DEVELOPING SCIENTIFIC COMPETENCE IN STUDENTS THROUGH TEACHING THE TOPIC 'THE ROLE OF LIGHT IN LIFE' UNDER THE THEME 'ENERGY' USING SCIENCE COMICS IN GRADE 4 SCIENCE

Trần Thị Phương Dung; Ngô Thanh Tấn; Lê Phương Uyên; Nguyễn Huỳnh Thanh Ngân; Trần Minh Mẫn; Trịnh Thụy Xuân Thảo; Lưu Tăng Phúc Khang

doi:10.34238/tnu-jst.12799

DEVELOPING SCIENTIFIC COMPETENCE IN STUDENTS THROUGH TEACHING THE TOPIC 'THE ROLE OF LIGHT IN LIFE' UNDER THE THEME 'ENERGY' USING SCIENCE COMICS IN GRADE 4 SCIENCE

About this article

Received: 14/05/25 Revised: 03/09/25 Published: 04/09/25

Authors

1. Tran Thi Phuong Dung, Ho Chi Minh City University of Education, Vietnam
2. Ngo Thanh Tan, Ho Chi Minh City University of Education, Vietnam
3. Le Phuong Uyen, Ho Chi Minh City University of Education, Vietnam
4. Nguyen Huynh Thanh Ngan, Ho Chi Minh City University of Education, Vietnam
5. Tran Minh Man, Ho Chi Minh City University of Education, Vietnam
6. Trinh Thuy Xuan Thao, Ho Chi Minh City University of Education, Vietnam
7. Luu Tang Phuc Khang , Chiang Mai University, Thailand

Abstract

In the context of reforming the General Education Program with an emphasis on developing students’ qualities and competencies, the innovation of teaching methods, particularly in science subjects, has become an urgent necessity. Science for Grade 4 plays a crucial role in establishing foundational knowledge and fostering scientific thinking among primary school students. However, traditional teaching approaches often limit students’ ability to absorb knowledge and diminish their learning motivation. This study proposes the integration of science comics into the instruction of the lesson "The Role of Light in Life," under the topic "Energy," aiming to create a visually engaging and dynamic learning environment that stimulates students’ exploratory thinking. By designing and implementing a teaching experiment using science comics within a flipped classroom model, the research demonstrates the clear potential of this method to enhance scientific competencies and improve knowledge acquisition among Grade 4 students. The findings underscore the feasibility and pedagogical value of science comics in primary education and suggest a promising direction for the development of instructional materials aligned with the ongoing educational reforms.

Keywords

Science comics; Inquiry-based learning; Light; Energy; Grade 4 Science

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DOI: https://doi.org/10.34238/tnu-jst.12799

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