What are requirements for subjects of natural sciences in Vietnam?
What are requirements for essential qualities and general competencies in subjects of natural sciences in Vietnam?
In Section 4 of the natural sciences curriculum issued together with Circular 32/2018/TT-BGDDT, the requirements for essential qualities and general competencies in subjects of natural sciences in Vietnam are clearly stated as follows:
The natural science subject contributes to the formation and development of students' essential qualities and general abilities in accordance with the levels appropriate to the subject and educational stages as specified in the overall program.
>> View the Natural Sciences Curriculum issued together with Circular 32/2018/TT-BGDDT: Download
What are requirements for the specific competencies in subjects of natural sciences in Vietnam?
According to Section 4 of the natural sciences curriculum issued together with Circular 32/2018/TT-BGDDT, the requirements for the specific competencies in subjects of natural sciences in Vietnam are as follows:
The subjects of natural sciences form and develop students' abilities in natural sciences, including the following components: understanding natural science; exploring nature; applying learned knowledge and skills.
What are requirements for subjects of natural sciences in Vietnam? (Image from the Internet)
What are the specific competencies in subjects of natural sciences in Vietnam as prescribed in Circular 32?
In Section 4 of the natural sciences curriculum issued together with Circular 32/2018/TT-BGDDT, the specific competencies in subjects of natural sciences in Vietnam are also clearly stated as follows:
| Components | Specific competencies |
| Understanding natural science | Presenting, explaining core knowledge about the structural components, diversity, systematization, laws of motion, interaction, and changes in the natural world. Specific manifestations: - Recognizing and naming objects, phenomena, concepts, laws, and processes of nature. - Describing objects, phenomena, and the roles of objects, phenomena, and natural processes using verbal, written language, formulas, diagrams, charts, etc. - Comparing, classifying, and selecting objects, phenomena, and natural processes based on different criteria. - Analyzing the characteristics of a natural object, phenomenon, or process according to logical principles. - Finding keywords, using scientific terminology, logically connecting information, creating outlines when reading and presenting scientific texts. - Explaining the relationships between objects and phenomena (cause-effect relationships, structure-function, etc.). - Identifying errors and correcting them; making critical evaluations related to the discussion topic. |
| Exploring nature | Executing basic skills to explore and explain natural phenomena and life. Demonstrating practical issues with scientific evidence. Specific manifestations: - Proposing issues, asking questions about the issues + Identifying and asking relevant questions. + Analyzing contexts to propose issues by connecting existing knowledge and experiences and expressing proposed issues in their language. - Making judgments and forming hypotheses + Analyzing issues to make judgments. + Forming and stating hypotheses to explore. - Planning implementation + Constructing logical frameworks for exploration. + Choosing appropriate methods (observation, experimentation, investigation, interview, document review, etc.). + Planning exploration implementation. - Executing the plan + Collecting and storing data from reviews, experiments, and investigations. + Evaluating results by analyzing and processing data using simple statistical parameters. + Comparing results with hypotheses, explaining, drawing conclusions, and adjusting if necessary. - Writing and presenting reports and discussing + Using language, drawings, diagrams, tables to express the exploration process and results. + Writing exploration reports. + Cooperating with partners with a positive, respectful attitude towards other people's opinions and evaluations, actively absorbing and explaining, debating, defending exploration results convincingly. - Making decisions and proposing opinions + Making decisions and proposing solutions to the explored issues. |
| Applying learned knowledge and skills | Applying knowledge and natural science skills to explain frequently encountered natural phenomena and life; issues of environmental protection and sustainable development; appropriately acting and addressing simple issues related to oneself, family, and community. Specific manifestations: - Recognizing, explaining practical problems based on natural science knowledge. - Based on understanding and investigative evidence, proposing and implementing solutions for natural protection; adapting to climate change; behaving and having appropriate attitudes towards sustainable development requirements. |
- After completing higher education in Vietnam, what english proficiency requirements must students meet?
- What are the specific objectives of higher education in Vietnam?
- Vietnam: What are the responsibilities of higher education institutions in scientific research activities of students?
- Vietnam: What are the cases in which the degree classification of post-secondary students will be lowered? What are the conditions for post-secondary graduation?
- Vietnam: Are lower secondary school students with Unqualified training results for the whole school year required to undergo training during summer break at school?
- Vietnam: What are the 10 core competencies of primary school students according to the 2018 General Education Program?
- Vietnam: Will primary school teachers acting as homeroom teachers be eligible for reduction of teaching lessons?
- Vietnam: What are the conditions for consideration for rank promotion to the professional titles of teachers?
- Vietnam: What is the course timelength in post-secondary and college programs?
- Vietnam: Do lower secondary school students have the right to dye their hair during a school year? Is dyeing hair during a school year prohibited act for lower secondary school students?
