Nghiên cứu này nhằm đánh giá việc phát triển năng lực nghiên cứu cho sinh viên ngành Sư phạm Địa lí, Trường Đại học Vinh thông qua thực hiện đồ án môn học với chủ đề đánh giá mức độ hài lòng của du khách tại Phố cổ Hội An. Nghiên cứu áp dụng phương pháp hỗn hợp với sự tham gia của 6 sinh viên thực hiện đồ án, 2 giảng viên hướng dẫn và 5 thành viên hội đồng chấm đồ án thông qua phiếu tự đánh giá, bảng quan sát và thang đo đánh giá, kết hợp phân tích định tính và thống kê mô tả. Kết quả cho thấy sinh viên đã phát triển rõ rệt năng lực nghiên cứu, bao gồm xây dựng đề cương, thu thập và xử lí dữ liệu, tư duy phản biện và đề xuất giải pháp dựa trên bằng chứng. Nghiên cứu khẳng định tính khả thi của học tập dựa trên dự án trong việc nâng cao năng lực học thuật và thực tiễn cho sinh viên Sư phạm Địa lí trong bối cảnh đào tạo gắn với ứng dụng.

Vocabulary plays a crucial role in English textbooks, and evaluating its suitability is essential for effective teaching and learning. With various English textbook series currently in use in the Vietnamese educational context, assessing their effectiveness remains critical. However, there exists a scarcity of published studies that evaluate the recently introduced English coursebook series, “Global Success.” This research focuses on the vocabulary system and language activities in the Global Success 3, 6, and 10 textbooks used within the 2018 Vietnamese National Curriculum with the aim of identifying the vocabulary levels required for each grade, based on the British National Corpus (BNC)/Corpus of Contemporary American English (COCA) list of high-frequency words, the Academic Word List (AWL), and the Common European Framework of Reference for Languages (CEFR). Additionally, the study examines the diversity of language activity types in the textbooks based on Jack C. Richards' (2006) classification “Communicative language teaching today”. The research employs a quantitative and corpus-based approach to analyze the vocabulary and language activities in the textbooks. The findings show that Global Success 3 had the most vocabulary included in 1000 frequency words, the academic vocabulary in the three course books of the Global Success series was remarkably low, and there is an abundance of advanced lexical resources. Moreover, a lack of communicative activities in the book “Global Success 10” has been detected in this study. Based on these findings, the researcher proposes several recommendations for improving the quality of the textbooks, ultimately improving vocabulary teaching and learning in Vietnam, including simplifying the text for low-level students, including more academic words in teaching vocabulary using the Academic Word List (AWL), and enhancing communicative practice activities.

The current study focused on the impact of negative parenting behaviors and demographic factors in predicting increased levels of depression in senior high school students. Three hundred senior high school students took part in the study, with 19.7% from 10th grade, 44.3% from 11th grade, and 36% from 12th grade. Among the participants, 48% were girls. Independent sample t-test, one-way ANOVA and multiple hierarchical regression models were used to test the study’s hypotheses. Results indicated that academic performance and three types of paternal - and maternal negative parenting behaviors uniquely and significantly predicted the increase of depression. These findings suggest that the lower a student’s academic performance, the higher their risk of depression, and the more parents engage in negative parenting behaviors, the more likely their children are to experience depression. Future research directions and intervention implications for depression interventions for senior high school students are discussed in this paper.

This study investigates the effectiveness of ChatGPT's feedback in revising French texts written by A2+ level learners. ChatGPT's feedback was divided into three categories: error detection, error analysis, and correction suggestion. A mixed-methods analysis of 20 learner texts showed that the AI's rate of inaccurate error detection was 13%, bad error analysis was 18%, and bad correction suggestion was 16%. Over half of the incorrect feedback was overcorrection, while 29% of the flawed error analysis was due to ChatGPT's lack of meta-linguistic knowledge to correctly explain the nature of the error. While most studies on the application of ChatGPT in foreign language teaching use questionnaires as the corpus, this research uses authentic texts, providing a more nuanced insight into the limitations of this tool. The study recommends that teachers, when applying ChatGPT in writing instruction, create prompts that clearly specify the language level of the text and the target audience. In cases of ineffective feedback, students should provide additional instructions to ChatGPT by clarifying their intended meaning or specifying the desired language norm.

The organization of real-world data exploration activities with the support of statistical education software helps students gain a deeper understanding of statistical concepts and develop statistical reasoning skills. The article introduces several statistical education software tools including CODAP, a support tool for organizing real-world data exploration activities for high school students. The proposed process for organizing these activities consists of two phases: (1) Preparation, including familiarization with the software, data selection, and question development; (2) Implementation of data exploration activities, involving the steps of problem identification, solution exploration, data analysis, conclusion, and application. Specific illustrative examples are provided to support teachers in effectively applying these activities in real-world teaching contexts.

The lesson evaluation scale is an essential tool that supports teachers in analyzing and assessing lessons during professional development activities, contributing to the advancement of teachers’ competencies. For STEM lessons, which are characterized by interdisciplinary integration, the use of a suitable evaluation tool is crucial. This paper presents the process of developing a STEM lesson evaluation scale and examines its reliability in assessing STEM lessons at secondary schools in Vietnam. The scale was developed based on theoretical research on STEM lessons, guidelines for implementing STEM education, professional development activities, lesson planning, and the practice of lesson evaluation in Vietnamese secondary schools. The development process includes gathering feedback from teachers regarding the unambiguity, clarity, and ease of understanding of the criteria and levels. The scale was then validated for reliability using Cronbach’s Alpha and consensus level through the Intraclass Correlation Coefficient (ICC). The experiment involved 79 teachers who independently used the scale to evaluate three STEM lesson videos. The analysis results showed that the scale demonstrated high reliability (Cronbach’s Alpha coefficients were all above 0.8 and one group at 0.675) and strong consensus (ICC coefficients above 0.8).

Blended learning is a teaching approach that offers many advantages for teaching and learning science nowadays. This study aimed to identify the factors influencing pre-service science teachers’ intention to use blended learning. Using convenience sampling, data were collected through a questionnaire survey with 310 pre-service science teachers in Vietnam. Reliability testing methods of the scale (Cronbach’s Alpha), exploratory factor analysis, and linear regression were used to analyze the data. In this study, five factors were examined, including perceived usefulness, perceived ease of use, attitude, subjective norm, and information technology competency. The results showed that information technology competency had the greatest impact, followed by perceived usefulness and attitude. The remaining two factors had no significant impact. On that basis, the paper proposes recommendations to enhance Vietnamese pre-service science teachers’ intention to use blended learning.

The article examines the integration of design thinking into the “System of Teaching Methods” course within the Bachelor of Education program at the Faculty of History, Hanoi Pedagogical University 2. The study involved 73 pre-service teachers in their third semester through a learning project employing a five-step design thinking model (Empathize, Define, Ideate, Prototype, and Test). Data were collected from student feedback, classroom observations, and analysis of learning products. The results indicate significant improvements in students' learning motivation, self-directed study skills, content creativity, and professional teaching practices. Additionally, the ability to apply theoretical knowledge to teaching practice was highly valued, as evidenced by student outputs and feedback. The study confirms that design thinking is an effective tool for innovating teaching methods and equipping pre-service teachers with the essential pedagogical competencies required in modern education. These findings suggest the potential for applying design thinking to other courses within teacher training programs.

This paper proposes measures to develop critical thinking - a form of higher-order thinking -among students in history classes, in alignment with the competency-oriented objectives of Vietnam’s 2018 General Education Program. The study is based on feedback from 346 seventh-grade students at Vinschool Secondary School, Hanoi, who participated in history lessons designed to foster critical thinking. The findings reveal that lessons emphasizing critical thinking led to more dynamic and engaging classroom environments, enhanced students' enthusiasm for learning, and facilitated deeper comprehension of historical knowledge. However, effective history lessons require the flexible and diverse application of active teaching methods, such as problem-based scenarios, the Socratic questioning method, debates, and role-playing. Leveraging the favorable conditions of the Vinschool Hanoi education system, the proposed measures have contributed to nurturing students into global citizens equipped with the knowledge, life skills, and the ability to think critically and solve problems.

This paper presents several improvements to standardize the creation of test questions and answers and digitize all of these documents. The authors successfully researched and developed an automatic grading system for the subject of General Computer Science. The automatic grading system will select the criteria that must be assessed on the student's test, match them with the digitized criteria in the answers, and grade them according to the corresponding ratio. This solution improves efficiency and consistency and ensures accuracy and objectivity in student assessment. Experimental results show that the proposed method can entirely and effectively replace the traditional manual grading method, improving the quality of teaching and learning for General Informatics.