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But how do we learn? Talking to Vietnamese children about how they learn in and out of school
ARTICLE

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International Journal of Educational Research Volume 53, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

Vietnam is currently striving to introduce more child-centred approaches to pedagogy. From a Western perspective, child-centred education requires teachers to perceive children as capable, active partners in learning and to develop deep understandings of their students, including the variety of ways in which they learn. This paper draws from a study involving interviews with 46 rural Vietnamese children about their learning in, and outside of, school. The data provides important insights into cultural perceptions of ‘learning’, and of metacognitive understandings and engagement (‘how do we learn?’). The paper explores the value of engaging children in thinking about how they learn, and the benefits of teachers scaffolding metacognitive engagement, in order to enhance children's agency and their active participation in learning.

Citation

Phelps, R., Tuyet Nhung, H.T., Graham, A. & Geeves, R. (2012). But how do we learn? Talking to Vietnamese children about how they learn in and out of school. International Journal of Educational Research, 53(1), 289-302. Elsevier Ltd. Retrieved October 20, 2019 from .

This record was imported from International Journal of Educational Research on January 31, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2012.04.003

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