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DINH THI XUAN THAO DEVELOPING INTERGATED THEMES TEACHING COMPETENCE FOR PRE-SERVICE CHEMISTRY TEACHERS THROUGH TEACHING SUBJECTS OF Philosophy and Education Method in Chemistry Major: P

DINH THI XUAN THAO

DEVELOPING INTERGATED THEMES TEACHING COMPETENCE FOR PRE-SERVICE CHEMISTRY TEACHERS THROUGH TEACHING SUBJECTS OF Philosophy and Education Method in Chemistry

Major: Philosophy and Education Method in Chemistry

Code: 9.14.01.11

DOCTORAL THESIS IN PHILOSOPHY OF EDUCATION

HANOI, 2020

This work was completed at Hanoi National University of Education

Scientific Instructors: Dr Cao Thi Thang

Assoc Prof Dr Le Thi Hong Hai

Reviewer 1: Assoc Prof Dr Pham Van Hoan

Hanoi Metropolitan University

Reviewer 2: Assoc Prof Dr Nguyen Thi Hien Lan

Thai Nguyen University of Education

Reviewer 3: Dr Do Thi Quynh Mai

Hanoi National University of Education

This thesis will be presented and defended at the Thesis Examination Board

meeting at Hanoi National University of Education at

The thesis is available at:

National Library of Vietnam, Hanoi

or Hanoi National University of Education’ Library

LIST OF SCIENTIFIC WORKS RELATED TO THE DISCLOSURE OF THE THESIS

1 Cao Thi Thang, Dinh Thi Xuan Thao (2016), Proposals to improve the competence

of training teachers for integrated science subjects in Viet Nam, Tay Nguyen

Journal of science, 21, p 28-34

2 Dinh Thi Xuan Thao (2017), Applying 5E model to design the lesson plan of chemistry themes in secondary school, International conference "Developing pedagogical competences for natural science teachers to meet the requirements of renovating general education”, Hanoi university of education, p 462-472

3 Cao Thi Thang, Dinh Thi Xuan Thao (2017), Suggestions for developing basic competencies for natural science students in the pedagogical field meet requirements of teacher training in the new stage, VietNam institute of educational

science journal, p 42-45

4 Dinh Thi Xuan Thao, Dang Thi Thuy My, Ninh Thi Minh Giang (2017), Applying techniques of positive teaching to promote the positivity and creativity of chemistry students, Tay Nguyen Journal of science, p 11-15

5 Dinh Thi Xuan Thao, Cao Thi Thang, Le Thi Hong Hai, Tran Thi Yen Vy (2018), Designing integrated – teaching theme Creative electrochemical battery according

to the STEM education model, HNUE journal of science, 63, p.167-181

6 Dinh Thi Xuan Thao (2019), Inspiring practical task-based STEM activities: from Theory to Practice, International Conference on STEAM, organized by GEIST

International Foundation, Ha Noi 08/2019, p 51

7 Dinh Thi Xuan Thao, Cao Thi Thang (2019), Developing the competence of organizing integrated STEM teaching activities for pre-service chemistry teachers,

International Conference on Teacher Education Renovation – ICTER – I AM STEM 2019, Thai Nguyen University of Education, p 188-201

8 Cao Thi Thang, Dinh Thi Xuan Thao (2019), Developing integrated teaching competence for pre-service chemistry teachers, VietNam institute of educational

science journal, V 11/2019, p.33-38

SCIENCE RESEARCH THEME

Dinh Thi Xuan Thao (theme leader) (2016), Fostering some positive teaching techniques for pre-service chemistry teachers at Tay Nguyen University, Science research theme 2016, Tay Nguyen University (accomplished 12/2016)

INTRODUCTION

1 The reason for the themes chosen

In today's society, the development of science, engineering, and technology require people to understand and synthesize knowledge to solve practical problems This requires innovating both the content, approaches, and teaching methods for students to improve the quality of human resources to meet the requirements of industrialization, modernization, and integration of the country

In the world, integrated teaching has been interested in many teaching theorists around the world since the 1950s, and research results have been implemented in developing educational standards, programs, books, textbooks of many countries around the world such as the US, Germany, Australia, Besides, in recent years, in many countries education reform has focused on increasing the capacity, interest, and passion for the science of students for STEM Education – an oriented approach that integrates four areas of Science, Engineering, Technology, and Mathematics

In Vietnam, the issues of integrated education-oriented education have been included in the resolutions of the 11th Vietnamese Communist Party Congress, specifically in Resolution

No 29-NQ/TW of the 8th Central Conference and in the program renovation the curriculum, general education textbooks of the Prime Minister Recently, in the Prime Minister's Directive

No 16 /CT-TTg of May 4, 2017 and the Prime Minister's Decision No.522/QD-TTg of May

14, 2018, the capacity to access of the 4th Industrial revolution was requested, promoting the implementation of Education in science, technology, engineering and math (STEM) in the curriculum

In high schools, Chemistry is a subject in the field of natural sciences, the content of Chemistry has an organic relationship with the content of Science in Secondary and High School subjects such as Physics, Biology, and together with Mathematics, Informatics and Technology Chemistry contributes to the promotion of STEM education The orientation for integrated teaching and implementation of STEM education to develop competence for students has been clearly shown in the 2018 high school education program of the Ministry of Education and Training (MOET) To make this change, we need to take into account the options and conditions for implementing the program, firstly the preparation for the teachers to meet the new requirements should be considered As you know, at present, the integrated teaching competence in general, the integrated themes teaching capacity of many general teachers, and many pre-service chemistry teachers - the future chemistry teachers are limited

The development of integrated teaching competence for pre-service teachers in general and pre-service chemistry teachers, in particular, have been paid attention in recent years Although in the "University output standard of the pre-service teacher training", the integrated

teaching capacity is the component capacity of the teaching capacity required of prospective teachers Most of the training programs of the chemistry pedagogy of universities still do not have a separate module for integrated teaching content There is no uniform material, especially going into the development of integrated themes teaching capacity for pre-service chemistry teachers Research and development of integrated themes teaching resources have not been conducted systematically There is no thorough development process with specific measures,

so lecturers and pre-service teachers still face many difficulties in the teaching process

Integrated themes teaching competence is an important component of integrated teaching competence, which should be developed for pre-service chemistry teachers and chemistry teachers in high schools to meet the Chemistry general education program issued in

2018 with the orientation of developing cognitive competence, the ability to learn natural sciences, the ability to apply knowledge and skills into real life However, at present, the research on the development of integrated theme teaching capacity has not been conducted systematically, there is no transparent development process with specific measures, so teachers and pre-service chemistry teachers still face many difficulties in the teaching process

To ensure the development of integrated themes teaching competence for pre-service chemistry teachers, to meet the requirements of teaching innovation and assessment of energy-oriented assessment in the 2018 high school education program, the study of measures to increase the awareness of pre-service chemistry teachers on integrated teaching and STEM education, enhance the ability to develop and design teaching plans and the ability to organize teaching activities and assessing, adjusting integrated themes in chemistry teaching is very necessary, practical, updated, contributing to improving the quality of training

For the reasons mentioned above, we choose and implement the themes: “Developing integrated themes teaching competencies for pre-service chemistry teachers in through teaching subjects of Philosophy and Education Method in Chemistry”

2 Purpose of the research

Researching and proposing some measures to develop integrated themes teaching capacity for pre-service chemistry teachers through teaching subjects of Philosophy and Education Method in Chemistry to contribute to development pedagogical capacity and improve the quality of training pre-service chemistry teachers

3 Objects and subjects of the research

3.1 Research objects: The process of teaching theories of theory and method of teaching chemistry

3.2 Research subjects: integrated themes teaching competencies and integrated themes development measures for pre-service chemistry teachers at universities

4 Scope of research

Developing integrated themes teaching capacity for pre-service chemistry teachers

through teaching subjects of Philosophy and Education Method in Chemistry at some universities in the South - Central region

- Research the practical basis of the development of integrated themes teaching capacity for pre-service teachers at some universities (through analyzing the training program and surveying students)

6.2 Research and propose concepts, the structure of integrated themes teaching competencies of pre-service chemistry teachers, and an integrated set of themes teaching competence assessment tools

6.3 Proposing processes and measures to develop integrated themes teaching capacity for pre-service chemistry teachers through teaching subjects of Philosophy and Education Method in Chemistry

6.4 Conduct pedagogical experiments to confirm the feasibility and effectiveness of the proposals

7 Methods of research

Use the following groups of research methods:

7.1 Group of theoretical research methods: analysis, synthesis, classification, systematization in the study of relevant theoretical documents

7.2 Group of practical research methods

+ Analysis of objectives, content, structure of subjects of Philosophy and Education Method in Chemistry

+ Survey method: Practical survey on the capacity of integrated themes teaching and the issue of developing integrated themes teaching capacity for pre-service chemistry teachers at the South-Central region universities

+ Expert method: Interview, exchange, consult with experts

+ Pedagogical experiment method: Conduct pedagogical experiments on the proposed measures at some universities that train pre-service chemistry teachers in the South-Central region

7.3 The method of using statistical math to process and analyze pedagogical experimental results to identify and analyze relevant statistical parameters to confirm the effectiveness and feasibility of the proposed measures

8 New contributions of the thesis

8.1 Systematized and clarified the theoretical bases related to integrated teaching, integrated teaching capacity, integrated themes teaching capacity as well as the situation, the need to develop teaching capacity, integrated themes teaching capacity for pre-service chemistry teachers at the universities

8.2 Proposing the structure of integrated themes teaching competence for pre-service chemistry teachers including 4 component competencies, 10 criteria, and indicators according

to 4 levels, from which to design a set of assessment tools integrated themes teaching for chemistry pre-service teachers

8.3 Proposing methods and tools to evaluate the integrated themes teaching competencies of pre-service chemistry teachers

8.4 Proposing processes and three measures to develop integrated themes teaching competencies for pre-service chemistry teachers through teaching subjects of Philosophy and Education Method in Chemistry

9 The thesis structure

Studies in the world have confirmed that integrated teaching and integrated themes teaching is a trend of teaching that many countries around the world care about and implement

In some educational reform programs in some countries, an integrated perspective is clearly

T

1.1 Research history of integrated themes teaching and the development of integrated teaching capacity for pre-service chemistry teachers

1.1.1 Studies on integrated teaching and integrated themes teaching

CHAPTER 1 THEORETICAL AND PRACTICAL BASIS OF THE DEVELOPMENT OF INTEGRATED THEMES TEACHING COMPETENCE

FOR PRE-SERVICE CHEMISTRY TEACHERS

he thesis consists of 3 parts: Introduction (4 pages), Content (144 pages), Conclusions, and recommendations (2 pages) In which the content consists of 3 chapters: Chapter 1 (41 pages); Chapter 2 (76 pages); Chapter 3 (27 pages) Besides, there are: List of abbreviations, a list of tables (30 tables), drawings (25 pictures), published scientific works related to the thesis (9 works), supporting documents (100 pages), References (128 documents) and appendices (121 pages)

stated in the program as a mandatory requirement because it is a step from content approach to capacity training people to have enough knowledge and to know how to act dynamically and creatively when solving problems in real life In Vietnam, the development of an integrated ideology curriculum, research, and deployment of integrated teaching and integrated themes teaching at various levels and levels have been studied by many scientists

1.1.2 Studies on developing integrated teaching competencies for pre-service teachers

The issue of developing integrated teaching capacity for pre-service teachers has been mentioned in many books, research works, theses Most of the authors affirmed the important role of the implementation of integrated teaching in general and the development of integrated teaching capacity for pre-service teachers in particular in improving the quality of teacher training to make renovation of the general education curriculum At the same time, the authors propose measures to improve integrated teaching capacity This is a valuable resource for us to continue researching and finding solutions to develop integrated themes teaching competencies for pre-service chemistry teachers through teaching modules of theory and teaching methods However, there has not been any specific research project on developing integrated themes teaching capacity for pre-service chemistry teachers, including the theme of integrating natural sciences and the theme of integrated STEM in teaching chemistry So we claim this is a new and valuable direction both theoretically and practically

1.2 Integrated teaching

1.2.1 Concept

Integrated teaching is a teaching orientation in which teachers organize and guide students to mobilize a combination of knowledge, skills, in many different fields to solve learning tasks thereby forming new knowledge and skills and developing necessary competencies, especially the ability to solve problems in learning and real life Integrated teaching requires high school learning to be linked to the situations of later life that students may face and so it becomes meaningful for students

1.2.2 The need to organize integrated teaching

Because the laws of nature have an integrated nature, the implementation of integrated teaching is to return the integrity and unity of the laws of nature At the same time, integrated teaching makes students' learning process meaningful by linking the school's activities to real life Through integrated teaching activities contribute to establishing the relationship between the knowledge, skills, and methods of different subjects, thereby streamlining knowledge and avoiding repetition Thus, integrated teaching contributes to the development of learners' abilities, especially problem-solving capabilities

1.2.3 Some perspectives on the degree of integration of the curriculum

There are many views on the degree of integration in the curriculum such as those of Fogarty (1991), Xavier Roegiers (1996), Susan M Drake (2007) In general, the views also have

similarities in integration levels such as internal integration, multidisciplinary integration, interdisciplinary integration, and interdisciplinary integration

1.2.4 The integrated levels in teaching

Based on the integration levels in the curriculum, the division of the integration levels in teaching also increases gradually from internal integration to interdisciplinary integration

1.2.5 Integrated themes

Based on the integration levels in the curriculum, the division of the integration levels in teaching also increases gradually from internal integration to interdisciplinary integration Integrated theme teaching helps students apply the combined knowledge and skills of the subjects to solve some complex problems from the content of the subject or come from practice

in a specific context to develop common and specialized competencies for students, especially problem-solving abilities

Integration themes have characteristics such as being practical, cooperative, integrated teaching integrated themes that promote students' creativity, creativity, and ability to solve practical problems In the integrated theme, students are strengthened to apply integrated knowledge to solve practical situations, less need to memorize knowledge mechanically, so that the capacity and quality of students are formed and developed

To build an Integrated theme in teaching, many domestic and foreign authors have proposed the process such as Susan M Drake, Diane Lapp, and James Flood, Nguyen Van Bien

and Training documents of Ministry of Education and Training

1.3 STEM education

1.3.1 Concept

STEM stands for Science, Technology, Engineering, and Math

Biology, scientific thinking, and scientific research process

Technology (T): is knowledge, the skills of Technology subject or tools, equipment, and processes used in the process of deploying to create products

Engineering (E): content/knowledge of implementation techniques can be in Technology, technical drawing, engineering design, engineering design process

s knowledge, mathematical skills, mathematical thinking, solving Math problems

In the general education program issued in 2018: STEM is an educational model based

on an integrated approach, allowing students to apply science, technology, engineering, and math content to the solution solve some practical issues Organizing STEM integrated teaching activities towards developing engineering design thinking to solve practical problems for students

1.3.2 STEM education application levels in general education

According to the training material "Developing and implementing STEM education themes in high school" of the Ministry of Education and Training, there are 3 levels of application of STEM education in general education: Teaching science subjects by the method STEM education, organize STEM experience activities, and organize scientific and technical research activities

1.3.3 The role and significance of STEM education

The introduction of STEM education into high schools makes a lot of sense, consistent with the direction of innovation in general education such as ensuring comprehensive education, increasing interest in STEM subjects, forming and developing skills resources,

qualities for students, connecting schools to the community, and career guidance, streaming

1.4 Competence, the structure of competencies, and assessment of learners' competencies

1.4.1 Capacity concept

Competence is the mobilization and synthesis of knowledge, skills and other personal attributes such as interest, belief, will, etc into successful operation and effective resolution mission in a given context

1.4.3 Assess learners' competencies

In capacity-oriented teaching, the assessment of learning outcomes does not focus on testing the ability to replicate learned knowledge The competency assessment may include: an assessment of learner needs; report achievements and progress on the learners' abilities; build study records; identify learners' current development areas to develop pedagogical intervention plans to support learners to move to nearby development areas based on the capacity development road; provide information for evaluating and reviewing the appropriateness of the program's learning outcomes and the quality of the curriculum used

1.5 Teaching competence, integrated teaching competence, integrated themes teaching competence and development orientation of integrated themes teaching competencies for pre-service teachers

1.5.1 Teaching competence

Teaching competence is a system of personal attributes of each teacher to do a good job

in teaching

1.5.2 Integrated teaching competencies

According to the university-based output standard of the pedagogical discipline of high school teachers, the teaching capacity of integration is in standard 4 on teaching capacity and is criterion 6 Integrated teaching competence is the competence to apply the knowledge of integrated teaching to remark the general chemistry program, the ability to analyze teaching ability to integrate a theme, part of a chapter in the program, general chemistry, the ability to compose and implement an integrated teaching plan and the competence to create matrices that show the integrated knowledge

1.5.3 Integrated themes teaching competence

Integrated themes teaching competence is the ability to build teaching themes with the content of knowledge directly related to two or more educational subjects/activities; designing the process of teaching themes built on positive teaching methods and techniques; prepare teaching equipment and learning materials to support learners' learning activities; testing the designed teaching process

1.5.3 The orientation of developing integrated themes teaching competencies for pre-service teachers

Because integrated themes teaching capacity is an important part of integrated teaching competence, to develop Integrated theme teaching competence for pedagogical students, it is necessary to change goals, contents, and teaching methods and assessment of student learning outcomes

1.6 Innovating teaching methods at the university according to the capacity development orientation for pre-service teachers

1.6.1 The teaching method in university

The most appropriate teaching methods at the university are the methods of activating learning activities, teaching-learning methods, teaching methods, active -thinking, and researching for students

1.6.2 Learning theories - the basis of innovating teaching methods in universities include behavioral theory, constructivist theory, and cognitive theory

Currently, 3 popular learning theories are widely applied in education: (1) behaviorism, (2) cognitivism, (3) constructivism This is the theoretical basis for organizing effective teaching and improving teaching methods and is a guiding basis for proposing measures to develop Integrated theme teaching competence for pre-service chemistry teachers

1.6.3 Positive teaching models and methods applied at the university in the direction of developing learners' competence

There are many active teaching models and methods applied at the University, however,

to propose measures to develop integrated theme teaching competencies for pre-service

chemistry teachers, the thesis applied many teaching models and methods such as Kolb's experience-learning model, micro-teaching method, role-play method, self-study method

1.7 Current situation of integrated themes teaching competencies and integrated themes teaching competence development in chemistry teacher training in Southern and Central Universities

1.7.1 The investigation against lecturers

We surveyed 67 lecturers from the Chemistry Faculty/ Department of universities that trained pre-service chemistry teachers, including 12 lecturers teaching theories of theory and method of teaching Chemistry in the area of the south-central and southern regions include: Quy Nhon University, Tay Nguyen University, Da Lat University, Dong Thap University, Pham Van Dong University, Ho Chi Minh City Pedagogy University

The results showed that more than 90% of the lecturers assessed that the development of integrated themes teaching competencies for pre-service chemistry teachers was very necessary and necessary Assessing the current situation of integrated themes teaching competence of pre-service chemistry teachers, the average score of the criteria of integrated themes teaching competence is 2.01 Compared to the scale, this is a level 2 - average From this, it can be seen that the development of integrated themes teaching competencies for pre-service chemistry teachers is necessary

1.7.2 The investigation against pre-service chemistry teachers

We surveyed 488 students at 5 universities that trained pre-service chemistry teachers in the south-central and southern regions from 2016 to 2018 The survey subjects were students in year 3, 4 pre-service chemistry teachers

The results show that the majority of students do not yet have a full understanding of integrated teaching, students self-assess their ability to develop and design integrated themes teaching plans at a low level About 90% of students expressed their desire to be equipped with the knowledge and skills of building and organizing integrated themes in chemistry teaching during university training

CHAPTER 2 DEVELOP INTEGRATED THEMES TEACHING COMPETENCIES FOR PRE- SERVICE CHEMISTRY TEACHERS THROUGH TEACHING SUBJECTS OF

PHILOSOPHY AND EDUCATION METHOD IN CHEMISTRY

2.1 Program analysis subjects of philosophy and education method in chemistry can develop an integrated theme teaching competence for pre-service chemistry teachers

Analyzing the curriculum of theories and methods of teaching chemistry in teaching schools with chemical pedagogical training and direct exchange with lecturers, we found that the

development of mastery teaching capacity Integrated themes for pre-service chemistry teachers

are being conducted in two forms that are integrating and integrating contents and measures to

develop integrated theme teaching capacity for pre-service chemistry teachers through Theory of

Chemistry teaching theory, Chemistry teaching method, Positive teaching method, Train pedagogical skills or perform through an optional module/course on integrated teaching

2.2 Teaching integrated themes in chemistry in high schools

2.2.1 Integrated themes in chemistry in high schools

In the general education program 2018, the content of chemistry subject is designed into themes that both strengthen the content circuits, develop knowledge and practical skills and help students gain a deeper understanding of general knowledge of chemistry, which is the basis for studying, working and researching Therefore, to be able to perform in the current program conditions and prepare for general education in 2018, we need to focus on two types of integrated themes in teaching chemistry, which are the themes integrated with natural sciences and STEM integrated themes

The theme of integrating natural sciences is the integrated theme in which there are the mixing and connection between the content of Chemistry and other natural sciences such as Physics, Biology, etc., helping students apply synthetically knowledge, skills of natural sciences to solve several complex problems from the content of chemistry or from practical issues to develop general and specific competencies for learning, particularly the ability to solve practical problems Themes that integrate natural sciences in teaching chemistry may be multidisciplinary, interdisciplinary, and cross-disciplinary themes

STEM integration theme is an integrated theme in which there are a mixture and connection between the content of Chemistry (can be combined with other natural sciences such as Physics, Biology .) and Technology, Engineering, and Mathematics help students apply scientific knowledge and skills including Chemistry as the basis for selecting and identifying technological solutions, concretizing them into technical and calculated measures

In particular, to create products that are associated with the practice, thereby developing common and specialized competencies for students, especially problem-solving and creative abilities STEM integration themes in teaching chemistry can be STEM tectonic or manipulative themes

2.2.2 The process of developing and designing integrated themes teaching plans in teaching Chemistry in high schools

The legal basis is the guiding documents of the Party, the Government, and the Ministry of Education and Training on renovating the general education curriculum and implementing integrated teaching in the current program STEM education implementation and deployment in general education Based on the author's integrated theme building process, we propose a general process when developing and designing an integrated theme teaching plan in chemistry teaching consisting of 8 steps, steps 1 through 4 to build the basic