Phát triển năng lực tự học và năng lực vận dụng kiến thức cho sinh viên các trường đại học nông lâm thông qua học phần hóa học phân tích

MINISTRY OF EDUCATION AND TRAINING
HA NOI NATIONAL UNIVERSITY OF EDUCATION

DAO VIET HUNG

DEVELOPING SELF-STUDY AND ABILITIES AND KNOWLEDGE
APPLICATION ABILITY FOR STUDENTS OF AGRO UNIVERSITIES
THROUGH ANALYCAL CHEMISTRY MODULE

Major: Theory and method of teaching Chemistry subject
Code: 9.14.01.11

SUMMARY OF DOCTORAL THESIS

HA NOI - 2020


WORKS COMPLETED
AT HA NOI NATIONAL UNIVERSITY OF EDUCATION

Scientific instructor: Assoc. Prof. Dr. Dang Thi Oanh
Assoc. Prof. Dr. Dang Xuan Thu
Reviewer 1: Assoc. Prof. Dr. Dao Thi Viet Anh
Hanoi Pedagogical University 2

Reviewer 2: Dr. Nguyen Thi Kim Thanh
VNU University of Education

Reviewer 3: Assoc. Prof. Dr. Tran Thi Hong Van
National University of Education

The thesis will be defended in front of the Thesis Evaluation
Committee at department level at Hanoi National University
of Education
At…. hour….on the …. day of 2020

The thesis can be found at: National Library, Hanoi
or Library of the National University of Education


LIST OF SCIENTIFIC WORKS RELATED
TO THE DISCLOSURE OF THE THESIS
A. SCIENTIFIC ARTICLES
1. Dao Viet Hung (2013), Using a group discussion method (Seminar) in
renewing the teaching method of Analytical Chemistry module at Thai
Nguyen University of Agriculture and Forestry, Journal of Science and
Technology - Thai University Nguyên, Vol. 05, p.33-40
2. Dao Viet Hung (2016), Situation - solutions to improve the quality of
Chemistry modules for first-year students at Thai Nguyen University of
Agriculture and Forestry, Journal of Science and Technology - Thai
University Nguyen, Vol. 05, p.3-7
3. Dao Viet Hung, Dang Thi Oanh (2016), Applying project teaching in
teaching analytical chemistry module for students of University of Agriculture
and Forestry - Thai Nguyen University contributing to the development of the
capacity to apply knowledge , Journal Journal of Hanoi National University of
Education, Vol.61, p.79-86
4. Dao Viet Hung, Dang Xuan Thu (2017), Designing the website
"tuhochoaphantich.com" and deploying the form of self-study for students of
Nong Lam University - Thai Nguyen University , Proceedings of International
Science Conference, No. in particular, p.63-69
5. Dao Viet Hung (2017), Some practical exercises in teaching analytical Chemistry

module to develop the ability to apply knowledge for students of Nong
Lam University - Thai Nguyen University, Journal of Education, Vol.415, p.45-47
B. SCIENTIFIC RESEARCH PROJECTS
1. Dao Viet Hung (Project Manager) (2013), Mã số: TN2013- 38, Using group
discussion method (Seminar) in innovating teaching method of Analytical
Chemistry section at Nong University Lam Thai Nguyen . Grassroots level,
University of Agriculture and Forestry - TNU
2. Mai Thi Ngoc Ha, Dao Viet Hung (participating), Pham Thi Thanh Van
(2014), Code: TN2014-2, Researching and proposing solutions to promote
self-study ability and improve mastery initiative for students of the first year
of Thai Nguyen University of Agriculture and Forestry. Grassroots level,
University of Agriculture and Forestry - TNU
3. Dao Viet Hung (Project Manager) (2016), TN 2016 -04, "Developing selfstudying and applying analytical Chemistry skills for students of Thai
Nguyen University of Agriculture and Forestry" . Grassroots level,
University of Agriculture and Forestry - TNU
4. Dao Viet Hung (Project Manager) (2018), T2018 -01 Building a website
"Tuhochoadaicuong.edu.vn" to develop self-studying ability for students of
Thai Nguyen University of Agriculture and Forestry. Grassroots level,
University of Agriculture and Forestry - TNU


1
PREAMBLE
1. Reason to choose a topic
The issues of self-study and self-training of learners have been deeply
concerned by the Party and the State for many years. Continue to implement the
policy of fundamental and comprehensive innovation in education and training
(Education and Training) set out in Resolution of the 8th Plenum of the 11th
Plenum (Resolution 29-NQ / TW), the 12th Party Congress emphasizing the
direction: “Education is a top national policy. Developing education and

training to improve people's knowledge, train human resources and foster
talents. To strongly shift the educational process from mainly equipped with
knowledge to comprehensive development of capacity and quality of learners;
Education and Training development must be linked to the needs of socioeconomic development, national construction and defense, with scientific and
technological advances; striving in the coming years, creating fundamental and
strong changes in the quality and effectiveness of education and training; strive
to 2030, Vietnam's education reaches advanced level in the region ”. Resolution
29-Decison / TW emphasized: “For higher education, focus on training highlevel human resources, fostering talents, developing qualities and competencies
of self-study, self-enriching knowledge, bright created by learners ”. This
confirms that the Party and the State have considered self-study and selftraining as a key issue with extremely important position in the country's
Education and Training strategy.
In the "Output standard of the training disciplines of the University of
Agriculture and Forestry - Thai Nguyen University (TNU)" emphasized one of
the output standard requirements for students as: "Ability to research, have selfcompetence Study to continue to improve and expand knowledge to meet the
economic development needs of the country, especially in the Northern
Uplands. Using theoretical and practical knowledge equipped to analyze,
synthesize and solve specific problems in the field of agriculture and forestry
sector ”
In order to meet the requirements of education-oriented education as mentioned
above, there must be strong innovations in the content, teaching methods, and
organizational forms of teaching. One of the tasks and solutions that the Party's
Resolution also stated is: “Diversify the content and learning materials, meet
the requirements of all levels, educational programs, training and needs. pray
for lifelong learning for everyone ”. That is the reason for us to choose and
implement the topic: "Developing self-study ability and capacity to apply
knowledge for students of Nong Lam University through analytical chemistry
module".
2. Purpose of the research
Researching some measures to develop self-studying ability and capacity
to apply knowledge for students through teaching analytical Chemistry module

2
(high school geometry) in major schools Nong Lam aims to improve the quality
of student training at universities.
3. Object and subject of the study
3.1. Research object
Teaching process analytical chemistry student at the university of
Agriculture and Forestry.
3.2. Research subjects
- self-learning capability, capacity use knowledge and measures to
develop that capacity for two students at the University of Agriculture and
Forestry;
- Analytical chemistry module at the University of Agriculture and
Forestry.
4. Scope of the research
Developing self-studying ability and applying knowledge to students of
Agriculture and Forestry University through analytical chemistry module
5. Scientific hypothesis
If you use a learning website, practical chemistry exercises and project
teaching through analytical chemistry course in an appropriate, effective and
appropriate manner, you will develop self-study capacity and competence.
applying knowledge to students, thereby contributing to improving the quality
of training of Agriculture and Forestry University students
6. Research tasks
- Researching the theoretical basis for developing self-study capacity and
capacity to apply knowledge for students of Agriculture and Forestry
University: the concept of capacity, self-study capacity and capacity to apply
knowledge; capacity structure; Rated capacity; Innovating teaching methods
oriented to develop capacity for students; Rationale for some active teaching

methods and teaching techniques at university;- Investigate the reality of
training students at some universities in the direction of developing primary and
secondary competencies;
- Practical research: Understanding the situation of training students at
some universities towards student development; Content analysis of analytical
chemistry program is being applied at some Agriculture and Forestry
Universities;
- Research and propose concepts, structure, students of Nong Lam
university students and develop a toolkit to assess self-study capacity and
knowledge application capacity;
- Proposing processes and measures to develop self-study capacity and
capacity to apply knowledge through analytical chemistry module for students
of Nong Lam University;
- Conduct pedagogical experiments to confirm the feasibility and
effectiveness of the proposals.


3
7. Method of research
7.1. Group of theoretical research methods:
Using a combination of methods of analysis, synthesis, classification and
systematization in the study of relevant theoretical documents.
7.2. Group of practical research methods:
- Learn and observe the process of teaching and training students.
- Investigating, interviewing, exchanging ideas for lecturers and students
- Experimental method of pedagogy.
- Method of experts: consult and acquire the opinions of educational
experts in the research process.
7.3. Information processing method
Applying statistical math and scientific research application software to

handle pedagogical experiment results.
8. New points of the thesis
8.1. Systematize and clarify the theoretical basis of competence; self-study
capacity and capacity to apply knowledge in teaching analytical chemistry; The
teaching methods in university-driven capacity development. Survey and assess
the situation on the development of self-learning capability and capacity to
apply knowledge to students through school chemistry teaching analysis at the
University of Agriculture and Forestry;
8.2. Proposing structure and detailed description of criteria according to 3 levels
of expression of self-study ability and knowledge application ability. Develop
and use toolset to evaluate students' self-study ability and ability to apply
knowledge in accordance with the proposed measures.
8.3. Proposing 2 measures to develop self-study capacity and knowledgeapplying ability for students of Nong Lam University through analytical
chemistry module including:
(1) Design and use the website "Tuhochoaphantich.com" of analytical
chemistry module.
(2) Application of project teaching methods in teaching analytical
chemistry.
9. The structure of the thesis

In addition to the preamble; General conclusions and
recommendations; references; published works; Appendix, the thesis
consists of 3 chapters:
Chapter 1. Theoretical and practical basis for developing self-study
capacity and knowledge application capacity for students (48 pages)
Chapter 2. Developing self-study capacity and capacity to apply
knowledge for students in agriculture and forestry in universities (66 pages)
Chapter 3. Pedagogical experiment (30 pages)
List of references (08 pages), appendix (124 pages).

4
Chapter 1 . THEORETICAL AND PRACTICAL BASIS OF THE
PROBLEM DEVELOPING SELF-LEARNING AND APPLIED
CAPACITY KNOWLEDGE FOR STUDENTS
1.1. History of research issues on developing self-study capacity and
capacity to apply knowledge for students
1.1.1. Studies in the world
Researches in the world about self-study and self-study ability have
affirmed that self-study ability is one of the important human abilities and one
of the core competencies of the 21st century. , with the rapid development of
science, technology and technology, human knowledge is increasing rapidly. So
students must know how to self-study and learn for life. The ability to apply
knowledge is one of the higher levels of students. Cognitive psychologists call
the application of knowledge and skills a transformation. It is often considered
the main goal of education.
1.1.2. Research self-study capacity and knowledge application capacity in
Vietnam
In Vietnam, self-study has undergone a long period of research
development in both theory and practice. Author Nguyen Canh Toan is one of
the most active self-study researchers. The ability to apply knowledge has also
been interested in many educators. There are many studies on structural
building, proposing measures, assessing self-study ability and capacity to apply
knowledge. Studies on self-study capacity and knowledge-applying capacity for
students from non-pedagogical schools in general and Nong Lam University in
particular are of little interest. Thus, the dissertation topic has the succession
and development of previous studies on developing self-studying capacity and
capacity to apply knowledge, in line with the trend of renovating higher
education.
1.2. Competence, occupational competency, competency structure

1.2.1. Capacity concept, capacity structure
1.2.1.1. The concept of capacity (compentency)
1.2.1.2. Capacity structure
1. 2.2 . Capacity occupational and professional standards of students of
Agriculture and Forestry
1.2.2.1. Concept of occupational energy
1.2.2.2. Career standards of students in Agriculture and Forestry
1.3. Self-study ability and ability to apply knowledge
1.3.1. Self-learning ability
1.3.1.1. Self learning
Self-study is self-thinking, self-conscious, active, self-reliant and active to
dominate knowledge, build skills, techniques and learning attitudes.
1.3.1.2. Self-study capacity and structure of self-study capacity:


5
1.3.2. Ability to apply knowledge
The ability to apply knowledge is the ability of the learner to solve
problems by himself and herself quickly and effectively by applying the
acquired knowledge into practical situations and activities to find understand
the world around you and be able to transform it.
1.3.2.1. The role of applying knowledge in cognitive and learning processes
1.3.2.2. The concept of energy efficiency
1.3.2.3. Structure of NLVDKT
1.4. Capacity assessment tool
1.4.1. Purpose and principle of assessing learners' competencies
1.4.2. Methods and tools for evaluating learners' competencies
1.5. Some university teaching methods contribute Developments To n
self-learning capability and capacity to apply knowledge to students
1.5.1. C Matt rationale of active teaching method

1.5.1.1. Cognitive theory (Cognitivism): Learning is the process through ti n
1.5.1 .2. Constructivism: Learning is self-creating knowledge.
1.5.1.3. Behavioral theory (behavorism theory): Learning is behavioral change
1.5.2. Some methods of university teaching
1.5.2.1. Forms of organizing teaching at university
1.5.2.2. Characteristics of methods of university teaching
1.5.2.3. Project teaching method
a, Project concept - project teaching
b, Characteristics of project teaching
c, Project teaching classification
d, Project teaching process
e, Ability to develop students' ability to apply knowledge through project
teaching methods
1.6. Application of information technology in teaching
1.6.1. The scientific basis of building a Web site
1.6.1.1. Teaching programming and methods of teaching programming
1.6.1.2. Programize teaching - scripting process
1.6.1.3. Electronic learning materials - courseware
1. 6 . 1 . 4 . General introduction to the Web
1.6.2. Using the Web site in organizing teaching at university
1.6.2.1. The role of using the Web in organizing teaching at university
1.6.2.2. Some orientations for applying Web page in teaching organization in
university
1.7. Current situation of teaching and learning modules Analytical chemistry
and development of self-study capacity, ability to apply knowledge of
students in some Agriculture and Forestry Universities
1.7.1. Purpose, content, target and enumeration area
1.7.1.1. Purpose of investigation:

6
1.7.1.2. Content of investigation:
1.7.1.3. Investigation method: 7
1.7.1.4. Subjects and areas:
a) For lecturers: Conducting a survey of 32 lecturers of Chemistry at 04
Nong Lam universities from the North, Central and Central Highlands during
the period from 2014 to 2016.
b) For students: Surveying 1080 students of 04 universities including:
Thai Nguyen Agriculture and Forestry University, Vinh University, Hue
University of Agriculture and Forestry, Tay Nguyen University.
Subjects are first-year students in the second semester of the 2014-2015
school year.
1.7.2. Survey results and discussion
1.7.2.1. Analysis of survey results for lecturers
a. Regarding teaching methods, teaching techniques, and evaluation of
lecturers:
There are 84.38% of lecturers very often use presentation and conversation
methods in the teaching process; 46.88% lecturers have never designed lectures
and organized classroom teaching activities in the direction for students to selfstudy and self-study knowledge; 62.5% of lecturers had used theina method;
21.88% of lecturers applied project teaching method to analytical chemistry
module. A survey of 21.88% of lecturers who applied the project teaching
showed that: 57.14% of lecturers selected projects associated with specialized
knowledge of students currently enrolled; 71.43% of lecturers said that student
project products are reports presented on powerpoint.
b. Teaching techniques and forms of teaching organization
The survey on the use of teaching techniques shows that: 65.63% of lecturers
sometimes organize and guide students in group activities to acquire
knowledge, consolidate lessons, and apply knowledge; 87.5% of lecturers have
never designed supporting materials for students to self-study; 81.25% of
lecturers confirmed that sometimes the content of the module is linked to

practical applications to stimulate students' passion for learning.
c) Assess the current situation of students' self-study ability and
knowledge application through analytical chemistry module:
Self-study planning skills, systematization and mapping of thinking, selfchecking assessment and evaluation through the system of exercises in the
curriculum of students are still very weak (> 75%). Only 46.88% of students
have the skills to solve these types of exercises.
28.13% of students do not have the skills to detect some analytical applications
in agricultural production, which is why most students have difficulty
explaining those applications in agriculture. agricultural production. In addition,
when asked to develop a plan to implement projects with practical applications,
students could not do it themselves (56.25%). 50% of the students rated as
proficient in implementing projects with practical applications.


7
From the above data, it shows that students' ability to self-study and apply
knowledge is not highly appreciated by lecturers when studying the content of
analytical chemistry.
1.7.2.2. Analysis of survey results for students
a) Investigate the current situation of students' self-study capacity in
analytical chemistry study.
- Attitude of students with analytical chemistry module: Nearly 93.06%
of students think that the content of the module is too difficult; 33.24% of
students said they liked studying analytical chemistry.
- Evaluate teaching methods and teaching arrangements of lecturers
59.72% of students said that learning in the lecture hall was still the
traditional method: 77.31% of students had never had access to project
teaching methods for partial chemistry. calculus; 100% of students cannot
use the website to support self-study and self-study; 94.63% of students said
that self-study and self-study was very difficult; 68.70% of students admitted

that during the learning process, lecturers have never asked students to do
open exercises, practical applied exercises; 18.52% of students regularly
make study plans. 100% of students use the time of self-study, self-study
after class to do the homework given by lecturers, only about 50.65% of
students study materials for the new lesson by themselves;
b ) b) Summary of student self-assessment results and ability to apply knowledge
Students self-assess on weak self-study ability and ability to apply
knowledge, the results are shown in the following table:
Assessment of students on the ability to self-study and the ability to apply knowledge
Skills to implement projects with practical application proficiency

4.35%

No skills to develop a plan of projects with practical applications
Skills to explain the application of high school geometry in agriculture are
still embarrassing
Skills to detect the application of high school geometry in agriculture are
still embarrassing
KN VDKT applied in the field of Agriculture - Agriculture relatively
proficient

56.25%
78.06%
63.14%
7.50%

Knowledge synthesis knowledge is still embarrassing

82.78%

KN knowledge classification still embarrassing

68.33%

Skills to self-assess and be confused
Skills to solve the types of exercises competently

76.57%
17.68%

Doing well research skills according to detailed outlines of the module

41.39%

Systematizing and establishing land use planning are still embarrassing or
not possible

72.96%

Making good skills to summarize lesson content
Skills to search for information and materials have not been done yet
Awkwardness in self-study planning skills

59.72%
19.16%
50.96%


8
Chapter 2 . SOME MEASURES FOR DEVELOPING SELF-LEARNING

CAPACITY AND THE ABILITY TO APPLY KNOWLEDGE TO
STUDENTS THROUGH THE ANALYSIS OF ANALYSIS
CHEMICAL COURSE
2.1. Analyzing the objectives and structure of the analytical chemistry
module for students of Agriculture and Forestry University
2.1.1. Objectives of Analytical Chemistry module
2.1.1.1. Knowledge
2.1.1. 2. Skills
2.1.1. 3. Attitude
2.1.1. 4. Capacity
2.1.2. Analyzing the program structure
The content of analytical chemistry at 3 experimental fields is similar in
content and structure. Analytical chemistry module consists of 2 credits with 22
- 25 periods of theory and 5-7 periods of practice in the lab. The main content is
about introduction of qualitative and quantitative analysis methods in analysis.
2.2. Building a structure of self-study capacity and knowledge-applying
capacity for students of Agriculture and Forestry University
2.2.1. Principles for building a structure of self-study capacity and capacity to
apply knowledge for students
Principle 1. Ensure systematic and scientific
Principle 2. Ensuring reliability
Principle 3. Ensuring conformity
Principle 4. Ensuring practicality
Principle 5. Ensure diversity and comprehensiveness
2.2.2. Building process capability study structure and capacity to apply knowledge
to the students of the University of Agriculture and Forestry
Step 1: Determine the bases for building the energy structure
Step 2: Develop the structure of draft energy
Step 3: Consult an expert about the draft NL structure
Step 4: Modify capacity structure

Step 5: Develop a detailed description of the levels of expression of
energy and testing
Step 6: Modify and finalize the NL structure
2.2.3. The structure of self-study capacity
2.2.3.1. The structure of self-study capacity consists of 4 components with 11
criteria
2.2.3.2. Build detailed description of the expression levels of self-learning
capability
Based on the structure of self-study capacity, a table describes the levels
of expression of self-study capacity through the learning website as follows:


9
COMPONENT
CAPACITY

CRITERIA

LEVEL 1
1. Define self- Define
selfstudy goals
study goals but
not yet clear
and complete

2 . Identify
Identify goals
self-study
and self-study
tasks

tasks through
the website

Determining
self-study tasks
but incomplete,
not identifying
the focus

3. Determine
the
requirements to
be met

Identify
requirements
that need to be
achieved
in
self-study goals
and tasks, but at
a sketchy level
4. Develop a No selfself-study
study or master
plan
plan is develope
d
but
not
maintained,

implemented
and adjusted
Ability to plan
self-study
through
5.
websites
Establishing
learning
methodology
in the form of
self-study
suitable
to
yourself

Sensory
learning,
no
form
of
learning, selfstudy suitable to
achieve
high
results
in
learning

LEVEL
LEVEL 2

Determining
self-study
objectives
is
clear, complete
but the focus
has not yet
been
determined
Determining
the self-study
task
is
complete but
not identifying
the main task
Identify
the
requirements to
be achieved in
the objectives
and tasks of
self-study more
fully
Develop
and
implement
a
self-study plan,
but it is still not

appropriate and
cannot
adjust
the plan flexibly

Forming a way
of
learning,
self-study
is
not appropriate
but
has
achieved
certain results
in learning

LEVEL 3
Define selfstudy
goals
clearly, fully
and in focus

Identify
complete selfstudy
tasks
and identify
key tasks
Define fully
the

requirements
to be achieved
in the selfstudy
goals
and tasks
Develop,
implement
and maintain a
self-study,
flexible
adjustment
plan to selfstudy
in
accordance
with their own
conditions
Forming
appropriate
learning,
private
and
scientific ways,
thereby
achieving the
results
you
want


10

Collection
capacity
and
information
processing

Capacity to
implement
self-study
plans

Capacity to
evaluate and
self-assess
result
self learning

6. Write a
summary of
the lesson
content

- Do not know
how
to
summarize
lesson content

7.

Systematize
knowledge
and set up the
phone number

- Do not know
how
to
systematize,
synthesize
knowledge,
establish a link
between
the
information
received. No
STDTD
has
been established
yet

- Summary of
lesson content
but not enough
information

Somewhat
know how to
systematize,
synthesize

knowledge,
establish
the
relationship
between
the
information
received. Set
up a land use
but
not
complete,
detailed.
8. Research - Do not know - Already know
the content of how to use how to use
knowledge
the Document
the Document m
according to module in
odule in
the
implementing
implementing a
description of the self-study self-study plan
the detailed plan
but still confused
outline, lesso
n
plans,
lectures, TLT

K ...
9. Solve the Not know how Know how to
exercises in to do the types of do the types of
the content of exercises of the exercises of the
the module
module
module but not
enough

- Summary of
lesson content
that contains
sufficient
information to
provide
learners
- Know how
to
systematize,
synthesize
knowledge,
establish the
relationship
between the
information
received. Set
up a complete
and detailed
phone
number.

Use
the Document
module to
implement the
self-study
plan fluently

Knowing how
to
solve
almost
all
types
of
exercises of
the module
Score from 5 Score>
7
points to 7 points
points

10.
Test Score <5 points
yourself
through the
minitest
11.
Learn Haven't found Choose

the Choose

the


11
experience
from
each
minitest
lesson
and
self-adjust
(self-study
relevant
knowledge)

the reason why
choose
that
answer. Choose
the
answers
randomly.

correct answer
and
explain
why
it
is

selected.
Unknown
cause choose
the
wrong
answers

correct answer
and explain
why choose
the
answer. Find
the cause to
choose
the
wrong
answers. Selfstudy relevant
knowledge .

2.2.4. Ability to apply knowledge
2.2.4.1. The structure of the capacity to manipulate knowledge
2.2.4.2. Describe the level of expression of the capacity to apply knowledge
Based on the structure of Knowledge Applying Capacity, make a table
describing the levels of expression of Knowledge Applying capacity as follows:
COMPONENT CRITERIA
LEVEL
CAPACITY
LEVEL 1
LEVEL 2
LEVEL 3

1. Discover There has not Discover some Discover
many
applications been a link contents
of contents of high
of
high between
the high
school school
knowledge
school
content of high knowledge
related to
food,
geometry in school
related to food agriculture
and
food,
knowledge and production in environment issues ...
agriculture
food,
bio- agriculture and in each lesson. Able to
and
health,
the
propose explanations
environment
for those relationships.
Discover and environment agricultural
production and ....
explain

the issues ....
the
content
of
environment
chemical
....
knowledge that
is applied in 2 . Explain
There is no Explain in a Explain fully and
agriculture and the
explanation or relatively
explicitly
the
forestry issues applications reasonable
complete and application of high
of
high explanation at accurate
school geometry in
school
the
simple manner
the food,
agricultural
geometry in level,
not application of production and the
food,
exactly
the high
school environment. Seeing

agriculture
application of geometry
in the connection of
and
the high
school food,
some applications in
environment. geometry
in agricultural
many aspects, many
food
production and areas related to each


12
production in
agriculture and
the
environment.
3.
Not
know
Orientation
how to analyze
of
and synthesize
knowledge
knowledge to
of
high find

out
school
solutions
to
geometry in practical
Analyzing and
an integrated problems
synthesizing
manner
knowledge of
high
school
geometry
4. Ability of Known VDKT
applied
to
VDKT
HHPT
to
agriculture and
HHPT into explain some
forestry
applications applications in
in the fields the field of
of agriculture agriculture and
and forestry forestry
but
still sketchy,
narrow scope
of application

5. Proposing No ideas have
ideas
and been proposed
plans of a yet, but a plan
number
of of a number of
projects with projects with
Proposing
practical
practical
ideas
and
applications applications
solving
a
(assigned by
number
of
teachers) has
projects and
been
MIC related to
developed.
soldiers
in
6 . Implement Not
Agriculture
a number of implemented a
and Forestry
projects with number

of
practical
projects with
applications
practical
as assigned applications as
by teachers
assigned
by

the
environment.

other ...

Know how to
analyze
and
synthesize
knowledge to
find directions
to
solve
practical
problems but
are
not
reasonable and
adequate
Know VDKT

HHPT
to
explain some
applications in
the field of
agriculture and
forestry
relatively
complete and
accurate
Proposing
ideas
and
building plans
of
some
projects with
practical
but incomplete
applications

Know
how
to
analyze
and
synthesize
knowledge to find a
way to solve real
problems fully and

accurately

Implementing
some projects
with practical
applications as
assigned
by
teachers
but not fully

Implement a number
of projects with
practical applications
as
assigned
by
teachers. Stating fully
and
correctly the
content of the project

Know VDKT HHPT
to explain some
applications in the
field of agriculture
and forestry fully
and accurately; The
scope of application
is diverse

Proposing ideas and
building
a complete plan to
implement a number
of projects with
practical
applications


13
teachers

and properly
focused
7. Solve the Haven't
Doing
case Well
solving case
case studies, done the case studies,
studies
and
quantitative studies,
quantitative
quantitative exercises
exercises
quantitative
exercises
related to VDKT into
related
to exercises

related
to practice
VDKT into related
to VDKT
into
practice
VDKT
into practice
but
practice
there are still
some
shortcomings
8.Active
Not proactively Proactively
Proactively propose
initiative
proposed
propose
measures and ways
Independent
to choose
measures,
measures and to solve the given
creativity
in
new ways to ways to solve ways to solve problem
in
a
handling

solve
the
given problems that complete, accurate
practical
practical
problem
are posed but and
scientific
problems.
problems
not complete manner
and complete
2.3. A number of measures to develop self-study capacity and knowledgeapplying capacity for students of Nong Lam University
2.3.1. Measure 1: Design and use the website "Tuhochoaphantich.com" of
analytical chemistry module
2.3.1.1. Website design “Tuhochoaphantich.com
a) Website design principles
(i) Principle 1 : Ensuring the accuracy, science, logic, ensuring the
requirements of the contents of high school modules;
(ii) Principle 2 : Ensuring pedagogy and aesthetics:
(iii) Principle 3 : Ensuring feasibility
b) Website design process
Step 1: Develop a plan

WEBSITE
DESIGN
PROCESS

Step 2: Build a website database
Step 3: Building and developing website

Step 4: Edit and complete the website


14
* The purpose of the website ""
Website "tuhochoaphantich.com" is the product of a grassroots scientific
research project: "Developing self-studying and applying analytical chemistry
for students of Thai Nguyen University of Agriculture and Forestry" and has
been accepted for excellent classification.
The website is designed with the purpose of providing an effective tool to
support students' learning activities when studying the content of analytical
chemistry module at Thai Nguyen University of Agriculture and Forestry and is
a reference channel. for students of Hue University of Agriculture and Forestry
and Agriculture and Forestry University of Tay Nguyen University.
Contribute to developing students' self-study capacity: the website provides all
the contents: lectures, detailed syllabuses, lesson plans, references) necessary
for students to study internally. of analytical chemistry module. In addition, the
website also provides some photos and videos to guide students in the process
of self-study.
Help students assess their ability in the learning process: This is the most
emphasized point that the website brings, an online test module that helps
students assess their own learning results through The minitest post.
* The structure of the website includes 9 modules:
Introduction; News; Video; Albums; Document; Online test (including
objective tests and practical exercises) Members; Feedback .
The following illustrates the content interface of the modules:
- Introduction: In this section introduces the purpose of building the
website "Tuhochoaphantich.com", the main content and usage when accessing.
When visiting the website "tuhochoaphantich.com", the interface we
immediately see is an overview of the website: position, role, content of

analytical chemistry; Instruct students on how to register and use the website
effectively.
- News: Provide scientific information related to analytical chemistry;
The applications of analytical chemistry to real life, agriculture, forestry and
fishery are added and updated regularly so that the information is always new to
the members.
- Video: Introducing about 15 videos on how to use some common
laboratory equipment: analytical balance, pipettes, burettes ... .; video of
simulation experiments for commonly used titrations, video for solving basic
exercises of analytical chemistry module, videos on some applications of
analytical chemistry in the field of Agriculture - Forestry - Fisheries Karma.
- Albums: Contains about 50 photos are documents, images collected by
students after implementing projects as a reference for students. Photo data is
updated and supplemented after each school year.
- Documents: This is considered the most important content of the
website, providing materials for students' self-study such as detailed outline,


15
lectures, lesson plans, electronic lessons for each period. study, assign book
assignments for each chapter.
- Students learn the content of the description of the detailed outline of
analytical chemistry module
- Online test: A module designed to help students test and assess their
own abilities after each content is studied and after finishing analytical
chemistry module. With the flexibility to build minitest forms, teachers can
design different types of tests for each chapter, each content or the entire
module. That gives students the flexibility to test themselves and assess
themselves throughout the learning process.
On the website "tuhochoaphantich.com", we designed 4 sub-minitest

modules including: qualitative analysis, volume analysis, mid-term test, test of
modules.
With a system of 361 objective multiple choice questions and 25
practical exercises covering the knowledge of the entire analytical chemistry
module, students will be fully reviewed to achieve the desired results.
Based on the principles and procedures to build practical exercises, 25
practical exercises have been built to develop the ability to apply knowledge to
students. Below is an example to analyze the manifestations of the capacity to
apply knowledge through practical exercises.
Example 1. During a field trip to Pho Yen town - Thai Nguyen, Nam
went to determine the pH value of the soil in a hill in Ha hamlet - Nam Tien
commune - Pho Yen town - Thai Nguyen. The average value at the 3 locations
determines the approximate pH to 5.7. By the knowledge you have learned, do
you often say that you can plant tea on this hill? Why?
This exercise contributes to the development of criteria (TC) 1; 2; 6; 7 of
capacity to apply practical knowledge:
Criteria [1]. Discover the application of pH value in cultivation (tea);
Criteria [2]. Explain the effect of pH on tea growth and development;
Criteria [6]. Implementation of a project with practical application (pH
measurement of arable land)
Criteria [7]. Solve practical exercises related to applying knowledge into
practice (understanding the optimal pH value for tea)
Students wonder what kind of soil is suitable for tea development? What
type of soil helps produce the best quality tea? Tea tree is a particularly suitable
plant for acid soil, with a pH of only 4.5 - 5.5, we call it alkaline soil. Therefore,
the pH value of ≈ 5.7 in the southern hill determined unsuitable for tea
plantation. However, it is possible to propose farming and chemical measures
that change the composition and properties of the soil to suit tea cultivation.
2.3.1.2. Using website "Tuhochoaphantich.com" in teaching analytical
chemistry to develop self-study ability for students

a) Deploy self-study form for students through website support tool


16
As an effective tool to support students' self-study, the website
"tuhochoaphantich.com" is primarily used as a study material, followed by that
document acting as a self-document. Learning is very convenient.
Learning materials: This is the core content, the most important in the
service of student self-study; provides the entire content of analytical chemistry
curriculum: detailed description of the syllabus, lectures, detailed lesson plans,
assignments, reference lists.
Self-study materials: students can study the lesson by themselves,
anytime, anywhere just by using the internet, laptop or smartphone. The
flexibility of electronic documents is that students do not necessarily need to go
to lecture halls or rely on paper documents (curriculum); Students can study the
lesson at their own leisure.
2.3.2. Measure 2: Apply project teaching method
2.3.2.1. Purpose
- Applying project teaching method for analytical chemistry module helps
students develop self-study ability and apply knowledge into practice. Students
need to know how to implement the assigned project through giving ideas,
planning, implementing plans and reporting project results and products;
- Promote self-reliance and initiative creativity; stimulate students'
exploration and interest.
- Train and improve cooperation capacity among project team members.
2.3.2.2. Process of implementation: Including 5 steps:
* Step 1: Develop project ideas
* Step 2: Assign tasks
* Step 3: Organize the project implementation
* Step 4: Report project results

* Step 5: Evaluation of project results
2.3.2.3. Some examples of project teaching
Based on the content of analytical chemistry module applied to Nong
Lam universities, we selected a number of topics that can be used in project
teaching methods in the teaching process.
Table 2.8. Introduce some projects that can be implemented in analytical chemistry module
Chapter

Posts

Name of project

Chapter 1: Some basic
concepts in analytical
chemistry

Application of solute concentration in
Concentration solutions to life, agricultural production and
environmental pollution treatment

Chapter 3: Volume
analysis

Electrolyte
solution

Application of pH value to some agricultural
activities

Chapter 3: Volume

Precipitation

Determination of NaCl content in some


17
analysis
Chapter 3: Volume
analysis

of precipitate

vegetable samples by Morh method

Titration to
create
complex

Determination of hardness of domestic water
in the dormitory area of Nong Lam
University by Complexon III titration
method

Organized for students to carry out 2 projects: "Application of solution
solute concentrations in life, agricultural production and environmental pollution
treatment" and the project "Application of values pH to some agricultural activities
”.
2.4. Designing an evaluation tool for self-study ability and knowledge
application capacity

From the manifestations of self-study capacity and knowledge application
capacity, it is proposed to design a toolkit to evaluate these two competencies for
students of Nong Lam University in teaching analytical Chemistry module. In
accordance with the proposed measures
2.4.1. Self-learning assessment toolkit
a. Assessment through the test: Based on the goal of the lesson through
the Minitest (students test online - via self-study website)
b. Assessment through observation checklist for lecturers
c. Self-assessment sheet of self-study ability of students (students selfassess via online questionnaire on the machine)
2.4.2. Design a set of tools to assess the capacity to apply knowledge
a) Assess the goals of the lesson through the Minitest (Online self-test through self-study website - exercise section. The data collected is the score)
b) Observation checklist for lecturers
c) Self-assessment sheet of students' ability to apply knowledge (selfassessment via online questionnaire)
2.5. Design teaching plan
6 teaching plans have been designed and piloted, including 3 self-study
teaching plans, 2 teaching plans applying project teaching methods and 1
Training plan.