Exploring the Quality of Teaching Materials and Methods during Planned Science Activities in Vietnamese Preschools: A case study

Hang Dinh Thi-Thu

広島大学大学院人間社会科学研究科紀要. 教育学研究

Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education

[ISSN] 2436-0333

[NCID] AA12909086

Planned science activity (PSA) is compulsory in Vietnamese preschools, where children learn about science under the guidance of teachers who have prepared the content, materials, and process in advance. This case study investigates materials usage during PSAs at a public preschool in Da Nang, Vietnam, focusing on the types and how science materials are used. This study’s PSA-ECERS3 and PSA-SSTEW are adaptations of the original the Early Childhood Environment Rating Scale Third Edition (ECERS-3) and Sustain Shared Thinking and Emotional Well-being (SSTEW) scales. The results of these scales were presented as a qualitative report, complemented by illustrative instances of teaching methods from participant PSAs. The results showed that photos and slides on a computer about the objects of the PSA lesson were the most frequently used materials. Teachers used them to teach science concepts through on-site observation, question-and-answer sessions, and play. By contrast, teachers rarely used natural materials, experiments, or hands-on activities to help children learn about science. The results of ECERS-3 and SSTEW also indicated that PSAs with more interactive activities using the materials received higher scores than ones that did not include interaction.

planned science activity

science materials

a preschool classroom

英語

広島大学大学院人間社会科学研究科

Graduate School of Humanities and Social Sciences, Hiroshima University

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