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Trình Bá Trần

Director of Center for Research and Teacher professional development - Teacher educator at Faculty of Physics

Hanoi National University of Education(Vietnam)

Trinh-Ba Tran graduated the pre-service teacher education programme at Hanoi National University of Education (HNUE), Vietnam in 2007 and the master programme on physics education in 2009 at the same university. In 2012, he started pursuing his doctoral study in the Netherlands, which was aimed at the development of a course on integrating ICT into inquiry-based science education, carried out under the umbrella of the Dutch Interuniversity Centre for Educational Research (ICO), and facilitated by the Vrije Universiteit Amsterdam (VU) and the Dutch Centre for Microcomputer Applications (CMA). Since completing this doctoral study in 2016, he has been working at HNUE as a teacher educator, a physics education researcher in the faculty of physics and as the director at the centre for teacher professional development. Being part of educational reform in Vietnam, Trinh-Ba Tran now work as STEM education consultant for the Ministry of Education and as co-author of new science textbooks. From different positions, he is promoting the innovation of physics education in Vietnam in more authentic ways with ICT and laboratory.


Innovating Physics Education in Vietnam with STEM education

Implementation of STEM education in schools has been considered as part of comprehensive education reform in Vietnam. The ultimate goal of such implementation is to prepare new human resource with technological, scientific literacy and with problem-solving, critical-thinking skills. To realize this goal, STEM education is elaborated into different aspects of the reform. Firstly, new national curricula of mathematics, science, and technology include inquiry objectives and stimulate the teaching of certain knowledge in consideration with application of such knowledge in real life and industries (so called STEM methods). Besides these core curricula, teachers are encouraged to develop local STEM modules which suit to their school conditions as well as characterize for local contexts (e.g. clean, high-tech agriculture). Secondly, experimental/modelling activities with high-quality data will be presented in new textbooks of mathematics, science and technology. In many textbook lessons, dynamical modelling, video measurement and data logging with sensors will be introduced as crucial tools enabling such STEM activities. Furthermore, national-wide try-outs of STEM education will take place in the next academic year in 60 secondary schools spread over 15 provinces in Vietnam. These are try-outs of the way in which teachers of mathematics, science, and technology work together to design, implement and evaluate STEM modules as part of their school curriculum. This on-job teacher training requires support of experts and sufficient laboratory, ICT and engineering tools for school students. In the trend mentioned above, physics education in Vietnam will be innovated in alignment with integration of STEM education in schools.


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