Phát triển năng lực thiết kế kế hoạch bài dạy theo mô hình 5E tích hợp tam giác Johnstone cho sinh viên Sư phạm Hóa học theo tiếp cận PBTE: Nghiên cứu trường hợp tại Trường Đại học Sư phạm Hà Nội
Keywords
Abstract
This study aims to develop lesson planning competence based on the 5E instructional model integrating the representation levels of Johnstone's Triangle for pre-service chemistry teachers. A pedagogical experiment was conducted with 49 pre-service chemistry teachers using a proposed intervention process based on the Practice-Based Teacher Education (PBTE) approach. The students' lesson planning competence was evaluated through their 5E lesson plans using a reliability-standardized 15-criterion rubric. Statistical results showed that the students' lesson planning competence underwent a positive and consistent improvement across all 5 phases with statistical significance (p < .001). The effect size of the intervention process was determined to be large (d = 0.95). These findings affirm the effectiveness of the intervention in helping future teachers bridge the gap between pedagogical theory and actual teaching practice.
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References
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