Designing a Theme-Based Lesson to Develop Creativity Competency for Primary Students
Main Article Content
Abstract
Creativity is an important competency that needs to be formed and developed for primary school students. This competency can be educated to students through appropriately designed theme-based lessons. This paper provides some theoretical issues about theme-based lessons and creativity competency, builds a model that shows the characteristics and structure of a theme-based lesson. The paper also shows a process for designing theme-based lessons to help develop creativity competency for primary school students. It provides a possible example of a theme-based lesson designed with the application of the above process that primary school teachers can learn and apply in classroom practices, helping to develop creativity competency for primary students, contributing to the successful implementation of the General Education Program 2018.
Keywords:
Competency, creativity, design, theme-based lessons, primary students.
References
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[2] B. Duffy, Supporting Creativity and Imagination in the Early Years, Maidenhead, Open University Press, 2006.
[3] Ministry of Education and Training, General Education Program 2018,
https://moet.gov.vn/tintuc/Pages/tin-hoat-dong-cua-bo.aspx?ItemID=5755/, 2018 (accessed on: May 15th, 2020) (in Vietnamese).
[4] N. V. T. Hang, M. R. Meijer, A. Bulte, A. Pilot, The Implementation of a Social Constructivist Approach in Primary Science Education in Confucian Heritage Culture: The Case of Vietnam, Cultural Studies of Science Education, Vol. 10, No. 3, 2015, pp. 665-693, https://doi.org/10.1007/s11422-014-9634-8.
[5] N. V. T. Hang, The Implementation of Critical Thinking in Vietnamese Primary Moral Education Classes, Issues in Educational Research, Vol. 29, No. 2, 2019, pp. 732-755, https://www.iier.org.au/iier29/hang.pdf/, 2019 (accessed on: May 15th, 2020) (in Vietnamese).
[6] D. Heywood, J. Parker, N. Jolley, Pre-service Teachers' Perceptions of Cross-Curricular Practice: The Impact of School Experience in Mediating Professional Insight, Internation Journal of Educational Research, Vol. 55, 2012, pp. 89-99.
[7] C. C. Lam, T. A. Martin, S. A. Adler, J. B. Y. Sim, Curriculum Integration in Singapore: Teachers' Perspectives and Practice, Teaching and Teacher Education, Vol. 31, 2012, pp. 23-34.
[8] N. Neuenhaus, C. Artelt, W. Schneider, The Impact of CossCurricular Competencies and Prior Knowledge on Learning Outcomes, International Journal of Higher Education, Vol. 2, No. 4, 2013, pp. 214-227.
[9] P. B. Robin, Theme-based Lessons: Teacher Perpections of a Theme-Based Approach and its Influence on Student Engagement in Grade 3-8, Seton Hall University Dissertations and Theses (ETDs), 2018, pp. 2608,
https://scholarship.shu.edu/dissertations/2608/, 2018, (accessed on: May 15th, 2020) (in Vietnamese).
[10] C. W. Taylor, Various Approaches to and Definitions of Creativity, In R. J. Sternberg (Ed.), the Nature of Creativity: Contemporary Psychological Perspectives, New York, NY: Cambridge University Press, 1988, pp. 99-121.
[11] J. Plucker, R. Beghetto, Why not be Creative when We Enhance Creativity? In J. H. Borland (Ed.), Rethinking Gifted Education New York, NY: Teachers College Press, 2003, pp. 215-226.
[12] L. S. Tudor, Perception of Teachers on Curriculum Integration, Integration Patterns Practice, Procedia-Social and Behavioral Sciences, Vol. 127, 2014, pp. 728-732.
[13] P. Armstrong, Bloom’s Taxonomy, Vanderbilt University Center for Teaching, https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/, 2010 (accessed on: May 15th, 2020).
[14] C. Beck, C. Kosnik, Innovations in Teacher Education - A Social Constructivist Approach, New York: State University of New York Press, 2006.
[15] N. V. T. Hang, A. Bulte, A. Pilot, Interaction of Vietnamese Teachers with a Social Constructivism-Based Primary Science Curriculum in a Framework Appropriate for a Confucian Heritage Culture, Asia-Pacific Science Education, Vol. 3, No. 2, 2017, https://doi.org/10.1186/s41029-017-0013.
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