Designing a primary science curriculum in a globalizing world: How do social constructivism and Vietnamese culture meet?

• Published in: Cultural studies of science education Vol. 12; no. 3; pp. 739 - 760
• Main Authors: Hằng, Ngô Vũ Thu, Meijer, Marijn Roland, Bulte, Astrid M. W., Pilot, Albert
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.09.2017; Springer; Springer Nature B.V
• Subjects: Confucianism; Constructivism; Constructivism (Learning); Cultural Traits; Culture; Curricula; Curriculum Design; Design; Education; Elementary education; Elementary School Science; Elementary School Students; Foreign Countries; Guidelines; Instructional design; Learner Engagement; Learning; Learning Experience; Learning Processes; Op-Ed; Primary Education; Science Curriculum; Science Education; Science Instruction; Science Process Skills; Social discrimination learning; Sociology of Education; Student Attitudes; Teaching Methods; Units of Study; Vietnam; Design; Primary science education; Curriculum; Social constructivist approach to science learning; Vietnamese culture; Confucian heritage culture
• ISSN: 1871-1502; 1871-1510
• DOI: 10.1007/s11422-015-9696-2

The implementation of social constructivist approaches to learning science in primary education in Vietnamese culture as an example of Confucian heritage culture remains challenging and problematic. This theoretical paper focuses on the initial phase of a design-based research approach; that is, the description of the design of a formal, written curriculum for primary science education in which features of social constructivist approaches to learning are synthesized with essential aspects of Vietnamese culture. The written design comprises learning aims, a framework that is the synthesis of learning functions, learning settings and educational expectations for learning phases, and exemplary curriculum units. Learning aims are formulated to comprehensively develop scientific knowledge, skills, and attitudes toward science for primary students. Derived from these learning aims, the designed framework consists of four learning phases respectively labeled as Engagement, Experience, Exchange, and Follow-up. The designed framework refers to knowledge of the “nature of science” education and characteristics of Vietnamese culture as an example of Confucian heritage culture. The curriculum design aims to serve as an educational product that addresses previously analyzed problems of primary science education in the Vietnamese culture in a globalizing world.