288 страниц. 2014 год. Scholars' Press Physics seminars and demonstrations were employed in the student-based and highly interactive forms and they were positively accepted by students of the introductory physics classes. Student support and interest in the teaching approaches was attributed to the cultural and social resonance of "collaborative learning" and the relational identity of Vietnamese students. The dialogical and collaborative teaching approach developed in this study and the findings contribute to the teaching of introductory physics courses and a better understanding of Vietnamese learners.