MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY --- TRAN THI KIEM THU DEVELOP COMPETENCY OF INTEGRATING NATURAL SCIENCE KNOWLEDGE FOR PHYSICS PEDAGOGY STUDENTS IN TEACHING GENERA
Trang 1MINISTRY OF EDUCATION AND TRAINING
VINH UNIVERSITY -
TRAN THI KIEM THU
DEVELOP COMPETENCY OF INTEGRATING
NATURAL SCIENCE KNOWLEDGE
FOR PHYSICS PEDAGOGY STUDENTS
IN TEACHING GENERAL PHYSICS SECTION
“ATOMIC AND NUCLEAR PHYSICS”
Major: Theory and Teaching Methodology of Physics
Code: 9 14 01 11
SUMMARY OF PHD THESIS ON EDUCATIONAL SCIENCE
NGHỆ AN – 2021
Trang 20
The work has been completed at Vinh University
Scientific instructors:
1 Assoc Prof Dr Nguyen Dinh Thuoc
2 Assoc Prof Dr Le Phuoc Luong
Referee 1:
Referee 2:
Referee 3:
The thesis will be defended under the review of the University’s
Thesis evaluation Council at Vinh University
Time and date:
Thesis full can be found at:
- Vinh University Library
- Viet Nam National Library
Trang 31
INTRODUCTION
1 Reasons for choosing the research topic
Science and technology develop rapidly in the world, human knowledge is increasing rapidly The development trend of science today is to continue to differentiate and integrate interdisciplinary and interdisciplinary The thesis topic was chosen by us for four main reasons:
Firstly, the need to innovate university teaching methods towards competence development for students
Second, integrated teaching is a very important competency for teachers in general and physics teachers in particular
Third, theme-based teaching is a modern teaching trend, the application of integrated theme-based teaching methods can contribute to fostering students with some high-level competencies such as analysis, compare and synthesize
Finally, the content of the General Physics section for pedagogical students and the content of the High School Physics program are closely related, the scientific knowledge integrated in the General Physics module contributes to students teachers implemented integrated teaching, meeting the requirements of teaching innovation in the general education program in 2018
For the reasons mentioned above, we choose the problem: Develop competence of integrating natural science knowledge for pedagogy physics students in teaching General Physics section "Atomic and nuclear physics" to research topic of the thesis
2 Research purposes
Teaching General Physics section "Atomic and nuclear physics" to develop the competence integrating natural science knowledge of physics pedagogical students, contributing to fostering integrated teaching competence for students in the high school physics teacher training program
Trang 42
5 Scientific hypothesis
If teaching General Physics "Atomic and nuclear physics" according to integrated topics, it will develop the competence integrating natural science knowledge of physics pedagogical students
- Analysis of the program and content of teaching the part "Atomic and nuclear physics" for physics pedagogical students
- Investigate the situation of teaching General Physics for pedagogical students in the direction of developing integrated teaching competence in universities of pedagogy
- Develop the curriculum of General Physics in the direction of fostering the competence of integrated teaching of science subjects at high school for physics pedagogical students
- Research and apply integrated teaching by topic in teaching General Physics in the direction of developing the competence to integrate natural science knowledge of Physics pedagogical students
- Assessing the ability to integrate knowledge of natural sciences of Physics pedagogical students in teaching the "Atomic and nuclear physics" part
- Organizing pedagogical experiments
7 Research method
7.1 Theoretical research methods
Researching the perspective of innovation in higher education, theory of higher education in the direction of developing professional competence for students
7.2 Practical research methods
Investigate, survey, analyze and evaluate the situation teaching General Physics to students of Physics pedagogy towards developing teaching competence in general and teaching competence to integrate science subjects at high schools
7.3 Pedagogical experiment methods
Pedagogical experiment to test the scientific hypothesis of the topic
Trang 53
7.4 Mathematical statistical methods
Processing practical investigation data and pedagogical experimental results by mathematical and statistical tools
8 Contributions of the thesis
8.1 Theoretically
- The thesis has contributed to clarifying the theoretical basis for the development
of the competence to integrate knowledge of natural sciences of physics pedagogical students in the process of teaching General Physics Developing the competence to integrate knowledge of the natural sciences is a necessary condition for fostering integrated teaching competence in the high school Physics teacher training program
- The thesis content also builds the structure of integrated teaching competence of Physics teachers and the structure of competence to integrate knowledge of natural sciences; Building a scale of competence to integrate knowledge of natural sciences of physics pedagogical students in general physics learning
- The thesis has proposed the process of building an integrated topic teaching plan
in General Physics in 5 stages
Trang 64
CHAPTER 1 OVERVIEW OF THE RESEARCH 1.1 Studies on integrated teaching
1.1.1 Studies abroad
Xavier Rogiers believes that teaching integrated in education is meant to help students understand problems in real life, he said that "If schools only care about teaching students discrete concepts, then the The opportunity will form in students closed deductions, will form functional blind people, that is, people who have acquired knowledge but are not able to use that knowledge on a daily basis
Some countries such as the The United States of America, England, Romania, Indonesia, Australia have researched on the effectiveness and integrated teaching methods and competence of Physics teachers/students
Laura Tugulea and colleagues in her research group on the unique competencies of Physics teachers The authors propose courses for teaching General Physics related to Physics (Physics-related optional subjects) such as Chemistry, Biology, Astrophysics, Physics in Geography and some applied courses Apply physics knowledge in other areas including: Principles of Physics in the operation of machinery and equipment, Physics in medicine and sports, Physics in climates, Physics in energy use and the environment , these modules have the goal of referring to the relationship of Physics to things and phenomena in life, these modules are collectively called "Physics in other Sciences"
Therefore, studies abroad also show that integrated teaching is meaningful in forming and developing competencies for learners, and Physics students can also learn a number of modules with integrated content to improve their skills knowledge that integrates the sciences
1.1.2 Research results in Vietnam
Some researchers such as Pham Xuan Que and Nguyen Van Bien have studied the competencies formed in integrated teaching and integrated teaching processes in schools Authors Tuong Duy Hai and Do Huong Tra have analyzed the risks surrounding high school teachers being trained to organize single-subject teaching without a combination of interdisciplinary training in the context that our country is implementing integrated teaching in schools, this has the potential to lose self-control of teachers when dealing with integrated situations with knowledge of other subjects, for example, physics pedagogical students have little access to Knowledge of Biology and Chemistry
Trang 75 Researchers Tran Trung Ninh and Dang Thi Thuan An have studied the integrated teaching competency framework for high school teachers including 4 levels and 9 criteria However, these criteria have not mentioned integrated knowledge criteria
1.2 Researches on teaching General Physics in the direction of fostering professional competence and competence to integrate knowledge of natural sciences
1.2.1 Studies abroad
Some authors such as Eric Brewe, Warren Christensen, Viviane Callier said that current General Physics teaching still focuses on solving problems, less applying knowledge in practice
1.2.2 Research results in Vietnam
The "Atomic and nuclear physics" section has contents associated with the high school curriculum Authors such as Thai Khac Dinh, Tran Quoc Ha, Ta Hung Qui have divided the course into two main contents Atomic Physics and Nuclear Physics However, the teaching contents have practical links to contribute to fostering the students' ability to integrate science such as exercises in the end of chapters, learning projects, teaching content with interdisciplinary elements, integrated issues related to the profession of pedagogical students, these studies have not mentioned or clearly mentioned
1.3 Some contents continue to study
We need to continue to study the following contents
(1) In the training of high school physics teachers, what are the conditions and factors for students to have integrated teaching competence?
(2) Teaching General Physics in general and teaching the section "Atomic and nuclear physics" in particular in what way to foster integrated teaching competence for
Physics pedagogical students?
Trang 86
CHAPTER 2 THEORETICAL AND PRACTICAL CONTENT
2.1 Competence and ingredient of integrated teaching competence
2.1.1 Competence
Competence is the ability to apply general knowledge to effectively solve problems/situations of the lesson/assignment, the competence of physics pedagogical students is demonstrated in the condition that students know how to rely on scientific evidences (mainly natural sciences) have been mobilized to evaluate the impacts of science on social life
2.1.2 Ingredient of integrated teaching competence
We propose a structure of integrated teaching competence including four ingredient
- Integrated knowledge synthesis
- Explore, discover and organize knowledge of sciences related to integration problems
- Presenting and expressing integrated topics in a logical and accurate sequence
- State the advantages and disadvantages of science
to life and society
3 Competence to build lesson
plans and organize integrated
teaching activities
- Determine the purposes integrated teaching
- Develop integrated teaching plans
- Effective use of effective teaching methods and means
4 Competence to assess
competency in integrated teaching
- Building and using a set of tools to assess students' ability in integrated teaching
Trang 97 Table 2.1 shows that the competence to integrate knowledge of the natural sciences
is developed for physics pedagogical students through organizing integrated teaching topics in general physics teaching to contribute to the competence building integrated teaching for Physics students
2.2 Competence to integrate knowledge of natural sciences
2.2.1 The concept of competence to integrate knowledge of the natural sciences
The competence to integrate knowledge of the natural sciences is a psychological attribute, the ability of learners to detect integrated problems, mobilize and synthesize knowledge, skills, and cognitive methods of subjects of the natural sciences to solve problems related to scientific theory or practical problems in life, science, technology and teaching Physics effectively
From the concept of competence to integrate knowledge of natural sciences, we
believe that competence is formed for students through stages of organizing and teaching integrated topics (Figure 2.1)
Figure 2.1 Stages of formation of capacity to integrate knowledge of natural sciences 2.2.2 Competency structure integrating knowledge of natural sciences
Deriving from the definition and analysis of the stages of formation of the capacity
to integrate knowledge of the natural sciences, we define the framework of the capacity to integrate knowledge of the natural sciences for physics pedagogical students in the process General Physics teaching is presented in Table 2.2
Table 2.2: Table describing the ability to integrate knowledge of natural sciences of
Physics pedagogical students in teaching General Physics
Ingredient of competence Behavioral expression/criteria
Detect integration problem Presenting the integrated problem, recognizing the
inconsistencies from the problem raised, asking questions around the problem
Integrated knowledge synthesis Searching for information, researching related
knowledge and establishing a relationship between knowledge of Physics and knowledge of natural sciences
Trang 108 Explore, discover, organize
knowledge of sciences related
to integration problems
Explore, select, organize knowledge content related
to integrated problem, research integrated solving, give answers about real-life situations by stringing collected information
problem-Present Use correct, accurate scientific language, express
ideas clearly and coherently Assess the impact of science
on life
State your own views on the positive and negative aspects of scientific research to life, society, and life skill formation
2.2.3 Scale of competence to integrate knowledge of natural sciences of physics pedagogical students
We base ourselves on the competency framework to integrate knowledge of the natural sciences (table 2.2) We propose a detailed scale of levels of ability to integrate knowledge of natural sciences of physics pedagogical students in learning general physics (table 2.3)
Table 2.3: Scale of competence to integrate knowledge of natural sciences Ingredient of
competence
Scale 1 Marks: 0-4,9
Scale 2 Marks: 5,0-5,9
Scale 3 Marks: 6,0-7,9
Scale 4 Marks: 8,0-10 Detect
integration
problem
The integration problem could not be detected
An integration problem can
be introduced, but students must ask for guidance
Self-discovered but not fully integrated problems
Full detection of integration problems
self-Integrated
knowledge
synthesis
Unable to synthesize integrated knowledge
Synthesize integrated knowledge but students need guidance
Synthesize integrated knowledge, but some new information is missing that can solve the problem
Synthesize integrated knowledge, complete information, solve problems
Trang 119 Explore,
discover, select and organize content, clutter the contents
Explore, discover, select, arrange the content but have to rely on guidance
Explore, discover, select, organize
content to solve problems but not completely accurate
Explore, discover, select and arrange reasonable, clear, completely accurate content
presentations or express ideas that are difficult to understand
Presenting and expressing ideas when given
suggestions
Presenting and expressing ideas correctly but lacking confidence
Presenting, expressing ideas correctly, confidently, creatively
impact of science
on life
Unable to assess, unable
to state the negative and positives of science
affecting social life
Assess be able to influence the negative and positive
aspects of science on social life, but with guidance
Assess the negative and positive aspects
of science affecting life, provide
convincing but incomplete scientific evidence
Assess the negative and positive
aspects of science
impacting life, provide
convincing scientific evidence sufficiently
2.3 Teaching with integrated theme
2.3.1 Concept theme integrated
An integrated theme is one whose content is related to two or more different scientific subjects or areas These contents are related to current issues, the lessons are associated with practice, showing the synthesis of knowledge of the above subjects or fields in solving life's problems
2.3.2 Teaching with integrated theme
The integrated topic-based teaching plan in the General Physics module includes the following 5 stages: (1) Thematic objective, (2) Theme ideas, (3) Graph of the
Trang 1210 integrated theme teaching progress, (4) Choosing the form of teaching organization, (5) Specific teaching process
a Theme purposes
Determine the goal of the theme, including the knowledge and skills that students must achieve and acquire through the theme, and this goal is shown in each teaching stage, developing the ability to integrate scientific knowledge
b Theme ideas
Students state how the content contained in the topic is related in terms of practice, the issues that are of concern to society today, and the issues related to the student's teaching profession such as the theme in the subject program at the high school, these current issues are related to the lessons in the General Physics program
c Graph of the integrated theme teaching progress
Graph is used to illustrate the process of teaching integrated theme in the direction of
developing the competence to integrate knowledge of natural sciences in teaching General Physics, as well as a diagram to link knowledge content integrating sciences and organizing teaching and learning of integrated theme (Figure 2.2)
Figure 2.8: Teaching process access competency for pre-service teacher
Preparation:
Search interdisciplinary documents related to the question, analyze scientific data
towards lesson questions
Arrange, evaluate integrated documents Sequence of scientific data, integrated knowledge to explain the problem, give answers to topic
Present Assess the impact of science in real life
Current social issues of concern, daily
life, current events
Receiving tasks:
Identify the main questions for the topic
Internal content in general
physics
End of theme:
Conclusion, assessment of student competence
Trang 1311
d Choose the form of teaching organization
The stages of competence building for students need to have different forms of learning organization, for example, experiment, group discussion, individual work, information retrieval, presentation
e Specific teaching process
Detailed description of the lesson plan of integrated topics
2.4 Situation of teaching General Physics for students of Physics pedagogy in the direction of fostering integrated teaching competence
2.4.1 Situation of teaching General Physics for students of Physics pedagogy
a Objective of the investigation: Investigate the current situation of fostering
integrated teaching capacity, especially fostering the capacity to integrate knowledge of natural sciences in teaching General Physics for Physics pedagogical students
b Objects of investigation: 25 lecturers and 176 students of pedagogical schools that train physics pedagogical students
2.4.2 Conclusion of investigation results
Integrating knowledge of natural sciences in the required program is still at a low level (contact, application) Not interested in teaching integrated topics The lecturers and students mostly agree with the integration of subject-based teaching into the curriculum of General Physics to enable students to apply interdisciplinary knowledge to solve problems
in the field of physics practice, improve the capacity to integrate knowledge of natural sciences (a component of integrated teaching capacity)
Chapter conclusions 2
- Competence to integrate knowledge of the natural sciences is actually the ability to apply interdisciplinary integrated knowledge to solve real-life problems Fostering students with this capacity is to help students apply integrated knowledge effectively when developing and organizing teaching of integrated topics in general, and integrating STEM and STEAM in particular are emerging points featured in the 2018 general education curriculum
- The teaching process to foster the competence to integrate knowledge of natural sciences for pedagogical students built in Chapter 2 is suitable for the classroom teaching process because this process helps students participate in most of the teaching and learning process In all learning activities, students actively and actively acquire new knowledge
Trang 1412
CHAPTER 3 BUILDING THE INTEGRATING THEMES PLAN FOR TEACHING
PART "ATOMIC AND NUCLEAR PHYSICS" TO DEVELOP COMPETENCY
OF INTEGRATING NATURAL SCIENCE KNOWLEDGE
FOR STUDENTS PEDAGOGY PHYSICS 3.1 Integrated topics to develop the competence of integrating natural science knowledge for students pedagogy Physics
We propose the following theme:
Theme 1 Fluorescent
Theme 2 Applications of X-rays in medical imaging
Theme 3 Irradiated food
Theme 4 Radioactivity and Radioisotopes
Theme 5 Applications of nuclear physics in various fields of life
3.2 Tiến trình dạy học chủ đề “Tia X và chẩn đoán hình ảnh bằng tia X”
a The purpose of the theme
- Analyze and propose a set of questions to solve the posed situation of the topic
"X-ray and X-"X-ray imaging"
- Explain the operation of the Coolidgo tube or Crookes tube, the mechanism that
produces X-rays
- Stated that X-ray spectrum consists of two components: line spectrum and
continuous spectrum
- Describe and explain the Auger effect
- It is predicted that chemical elements with large atomic masses will be strongly
absorbed X ray
- Proposing a verification test on insoluble substances to be applied in the standard
stomach and soft tissue diagnosis
- Conduct experiments and correctly comment on the relationship between X-rays and elements with large atomic masses, the more massive the element, the stronger
the X-ray absorption
b Theme ideas
Study the curriculum for students of Physics pedagogy, author Thai Khac Dinh mentioned X-rays and X-ray spectrum X-ray photons, when carrying enough energy, can ionize atoms and break molecular bonds This makes it a type of ionizing radiation, which in turn damages living body tissue Application of X-rays and combined with