Khả năng phát triển tư duy không gian cho sinh viên trong chương trình sư phạm Địa lí, Trường Đại học Sư phạm Hà Nội năm 2025
Tóm tắt
To implement breakthrough reforms in education in Vietnam, university teacher education programs must ensure the comprehensive development of students. In Geography Teacher Education, spatial thinking represents both a strength and a distinctive competency that requires focused development. Grounded in the National Research Council analytical framework, this study examines the potential for fostering spatial thinking within the Geography Teacher Education Program at Hanoi National University of Education. The findingsindicate strong potential forspatial thinking development throughout the training process, although uneven across specific components and courses. These findings provide important implications for promoting spatial thinking in students and for revising the program.
Tài liệu tham khảo
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