Enhancing Student Competency through Project-Based Learning in Chemistry Education: Insights from Vietnam | Chapter 7 | An Overview of Literature, Language and Education Research Vol. 7

 This chapter reviews published works in Vietnam on the use of project-based learning in chemistry teaching, including 26 articles, 20 doctoral theses and 2 books in the last ten years. Research results on applying PBL in chemistry teaching all show that this is a modern and effective teaching method for developing students' abilities. Project-based learning is a method, that promotes students' initiative and creativity, training cooperation and developing necessary skills of the 21st century. However, the application of project-based learning in teaching is not yet popular in Vietnam. According to surveys conducted by published articles and doctoral theses that focus on the theory of chemistry teaching, there are numerous reasons to explain this current state. Among them, three main reasons can be changed to widely implement project-based learning and improve the quality of chemistry education in Vietnam. First, teacher training is still slow to innovate; Second, students are not familiar with self-study and group work; Third, student assessment has faced numerous challenges. There needs to be changes in teacher training programs and adequate compensation to attract high-quality students to the education sector. Encouraging students to actively self-study, work in groups and innovate competency-based assessment will improve the effectiveness of project-based learning in chemistry education in Vietnam.

 

Author (s) Details

 

Bui Thi Hanh
Fisheries Technical Economic College, Bac Ninh Province, Vietnam.

 

Bui Tuan Anh
Hanoi National University of Education, Hanoi, Vietnam.

Pham Thanh Nga
Hanoi National University of Education, Hanoi, Vietnam.

 

Nguyen Ngoc Tuan
University of Information and Communication Technology, Thai Nguyen University, Thai Nguyen City, Vietnam.

 

Tran Trung Ninh
Hanoi National University of Education, Hanoi, Vietnam.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v7/3290

A Comparative of the Clinical Competence of Community Service Practitioners: Degree and Diploma Nursing Programmes| Chapter 7 | Research Highlights in Language, Literature and Education Vol. 2

 The purpose of the study search out compare the ideas of Community Service Practitioners (Degree versus Diploma) concerning their clinical ability in providing acting as a nurse care and to establish and equate the perceptions of Professional Nurses concerning the clinical ability of the Community Service Practitioners they supervise (Degree against Diploma) in providing nursing care. The ineffectual hypothesis established that there is sameness in the dispassionate competence of Community Service Practitioners the one completed a Degree gaining nourishment by suckling programme and those who achieved a Diploma nursing programme chief to registration as a Professional Nurse (R425).A determinable, comparative, explanatory, and cross-localized design was used. A total of having 50 of something-two (n=52) professional nurses and fifty-two (n=52) Community Service Practitioners the one were purposively picked completed the inquiry. A five-point Likert-scale questionnaire for the Professional Nurses projecting the Community Service Practitioners and a three-point Likert-scale questionnaire for the Community Service Practitioners was secondhand. Data were organised and analysed utilizing Statistical Package for Social Sciences (SPSS), Version 21.The results of the study indicated that skilled is no difference in the dispassionate competence, that included information, skills and stance, of Community Service Practitioners who achieved an undergraduate degree distinguished to those the one completed a credentials.

Author(s) Details:

Lauren Hillermann,
Department of Nursing, Faculty of Health Sciences, Durban University of Technology, South Africa.

Please see the link here: https://stm.bookpi.org/RHLLE-V2/article/view/8935

Determination of Kenya Education Management Institute’s Capacity Building Programme and Public Primary School Head Teachers’ Competencies in Teacher Supervision in Uasin Gishu County, Kenya | Chapter 07 | Current Research in Language, Literature and Education Vol. 3

 The purpose of this study was to see how KEMI training affected head teachers' competency in supervising teachers in public primary schools in Kenya's Uasin Gishu County.

Background: Education is the bedrock and pillar of human existence. Educational administration in Kenya entails the direction, management, and control of the educational industry. Working closely with instructors to determine their problems and the needs of students, developing strong group morale and ensuring successful teamwork among teachers, and providing assistance to teachers to help them gain higher competency are all examples of supervisory roles.

The study was conducted using a descriptive survey research approach.

The research was carried out in the North Rift region's Uasin Gishu County between January and March of 2018.

The study addressed six Sub-County Education Officers and 471 head teachers in the County's public elementary schools. Simple random sampling was used to choose 30 percent (141) of the public elementary schools from each of the County's six sub-counties equitably. The study included all of the head teachers of the public elementary schools that were chosen. Data was also gathered from Moiben, Wareng, Turbo, Kapseret, Ainabkoi, and Soy Sub-County Directors of Education. Interviews and questionnaires were used to gather information. Descriptive statistics were used to analyse the data, which included frequencies, percentages, means, medians, and standard deviations. Tables, charts, and graphs were used to present the findings.

The research findings revealed that there was a high positive association between KEMI's capacity building programme and head teachers' skills in teacher supervision, with r (132) = 0.555 and P =.05. KEMI should use the findings of this study to develop teacher training programmes to enhance their schools and implement initiatives to improve school management practises and, as a result, student academic achievement. The findings of the study will be useful to the Kenya Education Management Institute (KEMI) in adapting their head teacher training needs in order to improve professional growth and school leadership.

Conclusion: Based on the findings of the study, it can be concluded that KEMI capacity building programmes have improved head teachers' competence in monitoring teacher performance in and out of the classroom, as well as assisting them in cultivating positive relationships with teachers and creating a motivating climate to improve teacher teamwork. Furthermore, the findings revealed that the KEMI capacity-building programme has aided them in objectively assessing teacher performance, offering opportunities for professional advancement, proper distribution of responsibilities, and enhancing teacher recommendations for upward mobility.

Author(S) Details

Josephine G. Ongori
University of Eldoret, 1125 –30100 Eldoret, Kenya.

Kisilu Kitainge
University of Eldoret, 1125 –30100 Eldoret, Kenya.

Lydia Kipkoech
University of Eldoret, 1125 –30100 Eldoret, Kenya.

View Book:- https://stm.bookpi.org/CRLLE-V3/article/view/5668

Report on the Nurturing Autonomy: Recovery from Impaired Ego Function Caused by Early Life Traumatization| Chapter 1 | Current Topics in Medicine and Medical Research Vol. 7

 In spite of the growing number of these people attending psychiatric clinics in Japan, few studies have tested patients with pathological personality characteristics in terms of their competence to practise autonomy. The goal of this study was to evaluate the competencies of such patients using medical record data that concentrated not only on the therapeutic relationship, but also on the social relationships of the patients during their life history. Two patients were assessed: one with borderline personality disorder and the other with the definition of personality prototype suggested by Helene Deutsch in 1942, "as if personality". From psychosocial perspectives, their clinical materials were studied. I've been trying to Identify the points of their lives from which any shortcomings in competency have occurred. I often address their expertise in decision-making and practising autonomy using psychoanalytic theory, in particular the contributions of Winnicott. Finally, to help them live more comfortably in modern Japanese society, I suggest the role of contemporary psychiatry in fostering the autonomy of patients.

Author(s) Details

Masayo Uji
Department of Nursing, Yasuda Women’s University, 6-13-1 Yasuhigashi, Asaminamiku, Hiroshima, 731-0153, Japan.

View Book :- https://bp.bookpi.org/index.php/bpi/catalog/book/297