MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION

TRAN TUYEN
TEACHING ENGINEERING MECHANICS
BASED CONSTRUCTIVIST LEARNING THEORY
IN TRAINING TECHNOLOGICAL TEACHER
Speciality: Industrial Engineering Teaching Methodology
Code: 62.14.01.11
THE ABSTRACT OF DOCTORAL THESIS IN PEDAGOGY
Ha Noi - 2014
INTRODUCTION
1. Reasons for choosing the topic
Education must promote learner’s proactiveness, positive, creativeness in
accordance with the characteristics of each class and each subject. It must create
a proactive environment for students to acquire and master knowledge based on
their own understanding in which teaching methods emphasize on self-
studying, skills to apply knowledge in practice, impacts on movement and
creating joy to learners.
Teaching the methods to acquire knowledge is an important prerequisite
step nowadays. Students should be taught how to tackle issues by
constructivism of knowledge so that they have skills in modern life. Student’s
capacity of constructing new knowledge needs to be formed when they are
sitting in school.
Practice reveals that teaching method innovations in schools are now
undertaken quite slowly. Therefore pedagogical students should be equipped
new knowledge about teaching methods to apply in reality after graduation in
accordance with the policy of the Communist Party and State.
Teaching based constructivist theory is an approach to active teaching
methods. Teacher does not impart available knowledge or provide the truth, but
to orient, direct students to discover the truth, find out knowledge by

5.2. Learn about the reality of teaching Engineering Mechanics in
pedagogical colleges on the standpoint of constructivist learning theory.
5.3. Conduct logic analysis of technical engineering knowledge in
secondary teacher training program as a basis for teaching the subject based
constructivist learning theory; create learning process based constructivist
learning theory for Engineering Mechanics.
5.4. Test and evaluate Engineering Mechanics teaching based
constructivist learning theory to verify hypotheses of topic.
6. Research methods
Using the following dual system of research methods:
6.1. Group of theory research methods: systematization, analysis,
synthesis, comparison of relating theorical teaching materials, particularly
constructivist learning documents. Based on those to develop a theoretical basis
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for the application in teaching Engineering Mechanics based constructivist
learning theory for Technology teacher training program.
6.2. Group of practical research methods:
6.2.1. Basic survey method: investigate the reality of teaching Engineering
Mechanics in pedagogical colleges based standpoint of constructivist learning
theory.
6.2.2. Expert method: consult experts on applying constructivist learning
theory in teaching Engineering Mechanics in the Technology teacher training
program at pedagogical colleges.
6.2.3. Experiment Method: conduct pedagogical experiment to verify
scientific hypotheses.
6.2.4. Observation method: Observe the learning activities of students to
have recommendation, practical evaluation about constructivist learning theory
application.
6.2.5. Statistic method: Use cases for statistical calculation and indicate
results in quantitative manner.

Brandt, Douglas H. Clementes, Michael T. Battista, Ernt Von Glaserfeld
were the next generations who developed research and applied constructivist
learning theory in teaching with points of view:
- Knowledge is actively discovered by learners, not passively received
from others or environment.
- Learners should create new knowledge for themselves through physical
and intellectual activities.
- Manners of expressing the world of and understanding of scientific
knowledge is personalized by each learner.
- Learning is a social activity in which students gradually immerse in the
intellectual activity of those around them.
- Knowledge is constructed individually through operation methods of
each individual.
Knowledge is the result of tectonic activity of subject of perception, not the
product by this way or another externally exists to subject of perception and can
be conveyed or instilled by frequent cognitive activities or communication.
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Pioneers in tectonic studies initially show application of constructivist
learning theory in classes. Learners not only involve in the process of
discovering, inventing, but also participate in all social processes, including the
interpretation of exchange, negotiation and evaluation. They acquire new
knowledge from adjusting their world outlook to meet requirements set by
natural and social reality.
Many countries around the world have been implementing constructivist
learning theory pattern in which learners master their learning. Learners are
guided, encouraged to stay independently and implement plans of their own
learning. The teacher is a guide who is not arbitrary but reliable and provides
supervision of student activities. The fact reveals that these countries have
gained certain achievements in education that many countries, including our
country should follow.

the way to conquer the scientific knowledge. The fact reveals that one day that
human being is at grade 1 but soon becomes a university student.
In teaching, constructivism is considered as the theory of which its pattern
is the biological basis of mind to explain the mechanism of learning. The
fundamental idea of constructivist learning theory is to take the role of
perceiving subject to the leading position of cognitive processes. Reality shows
that each individual forms their own world outlook. Everything that each
experienced would be arranged into "panorama of the world" of the person, that
is to construct their own picture of the world.
1.2.2. Constructivist learning
Learners acquire knowledge expressed in the following forms:
- Individual constructivism or self-study
- Constructivist learning through teacher or in cooperation of friends
- Constructivist learning from feedback or self-examination, self-
adjustment
Constructivist learning is of learner’s activity which takes place in the
activity of the perceiving subject. Learners build their own knowledge on the
basis of the inherent knowledge and interaction with the environment to correct
or expand their own knowledge.
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1.2.3. Assimilation
Assimilation is that subject re-establish some of the characteristics of the
perceived object, puts them into the available diagram. The term assimilation
describes change in individual perception or groups as a result of from old
perception of the continuous social interaction among members
Assimilation occurs as a mechanism to preserve what has been known in
memory and allows learners to solve new situations based on familiar concepts.
The process of assimilation is the process in which subject receives object, that
is the subject uses available knowledge and skill to process information and
external impacts to achieve awareness goal.

as the isolation of learners’ perception.
Advantages of basic constructivism are to confirm the active role of
learners in cognitive process. Learning organization with basic constructivism
orientation will facilitate learners to construct their own knowledge; learners
should become the owner of that knowledge.
If basic constructivism is overvalued, learners will be placed in isolation
and construction of knowledge shall lack social factor. Therefore, in teaching,
in addition to exploiting the strengths of basic constructivism, teachers should
combine with social constructivism to ensure higher efficiency of teaching
process.
1.3.3. Social constructivism
Teaching organization with social constructivism orientation is to
emphasize social objective knowledge. Human beings explore the world and
construct intellectual treasure. Knowledge is the product of humans and is
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constructed both socially and culturally. Each individual makes it meaningful
through interaction with others and with the environment in which they live.
Social constructivism regards learning as a social process; constructivist
learning is not a process that only takes place in the human mind, not a passive
development of human behaviour, but is formed by the external impact.
Learning is only meaningful when individuals are attracted to the social
activities.
1.3.4. The structure of teaching based constructivist learning theory
Applying constructivist learning theory to teaching is so-called
constructivist teaching and is reflected in organization of specific subjects.
Therefore understanding the structure of teaching based constructivist learning
theory makes great sense in organizing to teach specific subjects. The structure
of teaching based constructivist learning theory is the interaction or relationship
of mutual interaction between basic components: teacher, learner, content with
the core of activities is experience of learner that takes place in a positive

constructivist view
Investigation of initial state to provide a general practice insight on
teaching Engineering Mechanics based constructivist learning theory, and the
ability to apply constructivist learning theory in teaching. That reflection in the
organization of the teaching has following characteristics: proactive learner,
positive learning activities; democratic learning environment; learner is a centre
of teaching activities; lecturer encourages student’s self-awareness and
responsibility in learning. The survey also aims to find out: what are advantages
and drawbacks when teacher applies constructivist learning theory in teaching
in class time? Are learner’s ability and needs consistent with constructivist
learning theory? Are teaching methods used by teachers consistent with
constructivist learning theory? What are means of support for teachers in
organizing learning based constructivist learning theory?
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Chapter 2: TEACHING METHODS FOR ENGINEERING
MECHANICS BASED CONSTRUCTIVIST LEARNING THEORY
2.1. The introduction of Engineering Mechanics in pedagogical college
2.1.1. Course Objectives
Learners understand and use mechanical contents and identify Engineering
Mechanics problems, do mechanical exercises, contact, apply in reality.
Learners get more confidence in calculating and applying mechanical exercises
in practice.
Content of the subject is to solve the problem which is to apply in machine
in reality to design tool machines.
2.1.2. Analysis of the structure of Engineering Mechanics
Characteristics of the subject facilitate the application of learning theory to
teaching. These characteristics are specific, abstract, both abstract and specific,
integration, interoperability, inheritance, multi-function, multi-option,
applicability - practice
Engineering Mechanics teaching process needs to consider the knowledge

subject will suit curious psychology of students which will facilitate students to
use existing knowledge to construct new knowledge, learn applications and
solve problems arising in their minds. The subject characteristics also
contribute to the develop intellectual capacity such as analysis, synthesis,
abstraction, generalization, and cultivation of virtue, the qualities of the
workers such as carefulness, accuracy count discipline, critical thinking,
creativeness, aesthetic sense. These features will create conditions for students
to mobilize and operate their learning "engine" in knowledge discovering
process, skill formation which is convenient to organize individual activities
and group in constructivist learning.
2.2. Principles in teaching Engineering Mechanics based constructivist
learning theory
Principle 1: Teaching Engineering Mechanics based constructivist learning
theory must reach two main goals, it is important to teach knowledge and
teaching methods to dominate knowledge (research methods). It is to teach
students research methods through teaching Engineering Mechanics knowledge.
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Principle 2: Engineering Mechanics is considered the basis subject of
engineering. Therefore Engineering Mechanics based constructivist learning
theory has to regularly relate to practice and technical expertise so that students
relate knowledge in Engineering Mechanics with fields using this kind of
knowledge.
Principle 3: In the teaching process it is necessary to increase level of self-
study to occupy knowledge by organizing different forms of teaching such as
seminars, group study, research assignments,
2.3. Process in teaching Engineering Mechanics based constructivist
learning theory
Based on assimilation and adaptive adjustment diagram in constructivist
learning theory, Engineering Mechanics teaching process must be carried out in
accordance with constructivist learning process such as the following diagram:

have learned in high school. However, M in extensive fields of knowledge
should be defined, "localized" to help students focus on research, learning
process and constructivism of knowledge. For the engineering mechanics,
mechanical problems as well as engineering mechanical problems need
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mathematical knowledge so that students can construct knowledge. The M
knowledge that is necessary and widely used to study the subject such as Decart
coordinate system, vector mathematics, differentiation. The content
Engineering Mechanics can directly apply or use mathematical methods, or
combine several M methods to solve engineering mechanical problems.
2.4.1.3. Teach student to study Engineering Mechanics by pattern
Build a pattern of the problem that is to identify the most significant
factors in systems and rules that we must follow.
Build a mediated pattern by different language expressions in Engineering
Mechanics.
Analyze rules of the pattern under the mediated model using M, P
knowledge, Select the most proper solution.
Conclude content, conduct retests the mediated pattern to make
conclusions. If the pattern matches, then go to conclusion of knowledge. If not,
return to describe another Engineering Mechanics language.
2.4.1.4. Teach students to conduct experiments, virtual practice in research
Engineering Mechanics
Simulation is the third way in parallel with pure study Engineering
Mechanics and experimental study on real object of the subject. Using
experiments, virtual practice can save time, economy and effort in teaching
activities; avoid hazards in the design, systems engineering experiments.
Computer software allows researchers to study not only exterior but also
dynamics, changes inside the objects, phenomenon, the influences affecting that
phenomenon. Experiments, virtual practice are forms of simulation that
students need to observe in order to draw similar conclusion on the real object.

Principles will be operated right when the construction process is appropriate
and components of theoretical knowledge are that students have learned.
- Structure of the device: Select each part of structure so that the device
can work optimally. The selection depends on the knowledge and experience of
the conditions of details.
- Lesson Summary: Conclude research process based on the principles of
the structure and certain operating conditions. Conclusions should also figure
out effective research method and in a logical process of inventor.
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2.4.3. Measure 3: Applying Problem Solving Teaching method
2.3.3.1. Purpose
Applying Problem Solving Teaching method to help students not only acquire
knowledge but also to learn methods to dominate new knowledge. Ways to dominate
new knowledge is scientific research methods, presentation and problem solving to
help students construct their own knowledge. Thereby, students are trained self-study
and lifelong learning capability
2.4.3.2. Application of the method
It is important to note the following details in applying raise-issue method:
- Issue proposal: issues often come from students who already have
experience of M, P, graphic geometry, strength of materials, and the application
life of mechanical.
- Hypothesis rising: Derive from understanding that students experiences
in learning process; students present solutions which can solve the problem.
- Problem solving: A comparative thinking, synthesizing, analysis of
hypotheses according to students' understanding of the lesson content. And test
hypotheses - compare results in problem solving and assumptions to be able to
make other assumptions or come to a conclusion.
- Conclusion and application: content and methods of problem-solving in
lesson, application to solve practical problems.
2.5. Design illustrates lesson based constructivist learning theory

applied in practical classroom teaching and consulting experts
3.1.3. Method
Conduct two methods:
a) Controlled Pedagogical Experiment
b) Experts method
3.2. Pedagogical Experiment
Conducted in two phases.
Phase 1, teach and assess students in the second semester of the academic
year 2011 - 2012 in class 10 – CĐSPCN of Technology Pedagogical College
and Central Pedagogical College . According to curriculum scheme,
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Engineering Mechanics has 60 credits. On the basis of the purpose and content
mentioned above, experiments in class include 36 students divided into two
groups; experimental group of 18 students and control group of 18 students.
Experiments time is in late March and early April 2012.
Phase 2, teach and assess students in the first semester of the academic
year 2012 - 2013 in 02 two different colleges:
- Class K47 - SPCN (2010-2013) of the Natural Pedagogy Department,
Son La College with 47 students specialized Pedagogical Technology.
Experiment divides class into two groups: experimental group of 23 students,
and control group of 24 students. According to curriculum scheme, Engineering
Mechanics has 75 credits. 03 controlled experiments exercises are conducted in
late October, early November 2012.
- Class of Chemicals - KTCN (2010-2013) of the Natural Sciences,
Teachers College Pacific. Class 43 students learned two parallel Chemistry and
Industrial Engineering. Conducting more experiments in the experimental
group 03 ST 22, ST 21 control group.
3.2.1. Preparation:
- Preparation of 03 lessons for experiment: Vector method, Translational
movement of solid object, crank structure - Slider. Write lesson plans, use

that they were very comfortable when teachers allowed students to decide the
learning outcomes, knowledge they got from new lesson completely based on
the knowledge that they have learned.
3.2.3.2. Quantitative assessment
Results of data collected from EG and CG are processed in mathematical
statistic method with the following contents:
- Set up probability distribution table, frequency table, convergence
frequency table.
- The typical parameters:
+ Expect: = Σ x
i
F
i
+ Variance : S
2
= Σ(x
i
- )
2
.F
i
+ Variance correction: σ
2
= S
2
+ Standard deviation correction: σ =
+ Coefficient of variation V: V = or V(%) = .100%
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With
N: Total number of students

0.00
0.05
0.10
0.15
0.20
0.25
0.30
0.35
3 4 5 6 7 8 9 10
Xi
Fi(%)
CG
EG
0.00
20.00
40.00
60.00
80.00
100.00
120.00
3 4 5 6 7 8 9 10
Xi
Fa(%)
CG
EG
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1) Send materials to experts including:
- Summary of constructivist learning theory.
- Engineering Mechanics teaching process under constructivist learning
processes.

Experts said that innovation of teaching methods in training technology teacher
based constructivist learning theory was essential to improve the quality of
higher education
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CONCLUSIONS AND RECOMMENDATIONS
I. Conclusions
1) Applying constructivist learning theory in teaching Engineering
Mechanics is to promote positiveness of students in learning and contribute to
improve the quality of technology teacher at college.
2) Development constructivist learning theory as a basis for applying in
teaching specific subjects; features of subject allow teachers to choose
appropriate methods and measures for student to construct knowledge;
Engineering Mechanics teaching process follows the steps of constructing
knowledge.
3) The reliable experimental results showed that the topic is feasible and
proposed measures are effective.
The results of this study showed that subjects could extend research results
to other studies, and other subjects in the educational system. in order to
implement far-reaching innovation education quality, improve training
efficiency, contribute to the development of the country.
II. Recommendations
Increase investment in facilities, teaching equipment and learning materials
for schools and majors.
Regularly organize seminars and training courses on innovative teaching
methods.
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