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)

MINISTRY OF EDUCATION AND TRAINING 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 INTRODUCTION Reasons for choosing the topic Education must promote learner’s proactiveness, positive, creativeness in accordance with the characteristics of each class and each subject It must create a proactive environment for students to acquire and master knowledge based on their own understanding in which teaching methods emphasize on selfstudying, skills to apply knowledge in practice, impacts on movement and creating joy to learners Teaching the methods to acquire knowledge is an important prerequisite step nowadays Students should be taught how to tackle issues by constructivism of knowledge so that they have skills in modern life Student’s capacity of constructing new knowledge needs to be formed when they are sitting in school Practice reveals that teaching method innovations in schools are now undertaken quite slowly Therefore pedagogical students should be equipped new knowledge about teaching methods to apply in reality after graduation in accordance with the policy of the Communist Party and State Teaching based constructivist theory is an approach to active teaching methods Teacher does not impart available knowledge or provide the truth, but to orient, direct students to discover the truth, find out knowledge by themselves Purposes of the research To propose teaching methods to Engineering Mechanics in pedagogical college Training programs based constructivist knowledge theory to teach students knowledge and methods to occupy such knowledge (research methodology) which enables them the ability of lifelong learning Object and Subjects of research 3.1 Object of research The process of teaching Engineering Mechanics for Technology majored students of Pedagogical college 3.2 Subjects of research - Ability to apply constructivist learning theory in teaching and apply to the Engineering Mechanics subject Teaching methods for Engineering Mechanics subject based on constructivist learning theory 3.3 Scope of research Research topic focuses on studying constructivist learning theory and application in teaching mechanical technical subject in Technology teacher training programs at college Scientific assumption If teaching methods for technical engineering subject and proposals are applied appropriately (in pedagogical college training programs) according to study tectonic theory will be taught to students not only master the knowledge that both methods occupy (research methodology) knowledge that enables them to potentially life-long learning Tasks of research 5.1 Form a theoretical basis for studying constructivist learning theory and applications in teaching in general and in teaching Engineering Mechanics in Technology teacher training programs at secondary school 5.2 Learn about the reality of teaching Engineering Mechanics in pedagogical colleges on the standpoint of constructivist learning theory 5.3 Conduct logic analysis of technical engineering knowledge in secondary teacher training program as a basis for teaching the subject based constructivist learning theory; create learning process based constructivist learning theory for Engineering Mechanics 5.4 Test and evaluate Engineering Mechanics teaching based constructivist learning theory to verify hypotheses of topic 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, particularly constructivist learning documents Based on those to develop a theoretical basis for the application in teaching Engineering Mechanics based constructivist learning theory for Technology teacher training program 6.2 Group of practical research methods: 6.2.1 Basic survey method: investigate the reality of teaching Engineering Mechanics in pedagogical colleges based standpoint of constructivist learning theory 6.2.2 Expert method: consult experts on applying constructivist learning theory in teaching Engineering Mechanics in the Technology teacher training program at pedagogical colleges 6.2.3 Experiment Method: conduct pedagogical experiment to verify scientific hypotheses 6.2.4 Observation method: Observe the learning activities of students to have recommendation, practical evaluation about constructivist learning theory application 6.2.5 Statistic method: Use cases for statistical calculation and indicate results in quantitative manner Contribution of the thesis 7.1 Develop constructivist learning theory in teaching Engineering Mechanics at pedagogical college 7.2 Propose teaching principles and learning process of constructivist learning theory in teaching Engineering Mechanics at pedagogical college 7.3 Propose three measures (with experiment) to apply constructivist learning theory in teaching Engineering Mechanics Structure of the thesis Besides the introduction, conclusion and appendix, the thesis includes chapters: Chapter 1: Theoretical and practical basics of teaching Engineering Mechanics based constructivist learning theory Chapter 2: Teaching methods for Engineering Mechanics based constructivist 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 of constructivist learning theory This theory has been studied and applied in teaching based on the following viewpoints: - Knowledge is constructed in a positive way by subject of perception rather than passively absorbing from the outside environment - Learners’ perception is an organization and an adaptive process of their own knowledge - Perception is not to discover a world for humanity but the process to find new things for the individuals that they are not aware of - Learning is a social process in which learners gradually immerse themselves in intellectual activities of those around them Brandt, Douglas H Clementes, Michael T Battista, Ernt Von Glaserfeld were the next generations who developed research and applied constructivist learning theory in teaching with points of view: - Knowledge is actively discovered by learners, not passively received from others or environment - Learners should create new knowledge for themselves through physical and intellectual activities - Manners of expressing the world of and understanding of scientific knowledge is personalized by each learner - Learning is a social activity in which students gradually immerse in the intellectual activity of those around them - Knowledge is constructed individually through operation methods of each individual Knowledge is the result of tectonic activity of subject of perception, not the product by this way or another externally exists to subject of perception and can be conveyed or instilled by frequent cognitive activities or communication 6 Pioneers in tectonic studies initially show application of constructivist learning theory in classes Learners not only involve in the process of discovering, inventing, but also participate in all social processes, including the interpretation of exchange, negotiation and evaluation They acquire new knowledge from adjusting their world outlook to meet requirements set by natural and social reality Many countries around the world have been implementing constructivist learning theory pattern in which learners master their learning Learners are guided, encouraged to stay independently and implement plans of their own learning The teacher is a guide who is not arbitrary but reliable and provides supervision of student activities The fact reveals that these countries have gained certain achievements in education that many countries, including our country should follow In our country there are typical authors such as Nguyen Huu Chau, Thai Duy Tuyen, Do Tien Dat, Tam Dao, Nguyen Quang Lac, Bui Phuong Nga, These authors have learnt history of tectonic teaching and summarized the basic characteristics of theory application to teaching Although the theory has not been widely deployed, authors’ work in Vietnam in recent years have shown that the process of education reform in our country has got strong response from pedagogical colleges, particularly active teaching methods in teaching which initially apply constructivist learning theory to teaching Some authors have studied constructivist learning theory applying in teaching specific subjects It's innovative teaching research in the Chemistry, Biology, Mathematics and Physics The work shows that authors have initially launched a teaching process based on standpoint of constructivist teaching; proposed specific examples of teaching; conducted strengths and weaknesses analysis when applying constructivist learning theory; initially applied constructivist teaching processes in several specific contents The research constructivist learning theory has partly contributed positively to the innovation of teaching methods enhanced the quality of teaching and learning 7 Improving the quality of teaching methods towards innovation has been extensively researched in terms of both basic theory and applicability in each specific content Constructivist learning theory appeared long ago in the world which has been specified by the efficiency of educational training of some countries and currently draws much interest in Vietnam Therefore, research trends and application of constructivist learning theory in teacher training programs 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 world around individual become a skill Thanks to this ability of human that we are on the way to conquer the scientific knowledge The fact reveals that one day that human being is at grade 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 The fundamental idea of constructivist learning theory is to take the role of perceiving subject to the leading position of cognitive processes Reality shows that each individual forms their own world outlook Everything that each experienced 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 self-examination, selfadjustment Constructivist learning is of learner’s activity which takes place in the activity of the perceiving subject Learners build their own knowledge on the basis of the inherent knowledge and interaction with the environment to correct or expand their own knowledge 8 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 old perception of the continuous social interaction among members Assimilation occurs as a mechanism to preserve what has been known in memory 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 and external impacts to achieve awareness goal 1.2.4 Accommodation Accommodation means to adjust, adapt, and change in accordance with special purposes It is a process in which subject adapts to diverse environment requirements by re-establishing available characteristics of object, thereby altering available structure, create a new structure, leading to equilibrium Accommodation occurs when the learner fails to apply familiar knowledge and skills 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 knowledge system 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 within learners’ 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 have learned in previous grades or lessons which is call basic constructivist learning Constructivist learning theory which promotes the interaction between learner’s existing knowledge and environment in their learning process is also known as social constructivism 9 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 cognitive process and how individuals construct knowledge for themselves Constructivism focuses on basic metabolic processes within the individual's cognitive process Basic constructivism respects learners’ experience in process of forming their own scientific world outlook Emphasis on basic constructivism 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 of learners in cognitive process Learning organization with basic constructivism orientation will facilitate learners to construct their own knowledge; learners should become the owner of that knowledge If basic constructivism is overvalued, learners will be placed in isolation and construction of knowledge shall lack social factor Therefore, in teaching, in addition to exploiting the strengths of basic constructivism, teachers should combine with social constructivism to ensure higher efficiency of teaching process 1.3.3 Social constructivism Teaching organization with social constructivism orientation is to emphasize social objective knowledge Human beings explore the world and construct intellectual treasure Knowledge is the product of humans and is 10 constructed both socially and culturally Each individual makes it meaningful through interaction with others and with the environment in which they live Social constructivism regards learning as a social process; constructivist learning is not a process that only takes place in the human mind, not a passive development of human behaviour, but is formed by the external impact Learning is only meaningful when individuals are attracted to the social activities 1.3.4 The structure of teaching based constructivist learning theory Applying constructivist learning theory to teaching is so-called constructivist teaching and is reflected in organization of specific subjects Therefore understanding the structure of teaching based constructivist learning theory 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 nature teaching facilities are also considered the environment impacting study Learner can work independently as well as support each other in using a variety of tools and resources to jointly pursue academic goals with the help from teacher Creating a friendly environment for learning is an important task in teaching based constructivist learning theory Interaction among learners will be more effective 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 11 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 nội dung học mà người học cần tiếp thu mà kiến thức có liên quan đến kinh nghiệm 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 teaching methods such as problem-solving method, research methods, Algorit method, These active teaching methods share a common feature that is to create the best environment for learners to use experience to research content However, depending on specific academic content that teacher selects rational approach for 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 on teaching Engineering Mechanics based constructivist learning theory, and the ability to apply constructivist learning theory in teaching That reflection in the organization 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 and responsibility in learning The survey also aims to find out: what are advantages and drawbacks when teacher applies constructivist learning theory in teaching in class time? Are learner’s ability and needs consistent with constructivist learning theory? Are teaching methods used by teachers consistent with constructivist learning theory? What are means of support for teachers in organizing learning based constructivist learning theory? 12 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 Engineering Mechanics problems, 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 to teaching 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 Mechanics including basic principles of movement, stand, physical nature of material, object - Knowledge of strength of material, chemical used in Engineering Mechanics relate to features, strength of detail, objects Thus teaching Engineering Mechanics needs to remind student’s knowledge they have learned so that they can solve problems by their existing knowledge When they have learned the basic movements of a solid, using M tools to synthesize movements will create a new movement; Engineering Mechanics 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 13 able to understand technical principles corresponding in the machine and understand operation of details By organizing appropriate learning activities, conducting appropriate research methods, along with the M supportive tools and other basic sciences, students fully learn Engineering Mechanics which corresponds to logic design and construction of the machine Study basic movements and actual structure will stimulate students solve real life tasks techniques and create Engineering Mechanics knowledge 2.1.3 Ability to apply constructivist learning theory in teaching Engineering Mechanics Engineering Mechanics has “close" content and uses "materials" from the basic sciences such as P and M Therefore, when applying to constructivist teaching it should be based on starting point knowledge of students to organize learning The knowledge students have learned in P and M will be very useful for constructivism of new knowledge Abstract and practical universe of the subject will suit curious psychology of students which will facilitate students to use existing knowledge to construct new knowledge, learn applications and solve problems arising in their minds The subject characteristics also contribute to the develop intellectual capacity such as analysis, synthesis, abstraction, generalization, and cultivation of virtue, the qualities of the workers such as carefulness, accuracy count discipline, critical thinking, creativeness, aesthetic sense These features will create conditions for students to mobilize and operate their learning "engine" in knowledge discovering process, skill formation which is convenient to organize individual activities and group in constructivist learning 2.2 Principles in teaching Engineering Mechanics based constructivist learning theory Principle 1: Teaching Engineering Mechanics based constructivist learning theory must reach two main goals, it is important to teach knowledge and teaching methods to dominate knowledge (research methods) It is to teach students research methods through teaching Engineering Mechanics knowledge 14 Principle 2: Engineering Mechanics is considered the basis subject of engineering Therefore Engineering Mechanics based constructivist learning theory has to regularly relate to practice and technical expertise so that students relate knowledge in Engineering Mechanics with fields using this kind of knowledge Principle 3: In the teaching process it is necessary to increase level of selfstudy to occupy knowledge by organizing different forms of teaching such as seminars, group study, research assignments, 2.3 Process in teaching Engineering Mechanics based constructivist learning theory Based on assimilation and adaptive adjustment diagram in constructivist learning theory, Engineering Mechanics teaching process must be carried out in accordance with constructivist learning process such as the following diagram: Figure 2.1: Diagram constructivist learning process Step - Disclosure of student’s perception 15 Step - Define the problem Step - Propose hypotheses Step - Test the hypothesis Step - Conclude and apply Steps in the above process are relative, depending on each lesson content and situation of each class that those can be flexibly applied In the teaching process, flexible use and teaching method selection will produce students’ constructivism of knowledge more effectiveness 2.4 Measures in applying constructivist learning theory in teaching Engineering Mechanics 2.4.1 Measure 1: Teach students subject research methods 2.4.1.1 Purpose According to constructivist learning theory, students present new knowledge through experience and experience reflection Instructor plays a supporting role by teaching ways of thinking, equipping them with tools and analysis capabilities to solve the problem The purpose of this measure is: - Equip students with methods to study Engineering Mechanics - Develop tools so that students can study Engineering Mechanics 2.4.1.2 Teach students to use M in studying Engineering Mechanics Among the methods for Engineering Mechanics study, mathematical method is used quite often Teaching Engineering Mechanics is a way to teach students to use M in studying the subject M is the basic science knowledge of which knowledge is a tool to solve problems of most other scientific fields Especially in the field of technical studies, M is almost an indispensable tool in research and implementation of scientific theories Pedagogical technology students are equipped with advanced M knowledge from the first year, which is the intensive knowledge - development of basic mathematical knowledge they have learned in high school However, M in extensive fields of knowledge should be defined, "localized" to help students focus on research, learning process and constructivism of knowledge For the engineering mechanics, mechanical problems as well as engineering mechanical problems need 16 mathematical knowledge so that students can construct knowledge The M knowledge that is necessary and widely used to study the subject such as Decart coordinate system, vector mathematics, differentiation The content Engineering Mechanics can directly apply or use mathematical methods, or combine several M methods to solve engineering mechanical problems 2.4.1.3 Teach student to study Engineering Mechanics by pattern Build a pattern of the problem that is to identify the most significant factors in systems and rules that we must follow Build a mediated pattern by different language expressions in Engineering Mechanics Analyze rules of the pattern under the mediated model using M, P knowledge, Select the most proper solution Conclude content, conduct retests the mediated pattern to make conclusions If the pattern matches, then go to conclusion of knowledge If not, return to describe another Engineering Mechanics language 2.4.1.4 Teach students to conduct experiments, virtual practice in research Engineering Mechanics Simulation is the third way in parallel with pure study Engineering Mechanics and experimental study on real object of the subject Using experiments, virtual practice can save time, economy and effort in teaching activities; avoid hazards in the design, systems engineering experiments Computer software allows researchers to study not only exterior but also dynamics, changes inside the objects, phenomenon, the influences affecting that phenomenon Experiments, virtual practice are forms of simulation that students need to observe in order to draw similar conclusion on the real object 2.4.2 Measure 2: Restructuring lesson in accordance with the thinking of scientists 2.4.2.1 Purpose To teach students ways of thinking to solve the problem of scientists by restructuring lessons in thinking of scientists so that students can learn this mentality 17 2.4.2.2 Structures of Engineering Mechanics lesson a Logical structure of lesson according to scientific thinking - The problems to be solved in lesson: contain academic but "processed’’ content, create situations to stimulate the desire to learn (resolution) - Tools to solve the problems: existing knowledge, experience, such as theorems, principles, structures, principles from Engineering Mechanics or other subjects; or methods to solve the problem in the previous lessons or other subjects - Problem-solving process: Provide various situations, guess the questions, concerns students may have Conduct comparisons, contrast and then analyze and synthesize the data of the issue - Conclusion: be consistent with objectives of the lesson b Logical structure of lesson in technical innovative thinking - Requirements for innovation products: Analyze goals to be achieved, refer the actual applications of content to design lesson structure which is both interesting and can achieve all goals, simultaneously deploys towards the logic of technical inventions - Tools to solve the problem: knowledge that students have learned and experience in their research, knowledge of the previous lessons, matters of typical sciences P, M they have ever resolved Tool selection needs to be optimally organized in groups and have the support of lecturer - Building working principles of the device: working principle is based on the physical principle or technical principles that students already know Principles will be operated right when the construction process is appropriate and components of theoretical knowledge are that students have learned - Structure of the device: Select each part of structure so that the device can work optimally The selection depends on the knowledge and experience of the conditions of details - Lesson Summary: Conclude research process based on the principles of the structure and certain operating conditions Conclusions should also figure out effective research method and in a logical process of inventor 18 2.4.3 Measure 3: Applying Problem Solving Teaching method 2.3.3.1 Purpose Applying Problem Solving Teaching method to help students not only acquire knowledge but also to learn methods to dominate new knowledge Ways to dominate new knowledge is scientific research methods, presentation and problem solving to help students construct their own knowledge Thereby, students are trained self-study and lifelong learning capability 2.4.3.2 Application of the method It is important to note the following details in applying raise-issue method: - Issue proposal: issues often come from students who already have experience of M, P, graphic geometry, strength of materials, and the application life of mechanical - Hypothesis rising: Derive from understanding that students experiences in learning process; students present solutions which can solve the problem - Problem solving: A comparative thinking, synthesizing, analysis of hypotheses according to students' understanding of the lesson content And test hypotheses - compare results in problem solving and assumptions to be able to make other assumptions or come to a conclusion - Conclusion and application: content and methods of problem-solving in lesson, application to solve practical problems 2.5 Design illustrates lesson based constructivist learning theory 2.5.1 Lesson 1: VECTOR METHOD Lesson preparation applies mathematical method to transform the formulas describing P nature and principles which students already learn to construct Engineering Mechanics knowledge 2.5.2 Lesson 2: CRANK MECHANISM - SLIDER Lesson preparation is detail of activities student conduct in virtual experiment with Cabri3D Engineering Mechanics - which is to solve the problem of Engineering Mechanics 2.5.3 Lesson 3: TRANSLATIONAL MOVEMENT OF SOLID OBJECT 19 Lesson preparation applies Problem Solving Teaching method in combination with mathematical method to help student understand lesson content Chapter 3: TESTING AND EVALUATION 3.1 Purpose, content, method of testing 3.1.1 Purpose Test aims to assess validity of the research hypothesis, which confirms teaching based constructivist learning theory has helped students master knowledge og Engineering Mechanics as well as taught them method to dominate that knowledge (methodology) Testing will evaluate the feasibility and applicability of applying research on constructivist learning theory in teaching Engineering Mechanics for technology pedagogical college student Methods of testing assess positiveness of student in learning teaching Engineering Mechanics based constructivist learning theory, and then evaluate the application of constructivist learning theory to teaching Engineering Mechanics for improving the quality of technology teacher training program 3.1.2 Content A test is conduct based on the content of some typical lessons in Engineering Mechanics for second year, third year students majored Technology Pedagogical It is the choice and analysis of contents which can be applied in practical classroom teaching and consulting experts 3.1.3 Method Conduct two methods: a) Controlled Pedagogical Experiment b) Experts method 3.2 Pedagogical Experiment Conducted in two phases Phase 1, teach and assess students in the second semester of the academic year 2011 - 2012 in class 10 – CĐSPCN of Technology Pedagogical College and Central Pedagogical College According to curriculum scheme, 20 Engineering Mechanics has 60 credits On the basis of the purpose and content mentioned above, experiments in class include 36 students divided into two groups; experimental group of 18 students and control group of 18 students Experiments time is in late March and early April 2012 Phase 2, teach and assess students in the first semester of the academic year 2012 - 2013 in 02 two different colleges: - Class K47 - SPCN (2010-2013) of the Natural Pedagogy Department, Son La College with 47 students specialized Pedagogical Technology Experiment divides class into two groups: experimental group of 23 students, and control group of 24 students According to curriculum scheme, Engineering Mechanics has 75 credits 03 controlled experiments exercises are conducted in late October, early November 2012 - Class of Chemicals - KTCN (2010-2013) of the Natural Sciences, Teachers College Pacific Class 43 students learned two parallel Chemistry and Industrial Engineering Conducting more experiments in the experimental group 03 ST 22, ST 21 control group 3.2.1 Preparation: - Preparation of 03 lessons for experiment: Vector method, Translational movement of solid object, crank structure - Slider Write lesson plans, use computers to draw the motion pictures, parts to illustrate Prepare exercise options in workbooks to as homework - Teachers: Contact lecturer teaching modules Engineering Mechanics School and author Through discussion of teaching plans, ideas to build lesson, deployment lesson, note of lesson content - Preparation of facilities: Author prepares a slide of some contents in lesson plan, contacts to borrow projector 3.2.2 Conduct experiment Conduct teaching content in parallel with experimental group and control group classes Classes are divided into 02 groups thus teachers agree that when teaching in the control group, the experimental group will have a credit off (1 credit), and vice versa 21 Performance in control group class (CG): lesson is normally done sequentially as in textbook; lesson procedures and teaching plans are as previous lessons Performance in experimental group class (EG): Conducting teaching three lessons with ideas and content presentation conducted by the author and discussed with teachers 3.2.3 Experiment results 3.2.3.1 Qualitative Assessment Qualitative assessment bases on academic performance of students, discussion with teacher, watching and evaluating their tests Teaching Engineering Mechanics based constructivist learning theory always enable teacher to play the role of organizer and guide to students However teacher must be hardworking in preparation, must learn skills and experiences as well as current level and ability to acquire new understanding based on existing knowledge of students Through surveys of students, most of them participating in the experimental group showed supportive attitude to "ways" of teaching They said that they were very comfortable when teachers allowed students to decide the learning outcomes, knowledge they got from new lesson completely based on the knowledge that they have learned 3.2.3.2 Quantitative assessment Results of data collected from EG and CG are processed in mathematical statistic method with the following contents: - Set up probability distribution table, frequency table, convergence frequency table - The typical parameters: + Expect: = Σ xiFi + Variance : S2 = Σ(xi - )2.Fi + Variance correction: σ2 = S2 + Standard deviation correction: σ = + Coefficient of variation V: V = or V(%) = 100% 22 With N: Total number of students xi: Score students got (0 ≤ xi ≤ 10) Fi: Number of students passed xi - Refer to distribution table Student Fisher and Fisher Snedecor table with meaning α to compare the value of the coefficient t and F between calculation and in the table - Draw typical distribution lines: frequency line fi = g(x) and convergence line fa = h(x) 0.35 0.30 Fi(%) 0.25 CG 0.20 EG 0.15 0.10 0.05 0.00 10 Xi Figure 3.1: Frequency line Fi of CG and EG 120.00 Fa(%) 100.00 80.00 CG EG 60.00 40.00 20.00 0.00 10 Xi Figure 3.2: Convergence line Fa(%) of CG and EG Comment: As being shown in the graph, Frequency line Fi and Convergence Fa of EG are located on the right and higher than those of CG, means that the number of students got scores from xi upwards of EG is always higher than those of CG, no students scored below average and the number of students scoring good grades EG is higher than that of CG It means that teaching effect in EG is higher than CG 3.3 Expert method 3.3.1 Preparation 23 1) Send materials to experts including: - Summary of constructivist learning theory - Engineering Mechanics teaching process under constructivist learning processes - Teaching plans and teaching ideas - The tests (after experimental lesson) and answers (APPENDIX THESIS) - Questionnaires (APPENDIX - THESIS) 2) Identify experts for advice: they are good teacher having deep experience and currently teaching Engineering Mechanics at a number of universities and Pedagogical colleges 3.3.2 Deploying expert consultancy Since the beginning of June 2012, submitted 11 questionnaires (and documents) to 12 experts By the end of December 2012, received the feedback from the experts 3.3.3 Results of the expert method 3.3.3.1 Qualitative Assessment Hầu hết chuyên gia cho ý kiến nhận xét đánh giá thiết kế dạy CKT theo lý thuyết học tập kiến tạo tạo cho SV chủ động học tập, rèn luyện tăng cường cho SV lực tự học, tự nghiên cứu, khả làm việc nhóm; kích thích khả tư duy, chịu khó suy nghĩ sáng tạo The results of the expert method 3.3.3.1 Qualitative Assessment Most experts commented that design Engineering Mechanics lesson under constructivist learning theory gives inspired student to be proactive in learning, practicing and strengthen self-study capacity, self-research, teamwork abilities, stimulate thinking capacity and creativity 3.3.3.2 Quantitative assessment Results (thesis) 3.3.3 Comment 24 Experts concurred with the application in teaching Engineering Mechanics They approved methods and manners to teach Engineering Mechanics for Technology pedagogical students based on constructivist learning theory Experts said that innovation of teaching methods in training technology teacher based constructivist learning theory was essential to improve the quality of higher education 25 CONCLUSIONS AND RECOMMENDATIONS I Conclusions 1) Applying constructivist learning theory in teaching Engineering Mechanics is to promote positiveness of students in learning and contribute to improve the quality of technology teacher at college 2) Development constructivist learning theory as a basis for applying in teaching specific subjects; features of subject allow teachers to choose appropriate methods and measures for student to construct knowledge; Engineering Mechanics teaching process follows the steps of constructing knowledge 3) The reliable experimental results showed that the topic is feasible and proposed measures are effective The results of this study showed that subjects could extend research results to other studies, and other subjects in the educational system in order to implement far-reaching innovation education quality, improve training efficiency, contribute to the development of the country II Recommendations Increase investment in facilities, teaching equipment and learning materials for schools and majors Regularly organize seminars and training courses on innovative teaching methods  ... organize individual activities and group in constructivist learning 2.2 Principles in teaching Engineering Mechanics based constructivist learning theory Principle 1: Teaching Engineering Mechanics based. .. through teaching Engineering Mechanics knowledge 14 Principle 2: Engineering Mechanics is considered the basis subject of engineering Therefore Engineering Mechanics based constructivist learning theory. .. to apply constructivist learning theory in teaching and apply to the Engineering Mechanics subject Teaching methods for Engineering Mechanics subject based on constructivist learning theory 3.3