Allan MacKinnon, Le V. Hao


This article presents an analysis of the sociocultural context of the education system in Vietnam, specifically in terms of the cultural and philosophical dimensions of society, the development and influences of higher education, and the identity and worldviews of the Vietnamese people toward teaching and learning.  The analysis focuses on the fit between the sociocultural context of Vietnamese education and the use of collaborative learning approaches in post-secondary physics courses, making the case that such innovations in physics pedagogy would be amenable and appropriately challenging to students, not only in terms of the enhancement of critical thinking and active learning, but also in terms of providing opportunity for the development of moral character and national identity.


School Reform, Higher Education, Collaborative Learning, Curriculum Studies

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