Preliminary Evaluation of Biology Experimental Teaching in Grade 7 Natural Science
DOI:
https://doi.org/10.5281/zenodo.17548276Keywords:
Experimental practice, Grade 7, Natural Science, Lesson plan, Competency-based education.Abstract
This exploratory study aims to design and conduct an initial evaluation of experimental practice–based biology lesson plans for Grade 7 Natural Science, which are aligned with Vietnam’s 2018 General Education Curriculum. Surveys were combined with document analysis and data processing using Jamovi 2.6.44 to obtain preliminary expert assessments. Findings from eight participating experts indicated that the developed lesson plans were generally rated as appropriate, pedagogically sound, and scientifically feasible for classroom application. The study also identified several limitations and proposed suggestions to enhance the organisation and effectiveness of experimental practice activities at the Secondary School level. These initial results provide valuable reference materials for teachers seeking to innovate teaching methods, strengthen hands-on experimental learning, and foster students’ scientific competencies in accordance with competency-based education reform.References
Abrahams, I. Z., & Reiss, M. (2012). Practical work: Its effectiveness in primary and secondary schools in England. Journal of Research in Science Teaching, 49(8), 1035–1055. https://doi.org/10.1002/tea.21036
Byukusenge, C., Nsanganwimana, F., & Tarmo, A. P. (2022). Effectiveness of virtual laboratories in teaching and learning biology: A review of literature. International Journal of Learning, Teaching and Educational Research, 21(6), 1–17. https://doi.org/10.26803/ijlter.21.6.1
Chu, V. T., Dao, T. V. A., & Nguyen, T. T. C. (2018). Developing students’ problem-solving capacity through the teaching of natural science in secondary schools in Vietnam. American Journal of Educational Research, 6(6), 741–748. https://doi.org/10.12691/education-6-6-24
Kong, Y. (2021). The role of experiential learning on students’ motivation and classroom engagement. Frontiers in Psychology, 12, Article 771272. https://doi.org/10.3389/fpsyg.2021.771272
Millar, R. (2004). The role of practical work in the teaching and learning of science. University of York, Department of Educational Studies.
Ministry of Education and Training (MOET). (2018a). General education program – Natural science curriculum(Promulgated with Circular No. 32/2018/MOET). Ministry of Education and Training, Vietnam.
Ministry of Education and Training (MOET). (2018b). General education chapter (Circular No. 32/2018/MOET). Ministry of Education and Training, Vietnam.
Narli, S. (2010). An alternative evaluation method for Likert-type attitude scales: Rough set data analysis. Scientific Research and Essays, 5(6), 519–528.
Nguyen, T. H., & Do, H. T. (2024). Implementing integrated teaching of natural sciences in junior high schools and proposing some solutions in teacher training. Journal of Education, 24(18), 47–52.
Nguyen, T. N. B., & Duong, T. T. (2022). Current status of teaching equipment in secondary schools – Ba Ria City, Ba Ria–Vung Tau Province. Journal of Education, 108–112.
Nguyen, T. T. H. (2020). Developing self-study capacity for primary school students in teaching practical biology. Vietnam Journal of Educational Sciences, 25–30.
Nguyen, T. H., Le, T. H., & Pham, H. A. (2025). Measures to improve teacher training quality through innovative teaching methods. Hanoi Pedagogical University 2 Scientific Journal: Educational Science Special Issue, 1(04), 58–64.
Oliveira, H., & Bonito, J. (2023). Practical work in science education: A systematic literature review. Frontiers in Education, 8, Article 1151641. https://doi.org/10.3389/feduc.2023.1151641
Pham, T. H. T., Nguyen, T. H., Hoang, T. T., Ha, V. D., Nguyen, T. N., & Nguyen, T. T. (2023). Using experiments to develop students’ natural exploration capacity in teaching the topic “Photosynthesis” (Natural Science 7). Journal of Education, 23(6), 26–31.
Shana, Z., & Abulibdeh, E. S. (2020). Science practical work and its impact on students’ science achievement. Journal of Technology and Science Education, 10(2), 199–215. https://doi.org/10.3926/jotse.888
Sotiriou, S., Bybee, R. W., & Bogner, F. X. (2017). PATHWAYS – A case of large-scale implementation of evidence-based practice in scientific inquiry-based science education. International Journal of Higher Education, 6(2), 8–19. https://doi.org/10.5430/ijhe.v6n2p8
Vu, C. T., & Nguyen, Y. C. (2024). Some studies on professional development activities for teachers of natural sciences. Journal of Education, 24(7), 30–36. https://tcgd.tapchigiaoduc.edu.vn/index.php/tapchi/article/view/1629/761
Xu, Y., & Julian, M. (2020). The effect of inquiry-based learning on students’ science achievement and motivation. Journal of Education and Learning, 14(6), 406–415. https://doi.org/10.5539/jel.v14n6p406
Yavuz, G., Günhan, B. C., Ersoy, E., & Narli, S. (2013). Self-efficacy beliefs of prospective primary mathematics teachers about mathematical literacy. Journal of College Teaching & Learning, 10(4), 279–287. https://doi.org/10.19030/tlc.v10i4.8124
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Tho Thi Tuyet Bui, Han Thi Kim Nguyen, Thu Minh Do, Vi Truong Nguyen, Phuong Thao Vu Nguyen, Ton Huu Duc Nguyen, Quang Minh Dinh
This work is licensed under a Creative Commons Attribution 4.0 International License.