title: The Integration of Constructivist and Sociocultural Learning Principles with ICT in Teaching Physics

authors: Nguyen, Nhung Hong

subjects: Constructivist

abstract: To fulfil the requirement of nation development and globalisation, Vietnam’s Ministry of Education and Training (MOET) has introduced educational reforms at primary, secondary and tertiary levels that require Vietnamese teachers to acquire new understanding and skills in using information communication technology (ICT) to support teaching with a student-centred approach. There is, however, little literature to guide Vietnamese teachers on how to achieve these goals. 
This thesis aimed at developing, trialling and evaluation a theoretical pedagogic model for integrating student-centred learning principles with ICT for the teaching physics in the Vietnamese context. The project began with the development of an initial theoretical model based on a review of the relevant literature. This model was evaluated by New Zealand and Vietnamese experts and subsequently revised to form the CSI model (The Pedagogic Model of Integrating Constructivist and Sociocultural Learning Principles with ICT) used in the implementation phase of the project. 
The CSI Model was implemented by a lecturer in a university optics course and data was collected from different groups of people (students, observers, the lecturer and a teaching assistant) and by different methods (observations, optics tests, California Critical Thinking Skills Tests, interviews and surveys) to triangulate and enrich the data.
The optics course was taught to two groups. The ICT implementation into optics teaching and learning in both groups was underpinned by the CSI Model. Students of one group (Morning Group) utilised more ICT applications than the other group (Afternoon Group): the Morning Group students’ learning was supported by a learning management system (LMS).
The optics test results show that in both groups, the students’ scores in the post-test were statistically significantly higher than their scores in the pre-test. In addition, in the post-test, the group of students who utilised more applications of ICT to support their learning scored significantly higher than the other group. It is noted that there is no statistically significant difference in the pre-test scores of the two groups. Findings from student, lecturer and teaching assistant interviews revealed that most students in the two research groups felt that the way the optics course was taught enhanced their learning and made learning optics fun and exciting. 
Results from the California Critical Thinking Skills Tests also showed that post-test scores of the students in both research groups were significantly higher than their pre-test scores. In the post-test, the students scored significantly higher in both the total score as well as the individual scores for each critical thinking skill.
In the research context, the CSI Model appears to be an effective pedagogic model. Findings showed that the model helped to improve the students’ physics test scores, enhanced their critical thinking skills, and increased interaction within the learning environment.

text: The Integration of Constructivist and Sociocultural Learning Principles with ICT in Teaching Physics To fulfil the requirement of nation development and globalisation, Vietnam’s Ministry of Education and Training (MOET) has introduced educational reforms at primary, secondary and tertiary levels that require Vietnamese teachers to acquire new understanding and skills in using information communication technology (ICT) to support teaching with a student-centred approach. There is, however, little literature to guide Vietnamese teachers on how to achieve these goals. 
This thesis aimed at developing, trialling and evaluation a theoretical pedagogic model for integrating student-centred learning principles with ICT for the teaching physics in the Vietnamese context. The project began with the development of an initial theoretical model based on a review of the relevant literature. This model was evaluated by New Zealand and Vietnamese experts and subsequently revised to form the CSI model (The Pedagogic Model of Integrating Constructivist and Sociocultural Learning Principles with ICT) used in the implementation phase of the project. 
The CSI Model was implemented by a lecturer in a university optics course and data was collected from different groups of people (students, observers, the lecturer and a teaching assistant) and by different methods (observations, optics tests, California Critical Thinking Skills Tests, interviews and surveys) to triangulate and enrich the data.
The optics course was taught to two groups. The ICT implementation into optics teaching and learning in both groups was underpinned by the CSI Model. Students of one group (Morning Group) utilised more ICT applications than the other group (Afternoon Group): the Morning Group students’ learning was supported by a learning management system (LMS).
The optics test results show that in both groups, the students’ scores in the post-test were statistically significantly higher than their scores in the pre-test. In addition, in the post-test, the group of students who utilised more applications of ICT to support their learning scored significantly higher than the other group. It is noted that there is no statistically significant difference in the pre-test scores of the two groups. Findings from student, lecturer and teaching assistant interviews revealed that most students in the two research groups felt that the way the optics course was taught enhanced their learning and made learning optics fun and exciting. 
Results from the California Critical Thinking Skills Tests also showed that post-test scores of the students in both research groups were significantly higher than their pre-test scores. In the post-test, the students scored significantly higher in both the total score as well as the individual scores for each critical thinking skill.
In the research context, the CSI Model appears to be an effective pedagogic model. Findings showed that the model helped to improve the students’ physics test scores, enhanced their critical thinking skills, and increased interaction within the learning environment.

year: 2016

title: Building script-based tacit knowledge in call centre trainees

authors: McQueen, Robert J.

subjects: tacit knowledge

abstract: An exploratory case study on a technical support call centre in China is presented, which investigates a new paradigm that script-based tacit knowledge for action is built in the brains of learners, rather than transferred. Twelve techniques used by the case study organization to build tacit knowledge scripts in the minds of the trainees are discussed. It was found that one type of script-based tacit knowledge execution can be represented by a set of steps in action-taking that include awareness, attention, diagnosis, action alternative analysis, action taking, and outcome evaluation. The case findings show that the notion of building, rather than transferring tacit knowledge is helpful in understanding the organizational processes used to bring new employees up to working skill levels, and suggest that similar processes and training methods for building tacit knowledge scripts can be used by other organizations to transform a new recruit to an experienced and valued employee.

text: Building script-based tacit knowledge in call centre trainees An exploratory case study on a technical support call centre in China is presented, which investigates a new paradigm that script-based tacit knowledge for action is built in the brains of learners, rather than transferred. Twelve techniques used by the case study organization to build tacit knowledge scripts in the minds of the trainees are discussed. It was found that one type of script-based tacit knowledge execution can be represented by a set of steps in action-taking that include awareness, attention, diagnosis, action alternative analysis, action taking, and outcome evaluation. The case findings show that the notion of building, rather than transferring tacit knowledge is helpful in understanding the organizational processes used to bring new employees up to working skill levels, and suggest that similar processes and training methods for building tacit knowledge scripts can be used by other organizations to transform a new recruit to an experienced and valued employee.

year: 2010

title: He huringa āhuarangi, he huringa ao: A changing climate, a changing world

authors: Awatere, S

subjects: climate change adaptation

abstract: Iwi/hapū (tribe/subtribe) governance institutions are increasingly asserting their rangatiratanga (autonomy) to manage climate change risks and meet the well-being of whānau (family)/ hapū/iwi. Howevere, there is a shortange of specific guidance for whānau/hapū/iwi with respect to climate change adaptation and mitigation. We provide a commentary about risk and uncertainty, knowledge gaps, and options for climate change mitigation and adaptation for whānau/hapū/iwi.

text: He huringa āhuarangi, he huringa ao: A changing climate, a changing world Iwi/hapū (tribe/subtribe) governance institutions are increasingly asserting their rangatiratanga (autonomy) to manage climate change risks and meet the well-being of whānau (family)/ hapū/iwi. Howevere, there is a shortange of specific guidance for whānau/hapū/iwi with respect to climate change adaptation and mitigation. We provide a commentary about risk and uncertainty, knowledge gaps, and options for climate change mitigation and adaptation for whānau/hapū/iwi.

year: 2021-10