный Университет им. Л.Н. Гумилева, Нур-Султан, к.х.н
Аманязова Б. Т.
Евразийский Национальный Университет им. Л.Н. Гумилева, Нур-Султан, магистрантка
USING CONCEPTUAL CHANGE METHOD THROUGTH PRACTICAL EXPERIMENTS IN
STUDYING CHEMICAL KINETICS
Kusepova L.,
Eurasian National University L.N. Gumilyov, Nur-Sultan, Professor of Chemistry
Amanyazova B.
Eurasian National University L.N. Gumilyov, Nur-Sultan, master degree student
АННОТАЦИЯ
Данное исследование было проведено с целью изучения влияния метода изменения неправильных концепций студентов при изучении раздела кинетики с помощью химического эксперимента. В исследовании участвовало 48 учеников 11 класса интеллектуальной школы. В одной из групп применялись традиционные методы преподавания, в другой - метод изменения концепций с использованием практических экспериментов. Для измерения результатов исследования была разработана констатирующая работа, которая включала в себя часто допускаемые концептуальные заблуждения. Результаты тестирования показали, что студенты экспериментальной группы имели более глубокое понимание научных концепций по разделу кинетики по сравнению с результатами студентов контрольной группы.
ABSTRACT
The aim of this study was to investigate the effect of conceptual change method on students' misconceptions in kinetics through a chemical experiment. The study involved 48 grade 11 students of intellectual school. In one of the groups the traditional teaching methods were used, in the other group was used the teaching method based on changing concepts using practical experiments. To measure the results of the study, a summative test was developed, it included the basic misconceptions in chemical kinetics. The test results showed that the students of experimental group had a deeper understanding of scientific concepts in kinetics comparing with the results of the students from control group.
Ключевые слова: изменение концепций, скорость химической реакции, химический эксперимент, заблуждения в обучении.
Keywords: conceptual changes, rates of chemical reaction, scientific experiment, misconceptions in learning.
