The key to developing reflective skills and capacities.
Mr. Pham Van Dai, deputy director of Lao Cai specialized high school (Lao Cai province), said that identifying and developing scientific research capacities among students are particularly important in the context of current educational reforms.
This activity contributes to the development of scientific thinking, critical thinking, and creative thinking; it helps students learn to ask questions, formulate hypotheses, collect and process data, and draw well-founded conclusions, gradually moving from passive reception of knowledge to active construction of it.
Identifying and developing students’ scientific research capacities also helps to develop their ability to search for, select, and evaluate information; to cultivate proactive learning habits with clear goals and methods; and to develop lifelong learning skills – a fundamental requirement of the 2018 general education program.
In terms of career guidance, this activity helps students discover their interests and aptitudes through research topics, laying the foundation for a career choice in the fields of science, technology, and innovation. For students in specialized institutions, it is an important stepping stone to participation in national and international academic competitions.
Mr. Pham Van Dai believes that scientific research activities for students (such as scientific and technological competitions) are now widespread. Some institutions, especially specialized schools, have begun to create scientific research clubs and study groups. This gives students the opportunity to learn research methods and develop their scientific spirit.
However, scientific research activities in schools vary from one institution to another, focusing mainly on areas with favorable conditions; in some institutions, they are still largely influenced by trends. There is no system in place to identify students with research potential at an early stage.
The teaching staff have limited experience in mentoring students, especially in interdisciplinary research areas. In addition, the infrastructure and funding are insufficient to meet the requirements of experimental research activities. Furthermore, some students engage in superficial scientific research, motivated more by the pursuit of recognition than by a genuine passion or deep interest.
Mrs. Nguyen Thi Thu Trang, head of the natural sciences department at Ban Mai High School (Hanoi), noted that in recent years, scientific and technical research activities in secondary schools in Hanoi have gained increased interest and development. This movement reflects significant progress in terms of scale and depth.
The number of projects participating in scientific and technological research competitions is increasing. The number of Hanoi products rewarded with national prizes is also on the rise, both in quantity and diversity of fields (such as AI, IoT, ecological materials, environment, mental health, social sciences, etc.). This shows that today’s students are not lacking in ideas or motivation to engage in science.
However, according to Mrs. Nguyen Thi Thu Trang, this activity still has many limitations that need to be overcome. Firstly, in many places, scientific research remains superficial and ephemeral, experiencing a surge before the competition and then a decline. Secondly, the quality of research topics varies considerably from one institution to another and from one group of teaching supervisors to another.
Thirdly, many new products remain at the idea or illustrative model stage, while students need to be trained in a systematic research process: literature review, method design, data collection, analysis, critique, and limitation of conclusions.
Fourthly, we have materials, but they are not used efficiently; we have laboratories, but students do not have enough time for concrete practical work, and the quality of this work leaves much to be desired. Fifthly, students do not master English sufficiently to access the necessary international scientific resources for their research and independent studies.
Building a synchronized ecosystem
Having directly guided students in scientific research for many years, Mrs. Pham Nguyen Trang Ngan, a teacher at A Luoi High School (Hu city), believes that to improve the efficiency of identifying and developing students’ scientific research capacities, coordinated efforts from many parties are necessary.
From the institution’s perspective, it is necessary to create a learning environment that encourages research, especially by organizing scientific clubs, offering students opportunities to participate in practical projects, and strengthening ties with universities and research institutes.
Teachers need to evolve their role, moving from knowledge transmission to guiding and supporting students in the research process. They also need additional training in the methods and skills necessary for mentoring scientific research.
From a policy perspective, mechanisms need to be put in place to provide financial support and reduce the teaching load of teachers participating in research activities, in order to more concretely recognize the results of students’ research.
Sharing the same perspective, Mr. Pham Van Dai suggested that schools develop a long-term strategy for the development of students’ scientific research, linked to the orientation of specialized schools; effectively establish and maintain scientific research clubs and groups in areas such as natural sciences, social sciences, STEM, and interdisciplinary studies.
Additionally, create an academic environment by organizing student scientific seminars, idea exchange forums, and science festivals; strengthen links with universities, research institutes, and businesses; and utilize local resources such as culture, tourism, agriculture, and highland environment.
From the teachers’ perspective, it is necessary to innovate in teaching methods by privileging project-based learning and inquiry-based learning; develop STEM teaching activities, and integrate scientific research content into courses.
Furthermore, the emphasis should be on training teachers in project supervision techniques and modern scientific research methods. In this process, teachers act as guides and advisors, inspiring and supporting students throughout their learning and research.
In terms of educational policy, mechanisms are needed to financially support student research projects; to recognize and evaluate the results of scientific research in school records and competitions; and to include student mentoring criteria for scientific research in the evaluation, ranking, and rewards of teachers.
Furthermore, a system should be put in place to identify, nurture, and develop scientific talents from an early age; strengthen the links between general education and universities and research institutes; and organize in-depth scientific competitions, avoiding mere formality.
Mr. Trang Minh Thien, a teacher at Nguyen Viet Dung High School (Can Tho), also proposed solutions to deepen and enrich scientific research by suggesting the establishment of an integrated ecosystem. To this end, schools should create a research-centric learning environment by setting up STEM clubs and scientific research clubs and organizing activities and practical projects.
Additionally, open spaces equipped with materials such as 3D printers, microcontroller kits, robots, etc., should be arranged to allow students to freely experiment with their ideas. Teachers should act as guides: not necessarily knowing everything, but building connections, inspiring, and supporting students throughout their learning and research.
The policy of offering specific incentives and priorities to supervising teachers participating in scientific research, as well as organizing in-depth training on scientific research methodology for secondary school teachers, is also a solution proposed by Mr. Trang Minh Thien, aiming to help teachers gain confidence in supporting their students.
“The appropriate solution is not to compel every student to choose a research topic. This could turn this activity into a mere formality. A more effective approach is to develop a multi-level study program with diverse student groups,” emphasized Mrs. Nguyen Thi Thu Trang.
Source: https://giaoducthoidai.vn/thuc-day-nghien-khoa-hoc-trong-truong-pho-thong-can-he-sinh-thai-dong-bo-post771702.html
