Teaching Engineering Mechanics based constructivist theory in training technological teacher = Dạy học Cơ kỹ thuật theo lý thuyết học tập kiến tạo trong đào tạo giáo viên Công nghệ (tóm tắt + toàn văn)

HANOI NATIONAL UNIVERSITY OF EDUCATION ------TRAN TUYEN TEACHING ENGINEERING MECHANICS BASED CONSTRUCTIVIST LEARNING THEORY IN TRAINING TECHNOLOGICAL TEACHER Speciality: Industrial En

HANOI NATIONAL UNIVERSITY OF EDUCATION

- -TRAN TUYEN

TEACHING ENGINEERING MECHANICS BASED CONSTRUCTIVIST LEARNING THEORY

IN TRAINING TECHNOLOGICAL TEACHER

Speciality: Industrial Engineering Teaching Methodology

Code: 62.14.01.11

THE ABSTRACT OF DOCTORAL THESIS IN PEDAGOGY

Ha Noi - 2014

1 Reasons for choosing the topic

Education must promote learner’s proactiveness, positive, creativeness inaccordance with the characteristics of each class and each subject It must create

a proactive environment for students to acquire and master knowledge based ontheir own understanding in which teaching methods emphasize on self-studying, skills to apply knowledge in practice, impacts on movement andcreating joy to learners

Teaching the methods to acquire knowledge is an important prerequisitestep nowadays Students should be taught how to tackle issues byconstructivism of knowledge so that they have skills in modern life Student’scapacity of constructing new knowledge needs to be formed when they aresitting in school

Practice reveals that teaching method innovations in schools are nowundertaken quite slowly Therefore pedagogical students should be equippednew knowledge about teaching methods to apply in reality after graduation inaccordance with the policy of the Communist Party and State

Teaching based constructivist theory is an approach to active teachingmethods Teacher does not impart available knowledge or provide the truth, but

to orient, direct students to discover the truth, find out knowledge bythemselves

2 Purposes of the research

To propose teaching methods to Engineering Mechanics in pedagogicalcollege Training programs based constructivist knowledge theory to teachstudents knowledge and methods to occupy such knowledge (researchmethodology) which enables them the ability of lifelong learning

3 Object and Subjects of research

3.1 Object of research

The process of teaching Engineering Mechanics for Technology majoredstudents of Pedagogical college

3.2 Subjects of research

- Ability to apply constructivist learning theory in teaching and apply to theEngineering Mechanics subject.

Teaching methods for Engineering Mechanics subject based onconstructivist learning theory

3.3 Scope of research

Research topic focuses on studying constructivist learning theory andapplication in teaching mechanical technical subject in Technology teachertraining programs at college

4 Scientific assumption

If teaching methods for technical engineering subject and proposals areapplied appropriately (in pedagogical college training programs) according tostudy tectonic theory will be taught to students not only master the knowledgethat both methods occupy (research methodology) knowledge that enables them

to potentially life-long learning

5 Tasks of research

5.1 Form a theoretical basis for studying constructivist learning theory andapplications in teaching in general and in teaching Engineering Mechanics inTechnology teacher training programs at secondary school

5.2 Learn about the reality of teaching Engineering Mechanics inpedagogical colleges on the standpoint of constructivist learning theory

5.3 Conduct logic analysis of technical engineering knowledge insecondary teacher training program as a basis for teaching the subject basedconstructivist learning theory; create learning process based constructivistlearning theory for Engineering Mechanics

5.4 Test and evaluate Engineering Mechanics teaching basedconstructivist learning theory to verify hypotheses of topic

6 Research methods

Using the following dual system of research methods:

6.1 Group of theory research methods: systematization, analysis,

synthesis, comparison of relating theorical teaching materials, particularlyconstructivist learning documents Based on those to develop a theoretical basis

for the application in teaching Engineering Mechanics based constructivistlearning theory for Technology teacher training program.

6.2 Group of practical research methods:

6.2.1 Basic survey method: investigate the reality of teaching EngineeringMechanics in pedagogical colleges based standpoint of constructivist learningtheory

6.2.2 Expert method: consult experts on applying constructivist learningtheory in teaching Engineering Mechanics in the Technology teacher trainingprogram at pedagogical colleges

6.2.3 Experiment Method: conduct pedagogical experiment to verifyscientific hypotheses

6.2.4 Observation method: Observe the learning activities of students tohave recommendation, practical evaluation about constructivist learning theoryapplication

6.2.5 Statistic method: Use cases for statistical calculation and indicateresults in quantitative manner

7 Contribution of the thesis

7.1 Develop constructivist learning theory in teaching EngineeringMechanics at pedagogical college

7.2 Propose teaching principles and learning process of constructivistlearning theory in teaching Engineering Mechanics at pedagogical college 7.3 Propose three measures (with experiment) to apply constructivistlearning theory in teaching Engineering Mechanics

8 Structure of the thesis

Besides the introduction, conclusion and appendix, the thesis includes 3chapters:

Chapter 1: Theoretical and practical basics of teaching EngineeringMechanics based constructivist learning theory

Chapter 2: Teaching methods for Engineering Mechanics basedconstructivist learning theory

Chapter 3: Testing and evaluation

Chapter 1: THEORETICAL AND PRACTICAL BASICS OF TEACHING BASED CONSTRUCTIVIST THEORY

1.1 Historical overview of research

Jean Piaget, John Dewey, Vugotski, Glaserfeld were the first founders ofconstructivist learning theory This theory has been studied and applied inteaching based on the following viewpoints:

- Knowledge is constructed in a positive way by subject of perceptionrather than passively absorbing from the outside environment

- Learners’ perception is an organization and an adaptive process of theirown knowledge

- Perception is not to discover a world for humanity but the process to findnew things for the individuals that they are not aware of

- Learning is a social process in which learners gradually immersethemselves in intellectual activities of those around them

Brandt, Douglas H Clementes, Michael T Battista, Ernt Von Glaserfeldwere the next generations who developed research and applied constructivistlearning theory in teaching with points of view:

- Knowledge is actively discovered by learners, not passively receivedfrom others or environment

- Learners should create new knowledge for themselves through physicaland intellectual activities

- Manners of expressing the world of and understanding of scientificknowledge is personalized by each learner

- Learning is a social activity in which students gradually immerse in theintellectual activity of those around them

- Knowledge is constructed individually through operation methods ofeach individual

Knowledge is the result of tectonic activity of subject of perception, not theproduct by this way or another externally exists to subject of perception and can

be conveyed or instilled by frequent cognitive activities or communication

Pioneers in tectonic studies initially show application of constructivistlearning theory in classes Learners not only involve in the process ofdiscovering, inventing, but also participate in all social processes, including theinterpretation of exchange, negotiation and evaluation They acquire newknowledge from adjusting their world outlook to meet requirements set bynatural and social reality.

Many countries around the world have been implementing constructivistlearning theory pattern in which learners master their learning Learners areguided, encouraged to stay independently and implement plans of their ownlearning The teacher is a guide who is not arbitrary but reliable and providessupervision of student activities The fact reveals that these countries havegained certain achievements in education that many countries, including ourcountry should follow

In our country there are typical authors such as Nguyen Huu Chau, ThaiDuy Tuyen, Do Tien Dat, Tam Dao, Nguyen Quang Lac, Bui Phuong Nga, These authors have learnt history of tectonic teaching and summarized the basiccharacteristics of theory application to teaching Although the theory has notbeen widely deployed, authors’ work in Vietnam in recent years have shownthat the process of education reform in our country has got strong response frompedagogical colleges, particularly active teaching methods in teaching whichinitially apply constructivist learning theory to teaching

Some authors have studied constructivist learning theory applying inteaching specific subjects It's innovative teaching research in the Chemistry,Biology, Mathematics and Physics The work shows that authors have initiallylaunched a teaching process based on standpoint of constructivist teaching;proposed specific examples of teaching; conducted strengths and weaknessesanalysis when applying constructivist learning theory; initially appliedconstructivist teaching processes in several specific contents The researchconstructivist learning theory has partly contributed positively to the innovation

of teaching methods enhanced the quality of teaching and learning

Improving the quality of teaching methods towards innovation has beenextensively researched in terms of both basic theory and applicability in eachspecific content Constructivist learning theory appeared long ago in the worldwhich has been specified by the efficiency of educational training of somecountries and currently draws much interest in Vietnam Therefore, researchtrends and application of constructivist learning theory in teacher trainingprograms are feasible and meet renewal requirements of higher education.

1.2 Some fundamental concepts related to teaching based on constructivist learning theory

1.2.1 Constructivism

Constructivism is of human activity based on his ability to conquer the worldaround individual become a skill Thanks to this ability of human that we are onthe way to conquer the scientific knowledge The fact reveals that one day thathuman being is at grade 1 but soon becomes a university student

In teaching, constructivism is considered as the theory of which its pattern

is the biological basis of mind to explain the mechanism of learning Thefundamental idea of constructivist learning theory is to take the role ofperceiving subject to the leading position of cognitive processes Reality showsthat each individual forms their own world outlook Everything that eachexperienced would be arranged into "panorama of the world" of the person, that

is to construct their own picture of the world

1.2.2 Constructivist learning

Learners acquire knowledge expressed in the following forms:

- Individual constructivism or self-study

- Constructivist learning through teacher or in cooperation of friends

- Constructivist learning from feedback or examination,

self-adjustment

Constructivist learning is of learner’s activity which takes place in theactivity of the perceiving subject Learners build their own knowledge on thebasis of the inherent knowledge and interaction with the environment to correct

or expand their own knowledge

1.2.3 Assimilation

Assimilation is that subject re-establish some of the characteristics of the

perceived object, puts them into the available diagram The term assimilation

describes change in individual perception or groups as a result of from oldperception of the continuous social interaction among members

Assimilation occurs as a mechanism to preserve what has been known inmemory and allows learners to solve new situations based on familiar concepts.The process of assimilation is the process in which subject receives object, that

is the subject uses available knowledge and skill to process information andexternal impacts to achieve awareness goal

1.2.4 Accommodation

Accommodation means to adjust, adapt, and change in accordance with specialpurposes It is a process in which subject adapts to diverse environmentrequirements by re-establishing available characteristics of object, thereby alteringavailable structure, create a new structure, leading to equilibrium

Accommodation occurs when the learner fails to apply familiar knowledge andskills to solve new situations Thus, to tackle this situation learners need to change,adjust and even discard existing knowledge and experience When a new situation

is resolved, new knowledge is achieved and added to the existing knowledgesystem

1.3 Constructivist learning theory and application

1.3.1 Over view of constructivist learning theory

In learning, thinking process takes place to create the transformation withinlearners’ cognitive processes In essence, the process of "assimilation" and the

"adaptive adjustment" about understanding is to use "experience" and change

"experience" of acquired knowledge

Constructivist learning theory emphasizes knowledge students havelearned in previous grades or lessons which is call basic constructivist learning.Constructivist learning theory which promotes the interaction between learner’sexisting knowledge and environment in their learning process is also known associal constructivism

Figure 1.1: Diagram the process of assimilation and application of learning

1.3.2 Basic constructivism

Basic constructivism enhances the role of each individual in the cognitiveprocess and how individuals construct knowledge for themselves.Constructivism focuses on basic metabolic processes within the individual'scognitive process Basic constructivism respects learners’ experience in process

of forming their own scientific world outlook Emphasis on basicconstructivism in teaching is the emphasis on the active role of learners as well

as the isolation of learners’ perception

Advantages of basic constructivism are to confirm the active role oflearners in cognitive process Learning organization with basic constructivismorientation will facilitate learners to construct their own knowledge; learnersshould become the owner of that knowledge

If basic constructivism is overvalued, learners will be placed in isolationand construction of knowledge shall lack social factor Therefore, in teaching,

in addition to exploiting the strengths of basic constructivism, teachers shouldcombine with social constructivism to ensure higher efficiency of teachingprocess

1.3.3 Social constructivism

Teaching organization with social constructivism orientation is toemphasize social objective knowledge Human beings explore the world andconstruct intellectual treasure Knowledge is the product of humans and is

constructed both socially and culturally Each individual makes it meaningfulthrough interaction with others and with the environment in which they live Social constructivism regards learning as a social process; constructivistlearning is not a process that only takes place in the human mind, not a passivedevelopment of human behaviour, but is formed by the external impact.Learning is only meaningful when individuals are attracted to the socialactivities.

1.3.4 The structure of teaching based constructivist learning theory

Applying constructivist learning theory to teaching is so-calledconstructivist teaching and is reflected in organization of specific subjects.Therefore understanding the structure of teaching based constructivist learningtheory makes great sense in organizing to teach specific subjects The structure

of teaching based constructivist learning theory is the interaction or relationship

of mutual interaction between basic components: teacher, learner, content with the core of activities is experience of learner that takes place in a positive learning environment.

Learning environment in constructivist learning theory is the place in

which teacher organizes so that learner can use the "experience" to learn the

lesson content Teaching environment is considered extremely important factor

in teaching based constructivist learning theory Except for social natureteaching facilities are also considered the environment impacting study Learnercan work independently as well as support each other in using a variety of toolsand resources to jointly pursue academic goals with the help from teacher.Creating a friendly environment for learning is an important task in teachingbased constructivist learning theory Interaction among learners will be moreeffective when it occurs in a positive and democratic learning environment

Experience is the knowledge that learner has accumulated through

academic or practical experience

Learner is perceiving subject and goals as well as learning outcomes of

teaching based constructivist learning theory

Teacher is the person who supports and promotes activities to take place in

a classroom environment

Nội dung dạy học theo lý thuyết học tập kiến tạo không chỉ là nội dung của

bài học mà người học cần tiếp thu mà còn là những kiến thức có liên quan đến

kinh nghiệm của người học.

1.3.5 Applying Constructivist learning theory in teaching

Constructivist learning theory considers learner as both object and subject

of teaching process This idea is applied in teaching through specific teachingmethods such as problem-solving method, research methods, Algorit method, These active teaching methods share a common feature that is to create the bestenvironment for learners to use experience to research content However,depending on specific academic content that teacher selects rational approachfor learners to learn constructivist learning theory

1.4 Current status of teaching Engineering Mechanics based on constructivist view

Investigation of initial state to provide a general practice insight onteaching Engineering Mechanics based constructivist learning theory, and theability to apply constructivist learning theory in teaching That reflection in theorganization of the teaching has following characteristics: proactive learner,positive learning activities; democratic learning environment; learner is a centre

of teaching activities; lecturer encourages student’s self-awareness andresponsibility in learning The survey also aims to find out: what are advantagesand drawbacks when teacher applies constructivist learning theory in teaching

in class time? Are learner’s ability and needs consistent with constructivistlearning theory? Are teaching methods used by teachers consistent withconstructivist learning theory? What are means of support for teachers inorganizing learning based constructivist learning theory?

Chapter 2: TEACHING METHODS FOR ENGINEERING MECHANICS BASED CONSTRUCTIVIST LEARNING THEORY

2.1 The introduction of Engineering Mechanics in pedagogical college

2.1.1 Course Objectives

Learners understand and use mechanical contents and identify EngineeringMechanics problems, do mechanical exercises, contact, apply in reality.Learners get more confidence in calculating and applying mechanical exercises

in practice

Content of the subject is to solve the problem which is to apply in machine

in reality to design tool machines

2.1.2 Analysis of the structure of Engineering Mechanics

Characteristics of the subject facilitate the application of learning theory toteaching These characteristics are specific, abstract, both abstract and specific,integration, interoperability, inheritance, multi-function, multi-option,applicability - practice

Engineering Mechanics teaching process needs to consider the knowledge components:

- Knowledge of Mathematics (M) helps resolve calculation in most content

of Engineering Mechanics

- Knowledge of Physics (P) is employed in Engineering Mechanicsincluding basic principles of movement, stand, physical nature of material,object

- Knowledge of strength of material, chemical used in EngineeringMechanics relate to features, strength of detail, objects

Thus teaching Engineering Mechanics needs to remind student’sknowledge they have learned so that they can solve problems by their existingknowledge When they have learned the basic movements of a solid, using Mtools to synthesize movements will create a new movement; EngineeringMechanics will help identify new movement in a more realistic way and clearer.The movements that are synthesized calculated and described by M equation is

in fact real meaningful With knowledge learned in P, students are able to