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MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION KIEU PHUONG THUY TEACHING INFORMATICS IN THE DIRECTION OF DEVELOPING SELF-DIRECTED LEARNING COMPETENCE FOR HIGH SCHOOL STUDENTS Major: Theory and Methodology of Teaching Informatics Code: 9140111 THE SUMMARY OF DOCTORAL THESIS IN EDUCATIONAL SCIENCE Hanoi – 2023 This thesis has been completed at the Faculty of Information Technology, Hanoi National University of Education Scientific instructors: Assoc Prof PhD HO CAM HA PhD NGUYEN CHI TRUNG Reviewer 1: Assoc Prof Trinh Thanh Hai – Thai Nguyen University of Sciences Reviewer 2: Assoc Prof Le Manh Thanh – Hue University of Sciences Reviewer 3: Assoc Prof Nguyen Tien Trung – Vietnam Journal of Education The thesis will be defended before the school-level Dissertation Judging Board meeting at Hanoi National University of Education at the time… hours… day… month… year… The thesis can be found at the library: National Library, Hanoi, or Library of Hanoi national University of Education LIST OF PUBLISHED SCIENTIFIC WORKS RELATED TO THE THESIS Kieu Phuong Thuy, Nguyen Chi Trung and Ho Cam Ha (2021) Creating a frame for assessment of ICT competence of students in High schools HNUE Journal of Science 66, 1, 155-167 Kiều Phương Thùy, Nguyễn Chí Trung (2021) Self-directed Learning Readiness for Vietnamese Students in Informatics Proceedings of the 2nd International Conference on Innovation in Learning Instruction and Teacher Education - ILITE2, 500-511 Kieu Phuong Thuy, Nguyen Chi Trung (2021) Some solutions to develop self-directed learning competence for students through teaching "Topic F Solving problems with the help of computers" (Informatics 10) Vietnam Journal of Education, 515, 29-35 Kieu Phuong Thuy, Nguyen Chi Trung (2023) Exploiting the digital environment to teach Informatics in the direction of developing self-directed learning competency for high school students in Vietnam International Journal of Information and Education Technology, 13(8), 1192-1198 (Scopus Q3) Kieu Phuong Thuy, Nguyen Chi Trung (2023) Designing learning activities to develop self-directed learning competency in teaching Informatics; International Journal of Evaluation and Research in Education – Scopus Q3 (Accepted) INTRODUCTION Rationale The viewpoint of the 2018 General Education Curriculumn (GEC) is to develop for students core competencies, including both general and specialized competencies Among them, self-control and self directed learning (SDL) are one of the core general compentencies In today's globalization era, Informatics (IT) plays a leading role in preparing STs with the skills and competencies to search for, select, receive, and expand knowledge resources At the high school (HS) level, students have certain competencies and must make initial choices to guide their career paths The demand for SDL and access to information is significant, requiring HS students to have more SDL competencies than ever before A survey of 1170 students and 235 teachers from HSs across the country showed that most students have a good awareness of SDL (94.7%), but their actual SDL competencies are only at an average level (78.7%) according to teacher assessments Most teachers consider teaching computer education with a focus on developing SS competencies to be very important However, they are often unsure about the most effective teaching, testing, and evaluation methods Based on these reasons, we have chosen the topic: "Teaching IT in direction of developing self-directed learning competencies for HS students." Research objectives Developing strategies for teaching IT at the HS level in the direction of fostering self-directed learning competencies for students Research object The process of teaching IT at the HS Scope of study 4.1 Research content: The HS IT program, mainly focuses on grade 10 IT 4.2 Research locations: Some HSs in Hanoi and a few neighboring provinces (Hai Phong, Hai Duong, Bac Giang) Scientific hypothesis If there are appropriate pedagogical measures in teaching IT in HSs towards developing SDL competencies, then the result of learning IT SDL competencies of students will be improved Research tasks 6.1 Theoretical research on teaching related to the formation and development of SDL competencies for HS students; 6.2 Research on the teaching content and the orientation perspective of the 2018 High School VEC related to self-directed learning 6.3 Investigating existing approaches to teaching IT with a focus on developing SDL competencies to identify opportunities for students' SDL development during teaching IT; 6.4 Investigating the current situation of teaching IT in the direction of developing SDL competencies for HS students; 6.5 Developing an assessment framework for SDL competencies expressed during learning IT for students; 6.6 Proposing pedagogical measures for teaching IT in the direction of developing SDL competencies for HS students; 6.7 Pedagogical experimentation; 6.8 Providing guidance for implementing teaching in the direction of developing SDL competencies for HS students and proposing future research directions Research methods 7.1 Theoretical research; 7.2 Survey, practical investigation; 7.3 Pedagogical experimentation; 7.4 Case study New contribution of the thesis 8.1 Contributions in theoretical aspects: Systematize, develop, and clarify the theory of SDL and teaching computer science with a focus on developing SDL; Propose the framework of SDL and the evaluation framework for SDL expressed in the subject of computer science; Propose three teaching methods for teaching IT in direction of developing SDL for students 8.2 Contributions in practical aspects: Provide data on the current state of teaching and developing SDL in computer science; Provide teachers with a reference document system of examples and lessons to develop SDL for students in learning computer science; Provide teachers with a document to build a support system for teaching and learning IT to enhance SDL for students Arguments to defense 9.1 The theoretical foundation identified and presented in the thesis is suitable for teaching IT with a focus on developing SDL for students 9.2 The proposed framework for assessing self-directed learning skills in the thesis is appropriate for evaluating students' self-directed learning development during Computer Science instruction 9.3 Researching and applying pedagogical approaches to teach computer science with a focus on developing students' digital literacy, as proposed in this dissertation, will contribute to improving the quality of teaching IT and students' SDL 10 Thesis structure In addition to the Introduction, Conclusion, References, and Appendices, the thesis consists of four chapters: Chapter 1: Overview of SDL, SDL competencies, and related issues Chapter 2: The assessment framework of SDL competencies in IT subject and theoretical research, practical surveys Chapter 3: Some measures in teaching IT aimed at developing SDL for students Chapter 4: Pedagogical experiment CHAPTER OVERVIEW OF SDL, SDL COMPETENCIES, AND RELATED ISSUES 1.1 Literature review 1.1.1 Research Findings on SDL and SDL Competencies Worldwide Across the globe, research on self-directed learning (SDL) is extensive, diverse, and has been ongoing for many years Research endeavors on SDL can be broadly categorized into three main groups, including: the group focused on comprehensive theoretical research on SDL and SDL competencies, the group engaged in developing frameworks for assessing SDL competencies, and the group investigating the role of Information and Communication Technology (ICT) and communication in SDL 1.1.2 Research Findings in Vietnam on SDL and SDL Competencies In Vietnam, research on self-directed learning (SDL) is diverse and draws inspiration from studies conducted worldwide Recent research efforts have primarily concentrated on developing approaches to enhance SDL competencies for students and assessing the effectiveness of these approaches 1.1.3 Studies on teaching IT and teaching IT towards developing SDL competence Although the field of research in computer-assisted instruction has yielded some specific results, currently, worldwide research on computer-assisted instruction with a focus on developing self-directed learning competencies remains relatively limited, and this is also the case in Vietnam 1.1.4 Some remarks So far, there has been no study focused on teaching IT towards developing SDL competencies for HS students The approach to identifying the factors that influence and affect these factors is a research gap Studies on education in Vietnam have not assessed the differentiation of learners based on individual factors such as learning styles Based on the remarks presented, our research will focus on the aforementioned issues regarding HS students with the aim of finding a suitable method of teaching IT to develop self-learning competencies 1.2 The Scientific Basis of Learning and Self-Learning 1.2.1 Philosophical Basis 1.2.2 Psychological Basis 1.2.3 Educational Basis 1.3 SDL activities in some theories of learning 1.3.1 SDL according to the theory of behaviorism 1.3.2 SDL according to the theory of cognition 1.3.3 SDL according to the theory of constructivism 1.4 Views on SDL competence 1.4.1 Concept of competence 1.4.2 Concept of SDL competence Based on the comparison table between the characteristics of SDL in the GEC2018 with the core features of SDL and the research process on SDL concepts worldwide (presented in section 1.1.1), it can be observed that Knowles M.S.'s definition of SDL is comprehensive and encompasses the core features of SDL, which is suitable for the description of SDL in Vietnam's curriculum Therefore, we choose this definition as the basis for studying and developing an assessment framework for SDL and restate the structure of SDL as follows: "SDL is a personal attribute formed and developed through inherent qualities and learning processes, allowing learners to actively establish learning goals, identify learning tasks, identify resources for learning, choose and implement learning strategies, and evaluate their learning appropriately in specific conditions, with or without the assistance of others” 1.4.3 The structure of SDL competence The above definition of SDL has indicated that a person with SDL competence is someone who possesses all the SDL components, including the ability to self-determine learning goals, identify learning tasks, identify resources, choose and implement learning strategies, and self-evaluate their learning 1.5 Factors influencing SDL competence 1.5.1 External factors MacBeath's research analyzed external factors that influence the process of learning, including the physical environment, time, the peer environment, and reference resources In Computer Science, these external factors can be specified as follows: The physical environment with computers is both a means of learning and a tool for creating computer products Therefore, computer learning spaces such as classrooms, computer labs, libraries, or study corners need to have computers and ideally be connected to the internet Time is one of the important factors in the learning and study of computer science and by computer (in support of learning computer science and other subjects) Setting time limits like this will encourage students to plan their assignments to complete their studies effectively The peer environment in computer science education is a digital environment in which each student uses a computer and a computer network to exchange and interact with classmates or study groups Individual learning activities are evident if there are challenging requirements or competitions among members within the group or among groups of students