MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION
CHU VAN TIEM
DEVELOPING STUDENTS’ PROBLEM SOLVING ABILITY
BY USING INTEGRATED THEME TEACHING IN
CHEMISTRY AT SECONDARY SCHOOLS
Speciality: Reasoning and Teaching Method of Chemistry
Classification: 9140111
SUMMARY OF DOCTORAL DISSERTATION
OF SCIENCE AND EDUCATION
HA NOI - 2019
Works completed at: Department of Chemistry, Hanoi National University Of Education
Supervisor:
Reviewer 1:
Assoc. Prof. DAO THI VIET ANH
Assoc. Prof. NGUYEN THI THANH CHI
Assoc. Prof. Dr. HOANG THI CHIEN
ThaiNguyen University Of Education
Reviewer 2:
Assoc. Prof. Dr. NGUYEN XUAN TRUONG
Hanoi National University Of Education
Reviewer 3:
Assoc. Prof. Dr. PHAM VAN HOAN
Hanoi Metropolitan University
Dissertation will be defended under the attendance of Board of Dissertation Committee
convened at Hanoi National University Of Education at .............am on ...................., 2019
For further information about dissertation, contact: National Library, Ha Noi or Hanoi
National University Of Education
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INTRODUCTION
1. Rationale
With the globalization and knowledge booming era all over the world, Vietnam should have possessed
a creative, well - adapted and skilled labor force which is able to take action on the foundation of knowledge
they have built. In order to meet the demand, Minister of Education is implementing reforming education
program in high school (REPHC). The purpose of this program is to develop learners’ ability (LA). In REPHC,
general program, ability to solve problem (PSA) is structured in PSA and creativity is one of important abilities
essential for high school students (HSS) and secondary school students (SSS). Especially, PSA is the
foundation to develop other abilities of science subjects such as: perceive science subjects, understanding
science, apply knowledge (AK), obtained skills. Therefore, PSA has important role to students in learning
process (LP), working and perceive the world. Developing PSA is an urgent mission of teaching process
towards science subjects at SSS nowadays.
Integrated - theme learning (ITL) is pedagogy view which was founded on positive ideas about teaching
process. This view orients and guides teaching process in order to form and develop certain abilities for
students, combine training process with reality. Integrated teaching view is used in constructing new TPAHSL
in Vietnam with the goal to consolidate integrated teaching in primary level and secondary schools, draw a
distinction and vocational orientation towards high school level. In secondary schools, some subjects are taught
by integrated methods such as: Nature science, Geography and History are arranged to be taught in school
teaching program.
ITL is a modern teaching model, there, contents of more than two subjects are integrated which links
with real life problems. Integrated them teaching open opportunities for students to study subjects in relation,
logics and interrelation.
A survey on program and textbooks of nature science in secondary schools shows that integrated
contents were rare and nonsystematic. In teaching, teachers only focused on conveying knowledge of subjects
without paying attention to iintegrated learning with knowledge and skills of other subjects in order to form
and develop students’ abilities. Through survey result, it is obvious that there has not been any research which
studied about developing students PSA through integrated learning systematically. Begin from these reasons,
we chose: Developing students’ problem solving ability by using integrated theme teaching in chemistry at
secondary schools with the hope to make a contribution to fundamental and complete reformation for education
system nowadays.
2. Objective of the study
The research studies, constructs and organizes some integrated theme (IT) for NS in secondary schools
based on methods and active teaching techniques which aims at developing PSA.
3. Subjects and participants
3.1. Subject of the study
The process of teaching chemistry in junior high school.
3.2. Participants
Apply problem - solving teaching methods (PST) and project - based teaching (PBT) to organize
teaching IT and develop students’ PSA.
4. Scope of the study
Developing PSA for students through IT of science subjects, especially Chemistry at SSS. Reseacrh
time is from 11/2014 - 12/2018.
5. Research Hypothesis
If we can construct IT and apply PST, PBT combined with other methods and Active teaching
techniques effectively at secondary schools, it will be able to help develop PSA, contribute to reforming
general education oriented a developing learners’ ability.
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6. Research Mission
- Study the theoretical and practical basis of integrated subject teaching to develop problem solving
capacity for middle school students:
+ Theoretical basis of Ability and develop ability for students at lower secondary schools; PSA;
Integrated subject teaching, teaching methods and ITL techniques used in ITL.
+ Study practical background about ITL for NS subjects to develop students’ PSA in lower secondary
school.
- The study proposes measures to develop problem solving capacity for students through integrated
subject teaching in Chemistry in junior high school:
- Determine the structure, expression/criteria, levels of student PSA in the integrated ITL organization
at the middle school.
- Study contents in IT for chemistry in high school and specially for junior high school program.
- Study disciplines, constructing process of IT.
- Propose solutions to develop PSA in teaching IT in lower secondary school.
- Build PSA assessment tools based on proposed solutions.
- Experimental research (ER) in order to assess effectiveness and practicality of solutions in research.
7. Research methods
Using interchangeably groups of following methods:
- Theory research methods group: analyze, summarize, categorize, and systematize,… in general
research of related literature.
- Practical research methods group:
+ Survey method: observe teaching process and teaching process of Chemistry, Physics, and Biology at
SSS; survey, interview, discuss and consult teachers’ opinions in lower secondary school a; methods ER.
+ Expert method: Using questionnaire, receive feedbacks and comments from education experts about
content of IT in Chemistry.
+ Experimental research method (ERM): Implement ER in order to verify practicality and effectiveness
of suggested methods.
- Statistics method: Applying mathematical statistical methods and applied software in applied
pedagogical science research to handle pedagogical experiment results.
8. Contribution of dissertation
- Conduct surveys and assess current state of developing PSA through science subjects at lower
secondary schools.
- Propose disciplines and process in constructing IT of NS at secondary schools.
- Construct and design 11 IT of NS in teaching chemistry and propose some solutions for ITL at
secondary schools in order to develop PSA.
- Proposing measures to apply methods of PST and PBT to organize integrated subject teaching in
Chemistry in order to develop capacity to PSA in SSS.
- Determine criteria, general indications of PSA and build PSA assessment tools through ITL of NS a
lower secondary school.
9. Structure of dissertation
The thesis has a structure of 3 parts: Introduction (04 page); Content (138 pages); Conclusions and
suggestions (02 pages). In which the content consists of 3 chapters:
Chapter 1: Rationale and background of integrated themes teaching in order to develop secondary school
students’ problem solving ability (43 pages).
Chapter 2: Construct and organize teaching integrated themes of science subjects in chemistry at secondary
schools (67 pages).
Chapter 3: Experimental research (28 pages).
References: 07 pages, index (161 pages).
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CHAPTER 1: RATIONALE AND BACKGROUND OF INTEGRATED THEMES TEACHING IN
ORDER TO DEVELOP SECONDARY SCHOOL STUDENTS’ PROBLEM SOLVING ABILITY
1.1. Research background of integrated - theme teaching and developing students’ problem solving
ability in the world and in Vietnam
1.1.1. Research on integrated teaching in the world and in Vietnam
1.1.2. Study about integrated - theme teaching in the world and in Vietnam
1.1.3. Research on developing students’ ability in teaching in the world and in Vietnam
1.2. Ability and developing ability for lower secondary school students
1.2.1. Concept of ability
Ability is an individual’s property, emerged and developed base on inborn prospects through learning
process. It allows humans generalize repertoire, knowledge and skills as well as other property such as interest,
beliefs, willing,… implement an activity effectively and achieve expected results in particular condition.
1.2.2. Some indications of ability
Ability has some indications: (1) Ability is an individual’s property, emerged and developed base on
inborn prospects through learning process, formed due to learning process both in the classroom and outside
classroom; (2) Ability is formed, manifested through activities in order to meet certain demands under
particular conditions; (3) ‘Effectiveness’ “success” or quality of activities; (4) combine and employ various
sources to solve problems in specific context, circumstance and acquire expected results.
1.2.3. Structure of ability
Genera l structure of students’ ability comprises of 4 components: Specialized ability, method ability,
social ability and individual ability. Earlier four components comply four core tenets of UNESCO (learn to
learn, learn to be creative, learn to live and learn to be yourself).
1.2.4. Assessing ability
Including: assess through observation, assess through; earning profile, self - assessment, assess through
testing.
1.2.5. Important abilities need developing for lower secondary school students
1.2.6. Theoretical background of teaching to develop students’ ability
1.2.6.1. Le Vygotsky‘s development area (1896 - 1934)
1.2.6.2. Ability’s developing line of Robert Glaser (1921 - 2012)
1.2.6.3. Perceiving theory
1.2.6.4. Constructivism theory
1.2.6.5. Answering question theory of Rasch
1.3. Problem solving
1.3.1 Problems, context, circumstances and problem solving
Problem is a mission which an individual has to solve, in this; it contains challenge for them for get over
directly and easily. A problem often exists in particular circumstance.
Problem in learning is a special psychological state which students encounter in learning. It conflicts
them between their perception and perceived knowledge. They accept the problem and work out to solve it by
their creativity, positive research; from then, they possess knowledge, skills and methods.
Problem solving is thinking ability and taking actions in unpredicted situations which have no
procedures and rules. Problem solver can determine the objective of action but can not immediately know how
to solve it. Understanding about the problem and interpretation about achieving it base on plan and critical
thinking ability forms problem solving process.
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1.3.2. Concept of problem solving ability
PSA is the ability in which individuals use their perception, action and attitude, motivation and emotion
effectively in order to SP in which there is no rule and procedures for solving it.
1.3.3. Structure of problem solving ability
Components of PSA includes: i) Understand problem, ii) Form problem perspective; iii) Form plan and
solutions; iv) Assess and reflect solutions.
These components of PSA is used to determine criteria, achieving level of PSA of lower SSS through
integrated themes teaching of science subjects in chemistry and assessment tools students.
1.4. Rationale of integrated themes teaching
1.4.1. Integration in education
1.4.1.1. Concept of integration
Integration is the action or process of integrating. It is combination of many components to form a new
entity base on combined characteristics of individuals. It is not a pure math edition. Integration has two basic
properties related closely to each other: relatedness and entirety.
1.4.1.2. Integration form of subjects
Base on related subjects in learning and research field, it can be categorized integration process into
linear integrated and parallel integration.
Base on content and association of subjects in teaching program can divide integration into: traditional,
blending/combining, integrated subjects, multiple - subject integration, inter - subject integration, cross subject integration.
1.4.1.3. Rationale of integration in education
1.4.1.4. Significance of integrating teaching in education
1.4.2. Integrated teaching
1.4.2.1. Concept of integrated teaching
Integrated teaching (IT) is a way of teaching in which teacher guide students to develop their ability to
employ their knowledge, skill of many fields in solving a problem in learning and their life effectively.
1.4.2.2. Objective of integrated teaching
IT looks into following objectives: develop learners’ ability, signify teaching process, Distinguish core
and less important issues; teaching students to use knowledge in certain circumstances; establish links among
learned concepts, Knowledge simplification, avoid repeated content.
1.4.2.3. Degrees of Integrated teaching
IT can be divided into three degrees from easy to difficult:
- Mixing/connecting: Problems reflect social issue, practical issues, relate other subjects into the main subject
in teaching lesson.
- Apply interdisciplinary knowledge: At this level, learning activity happens around themes, there, leaners need
to use their knowledge and skill to solve emerged problems. Those themes are called convergent themes.
- Blending: This is the highest level of ITL. At this level, teaching process is considered as no teaching, which
means knowledge in lesson cover not one subject but many. Thus, content of IT does need to convey in separate
subjects. This integration level will lead to integration of many subjects.
1.4.3. Integrated - theme teaching
1.4.3.1. Definition
Integrated theme teaching is a teaching model in which content of two or more than two subjects is
integrated and daily life issues are integrated in order to make knowledge related, logic and relevant, suit with
students’ learning need and school facilities.
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1.4.3.2. Features of integrated theme teaching
Integrated teaching employs the following features: integratedness - practicality, collaboration, promote
creativity of students.
1.5. Some methods and positive teaching techniques in integrated theme teaching
1.5.1. Some positive teaching methods
1.5.1.1. Project based teaching
a) Project - based teaching
In this dissertation, we use concept: PBT is a teaching method, there, learners complete their complex
study, combine between theory and practice to create high quality products. This type of learning requires
learners to have high responsibility in learning process. This way of learning is characterized by following
steps from determine the goal, planning, implement PBT, testing and mending, evaluate process and results.
Group work is basic form of PBT.
b) Characteristics of project - based teaching
PBT comprises following properties: Practical Orientation, interest orientation, learners’ self study,
action orientation, product orientation, complexity, cooperation, long time lasting, application of IT in project.
c) Categorize project - based teaching
PBT is categorized base on following ways: content, learners’ participation, time.
d) Project - based teaching process
PBT is carried out following 5 steps: determine the goal, planning, implement project, display products
and assess project.
e) Strength and limit of project - based teaching
1.5.1.2. Teaching to solve problem
There are many ideas and terminologies towards teaching to SP such as: Teaching from problem,
teaching to discover the problem, problem - based teaching. However, the fundamental goal of problem solving
is to train problem solving, there, it includes recognizing problem, discovering problem and solving problem.
a) Characteristics of problem - solving teaching
b) Nature of problem solving teaching
c) Problem solving teaching process
d) Levels of problem solving
e) Strength and limit of problem solving teaching
1.5.2. Some positive teaching techniques
Includes: 5WIH technique, mind - mapping, circle technique, KWL technique.
1.6. Reality of integrated theme teaching of science subjects a t secondary school
1.6.1. Purpose, object, time, content of the investigation
Investigate essence of developing PSA and status of using positive TM in ITL of science subjects at
lower secondary school to develop PSA and 250 teachers of chemistry, physics, biology and geography and
1284 students at 85 secondary school in North, Middle and South of Vietnam.
1.6.2. Findings about teachers
1.6.2.1. Background of teachers- participants surveyed
Among 250 teachers surveyed, there was 21,6% male teachers, 78,4 % female teachers, 46% chemistry
teachers, 14,8% physics teachers, 28,8 % biology teachers, 1,4% geography teachers, teachers with college
degree was 61,2% , B.A was 36,4%, M.A was 2,4 %.
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1.6.2.2. Findings about teachers towards significance of developing positive teaching methods to develop
students/ problem solving
Findings: Very important: 69,6%, important: 28,8%, less important: 1,2%, normal: 0,4%.
1.6.2.3. Findings about teachers‘s using positive teaching methods to develop students’ problem solving ability
Findings: research methods: 72,0%; teaching problem solving: 88,0%, PBT: 18,4%; angle based
teaching: 20,0%; orixtic dialogue: 48,0% and 100% teachers used to employ ITL.
1.6.2.4. Findings about level of integration teachers use in teaching
- Mixing/ connecting: frequent: 40,0%, sometimes: 55,2%; rarely: 4,8%.
- Apply interdisciplinary knowledge inter - subject: Frequently: 27,2%, sometimes: 64,4%; rarely: 8,0%;
never: 0,4%.
- Integrate cross - knowledge and subject in project based teaching: frequently: 1,2%; sometimes: 8,4%;
rarely: 8,8%; never: 81,6%.
1.6.2.5. Teachers’ finding about essence of constructing and organizing ITL of science subjects using some
positive teaching methods in integrated learning to develop students’ problem solving ability
As a result, 100% of teachers said that it is necessary and necessary to build and organize subject
teaching to integrate natural sciences in secondary schools.
Teaching problem solving: (average: 1,31; standard deviation: 0,46); PBT: (average: 1,65; standard
deviation: 0,84), angle based teaching (average: 2,34; standard deviation: 0,67); webquest (average: 2,38;
standard deviation: 0,78); handing act (average: 2,22; standard deviation: 0,74); authentic exercise (average:
1,31; standard deviation: 0,46) (coding degree: very essential: 1, essential: 2; less essential: 3, no essential: 4,
completely essential: 5).
1.6.2.6. Findings about effectiveness of integrated teaching
Teachers’ comments about effectiveness learning through IT:
- PSA is developed: Very accurate: 49,6%, accurate: 45,2%, partly accurate: 5,2%, inaccurate 0%.
- Students were able to use knowledge of inter - subjects into solving practical issues: very accurate:
48%, accurate: 44,0%, partly accurate: 8,0%.
- Students were interested in learning: Very accurate: 48,0%, accurate: 45,2%, partly accurate: 6,8%.
- Students mastered knowledge: Very accurate: 1,6%; accurate: 50,4%, partly accurate: 46,4%,
inaccurate: 1,6%.
1.6.2.7. Advantages and disadvantages in the process of organizing integrated teaching at secondary schools
1.6.3. Students’ survey result
Students’ expectations in science subject lesson: 91% students expects to take part in and tackle real life
situations in study process; 75% - expects to have more group work discussion; 95% such as extracurricular
activities: visiting, workshop, In addition, 60% students expects not to learn knowledge repeatedly in different
subjects such as chemistry and physics.
- For experimental exercises and real life problems: 83,5% students agree to have more exercises in
teaching NS a lower secondary schools.
- For essence to form and train PSA in the classroom and life: 75% was very essential, 20% essential,
4% acceptable and 1% not necessary.
- For self- assessment of PSA in learning process of NS: 6% was very good, 28,5% good, 58% not good
and 7,5% has not done.
- For frequency of apply interdisciplinary knowledge of many subjects to solve problems in learning,
unpredicted situations happen in real life: 12% very often, 33% often, 39% sometimes and 16% never.
- For students’ approach to real life problem: 12% students did not care; 29,5% often thought and used
knowledge of learned subjects; 28% students often discussed with friends to solve or found out answers; 30,5%
waited for answers from teachers.
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SUMMARY OF CHAPTER 1
In Chapter 1, the results of research on theoretical and practical basis for integrated subject teaching are
developed to develop problem solving capacity for junior high school students, specifically:
Systemized and analyzed the research on integrated teaching, subject teaching integrated and capacity
development for students in the world and in Vietnam; Capacity and capacity development to solve problems
for students in junior high schools; Theoretical basis of integrated subject teaching; A number of active
teaching methods and techniques are often used in integrated theme teaching organizations. The results show
that integrated subject teaching is one of the modern teaching models applied by many countries in the world
to develop the ability to apply knowledge, skills,... of many fields. Different learning to solve problems posed
in learning and in life for students. In Vietnam, integrated subject teaching is implemented in the current
general education program in the direction of developing learners' capacities and in developing new general
education programs. Thus, integrated subject teaching opens up opportunities for capacity development,
especially the ability to solve problems for students.
Structured problem solving capacity in problem solving and creativity is one of the important common
competencies that need to be developed for students. However, no work has systematically researched the
development of problem solving capabilities for students through integrated subject teaching in Chemistry in
junior high school.
Through a survey of the situation of organizing subject teaching integrated with natural sciences and
developing problem solving capacity for students for junior high school teachers shows: Level of teaching the
combination that teachers are currently using in teaching is still low (integration/contact); The development
and organization of integrated subject teaching according to active teaching methods to develop problem
solving capacity for teachers of teachers is difficult. In addition, the survey results obtained from junior high
school students showed that the capacity to solve students' problems in the process of learning natural sciences
is not good; The ability to use interdisciplinary knowledge to solve problems in learning and in their life is
limited.
The results of research on theory and practice have affirmed the construction and organization of
integrated subject teaching in Chemistry in order to develop the capacity to solve problems for students is an
urgent issue, to meet love current demand for education reform.
The theoretical and practical basis mentioned is the basis for us to study and propose the framework of
problem solving capacity and measures to develop this capacity for students through integrated subject
teaching in Chemistry study at junior high school.
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CHAPTER 2. CONSTRUCT AND ORGANIZE TEACHING INTEGRATED THEMES OF
SCIENCE SUBJECTS IN CHEMISTRY AT SECONDARY SCHOOLS
2.1. Analyze feature of science subjects at secondary schools
2.1.1. Expressing the ability of middle school students to solve problems in integrated subject teaching
NS is unified by subjects, concepts and general disciplines. Knowledge of many subjects is repeated;
connection of knowledge and skills among NS is not profound.
Component ability
Searching problem
Formulate problems
Set up plan and method
Evaluate
methods
and
reflect
Table 2.1. Indications of PSA of SSS in ITT
Expression
- Analyze situations, learning mission in ITT.
- Propose questions, problems in ITT .
- Analyze, determine and gather, select, connect essential inter - subjects in
order to complete ITT.
- Proposing solutions to solve problems in the integrated theme and selecting
appropriate and creative plans.
- Set up plan to complete the task.
- Complete plan effectively, on time and individual efforts and group
cooperation.
- Make products, reports the result of research content sufficiently,
scientifically and logically.
- Display products clearly, logic, scientifically and creatively.
- Use criteria in evaluation and self- evaluation.
- Adapt in process and apply in solving similar or unexpected situations.
2.1.2. Criteria and degree of evaluation in PSA of students at SSS in ITT
2.2. Analyze goal, content of chemistry at secondary schools
Natural sciences are unified by objects, cognitive methods, general concepts and principles; The content
of knowledge about the current nature of natural science is presented in many subjects with overlap, the
relationship between knowledge, skills,... of natural sciences is not high.
2.3. Analyzing objectives and contents of Chemistry program at secondary school
2.3.1. Objective, content structure of Chemistry program at secondary schools
2.3.1.1. Objective of chemistry program at secondary schools
2.3.1.2. Content structure of chemistry program at secondary schools
2.3.2. Chemistry knowledge content is described in science subjects at secondary schools
We carried out a review of program and textbooks of NS a secondary school and determined 13 contents
of chemistry described in NS including: material, participles, chemistry elements, compound, material
transformation, atmosphere - combustion, water, solution, chemistry fertilizer, carbon and carbon compounds,
metal, hydrocarbon, fuel, etylic alcohol, fat, starch and xenlulozo, protein, polime.
2.4. Develop a number of integrated theme in teaching chemistry at secondary schools
2.4.1. Disciplines of establishing integrated themes
Discipline 1: Guarantee objective of TPAHSL, form and develop abilities and quality for learners.
Discipline 2: Guarantee applicability of research.
Discipline 3: Ensuring the specificity of the subject.
Discipline 4: Thoroughly grasp the ideology integrated in integrated topic building.
Discipline 5: Guarantee validity, reliability and significance for students.
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Discipline 6: Guarantee educational significance and stable development.
Discipline 7: Guarantee application, concerned social issues of local areas.
2.4.2. Procedure of establish integrated themes
Step 1: Determine problems and name IT.
Step 2: Determine content and knowledge of IT.
Step 3: Determine goal of IT.
Step 4: Design teaching activities base on IT.
Step 5: Establish objective - assessing tools.
2.4.3. Genera structure of integrated themes
2.4.4. Some theme are integrated in Chemistry at junior high school
We studied and established 11 programs in IT of NS of different levels in teaching chemistry at
secondary schools.
Table 2.2. Integrated themes in science subjects
No.
Theme
Integrated form
1
Element - atom - participles and life
apply interdisciplinary knowledge
2
Our atmosphere
apply interdisciplinary knowledge
3
Water - resources for life
apply interdisciplinary knowledge
4
Axit - bazo in life
Mixing/connecting
5
Chemistry fertilizer with plants and environment
apply interdisciplinary knowledge
6
Carbon - carbon compound - atmosphere transformation
apply interdisciplinary knowledge
7
Metan and bioga - green fuel
Mixing/applying
8
Etylic acohol and social - economical issue
apply interdisciplinary knowledge
9
Fat and human heath
Mixing/applying
10
Protein - life source
apply interdisciplinary knowledge
11
Polime - recycling festival day
Mixing/applying
Below, we introduced 02 IT which was established:
2.4.4.1. Integrated theme: Water - Resource for life (class 8)
I. Name, topic, duration
1. Title: Water - resource for life
2. Rationale
Water is important resource for all creatures on Earth. With knowledge about water property described
in chemistry, physics, geography, theme: "Water - resource for life" was established to help students apply
their knowledge of inter - subjects in studying the role of water to human life and creatures. Furthermore, it
helped students understand the value of fresh water using status in Vietnam and form awareness to use fresh
water economically, effectively in life, production and protect water resource.
3. Content of the theme
3.1. Main content of the theme
Main content of the theme was illustrated in figure 2.1:
Figure 2.1. Water - Resource for life.
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3.2. Details of the theme
Content 1: water composition and properties
- Water composition.
- Physical property of water.
- Chemical property of water.
Content 2: Existence of water in nature and water circle
- Existence of water in nature.
- Water distribution on earth.
- Different states of water.
- Water evaporation and condensation.
- Steam in atmosphere: rain.
- Water circle in nature.
Content 3: Existence and role of water towards plants
Content 4: Existence and role of water towards human body and animals
Content 5: Exploit and use water resource
- The state of exploiting and using water in Vietnam.
- The effect of exploiting fresh water rapidly and cause drought, salutation and effect people in
Vietnam.
- Environment pollution in Vietnam and resident areas where students live.
In the above integrated topic, the basic knowledge of content 2, 3, and 4 students was learned through
the subjects of Physics, Biology and Geography in previous classes. Therefore, the process of teaching these
contents of the integrated topic is carried out in the direction of helping students apply the knowledge and
skills learned of many subjects (knowledge, interdisciplinary skills) to solve some problems in real life.
3.3. Time
The integrated topic is done in teaching chapter 5 "Hiro - Water" Chemistry textbook 8 in time: 04
classes in class and 03 weeks at home.
3.4. Problems need tackling in theme
Table 2.3. Problems, questions need tackling in Water - Resource for life
No.1
1
2
3
4
5
Content
Water composition
and properties
Existence of water
and water circle in
nature
-
Problems need tackling
- By which atom is water formed?
- How to recognize the existence of chemical elements in water molecules ?
- What are physical property of water?
- How does materials in water dissolve?
- What are chemical property of water? How it can be proved?
- Where does water exist in nature?
- What are states of water in nature?
- Is water a renewable resource? What are causes of shortage of water in earth
now?
Existence and role
- Which parts of plants contain water?
of water to plants - What are the roles of water in plant growth and fertility?
- Why does it produce well if we provide enough water on time for plants?
Existence and role
- In which form does water exist in human body and animals?
of water to human
- How does water play important role in human body and animals?
and creatures
Exploit and use
- From which resource is water exploited?
water resource
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-
How is water used in real life (life provision, agriculture and
hydroelectricity?
How is the effect of exploiting water leading to drought, salutation and
human life?
What is environmental pollution state in resident area where students live?
3.5. Knowledge, skill of different subjects used in theme
Apply knowledge, skills of some subjects: chemistry 8 (unit 36: water); Biology 6: unit 21;
photosynthesis; unit 24: where is water transported in plants? Unit 35: Conditions for plants to germinate.
Physics 6: unit 26 + 27: evaporation and condensation; unit 28 + 29: boiling; Geography 6: unit 20: water
steam in atmosphere: rain. unit 23: river and lake, unit 24: Beach and ocean; Geography 8: unit 33: River
features in Vietnam.
II. Objective of theme
1. Knowledge
Students were able to determine:
+ Qualitative and quantitative components of water.
+ Physical and chemical properties of water.
+ Different states of water in nature. Water is renewable resource, however, we need to use and protect
it effectively.
+ Water circle in nature, desalination phenomenon when exploiting water ineffectively.
+ Role of water towards human and creatures, production and economy of a country.
+ Vietnam may be one of the nations which suffers from lack of water.
Students were able to explain:
+ Some natural phenomenon relate to water evaporation and condensation, atmosphere humidity.
+ Effects of exploiting water unsuitably lead to dry, desalination and agriculture practice of Vietnamese.
+ Analyze solutions to protect fresh water in resident area where students live.
2. Skill
Help students develop some skills such as: conduct experiments about water property, gather and
process information, address and present in front of crowd, use Mind map to develop individuals’ ideas; use
Information Technology in study, study documents and report products.
3. Attitude
Students understood that our fresh water resource is very important but it has become rare due to
pollution from global, national and local level; students have formed attitude to protect, use and propagate to
public significance of water resource; it also encouraged students to learn and study.
4. Aim to develop students’ ability
Develop PSA, provide opportunities for students to generalize knowledge, skill,… of different subjects
(physics, chemistry, biology, geography…) to tackle learning tasks and real life problems related to water and
water preservation effectively. Particularly:
- Analyze and identify learning situations and tasks associated with each content: Composition and
properties of water; The existence of water in nature and the water cycle; The existence and role of water in
plants, animals and people; Exploiting and using water resources in integrated theme.
- Propose problems/questions need tackling related to certain content in theme: Water - resource for
life” of IT.
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- Gather, analyze, connect inter - subjects to solve mooted problems or questions related to certain
content in PBT” Exploit and use water resource” of IT.
- Propose, select solutions for problems properly and creatively.
- Make up a plan to implement the mission.
- Implement the mission effectively.
- Create products, report the results, show research content sufficiently, scientifically and creatively.
- Display the products in class engagingly, logically and creatively.
- Use assessment criteria and self - assessment.
- Make adjustment during implementation process; apply knowledge and skill in solving similar and
new problems.
III. Final products of the theme
Content
Water composition and property
Students’ way of doing
Individual and group work
Criteria of successful products
- KWL sheet for water.
- Results of problem solving
presented in sheets (1, 2).
Existence and circle of water in Group work at home and Report result of groups (sheet 3).
nature
report result in class
Existence and circle of water to Group work a home and report Report results of groups (sheet
human body and animals
results to class
4).
Existence and circle of water to
plants
Exploit and use water resource
Group work (4 groups) - Pictures, posters, articles about
conduct a project (PBT) exploiting and using water
“exploit and use water resource.
resource” (1 week outside - Reports of the product.
classroom).
IV. Methods, forms of integrated teaching
1. Forms of teaching activities: Teaching in class, paying visits.
2. Teaching methods: Use mixing different teaching methods: Teaching to PS, PBT, group work.
3. Process of teaching (index 2.5.3.1).
V. Testing and assessment
2.4.4.2. Integrated theme: Etylic alcohol and socioeconomic issues (class 9)
2.4.5. Design set of questions, exercises whose contents related to real life problems targeted at developing
students’ problem solving ability at secondary schools
2.4.5.1. Concept of capacity-oriented exercises
2.4.5.2. Characteristics of capacity - oriented exercises
2.4.5.3. Classify capacity-oriented exercises
2.4.5.4. The principle of assigning exercises has a content associated with practice in the direction of
developing capacity to solve problems for students
2.4.5.5. The process of developing exercises has content attached to practice in the direction of developing
capacity to solve problems for students
2.4.5.6. The exercise system has content attached to practice oriented to develop problem solving capacity for
students
We researched and built a set of 50 questions and exercises whose contents related to real life, these
were used in IL of NS to develop PSA at secondary schools.
13
2.5. Procedure of apply teaching to solve problems and project - based teaching in order to teach
integrated themes to develop students’ problem solving ability a secondary schools
2.5.1. Procedure of applying method teaching to solve problem to teach integrated themes
Step 1: Exchange mission, create conflict in perception and express problems.
Step 2: Guide students, discuss and find out solutions.
Step 3: Argue, defend, state conclusion and apply new knowledge.
2.5.2. Procedure of applying project - based teaching in integrated teaching
Step 1: Determine the goal (brainstorm).
Step 2: Plan.
Step 3: Implement Project.
Step 4: Display Project’s product.
Step 5: Evaluate Project.
2.5.3. Design integrated teaching activities in order to develop secondary school students’ problem solving
ability
We designed 5 teaching plans for 5 IT in ITL of NS to develop PSA at secondary schools.
2.5.3.1. Design teaching plan: Water - resource for life
I. Objectives (presented in 2.4.4.1)
II. Teaching methods: Using a combination of teaching methods: Solving problems; Project teaching; Group
collaboration.
III. Students and teachers’ preparation
1. Teacher’s preparation: Laptop, A0 paper, colored pens, sheets, water molecule model, videos about water
dissolution by electricity and synthesis of water; chemicals: Na, P2O5, H2O, dried CuSO4, violet sheets, beans;
tools: filtering sheet, glass cup, cotton, test - tube, ceramic bowl, ceramic cup, funnel, alcohol lamp, knife,
clamp.
2. Students’ preparation: Review previous lessons and discuss assigned tasks in groups.
IV. Teaching activities
Period 1+2: WATER COMPOSITION AND PROPERTY
Activity 1: Warm - up (5 mins)
Teacher’s activity
- Teacher introduced theme, theme objective,
use teaching techniques "KWL", require
students complete content in column K and W.
- Teacher summarized and commented on
students’ knowledge and preparation.
- Teacher asked: in your opinion, What is role
of water to life?
- Teacher comments and concludes: Water is
precious resource, has important role to life of
creatures on Earth, we will comprehend role
of water “Water - Resource for life”.
Students’ activities
- Students complete
content in column K and
W in study sheets under
teacher’s guide.
- Students thought and
gave different answers.
- Students: Contemplated
and got ready to learn.
Indications of PSA
- Analyze situations, learning
missions in IT.
- Propose questions/problems
need tackling in IT.
Activity 2: Determine water composition (30 mins)
Teacher’s activity
Students’ activity
Indications of PSA
Teacher: Divide class into 4 Students: Divided into groups.
- Analyze situations and
group, these groups discuss water Students: Work in group, study data, study duty.
composition.
discuss and complete answer sheet 1.
14
Teacher: Ask students to study
documents (textbooks, videos
illustrate water breaking - up and
water synthesis, pictures and data
about water composition and
property to answer questions in
learning answer sheet 1 (Notice:
can
let
students
conduct
experiment if possible).
Teacher: Ask one group of student
report their result.
Teacher:
Comments,
gives
feedback and concludes.
Water is a composition of two
elements hidro and oxygene. They
are combined in proportion 2 : 1
(volume) and 1 : 8 (weight).
Teacher: Ask students to repeat
existence
of
water,
give
illustration.
Teacher: give a real life problem:
in summer, the weather is hot,
Long usually freeze water in
plastic cups, after many time
observing water volume in the
cups before and after freezing it,
Long saw that water volume
increased in comparison with
original water, Long did not add
more water in freezing process
and very curious about this? Can
you explain for Long?
Teacher comments and concludes.
Students:
+ Each water element comprised by 2
atom H and 1 atom O.
+ By water breaking - up experiment,
people know existence of elements in
water: H and O
Equation: 2H2O
2H2 + O2
+ When mixing H and O with proportion in
term of volume we got
+ MH2O = 2.1 + 1.6 = 18 (g)
+ Weight proportion: mH : mO = 2.1 : 16
= 1:8.
+ Weight components of H and O: %H=
(2.1)/18 = 11,1%; %O = 16/18 = 88,9%.
- Students: Group leader reported the
result of group - Students’ answer: water
exists in 3 states: drinking water (liquid),
freezing water (solid) and steam
(atmosphere).
- Students work in group, discuss and
form hypothesis.
Hypothesis: Due to empty arrangement
of freezing water atoms compared to soft
water, (Distance of freezing water atoms
is longer than soft).
- Method of activity: Students studied
documents to understand about distance
of water atoms at different states to
confirm hypothesis and PS).
- Gather, analyze, connect
important knowledge to
complete the duty.
- Build products, report the
result
precisely
and
sufficiently.
Display
products
scientifically, logically and
creatively.
- Analyze situations and
study duty.
- Gather, analyze and
connect important intersubjects to complete IT’s
mission.
- Propose, select solutions
to solve problems in IT
properly and creatively.
Activity 3: Understanding physical property of water (5 mins)
Teacher’s activity
Students’ activity
Indications of PSA
- Teacher: Ask students to study
documents and use their knowledge
about water, present physical
property of water.
- Teacher calls students to answer
questions and other students listen
and comment.
- Teacher: Comments and conclude
physical property of water.
- Students: Water is colorless liquid
(Thick layer of water can be blue), no
smell and tasteless, boil a 1000C (P =
760 mmHg), become solid at 00C
when freezing water and snow,
d(H2O = 1g/ml (at 40C). Water can
dissolve many sold materials ( sugar,
salt,...) liquid (alcohol, axit), gas
(HCI, NH3).
Analyze situations and study
mission.
Gather, analyze and connect
data to complete the mission.
15
Activity 4. Instructions for students to self - study at home (5 mins)
Teacher’s activity
- Teacher introduces next study (Learning slip No.
2) task for students (objective, methods, data
collection instruments and time allowance). Ask
students to read requirements, discuss to
understand the task.
- Teacher asks students to arrange time to meet
each other to complete task at home (1 week).
During the process of working on the task, teacher
always gets ready to support students.
Students’ activity
- Students work in group,
receive assignment, meet
each other, read the duty,
discuss to understand task.
- Groups plan to complete
task, assign tasks for other
members and report the
result after 1 week.
Criteria for products
Students
present
0
products on A paper or
word software to report.
Encourage students to
Mindmap to present
result of group.
Activity 5. Study chemical property of water (40 mins)
Teacher’s activity
Students’ activity
Indications of PSA
- Teacher organize students into groups to discuss
chemical property of water.
- Teachers guide students to conduct each
experiment of water in effect with Na and Cu; CaO
and CuO, P2O5 and SiO2 (Can be replaced by
experimental videos). Ask students to observe and
complete the task in the worksheet No. 3 (20').
- Teachers: Observe, support students’ group work
activity.
- Teacher: Ask students to stick their products on the
board and each group takes turn to present.
- Teacher: Let groups discuss , comment each other
- Teacher: Answer students’ questions during
discussion and give feedbacks to each group.
- Teacher concludes chemical property of water.
Water reacts to some metals a normal temperature
such as (Na, K, Ca..) formed oxit bazo such as
NaOH, KOH, Ca (OH)2; react with oxit axit.
- Teacher: Use groups’ assessment to evaluate the
results of every group.
- Students: Work in group,
observe
teacher’s
experiments and study
textbooks to complete study
duty in assessment sheet 3
(on A0 paper).
- Prepare to present
products.
- Students: Take turn to
present products.
Students comment other
group’s, give questions.
Students: Discuss and
exchange concerned issues.
Students
write
down
chemical property of water
in notebook.
Student take part in
assessment process and give
feedback.
- Analyze situations,
study mission.
- Gather, analyze,
connect
important
inter - subjects to
complete duty.
- Build products,
report results of
research process.
- Present products
clearly, scientifically
and creatively.
- Use criteria in
assessment and self study.
Activity 6. Instructions for students to self - study at home (5 mins)
Teacher’s activity
- Teacher introduces next study (Learning slip No.
4) task for students (objective, methods, data
collection instruments and time allowance). Ask
students to read requirements, discuss to
understand the task.
- Teacher asks students to arrange time to meet
each other to complete task at home (1 week).
During the process of working on the task, teacher
always gets ready to support students.
Students’ activity
- Students work in group,
receive assignment, meet
each other, read the duty,
discuss to understand task.
- Groups plan to complete
task, assign tasks for other
members and report the
result after 1 week.
Criteria for products
Students
present
0
products on A paper or
word software to report.
Encourage students to
Mindmap to present
result of group.
16
WORK SHEET 1
Study documents (textbooks, videos about “water breaking - up” and “synthesis of water”, pictures
and data about water components and structure) and complete the following exercise.
1. From the experiment of breaking water up
- Let one - way electricity go through water, on the two side electrode appear ……. test - tube A’s
gas volume is …........................... times higher than that in test - tube B.
- Burn gas in test - tube A, there appears a phenomenon:...................................................................
- Which makes match in the test- tube B burn into flame is...............................................................
- PTHH of water breaking - up is:.......................................................................................................
2. From the experiment of synthesizing water:..................................................................................
- After reaction, ..................................................................................................................................
- Hidro and oxi was chemicalized in proportion of volume: ............................................................
3. Calculate water weight, proportion and element component of water’s atoms
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
WORKSHEET 2
1. Implement experiment
Pour 150 ml water into 250ml - water cup, drop some freezing ice to make water in the cup cool. Put
the cup of water in the air for some minutes. Observe and describe what happen.
2. Use your knowledge and documents from newspapers, articles and
internet to answer following questions
- Why atmosphere has humidity, what does it mean?
- How to determine humidity of atmosphere (%)?
- State effect of atmosphere humidity to human life and health (a local
level, what time of year does atmosphere has highest and lowest humidity
rate, your opinion about that humidity disparity?
- Observe the images from weather broadcast and tell humidity of Lai Chau
province, Ha Giang and Ha Noi, explain those figures’ meanings?
3. Vietnam enjoys monsoon - tropical climate and has high amount of
precipitation. Using your knowledge and experience from reality, answer
these questions
a) What time of the year is the rainy reason in Norh, Middle and South?
b) Explain process forming rain.
4. Observe the picture below and answer the following questions
a) Describe circle of water in nature.
b) A student’ opinion is that water is renewable resource so
we can use it limitlessly without worrying about lacking and
protecting it. What is your opinion?
(Each student present his or her idea about that statement and
state of water pollution where you live (500 words), after that
discuss in group, summarize and write report for the group.
17
WORK SHEET 3
Observe experiment and study textbook, complete the following table:
Chemical properties of water
Effect on metal
Effect with some basic oxygen
Effect with some acid oxides
Experiment
H2O + Na
H2O + Cu
H2O + CaO
H2O + CuO
H2O + P2O5
H2O + SiO2
Phenomena
Chemical equation
Conclude
WORKSHEET 4
Objective: Help students know how to recognize existence of water in plants, significance of water to
existence, growth and prosperity of plants.
Preparation: about 30 healthy, green beans, 3 cups numbered 1, 2, 3 and some cotton.
Study documents and conduct experiments to answer questions
1. + Where does water exist on plants? Can we use dried CuSO4 to recognize water in plants? Why?
+ Procedure of experiment: Put 10 green beans into one cup, and 10 green beans in second cup and pour
water full of these beans. Put some cotton into the third cup and add 10 green beans in these beans. Put three
cups in cool place, after 3 - 4 days, observe germination of these beans and determine number of germinating
beans, explain and comment the role of water towards germination of beans.
2. How many percentages does water account for in human body? What is the role of water towards human
body? What happen if our body lack water?
3. Is the proportion of water in each individual the same? Why (the amount of water necessary for water is
40ml/kg weight? Calculate amount of water needed for body each day?
4. Present the way of drinking water scientifically, suitably and effect towards human body?
PERIOD 3: THE PRESENT OF THE WATER IN NATURAL AND NATURAL PROCESS OF THE
WATER. ROLE OF WATER IN BIOLOGY
Activity 1: Warm - up (2 mins)
Teacher: State objective of the lesson, lead in friendly atmosphere, take responsibility and supervise students’
preparation.
Activity 2. Report the result of learning task (work sheet 2 and 4) of group (25 mins)
Teacher’s activity
- Teacher: Ask student groups to paste the active product
at home (learning card number 2) on the board.
- Teacher: Request a representative of a group of students
to report on the results of the task 2 (5'). The remaining
groups listen, prepare questions to exchange, comment
and discuss.
- Teacher: Ask the discussion groups.
- Teacher: The organization reports the results of the task
4 and discusses with the groups according to the same
process as above.
- Teacher can provide more support, and make questions
to clarify the presentation.
- Teacher: Ask other groups to evaluate presenting
groups.
Students’ activity
- Groups stick their
products to the board.
- The representative of
each group will present
the result, other groups
has to listen and give
comments.
- Other group members
support by illustration
and supplement.
- The secretary of group
write down comments.
- Answer other group’s
questions,
raise
Indications of PSA
- Build products,
report the result
effectively,
logically
and
creatively.
- Present products
logically,
scientifically,
creatively.
- Use assessment
criteria and self assessment.
18
- Teacher: Combine the evaluation of students and questions
teachers, concluding the learning outcomes of student groups.
groups.
- Teacher: Comments and conclusions about the existence
of water in nature and the role of water in organisms.
for
other
Activity 3: Planning a project (18 mins)
General question: How to use natural resource effectively for stable prosperity of human?
Teacher sets up problem and set questions for the lesson: Water has important role to life and renewable
resource. However, with the ineffective use of water nowadays, fresh water is seriously polluted and become
rare. The state of lacking fresh water for use in daily life, desertification, desalination are happening quickly
and seriously in the world and in Vietnam. What are good methods to use water properly and preserve it?
Students take part in analysis process, study and agree on study proposal and implement the project "Exploit
and use water resource".
Content questions: Imagine you are environmentalist, study and gather information and address these
problems.
1. Where can we exploit fresh water?
2. How is water used in reality?
3. How does dry, lack of water for daily use, desalination due to improper exploitation of fresh water affect
to manufacturing and people’ lives in Vietnam?
4. What is the state of water use in your local area?
5. How can we propagate people to be aware and protect our water resource? (requirements: drawing,
designing journals, making videos about protecting water).
Teacher’s activity
Teacher: Using your knowledge
about water and role of water in
our life, propose study projects
relate to social and life problems
which are concerned nowadays.
- Based on students’ opinions,
students lead students into life meaningful projects and agree to
use "Exploit and use water
resource ".
- Teacher divides class into 4
groups and complete a project.
- Ask groups determine the goal of
project and Mindmap for project,
make plan to implement project.
- Supervise, support groups,
propose research questions, use
teaching
techniques,
search
information and report products.
- Comments, give advice for
project.
Students’ activity
- Base on knowledge about water,
students propose some ideas for setting
up projects (use Mindmap).
- Students agree to use project “exploit
and use water resource”.
- Groups’ leader organize and supervise
group discussion to complete these
tasks.
+ Determine goal and mission of
project.
+ Propose and discuss research
questions for project.
+ Make and plan Mindmap about
project completion.
+ Discuss with teachers to complete
projects.
+ Assign need - to - do tasks for group
members, discuss to understand tasks
and need - to - complete products.
+ Groups discuss to understand
assessment criteria of project’ products.
Indications of PSA
Analyze situations and
study duty.
+ Propose questions/
problems need tackling in
projects.
+ Gather, analyze intersubjects
to
complete
project.
+ Propose, select solutions
for problems in project
properly and creatively.
+ Make plan to complete
duty.
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