Chemical Education in Asia-Pacific
CHEMICAL EDUCATION IN VIETNAM
Nguyen Huu Dung
Research Institute on Educational Sciences - Hanoi - SR
Vietnam
Nguyen Cuong
Hanoi National University
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Education in Ajia Pacific Home Page
1. INTRODUCTION
The Great August Revolution in 1945 had opened the way for the strong
development of education in Vietnam. In 1945 more than 90% of Vietnamese
people were illiterate, but at present, Vietnam has several hundred thousands'
bachelors, several ten thousands' doctors and professors; more than 90%
of Vietnamese people have been elucidated by the light of education. A
complete system of education has been developed with more than ten thousands
schools, several hundreds vocational schools, colleges and universities
that may bear the responsibility for fulfilling the tasks of education
in the renewing era.
Nowadays for implementing the strategy aim of the revolution "
industrialization and modernization ", building the Vietnam "
powerful with rich citizens, with a equitable and civilized society ",
the Vietnam Education is in the way for renewing all its aspects. According
to this background Chemical Education in Vietnam must be renewing.
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2. EDUCATION IN VIETNAM
2.1. The Educational System of Vietnam
Figure 1. shows the Educational System of
Vietnam. The system has been reformed several times during 50 years of
the existence of Revolutional Educational System of Vietnam. Primary Education
is the universal level Education. Several towns (Hanoi, Ho Chi Minh city...)
are striving for Universalization of lower secondary Education.
Fig. 1. The present scool system
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2.2. Curriculum and Textbook Development
2.2.1. Curriculum Development
The curriculum for primary and secondary schools is set forth in the
" Plan and Course of Study " provided by the Ministry of Education
and Training (MOET). All schools are required to follow the " Plan
and Course of Study ". The " Plan and Course of Study "
is essential universal law didacting the contents of the curriculum and
teaching objectives for all primary and secondary schools in Vietnam. The
process of constructing the " plan and Course of Study " involves
several steps. The Central Educational Committee determines main outlines
for each course (subjects matter), including the number of class hours
for each subject according to the educational policy and priorities for
the next period. Specialists on the Committee for Subject - Matter Study
make more detailed subject - matter contents.
The Plan and Course Study of the Universities, Institutes of Technological
sciences, vocational and technical schools is determined by the teaching
staff of these institutions in accordance with the regulations provided
by the MOET.
2.2.2. Textbook Development
Authors of the textbooks are selected from educational specialists including
school teachers, university professors and researchers of the Research
Institute on educational sciences and nominated by the MOET. They must
understand the contents described in the Plan and Course of Study and in
the materials of the Committee for Subject matter Study. The Subject -
matter Advisory Committees are expected to examine the manuscripts drafts.
The textbooks of the Universities, Institutes of Technological sciences,
vocational and technical sciences are written by the teaching staff of
these institutions. However, some textbooks for common use in several higher
institutions are written by specialists nominated by the MOET.
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3. CURRENT STATUS OF THE INDIVIDUAL
STAGES IN CHEMICAL EDUCATION
3.1. Introduction
The reform of the 4 - 3 - 2 - 2/3/5 educational system began in 1950
and ended in 1956. The 3 - 3 - 3/6 educational system of 1956 is terminated
in 1981. The present 5 - 4 - 3 - 4/6 educational system is introduced in
1981 with the first five years as compulsory.
3.2. Primary Schools
Any child who has reached the age of six is required to attend a five-year
primary school. In 1995 the number of children at the age 6 - 11 is only
over 8 millions, but the number of primary school students is more than
10 millions; it is due to the rate (8 - 10%) of students remaining for
the second year in the same class and to the number of the children not
attending the first class at the age of six.
In primary schools the objective of science education is to acquaint
children with nature and understand various phenomena, specially those
encountered in daily life. Thus no particular terminology nor principles
of chemistry are taught in primary schools in Vietnam.
In the 1981 school year a new Plan and Course of Study was put in effect
in primary schools in Vietnam. Previously science was taught as an independent
subject entitled " Science ", i. e.for 99 hours for the 3rd and
4th year. However in the New Plan and Course of Study the three traditional
subjects of " Science ", " History " and " Geography
" were merged into a single course called " Nature and society
" taught for 128 years for the 1st, 2nd and 3rd years. The course
" nature and society " is divided into three subcourses (Science,
History and Geography) for the 4th and 5th years. Science is taught for
128 years for both the 4th and 5th years.
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3.3. Lower Secondary Schools
Four-year study in a lower secondary school is not compulsory in Vietnam
at present. However, according to the statistics, more than 90% of the
graduates of primary schools in the big towns were matriculated to lower
secondary schools in 1995.
The objective of science education in lower secondary schools is to
develop the students ability and attitude toward a scientific way of thinking
and increase their interest in learning about natural phenomena. Science
is taught through the courses " Biology " (for all the years
of lower secondary schools), " Physics " and " Chemistry
" for the latter two years.
N. B. Table1 shows the standard number
of yearly school hours in lower secondary schools in Vietnam. One school
hour is 50 minutes. All the numerals in Table 3. 1 are multiple of 33,
reflecting the school calendar's 33 weeks per year.
Table1. Standard number of yearly school
hours in lower secondary schools (effective from 1987)
| Subjects |
1st year |
2nd year |
3rd year |
4th year |
| Vietnamese language |
99 |
99 |
66 |
66 |
| Literature |
99 |
66 |
66 |
66 |
| History |
66 |
33 |
66 |
66 |
| Geography |
66 |
66 |
33 |
33 |
| Civic education |
33 |
33 |
33 |
66 |
| Mathematics |
165 |
165 |
165 |
132 |
| Physics |
0 |
66 |
66 |
66 |
| Chemistry |
0 |
0 |
33 |
66 |
| Biology |
66 |
66 |
66 |
99 |
| Music and Fine Arts |
66 |
66 |
66 |
0 |
| Physical and military education |
66 |
66 |
66 |
66 |
| Foreign language |
132 |
99 |
99 |
99 |
| Technics and work |
165 |
165 |
165 |
165 |
| Special activities |
33 |
33 |
33 |
33 |
| Total |
1023 |
1023 |
1023 |
1023 |
Table 2. shows the chemistry curriculum
in lower secondary schools .
Table 2. Chemistry curriculum in the
lower secondary schools
For the 3rd year
Chapter 1. Atom and molecule: substance and change; pure substance and mixture;
chemical element; atom; molecule.
Chapter 2. Chemical formula and chemical equation; chemical valence; law of conservation
of mass; mole as measuring unit for atoms and molecules.
Chapter 3. Oxygen and combustion: oxygen; oxidation; production of oxygen; air and
combustion; mole volume.
Chapter 4. Hydrogen and water: hydrogen and its properties; production of hydrogen;
oxidation - reduction reaction; water; acid; alkali; salt.
Experiments: tablesalt cleaning; production of oxygen and study of its property;
production of hydrogen and its detection.
For the 4th year.
Chapter 5. Solution and solution concentration,
Chapter 6. Inorganic compounds.
Chapter 7. Metal and nonmetal.
Chapter 8. Organic compounds.
Experiments: Preparation of solution; relations between inorganic compounds; properties
of some organic compounds.
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3.4. Upper Secondary Schools
Students who have finished the lower secondary schools may go on upper
secondary school. But at present only 40% of these students continue their
study at the upper secondary school. The majority of them go to public
full-time schools. There are small number of private upper secondary schools.
Adults go to part-time schools or take correspondences courses. Upper secondary
may also be classified into two: general and specialized.
3.4.1. Chemistry Education in the general
upper secondary schools
Since 1990 the new course of chemistry education is implemented in the
general upper secondary schools with 2 hours for the 1st and 2nd year and
3 hours for the 3rd year.
Table 3 shows the content of chemistry
curriculum in the upper secondary schools.
Table 3. Chemistry curriculum at the
upper secondary schools
For the 1st year.
Atomic structure. Chemical bond. Periodic of the chemical elements. Oxidation-reduction reaction.
Halogens group. Oxygen - sulfur group.
Chemical reaction rate and chemical balance.
For the 2nd year.
Electrolytic dissociation.
Nitrogen - phosphorus group. Carbon - silicon group.
Introduction to organic chemistry.
Hydrocarbon: saturated, non-saturated, aromatic. Natural hydrocarbon resources.
For the 3rd year.
Alcohol. Phenol. Amine. Ketone. Carboxylic acid. Ester. Glycerin. Lipid. Glucoside.
Highmolecular compound and polymeric material.
Introduction to metal chemistry. Alkaline and alkali-earth metal. Aluminium.
Iron. Chrome. Copper.
Chemistry and problems of economic, social environment.
Since 1993 a new course of Chemistry is experimentally introduced at
several general upper secondary schools. It is elaborated in accordance
with the new structure of general upper secondary education that includes
three sections: section for natural sciences, section for natural and technical
sciences, section for social sciences.
The subject - matters common to all the three sections are: Information
science, Civic Education, Military Education, Applied Technics, Physical
Education, Vietnamese language, Literature, Geography, Foreign language,
Mathematics, Physics, Chemistry, Biology. Elective Courses. In the section
for social sciences there are also the course " Philosophy ",
and in the section for natural and technical sciences - Technics.
Table 4 shows the Study Plan at various
sections of the USS.
Table 4. Study plant various sections
of upper secondary schools
| Section |
Sec. natural sciences |
Sec. nat. sc. & techn. |
Sec. social sciences |
| Year |
1st |
2nd |
3rd |
1st |
2nd |
3rd |
1st |
2nd |
3rd |
| Other subjects |
33 |
29 |
29 |
32 |
30 |
28 |
31 |
29 |
31 |
| Elective subjects |
0 |
3 |
3 |
0 |
3 |
3 |
0 |
3 |
3 |
| Chemistry |
2 |
3 |
3 |
1 |
2 |
3 |
1 |
1 |
0 |
| Total |
35 |
35 |
35 |
34 |
35 |
34 |
34 |
33 |
34 |
Table 5 shows the content of subject Chemistry
at the section for natural sciences.
Table 5. Chemistory at the section for
natural sciences in the general upper secondary schools
For the 1st year.
Atomic structure. Chemical bond. Periodic table of the chemical elements.
Halogens group.
Oxidation - reduction reaction. Rate of the chemical reaction. Chemical balance.
For the 2nd year.
Electrolytic dissociation.
Oxygen - sulfur group. Nitrogen - phosphorus group. Carbon - silicon group.
Introduction to organic chemistry. Hydrocarbon. Alcohol. Phenol. Amine. Aldehyde. Ketone.
Carboxylic acid. Glycerin. Glucoside. Amino acid. Protein. Highmolecular compounds.
Introduction to metal chemistry. Alkaline and alkali - earth metal. Aluminium. Iron.
Chrome. Copper. Chemistry and economical development, environmental protection.
3.4.2. Chemistry Education at the specialized
upper secondary schools
The content of chemistry education at the specialized upper secondary
schools has two components: the first is similar to the content for the
Natural sciences section of the general upper secondary schools; the second
includes the main topics related to the chemical industry appropriate to
each school.
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3.5. Universities and Higher Institutions
Students enter universities and higher institutions after twelve years
of education at age eighteen, and now attend 108 4/5/6-years universities
and higher institutions (2 times more than in 1976), including 104 national
and public, 4 private.
Recently all the universities and higher institutions in Vietnam are
undergoing reform such as restructuring the Plan of study, getting on the
common general courses.
In accordance with these reforms MOET has promulgated the regulations
on structure and minimum volume of core contents for higher education (see Table 6 ).
Table 6. Regulations on structure and
volume of core messages for higher education
Type of higher institutions |
Total number of credits |
Number of gen.edu. credits |
Number of professional education credits |
Total |
Core |
Prof. 1 |
Prof. 2 |
Essay |
Colleges |
|
|
|
|
|
|
|
"Practical" college 1
"Practical" college 2
"Professional" college 1
"Professional" college 2
Teachers college |
120
180
120
160
160 |
30
30
50
50-90
90 |
90
150
70
70-110
70 |
|
45
45
45
45 |
25
25 |
|
Universities |
|
|
|
|
|
|
|
Four-year university
Five-year university
Six-year university
Four-year university of education |
210
270
320
210 |
90
90
90
90 |
120
180
230
120 |
45
|
45
45
45
45 |
25
25
25
25 |
10
15
15
5 |
In accordance with the various aspects of the higher institutions, MOET
has also promulgated regulations in which there are description of 7 general
higher education curricula.
+ 1st, 2nd and 3rd curricula: for students specialized on natural, technical
m agricultural, medical, pharmaceutical... sciences (in the 1st curriculum:
priority: math., physics; in the 2nd - chemistry; in the 3rd - biology).
+ 4th curriculum: for students specialized on economics and business.
+ 5th curriculum: for students specialized on social sciences.
+ 6th curriculum: for students specialized on humanities.
+ 7th curriculum: for students specialized on foreign languages.
The Universities and higher education institutions must have the number
of credits of each study field; but this number is minimum. The 3-years
colleges need not follow this regulation; not for facilitating the students
who want to obtain the higher education degree of university, some colleges
give to their students the appropriate course with the minimum of credits
(Table 7).
Table 7. Minimum number of general higher
education credits for various curricula
| Study field |
General higher education curriculum |
| 1 |
2 |
3 |
4 |
5 |
6 |
7 |
| Social sciences |
11 |
11 |
11 |
28 |
19 |
19 |
19 |
| Humanities |
12 |
12 |
12 |
15 |
19 |
35 |
|
| Foreign language |
20 |
20 |
20 |
20 |
20 |
20 |
55 |
| Mathematics and natural sciences |
40 |
40 |
40 |
40 |
9 |
9 |
|
| Physical Education |
3 |
3 |
3 |
3 |
3 |
3 |
3 |
| Military Education |
4 week |
4 week |
4 week |
4 week |
4 week |
4 week |
4 week |
Table 8 shows the number of chemistry credits
at various curricula
Table 8. Number of chemistry credit at
various curricula
| Study fields |
General higher education curriculum |
| 1 |
2 |
3 |
4 |
5 |
6 |
7 |
| Chemistry A1 |
5 |
5 |
5 |
|
|
|
|
| Chemistry A2 |
3 |
3 |
3 |
|
|
|
|
| Chemistry B |
|
|
|
3 |
3 |
3 |
3 |
| Chemical practice 1 |
1 |
1 |
1 |
|
|
|
|
| Chemical practice 2 |
|
1 |
1 |
|
|
|
|
Table 9 shows an example of the curriculum
for chemistry bachelor training at Hanoi National University (see in the
next page).
Table9. Curriculum for chemistry bachelor
training-Hanoi University (in the 2nd study period - professional period)
Chemistry
Inorganic chemistry - 5 credits. Organic chemistry - 7. Analytical chemistry - 5.
Chemical thermodynamics - 3. Chemical kinetics - 2. Electrochemistry - 2.
Colloidal chemistry - 2. Macromolecules - 2. Technological chemistry - 6.
Structure of material - 3. Chemical crystallography - 2. Mathematics in Chemistry - 2.
Elective courses - 11, Experiments on their courses - 24.
Other courses.
Statistic probability - 2 credits. Electronics - 2. Foreign language - 8.
Politics - 7.......
In 1965 the Hanoi University of education began to offer a master's
course for increasing the teaching competence of its teaching staff. Nowadays
the master's course is implementing at most of the universities.
Since 1978 some universities and research institutes have doctoral programme;
in 1980, 30 universities and higher institutions, 34 research institutes
have participating in the graduate training.
The official master's course is a two - year course with 5 courses common
to all master's candidates (Philosophy, Information Science, Teaching methodology
in universities and higher institutions, Foreign language, Methodology
of scientific research) and 7 - 10 specialized courses appropriate to their
speciality. The master's candidates should submit a masteral thesis.
The official doctoral programme is a three - year course, but usually
it takes to four years to obtain the degree. The doctor's candidate should
take the required course credits (3 courses) and submit a doctoral thesis,
the main part of which is to be published in an established journal in
the appropriate science field.
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4. TEACHER TRAINING
4.1. Introduction
Nowadays the number of primary, secondary and higher education teachers
has become more than 700000 persons, in comparison with 5000 in 1945. It
is due to the increase of the number of students. Table
10 shows the increase of teachers from 1980 to 1995.
Table 10. Change of number of teachers
| Year |
Number of teachers * |
| kinder.nurs. |
primary |
lower sec. |
upper sec. |
vocat.prof** |
higher edu. |
| 1980 |
59900 |
213200 |
114800 |
22700 |
13100 |
9590 |
| 1985 |
67300 |
232400 |
126700 |
36200 |
10500 |
16530 |
| 1987 |
70100 |
249600 |
136800 |
39800 |
13300 |
18970 |
| 1990 |
69800 |
259070 |
129600 |
35100 |
10600 |
19200 |
| 1993 |
66300 |
267800 |
126300 |
32500 |
10100 |
21800 |
| 1995 |
67100 |
290200 |
133700 |
35400 |
10200 |
21900 |
* There was a decrease in the number of teachers in the period from 1987 to 1992 - especially
of nursery educators and lower secondary school teachers - due to the decrease of schools
and of student number
** The number of teaching staff is not constant due to the instability of the vocational and
technical institutions.
In 1995 the average teacher / class rate for the whole country is:
- at the primary schools: 0,92 (in the disadvantaged areas: 0,5 - 0,8;
in the towns: 0,98 - 1,20)
- at the lower secondary schools: 1,51
- at the upper secondary schools: 2,1 - 2,2
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4.2. School Teacher Training System
In October 1945 the President of the Democratic Republic of Vietnam
has promulgated decree on formation of the teacher training system. This
decree has declared a birth of a set of teacher training institutions which
did not exist before 1945.
In the period from 1945 to 1975, only upper secondary school teachers
finished the 2 - 3 years teacher training colleges while other teachers
finished the teacher training schools.
Now there are the teacher training institutions as follows:
+ Universities of Education (8) to train the upper secondary school
teachers, which began to train also the lower secondary and primary school
teachers from 1990;
+ Teachers' Colleges (30) to train the lower secondary school teachers
which began to train also the primary school teachers from 1991;
+ Technical pedagogical University to train the vocational and professional
school teachers.
However, due to the unpopularity of teaching job, the teacher training
have the most difficulty because the number of candidates applying for
entrance examination have been low, and the competent students do not want
to become teachers. It is due to the low social standing of teachers and
low wages.
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4.3. School Chemistry Teacher Training
School chemistry teachers are trained in the above teacher training
institutions. A few school chemistry teachers have finished the chemistry
course of Faculty of Science in other Universities or Colleges
Table11 shows the curriculum for upper
secondary school chemistry teacher training at the Hanoi University of
Education.
Table11. Upper secondary school chemistry
teacher training curriculam (At Hanoi University of Education)
| Course |
Number of credits |
Course |
Number of credits |
| 1st period (2 years) |
|
17. Chemical Thermodynamics |
5 |
| 1. Social sciences |
11 |
18. Electrochemistry |
4 |
| 2. Humanities |
12 |
19. Chemical Kinetics |
3 |
| 3. Foreign language |
20 |
20. Colloidal Chemistry |
2 |
| 4. Physical Education |
3 |
21. Quantum Chemistry |
6 |
| 5. Military Education |
4 weeks |
22. Analytical Chemistry |
9 |
| 6. Mathematics and Information Science |
20 |
23. Technological Chemistry |
10 |
| 7. Physics |
8 |
24. Environmental Chemistry |
2 |
| 8. General Chemistry |
11 |
25. Chemical Crystallography |
2 |
| 9. Inorganic Chemistry |
12 |
26. Informatics in Chemistry |
3 |
| 10. Organic Chemistry |
14 |
27. Special courses: |
|
| 11. Analytical Chemistry |
6 |
+ Physical Chemistry |
6 |
| 12. Elective courses |
3 |
+ Inorganic Chemistry |
8 |
| Total (1st period) |
120 cred. + 4 weeks |
+ Organic Chemistry |
8 |
| 2nd period (2 years) |
|
28. Elective courses |
8 |
| 13. Psychology |
6 |
29. Fieldwork |
2 weeks |
| 14. Pedagogics |
9 |
30. Thesis |
10 |
| 15. Chemistry teaching Methodology |
9 |
Total (2nd period) |
120 cred. + 11 weeks |
| 16. Teaching practice |
9 weeks |
|
|
Notes.The Course " Chemistry Teaching Methodology " includes three parts:
+ General problems of Chemistry Teaching: Chemistry teaching tasks; Chemistry Curriculum at
the secondary schools (core contents, structure, chemistry textbooks); Chemistry teaching
methods and technics; Chemistry teaching forms; Evaluation; Research in Chemistry teaching.
+ Teaching of the main topics in the Chemistry Curriculum.
+ Experiments and teaching practice.
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4.4. Examination for Those Who Serve
as Teachers - condition of Obtaining Teaching Position
Teachers for primary schools, lower and upper secondary schools are
selected from among those who have finished the pedagogical institutions.
However due to the shortage of teachers - especially in the South of Vietnam
and in the mountainous and ethnic areas, it is unavoidable to select young
people having finished the lower / upper secondary schools without pedagogical
training.
the number of teachers for each school is determined by the ratio teacher
/ class, a formula based on student level and amount of classes. In upper
secodary schools, it is a standard that teachers shall teach for 18 class
hours per week. The size of rural lower secondary schools is usually small
(7 - 10 classes), therefore the school principals have the difficulty in
ensuring the standard of teaching hours for the Chemistry teachers.
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4.5. In-service Training of Teachers
In-service training of teachers was started from 1960 and was was strongly
developed when the educational reform began in 1980. It is essential that
in-service training of teachers continually seek to broaden their knowledge
and enhance professional growth and learn to encourage student leadership.
This training is quite useful for them because new information related
to teaching materials is always necessary for the sake of increasing a
teacher's competence.Furthermore our teacher are not familiar with the
new teaching methods. By participating the in-service training programm,
they can hear the warning bell against allowing their skills to become
dull by the routine of daily teaching.
The Universities of Education and the Teacher Training Colleges take
the responsability for in-servics training of teachers; in some cities
there are the local institutions for in-service training.
The " In-service Training Curriculum " is promulgated by the
MOET every five years. The main topics of the content in the work Outline
for in-service training of Chemistry Teachers in the period 1991 - 1996
are shown below:
1. For primary teachers.
+ Science and Environment
+ Some topics related to the Science Education in primary schools
+ Observation in Science Teaching at the primary schools.
2. For lower secondary school teachers.
+ New curriculum of Chemistry at the lower secondary schools
+ Structure of material
+ Chemistry in daily life
+ Work in the Chemistry Laboratory
+ How to choose and to use teaching methods ?
3. For upper secondary school teachers.
+ New curriculum of Chemistry at the upper secondary schools
+ Chemical equations
+ Some main topics on Physical Chemistry
+ Electrochemistry
+ Natural compounds
+ Transition Metal complex
+ Learner-centred approach in teaching
+ Work in the Chemistry Laboratory.
There are various forms of in-service teacher training:
+ self-study; after completing the in-service training, the teacher must participate
an examination for obtaining a certificate.
+ study at the teacher training universities and colleges and local institutions for
in-service training in 2 - 3 months (during the school-year or the summer vacation).
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5. CHEMICAL EDUCATION IN THE
MOVING AGE
5.1. Introduction
Increasing the efficiency and quality of science education and of chemical
education is the need for responding to the strategy aim of Vietnam Revolution
" industrialization and modernization ". However, chemical education
in Vietnam for to-morrow has to cope with these following challenges:
5.1.1. A rapid increase of school-age children
and of higher education students who learn chemistry
The number of childbirth has been increasing in the recent years. Now
the school-age children forms the 34% of the Vietnamese people. The increase
rate of the Vietnamese population in 1995 is 2,2%, therefore the school-age
children will increase in the near future. Furthermore the number of students
per class will be decreasing (in 1995 the number of lower and upper school
students per class in the cities and in the rural areas advantaged in education
is high, i. e. 50 - 55).
Due to the introduction of general higher education at all the higher
education institutions the number of students who learn chemistry also
will be increasing.
In the next decade chemical industries in Vietnam (less developed in
the past) will be developing with a high rate.
All these increases will affect chemical education; the chemistry teaching
staff should be increased at all the institutions of the educational system.
5.1.2. " Industrialization and modernization
"
For carrying out the strategy aim " industrialization and modernization
" science education, including chemical education must be enhanced
in order to promote the students' knowledge and skills on science and chemistry,
to develop their ability for using scientific and chemical knowledge in
the econo-social problem solving. However there are several problems such
as:
Concern and attitude of people and of officials on Chemistry (the role
and contribution of chemistry and of chemical industry towards the edification
of the nation, towards the solving of global issues related to chemistry...)
is low. This has negative effects on the quality of life (pollution of
environment, food producation and consumption...)
The quality and efficiency of chemical education in the schools are
low; it is due to the factors as follows.
+ the time budget for chemistry is not guaranteed; if in this school year Chemistry subject
is not one of the subjects in the national exam (every year the number of exam subjects
is 4, including Literature and Mathematics);
+ there are too many core contents in Chemistry in the curriculum; there is the lack of
chemical contents related to the daily life and industry problems;
+ the teaching methodology is traditional; the basic faxcilities for education lacking
(in many lower secondary schools there are not chemical equiment...); the number of
chemistry teachers is very little in comparison with teachers for other subject - matters.
The Chemical Education at the Universities, Colleges and institustions
for higher education is confronting many difficulties.
+ the number of students who study the course " Chemistry " is increasing due to the
introduction of General Education in the higher education; but there is now the lack of
Chemistry professors and associate - professors.
+ the unpopularity of chemistry (due to the little development of chemical industry) affects
the number of candidates for entrance in the Chemistry faculties (little; more female than
male, especially in the Universities of Education...).
+ most of the chemical equipments are pretty old (more than 50% of equipment);
+ the lack of text books and of other learning materials has negative affect on the quality
of leaning.
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5.2. New trends in Chemical Education
in Vietnam
5.2.1. Renewing chemical education curriculum at all the levels of the
Vietnam educational system
Renewing chemical at all the levels of the educational system is needed
in order to make the educational system of Vietnam catching up with other
countries and to become an advanced educational system.
Renewing chemical education at the primary schools is carried out in
the field of science education reform. The idea to have integrated course
" Nature and society ", is excellent. However, the volume of
Science education curriculum in this course is too small in comparison
with other subject - matters (see 3. 2). Therefore, the class hours for
Science Education must be increased at the primary schools and teach it
from the 2nd or 3rd year. In addition to increasing science education in
primary schools it should divide the course " Nature and Society "
into three separated courses from the 3rd year, namely " Science ",
" History ", " Geography " or " Science of the
Earth ".
The Chemistry curriculum at the lower secondary school has been revised
10 years ago. However the social situation has rapidly changed since then.
Therefore course contents should be more flexible than current descriptions.
There should be both opportunities for taking either overview "Combined
Science Course " or more specialized " Courses Separate in Physics,
Chemistry, Biology and Earth Sciences ".
At the upper secondary schools The Science Course is divided into four
fields, i, e. Physics, Chemistry, Biology and Earth Science. However for
the general public the aim of studying science is merely to investigate
and understand nature, not to follow the historical development in each
subject. There are strong demands to have successors in the field of science
and technology to support the nation, and it is necessary to train capable
young students to be a specialist in the field of natural sciences. The
differentiation of upper secondary education in to three sections is in
accordance with this situation; but it must select appropriate topics,
but no detailed descriptions in the Course of Study - just allow teachers
to freely teach science as they see best.
Renewing Chemical education in the Universities, Colleges is to ensure
that bachelors are able to become specialist's understanding the main aspects
of Chemistry, chemical industry and application Chemistry in the daily
life, having the ability for solving the practical problems related to
Chemistry, being the successors in the field of Chemistry and chemical
technology. Students of faculties other than Chemistry must understand
the general topic of Chemistry and Chemistry related to daily life and
industry.
The teaching methodology should be renewed at all the levels of educational
system in Vietnam, resolutely and patiently moving from the traditional
teaching methodology, verbal, teacher - centred approach without any consideration
on the difference of understanding of each student, based on memorization
of knowledge to the learner - centred teaching Methodology.
Renewing the chemical teaching - learning equipment and acquiring additional
teaching - learning materials is an imperative need for implementing the
above mentioned tasks for enhancing the quality and efficiency of chemical
education. But it will become reality only with the more investigation
from the government and other public institutions and also from abroad.
5.2.2. Chemistry teaching staff at the schools
of all levels of Vietnam Education System
In Vietnam it is a serious problem that young people tend to dislike
chemistry. It is due to the present examination and to the low qualification
of teachers - especially in the rural schools and at the lower secondary
schools.
It is very important that the teachers show pupil the charm of science,
especially chemistry. For this purpose the teachers must be informed the
fresh news of chemistry and chemical industries, the new teaching methods
and techniques.
The teacher training institutions and the provincial in - service training
must provide opportunities for the recurrent education of teachers. However
only a small part of teachers can utilize the chance to study at the recurrent
education programme, because most of teachers have rather heavy teaching
duty in their school and live far from the above institutions. It is to
be desired that the teacher has enough time to improve their knowledge
and teaching technique through the support from the government (in the
last few years this support is increasing every year).
One of the best ways for effective in - service teacher training is
to organize the research activities on chemical education among the teachers.
In spite of teachers' difficult routine work, research activities are highly
appreciated by primary and secondary school teachers, because they are
facing daily with the difficulty of chemical education for their students
who are not interested in science and chemistry. Under such a condition,
research directed to solve such situations are highly expected and appreciated.
In the period from 1988 to 1994 research on teaching methods of chemistry
were developed in some cities. However teachers hesitate to conduct research
on theory and method because they do not have necessary facilities for
research. Furthermore, teachers are required to use the approved textbooks
and teaching guidelines, which satisfy the contents of curriculum, as certified
by the MOET.
Therefore in order to cultivate capable scientists, technologists and
citizens, the theory of chemical education should be investigated by all
teachers from primary school level up to the university level. It should
be emphasized that the learner - centred approach in teaching must be widely
used in the schools and the teacher training institutions, that greater
communication between all researchers must be encouraged not only by officials
of MOET but also by the Chemical Society of Vietnam.
The Chemical Society of Vietnam has to organize seminars to the teachers
every two year to provide them with newest information, especially in newest
findings and products of chemical industries.
To provide the teaching staff of higher education with highest qualification
and with the knowledge of current situation of chemical education abroad,
exchange of Chemistry teachers with foreign countries should be intensified,
especially with the countries in Asia and the Pacific.
It is also desirable that competent chemistry students of higher education
will have the opportunities for studying abroad.
5.2.3. Propaganda and dissemination of the
chemical knowledge
Increasing the propaganda and dissemination of the chemical knowledge
is also an urgent problem in Vietnam at present.
The environment issue, the careless use of chemical products... have
become a great concern of many people, and the trouble is that there are
many people who believe that chemistry is the sole destroyer of the environment.
On the other hand, there are many people who believe that chemical science
does not have an important role in the protection of environment, and it
is the task of biology. If citizens have a more appropriate knowledge of
chemistry, anti - science attitude will decrease. The lectures and seminars
on chemistry and chemical industries oipen for the citizens, especially
for young people will be useful.
For implementing this task the Chemistry teachers should be given the
responsibility for the propaganda, dissemination of chemical knowledge
on the newspapers and journals, through the radio and television broadcasting.
It is necessary to renew the content and to increase the size of edition
of the journal " Chemistry and chemical industry " of the Chemical
Society of Vietnam.
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5.3. The Chemical Society of Vietnam
The Chemical Society of Vietnam was founded ten years ago to organize
the people working in the field of Chemistry and Chemical industry at the
schools of all the levels of educational system of Vietnam, at the Research
institutes and at the enterprises and corporations....
It has combined to disseminate the chemical knowledge to the people.
It has also contributed and disseminated the results of chemical research
to chemists and to people working in the chemical industry.
The prime mission of the Society is to promote chemistry for science
and industry in collaboration with other domestic and international societies.
To pursue these missions the Society holds various academic conferences,
lecture meetings, and publishes journal. The Society has the interrelations
with the Royal Chemical Society of Australia, the American Chemical Society,
The Japanese Chemical Society, The Chinese Chemical Society...
The Society provides recommendations and advice to the government for
developing chemical industries, protection of environment, optimal use
of natural resources...
The Society of Chemical Teaching of Vietnam is one member of the Chemical
Society of Vietnam. This society consists of teachers of all levels; i.
e. from primary school teachers to university professors. In the 1995 the
Society of Chemical Teaching of Vietnam has organized a symposium on new
findings and issues on Chemistry Education with the participation of the
Royal Chemical Society of Australia. Some training workshops were also
organized on the topics:teaching methods, teaching material development,
improvement of chemical experiments in the class, chemistry and environment.
The Chemical Society of Vietnam, through the Society of Chemistry Teaching
of Vietnam has an important role in providing recommendations and advice
to the government and MOET for revising and improving chemistry education.
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APPENDIX
One chapter in the textbook for the 1st year of the upper secodary school
(1992)
- Chapter I. Atomic structure
- 1. Atomic composition. Size and atomic mass.
- 2. Atomic nucleous. Chemical element. Isotop.
- 3. Electron movement in the atom.
- 4. Electronic shell and subshell. Orbital. Maximum number of electrons
in the shell and the subshell.
- 5. Electronic configuration in the atom. Characteristics of the outside
electronic shell.
- 6. Chemical element periodic table.
TRANSLATION (from the textbook for the 1st year of the upper secondary
school - page 17)
Table 2. Maximum number of electrons in the shell and subshell (from
n = 1 to n = 3)
| Number of the shell |
Maximum number of electrons in the shell |
Distribution in ths subshells |
| n = 1 (shell K) |
2 |
1s2
|
| n = 2 (shell L) |
8 |
2s2 2p6
|
| n = 3 (shell M) |
18 |
3s2 3p6 3d10
|
IV. Electronic configuration in the atoms of elements.
Principles of stableness:
In the atom the electrons seize the energetic levels one after another
from low to high.
The energetic levels of the shells and the subshells are higher as they
are more far from the nucleous. The energetic levels of the shells are
increasing from 1 to 7, of the subshells in according to the order s, p,
d, f.
Here is the order of the subshells in according to the increase of the
energetic levels (fixed by experiments):
1s 2s 3s 3p 4s 3d* 4p 5s
In according to the principle of stableness, paying attention to the
maximum number of electrons in each subshell it may write scheme of the
distribution of atom of any element if the number Z of element is known.
For example: Atom hydrogen Z = 1. 1 electron with the lowest energetic
level 1s.
* From the 4th shell there are some extraordinary facts which will be
examined.
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Fig. 1. The present scool system