vận dụng phương pháp dạy học theo dự án trong dạy học phần hoá phi kim chương trình hoá học trung học phổ thông bản tóm tắt tiếng anh

1


OPENING
1. REASONS FOR CHOOSING THE TOPIC
The world is entering the 21
st
century, the century of a rushing
development of science and technology. The Knowledge economy requires
education sector to innovate to meet the need of training human resources,
which is in line with the development of the society. In the comprehensive
education reforming progress, reforming teaching methods receives
significant decisions in all subjects and grade levels. One of these is applying
active teaching methods, which have been the world's advanced practices, to
the case of Vietnam. Those are the modern learner–centered teaching
methods to promote awareness capability, independent creative ability to
detect and solve the problem of the learners.
Project–based Learning (PBL) is a modern teaching method, fully meets
the requirements that need advanced education, in accordance with Article
28.2 of the Education Law of Vietnam and can be applied in our schools in
the present conditions.
In Vietnam, Intel Vietnam and the Ministry of Education and Training of
Vietnam officially put PBL into implementation in high schools from 6
December, 2005. Vietnam – Belgian Project had been launched in 4.5 years
from 2004 to 2009 in 14 northern mountainous provinces.
Chemistry subject has links with other science subjects such as Biology,
Geography, Physics, so the application of chemical knowledge is very rich
in life, involving many sectors of society. These are favorable conditions for
the application of PBL through the integration of knowledge of this subject.
However, at present, the application of PBL in teaching chemistry at high
school has not been commensurate with its importance. So far there is no

deep research on systems theory and application of PBL in general chemistry
published.
For the reasons above, we choose and study the topic: “Applying the
project-based learning in teaching inorganic chemistry in high school” for
studying.
2
. RESEARCH PURPOSES
2.1. Research objectives
Applying PBL in teaching of advanced inorganic chemical in high school
(adInorChe–HSch) to establish and encourage students to develop the skills:
detecting and solving problems, working together in small groups, self–
studying, being more flexible, critical thinking, knowing to search and
process information and having positive attitude, from that contribute
innovative teaching methods to improve the quality of teaching Chemistry.
2


2.2. Research Tasks
– To research on the theoretical basis of active teaching methods and to
systemize of theoretical basis for PBL.
– To investigate the current status of the application of PBL in high school
teaching chemistry.
– To analyse of the chemical content of adInorChe–HSch.
– To develop knowledge on adInorChe–HSch.
– To construct study projects in adInorChe–HSch and the practice guideline.
– To design tools to evaluate results of PBL–students.
– To experimentalise to assess the suitability of the proposed content and
evaluate the quality, effectiveness and feasibility of the application of PBL in
the adInorChe–HSch.
3.

SUBJECTS OF THE STUDY
The process of teaching chemistry in High school.
4. RESEARCH SUBJECTS
Applying PBL in the teaching adInorChe–HSch.
5. SCOPE OF STUDY
The advanced inorganic chemistry 10, 11-grade in High school.
6.
SCIENTIFIC HYPOTHESIS
If we can build a system of suitable and diversified projects, and build a
number of varied teaching materials, if we coordinate PBL with other
teaching methods reasonably to organize and carry out effectively projects,
we will be able to enhance the positive independence and develop the
capacity to work together, solve complex problems, creative energy, improve
learning interest/ motivation for students, contribute to innovative teaching
methods, improve the quality of teaching chemistry in high school.
7. RESEARCH METHODS
7.1. Group of theoretical research methods
– To look at the documentation of domestic and foreign–related topics.
– To use coordinately: analyzing, evaluating, synthesizing, systematizing,
generalizing methods in the study of materials related to the innovation of
teaching methods and active teaching techniques, and PBL.
– To analyze the chemical content of the program adInorChe–HSch to
suggest ways to apply PBL appropriately and effectively.
7.2. Group of practical research methods
– To inquire reality the application of active teaching methods and PBL in
teaching chemistry in high schools.
– To get expert advices on the suitability of projects and teaching
materials, the effectiveness of the application of PBL for high school student.
– To experiment to assess the relevance and feasibility of proposals.
3

7.3. Information analyzing method
The mathematical statistics method in educational research is applied to
process and evaluate experimental results.
8. NEW POINTS OF THESIS
– To overview systematically theoretical basis for innovating teaching
methods, PBL and applying PBL in teaching chemistry high school.
– To survey and evaluate the reality the application of PBL in teaching
chemistry high school.
– To propose the rules to choose contents for study projects, to build a
system of projects for adInorChe–HSch and organize the implementation.
– To design of assessment tool in PBL in teaching chemistry high school.
– To develop system of teaching materials to support teachers and students
in PBL.
– To develop some lesson plans that use PBL adInorChe–HSch and
criteria for evaluation.

Chapter 1. THEORETICAL AND PRACTICAL BASIS
OF APPLYING PROJECT-BASED LEARNING
IN TEACHING CHEMISTRY HIGH SCHOOL
1.1. LITERATURE REVIEW
1.1.1. The project–based learning in the world
(
1
)

Derived from Europe but PBL is a genuine product of the progressive
education movement America. William Heard Kilpatrick is the first detailed
description this approach in the article “Project method” (1918). PBL can be

divided into five major periods: 1590 – 1765 (The beginnings of project work
at architectural schools in Europe), 1765 – 1880 (The project as a regular
teaching method and its transplantation to America), 1880 – 1915 (Work on
projects in manual training and in general public schools), 1915 – 1965
(Redefinition of the project method and its transplantation from America
back to Europe), 1965 – today (Rediscovery of the project idea and the third
wave of its international dissemination).
Nowadays, PBL is very common in use in all levels of education in
developed countries of the world, in many different subjects.
1.1.2. The project–based learning in Vietnam


(
1
)
Knoll, M. (1997). The project method: Its vocational education origin and international development. Journal of Industrial
Teacher Education, 34(3), 59 – 80.
4


In Vietnam, PBL has been used in technical colleges and universities via
students’ graduation thesis. Through the Vietnam – Belgian Project, Intel
Program and Universities of Education, PBL has come to teachers and pupils
in secondary schools, but high school students do not have access to PBL and
PBL is also considered as a new teaching method.
The academic research on PBL has included several authors mentioned in
some articles and books such as Nguyen Van Cuong, Nguyen Thi Dieu Thao,
Tran Viet Cuong, Do Huong Tra, Nguyen Lang Binh, Pham Thi Phu, Nguyen
Thi Huong, Tran Van Thanh, However, researches applied PBL in each
subject is still limited, particularly in chemistry. Some graduation thesis,

master thesis, doctoral thesis and papers on applying PBL in Chemistry from
2008 up to now has only been generally and modestly carried out on this
particular issue.
1.2. TRENDS OF INNOVATING TEACHING METHODS
1.2.1. The need for innovating teaching methods
1.2.2. Trends of innovating teaching methods in Vietnam
1.2.3. Innovations of teaching methods in teaching chemistry at high schools
To innovate teaching methods in Chemistry, teachers need to:
– Use the positive factors in recent chemistry teaching methods.
– Select some perspective and positive approachs in modern education in
several developed countries.
– Select methods that promote students' positivities and are suitable to the
objectives and contents of each certain chemical lesson, specific students and
conditions of each region and locality.
– Coordinate reasonably different teaching methods and modern teaching
facilities.
1.2.4. Orientation innovative methods of teaching and learning
(1)

The two core factors of the innovation–oriented method of teaching and
learning in a positive way are: a sense of comfort and active participation of
students.
1.3. ACTIVE TEACHING – LEARNING
1.3.1. Positiveness
(2)

Positiveness is an inherent quality in human social life. Forming and
developing positiveness are one of the major tasks of education. Positive

(1) Nguyen Lang Binh, Do Huong Tra, Nguyen Phuong Hong, Cao Thi Thang (2010), Teaching and
learning actively, some teaching methods and technicques, Publishing House of Education University.
(2) Tran Ba Hoanh, Cao Thi Thang, Pham Lan Huong (2003), Applying active teaching in teaching
Chemistry, Vietnam – Belgium Project.
5


learning is closely related to independent thinking. Thinking and
independence are the seeds of creativity, thereby develop self–awareness,
foster the excitement and motivation to learn.
1.3.2. Active teaching methods in teaching chemistry
1.3.2.1. The concept of active teaching methods
Active teaching methods in teaching chemistry are holding learning
activities to develop learners' creative ability, problem solving ability and
through the operation of the school, to dominate the knowledge and build
qualities of workers. The teacher plays the role of a facilitator, who guides
students and coaches learning activities efficiently.
1.3.2.2. Features of active teaching methods in teaching chemistry
1.4. PROJECT–BASED LEARNING – AN ACTIVE TEACHING METHOD

The term “project” is derived from Latin, means a proposal, a draft or a plan
which should be implemented to achieve its goals. In education, in the early
20
th
century, American educators had developed the theoretical basis for PBL
and considered this approach to be important to point out “student–centered”.
Today, PBL is widely used in schools and universities around the world,
particularly in developed countries.
1.4.1. The concept of project–based learning
PBL provides complex tasks based on challenging questions or problems

that involve the students' problem solving, making decision, investigative
skills, and reflection that include teacher’s facilitation, but not direction.
Group is the basic form of PBL work.
1.4.2. Classification learning project
There are many ways of classifying learning projects, such as: subject,
learner participation, the involvement of teachers, timescale, and tasks.
1.4.3. Scientific basis of project–based learning
1.4.3.1. Center physiological characteristics of high school students
High school students’age belong to a common of period 15 – 18 years old,
they have achieved a mature physical development and high–level thinking,
have a role in family life and society; the growth has been driven career in
their own future.
1.4.3.2. Philosophical basis of project–based learning
(1)

According to John Dewey (U.S.), philosophical foundations of PBL is the
unity between theory and practice, thought and action, sensory perception
and cognitive rationality and the rule received Lenin's formula.


(1) Dewey, J. (1933), How we think: A restatement of the relation of reflective thinking to the educative process.
The later works of John Dewey (Vol. 8). Carbondale: Southern Illinois University Press, pp. 105 –352.

6


1.4.3.3. The school's educational basis of project–based learning
PBL is in accordance with the opinion of tectonic theory and interactional
pedagogic.
1.4.3.4. Psychological basis of project–based learning

Based on activity theory, PBL is with primary thesis “Human psychology
is formated and revealed through operation”, and based on the theory of
tectonic perspective “through self–action, students can self–absorb and create
knowledge”.
1.4.3.5. Differentiated viewpoint in project–based learning
Differentiated teaching is a teaching philosophy, allows teachers to design
lessons that appropriate to the needs, capacities, different learning styles of
each student in the class to make all students become interested in learning
and achieve the highest efficiency.
Differentiated teaching is primarily in PBL at the micro level, centered on
student's excitement and capability.
1.4.4. Characteristics of project–based teaching
– Real world orientation – Orientation for learner's interest
– Action orientation – Multiple presentation
– Flexible skills orientation – Learner's self–studying
– Complex tasks – Collaboration
1.4.5. Framework
– According to the documentation
(1)
, PBL process consists of 6 steps:
+ Step 1. Choosing project work topic
+ Step 2. Scheduling
+ Step 3. Gathering information
+ Step 4. Processing Information
+ Step 5. Demonstrating
+ Step 6. Assessing results
Generally, three phases can be suggested in conducting PBL: planning,
creating and implementing, and processing.
– This thesis chooses PBL process in 5 steps by Dr. Do Huong Tra.
1. Choosing project work topic

Teacher facilitates student to propose project ideas, make themes
decisions, define objectives

(1) Nguyen Lang Binh, Do Huong Tra, Nguyen Phuong Hong, Cao Thi Thang (2010), Teaching and
learning actively, some teaching methods and technicques, Publishing House of Education University.

7



2. Planning
Learner works in groups, assigns tasks

3. Project implementation
Learner works collaboratively to generate a potential solution

4. Presenting project work
Groups presentate project products

5. Assessing
Teacher and learners assess and process results.
Feedback and revision
is obtained
Figure 1.3. Diagram the steps of PBL in Do Huong Tra.
1.4.6. Assessment learning outcomes in project–based learning
Assessment of student learning outcomes in PBL consists of knowledge,
skills (through knowledge tests), competency assessment and students'
attitudes during project implementation (through the checklist, observation),
at various times and combined evaluation of teachers and students, by the
designed specific tools, including: a) observation checklist implementation

process project, b) project monitoring book (Book of PBL), c) checklist
evaluation study, d) attitude scale.
1.4.7. Advantages and challenges of project–based learning
1.4.7.1. Advantages
* Learners: – Encouraged learning interest
– Combined theory and practical learning
– Promoting self–reliance, responsibility, creativity
– Increased problem–solving ability
– Increased collaboration and communication skills
– Increased persistence, patience
– Improved media research skills
– Improved assess skills
– Encouraged friendship
* Teachers: – Improved assess skills (observation, questioning):
assessment for learning, in learning and results.
– Concerned and engaged student's potential.
– Improved media research skills.
– Increased knowledge and studying
8


1.4.7.2. Challenges
– PBL cannot be applied to all lessons.
– PBL is a form of supplement to the traditional teaching methods, not a
substitution for the oral and practice method.
– PBL often takes longer than usual.
– Classroom management: In order for students to work productively,
teachers must balance the need to allow students to work on their own with
the need to maintain order.
(1)

– Teachers have difficulty in designing assessments that require students to
demonstrate their understanding.
– PBL requires physical media and financial, especially needs the help of
IT, software applications and the Internet, the modern technical media
(multimedia).
1.4.8. Conditions for project–based learning in chemistry education in efficiency
– Define clearly learning goals: What knowledge, skills, attitudes learners
gain through projects. Science and practical aspects are concerned in both
chemistry and complex projects.
– Content and topic of project must be associated with real life that relate
to lessons.
. – Other student characteristic variables include age, sex, demographic
characteristics, ability must be paid attention to in order to promote
individuals.
– Teacher, school and family must create a friendly, positive environment,
support and assist the physical conditions (technical means of information
technology, Internet) and mental, time for new learning methods of students
(learner–centered environment).
– Teachers must develop innovative assessments and always act as facilitators.
– Teachers need formating and training of higher–level thinkings and the
skills required as good mirrors.
1.5. SOME ACTIVE TEACHING TECHNIQUES TO SUPPORT
PROJECT–BASED LEARNING
Include the followings: Group learning, Technique tablecloth, Mindmap,
5W1H questioning; Using some software, Internet, interview skills, using the
camera, filming, setting the table, chart, comparing and contrasting,
presentations, roling plays.

1
Thomas, J. W. (2000), A Review of Research on Project–Based Learning. Autodesk Foundation.
9


1.6. THE REALITY OF USING PROJECT–BASED LEARNING IN
TEACHING HIGH SCHOOL CHEMISTRY NOWADAYS
1.6.1. The survey conducted on teachers
Survey in 185 teachers of 51 provinces, conducted 3 times, from 8/2010 to
8/2012 showed that:
– These teachers in survey all have university degree (69.73%) and
postgraduate (25.95%). Almost all of them are at the age of qualified good
information technology and it is convenient to apply modern teaching
methods using information technology: 35.14% of them over 5 year work,
50.27% of 10 – 20 years and 11.89% over 20 years of experience.
– 71.35% teachers have understood and applied PBL, but not often.
– 80.77% teachers said projects make learners be excited and very
interested in. 28.65% teachers still have not known about PBL, more than
half of them (16.98%) are 20–year experienced teachers. 98.92% teachers
have desired to learn and apply PBL in teaching chemistry in high schools.
From the resulted show should continue broadly popular PBL for teachers
and students.
1.6.2. The survey conducted on students
The survey on 331 students, 35 teachers of 5 high schools in Hanoi city
and Hai Duong province from 2009 to 2012 shows the results as follows:
– Awareness of PBL: 100% of students did not know about PBL.
– Some skills needed to apply PBL in learning: those skills were still weak
and lacking, shown in both teachers and students' self–assessment.
– Students's attitudes: Awareness
of the importance of chemistry with the

life is low (18.95%), awareness of the right and responsibility to people and
the environment is not full (21.02%). The relationships between the members
of the class are local (35.39% “good"). They have no self–discipline, no
initiative, positive learning and action (39.07%). Ratio of loving–chemistry
students is small (14.88%).
– Students's innovative capabilities: They have limited chances to present
creative capabilities in subject in general and chemistry in particular.
RESTATEMENT OF CHAPTER 1
In Chapter 1, we present an overview of the theoretical basis of the
problems: Trends in innovation of teaching methods in schools, teaching in
active generally, active teaching methods in the teaching of school and PBL –
a active approach, and some active techniques supporting PBL.
We survey and assess the situation of the using of PBL in teaching high
school chemistry, analyse of results as the basis of the thesis practices.
10


CHAPTER 2. APPLYING PROJECT BASED–LEARNING
IN TEACHING INORGANIC CHEMISTRY IN HIGH SCHOOL
2.1. ANALYSISING OF THE CONTENTS OF INORGANIC CHEMISTRY
PROGRAM IN HIGH SCHOOL
2.1.1. The role of the inorganic chemical contents in high chool
2.1.2. Analysing of target of knowledge and skill contents in advanced
inorganic chemistry high chool in general
In adInorChe–HSch, contents of inorganic chemistry focus on the typical
inorganical elements like was: halogen, oxygen, nitrogen and carbon.
Halogen and oxygen groups are arranged in chapters 5 and 6 of the 10th
grade, after studying the knowledge of atomic, the periodic table of chemical
elements, the periodic law, chemical links and reactions.
Nitrogen and carbon groups are arranged in chapters 2 and 3 of the 11th

grade, after studying the dispersion.
2.2. CONSTRUCTING SYSTEM PROJECT WORKS
* Principles to select learning contents to build chemistry project works
All the project words in adInorChe–HSch must be ensured objectives of
Chemistry and general education.
(1) Knowledges must be included in the program of general education,
integrated of the natural science subjects and environmental education.
(2) The project works have social practices deeply, topically, in line with
the interest of the student, facilitate for students' development, expansion of
knowledge.
(3) The contents have abundant data resources and are in accordance with
the conditions of local facilities to create meaningful products.
(4) The contents make favorable conditions to organize active activities for
students by individual or team, thus make them form and improve capacity of
self–learning.
2.2.1. Constructing a system projects in type
2.2.1.1. Topics of substances
(1) History of finding elements, substances.
(2) Normal state and physical properties of substances.
(3) The nature of substances.
(4) Preparation/manufacturing substances.
(5) Application, storage and using of substances.
(6) Integrate contents of environmental education in teaching Chemistry.
11


2.2.1.2. Topic of theory, the basic laws of chemistry and chemical concepts
(1) The laws, theories in research chemistry, the periodic law.
(2) The periodic table of chemical elements.
2.2.2. Constructing a system projects in scale

2.2.2.1. System of small projects
a. The contents to build small projects
The topic is very general for adInorChe–HSch: The nature of the A; role of A
in practical life and produced; the way to manufacture, preserve and use of A.
A is inorganic elementary substance or its compounds. The A may be: Cl
2
,
Br
2
, I
2
, HCl, NaCl, Javen, chloride, calcium, chloride, KClO
3
, O
2
, O
3
, H
2
O
2
,
S, H
2
SO
4
, sulphate, N
2
, NH
3

, HNO
3
, nitrates, ammonium salts, P, H
3
PO
4
,
phosphate salts, C, CO, CO
2
, carbonate, Si, SiO
2
, silicate salts,
b. The main objectives: Finding the physical or chemical properties or
application of the A substance (listing level); Understanding the basis of
theoretical profile and the contents of those applications; Train skill gathering
information from the data resources; Designing mindmap; Presenting project
works in simple diagrams and reports.
c. The driving questions
n Topic: The nature of the substance A
+ What type of substance A? Are there common physical properties of that
type?
+ Which physical properties of A might recognize it?
+ Which chemical properties does A has? What kind of substances can A
react with? Products? Why does A have these properties?
+ Which substances known does A have the same chemical properties?
Why is this the same?
+ Which special properties does A have? Can those properties be used to
identify and differentiate A with others?
+ Write the chemical equations to show the chemical properties of A.
What kind of chemical reaction do those occur? Why?

+ Design mindmap to show characters of A.
o Topic: Roles of A in practical life and preparation
+ From the natures, predict trends of using A in practical nature.
+ Which applications of A have been presented in the textbook?
+ Beside the applications mentioned in the textbook, do you know others?
+ Why does A have those applications?
+ Which sources of information do you know about extra applications?
+ Describe applications of A by a presentation with illustrations, diagrams
or models.
12


p Topic: Methods of preparing, storaging and using of substance A
(1) In laboratories, which ways is A prepared? Write chemical equations to
make A.
(2) Draw, describe tools to prepare of A in the laboratory.
(3) In the laboratory, how to preserve of A? Why do we have to do those
ways?
(4) How to use of A to be more safety?
(5) If burned or poisoned by A, how to do first aid before next medical
treatment?
(6) In industry, which materials is A manufactured? Describe the process
the diagram of a modulation in the industry.
(7) Which technical principles are applied in the manufacturing process of
A? Why should obey these principles?
(8) Where do we have factories manufacturing A in our country?
Depending on the content of the textbook so that teacher use the questions
(3), (4), (5), (6), (7), (8) preferably.
d. Methods taken
Teacher shows out project topics, objectives and the driving questions (via

handout) ⇒ Divice students into groups with duties for every individual ⇒
Students work in groups by planned ⇒ Present project works.
The project work of Group 2, 11A2 Phạm Hồng Thái high school, Hanoi:

2.2.2.2. System medium projects
a. The contents to build medium projects
Topics of medium projects are normally associated with the lesson content,
the same as basic themes of small projects, but bigger in scale and duration,
including: the natures of A; roles of A in practical, produced life; methods of
processing, preservation and using of A; influences toward environmental
quality of air, water, soil, and remedies. (A is the inorganic substance and
compounds as similar as in small projects)
13


b. The main objectives: Finding the physical, chemical properties or
applications of A at deep level; Understanding theoretical basis and the
contents of the applications and natures; Train gathering skills information
from the data resources outside the textbook; Designing mindmap subject
content; Presenting products applied information technology.
c. The driving questions
n Topic: The nature of the substance A: The same as small projects.
o Topic: Roles of A in practical life and production
− The main objectives: Finding the applications of A, not listing only but
also showing theoretical basis and the specific contents of each application in
practice. Adding and clarifying applications of A by other sources or from
practical life.
− The driving questions: Similar to small projects, the number of questions
is much more with higher of cognitive level, analysis, commentary, personal
opinion, recommendation and execution time: + How do you evaluate the

importance of A in reality? + Which sector can A be applied in? Why? + In
life, which applications have you seen of A? Which natures of A is every
application based on? + Which applications of A does the textbook present?
Of what are theoretical basis and the specific contents? (or Why does A have
those physical applications?) + Are there other applications? Which specific
images are applications represented by? Which nature of the A determine
those applications?
+ References: Teachers can choose, introduce, offer to students.
p Topic: Methods of producing, storaging and using of substance A
Similar to small projects, more driving questions can comment out of
personal awareness, integrate education of environmental protection and food
safety.
d. Methods taken
Because it requires overtime so that it is necessary to have Book of PBL
and notes to assess group activities, project works, The implementation is
as follows: Teacher introduces the study plan of chapter (of textbook) and
determine the content projects ⇒ Teacher divices students into groups, make
driving question set and objectives of projects ⇒ Teacher makes the process
requirements, objectives and the product of the project, instructions on how
to organize, implement, references, and assignments ⇒ Timeline to do project.
Students work in groups by planned. Teacher takes supervision, monitoring
and evaluation of project implementation ⇒ Students present project works in
14


1 − 2 classes. Teacher and students sumarize results (checklists, evaluation
forms) for the every group and individual.
The project work of Group 3, 10T4, Thăng Long high school, Hanoi:

2.2.2.3. System subject large projects
a. The contents to build large projects
Some examples for large projects can rise from program adInorChe–HSch:
Program/Project Ideas
Grade 10
Chapter 5 – Unit
32: Compounds
of chlorine
+ Javel: Preparation and application in life.
+ KClO
3
and fireworks
+ The common disinfectants
+ Chlorine and water
+ NaClO
3
and herbicides
+ Color detergent – benefits and effects on the
environment
Grade 11
Chapter 2 – Unit
10: Nitrogen
+ Nitrogen and applications in medicine and life
+ The role of nitrogen to life
+ The biological role of nitrogen
+ Nitrogen and Archeology
+ Urea production in Vietnam
+ How liquid nitrogen can do?
15

b. Main objectives
Studying substances at a deep level of quality, awaring of the relation
between substances and real life and production, and substances have been
linked with other sectors of society; Students always are conscious of
environmental protection and safety food, pharmaceuticals, and give hands to
sustainable development of the environment; Designing mindmaps;
Presenting products in various forms in abundance, diversity with the report
applied technology information, multimedia; Training skills garthering
information from the textbook resources, reference books, Internet, by
investigation, interviewing; Training information processing skills; Training
the assessment objectively, scientific; Training the soft skills needed to
prepare for working, studing higher after finishing high school.
c. The driving questions
These questions help to focus on the important knowledges, including
general questions, content questions and lesson questions.
d. Methods taken
Should carrying out for 1 − 2 large projects only in a school year, not to
affect the curriculum, general education block, classes, courses.
− Implementation proposal: Basically, the proposal is not much different
from the medium projects but need some additional requirements. After a
period of doing, students can present projects widely.
The project work of Group A.L.M, 11A2, Phạm Hồng Thái high school,
Hanoi for silicium and compounds of silicium:
Website .


16

2.3. ORGANIZING AND ASSESSING ACTIVITIES BY PROJECT–
BASED LEARNING
2.3.1. Preparations of teachers and students for an project
2.3.1.1. Deploying the lesson content to the project, determining standards
of knowledge and establishing goals
For applying PBL, teachers should pay attention to the stage of a school
organization with preparing for the following activities: Introduction to PBL;
Training some techniques are applied in the PBL; Presenting a few samples.
And students discuss in groups to know all.
2.3.1.2. Designing lesson plans
2.3.2. Designing tools and assessments outcomes of students
2.3.2.1. Designing assess toolkit
a. Observers, including observers checklist process group activities;
observation checklist project implementation group (Table 2.1, 2.2).
b. Assessment checklist, including checklists multimedia presentations;
checklist self–introduces the group (team); checklist assessment record Book
of PBL; assessment member form (Table 2.3, 2.4, 2.5, 2.6).
c. Attitude scale, including questionnaire about the interested activities of the
project in the form “Looking back on the process of implementation of the
project" (Table 2.7).
d. General assessment of project results
Table 2.9. Form to assess results of group
(form for teachers who teach directly)
Items
The maximum
rating
Results
(1) The process of group activities 12

(2) The process of project implementation group 12
17


Items
The maximum
rating
Results
(3) Self–introduction presentation 6
(4) Assessment Multimedia Presentations 45
(5) Book of PBL 10
(6) The creation of works 10
(7) Overall impression 5
Total 100
(Form for other teachers and other groups use to assess a group does not
have the cross–section (1) and (2))
2.3.2.2. Designing assessment
a. Average mark of a group:
Items (1) and (2) of Table 2.9 are designed in scale 24, called observation
points. Items (3) to (7) are in scale 76, called product assessment. The group's
average mark is calculated by the following formula:
Average mark of a group (M
AG
) =
∑∑
i=n k=m
iTeachers kGroups
i=1 k=1
OP
i.M + k.M

M+
n+m

Among them: M
OP
is observed by the classroom teacher assessment;
∑∑
i=n k=m
iTeachers kGrou
p
s
i=1 k=1
i.M + k.M is total points by all others teachers and (n
teachers) and other groups (m group) cross–assessment; M
AG
is maximum of
100 points, the equivalent of 10.00.
b. The individual: The individual =
St
AG
M
M
18
×

Among them: M
St
which students self–assessment and evaluation of
students in the group table 2.6, rounded to 0.5.
2.4. MATERIALS FOR STUDYING: BUILDING AND USING

2.4.1. The meaning and role of the building of material resources in
project-based learning
2.4.2. Building of material resources
2.4.2.1. Principles for selecting and building of material resources
2.4.2.2. The system of learning materials used in the project–based learning

18


CHAPTER 3. PEDAGOGICAL EXPERIMENTAL
3.1. PEDAGOGICAL PRACTICAL PURPOSES
– Evaluating the effectiveness and feasibility of the projects and the
assessment tools designed.
– Analysing of experimental pedagogy results, assessing of the
effectiveness of the application of PBL in teaching chemistry in high schools.
3.2. TASKS OF PEDAGOGICAL EXPERIMENTAL
– Identifying subjects and experimental areas.
– Assessing the feasibility of the proposed topics: organizing PBL
adInorChe–HSch
in classes 10, 11.
– Assessing the effectiveness of the learning projects: qualitative and
quantitative assessments.
3.3. CONTENT OF PEDAGOGICAL EXPERIMENTAL
3.3.1. Identifying the objects, pedagogical experimentation areas
Pedagogical experiments were conducted on students in 11 high schools of the
provinces of Hanoi, Hai Duong, Vinh Phuc, Hai Phong and Ho Chi Minh City.
3.3.2. Preparation of pedagogical experimental
3.3.3. Planning pedagogical experimentation
* Round 1 experiments, conducted in 5 high schools from 2010 to 2011, 5
teachers, 20 projects to modify and supply the teaching process and

assessment tool.
* Round 2 experiments, conducted in the year 2011 – 2012, in 8 schools, 8
teachers, 39 projects to complete the assessment checklists, the assessment
tool.
* Round 2 experiments, school year 2012 to 2013, 6 schools, 7 teachers,
27 projects.
3.3.4. Conduct pedagogical experimental
3.4. RESULTS AND ANALYSIS OF RESULTS OF EXPERIMENTAL
PEDAGOGICAL
3.4.1. The pedagogical experimental results
We conducted 3 pedagogical experimental rounds within the 11 high
schools, with 36 groups 10–classes, 47 groups 11–classes, the total 1165
students. The experimental results obtained: 102 assessments of student–
groups from teachers, 249 assessments by student–groups about the
conducted projects, 83 member assessments, 996 notes of “Looking back on
the process of project implementation", 83 students' project works that are
multimedia presentations; recording 4 teachers interview who are directly
participate pedagogical experiment. We evaluated 2230 experimental classes
marks and 2146 control marks.
19


3.4.2. Analyze and evaluate experimental results
3.4.2.1. Qualitative analysis
a) To assess the effectiveness of the teaching process for promoting students'
activeness in learning
– Students select and discuss questions by themselves. Designing ideas
and drawing mindmap, ideas for introduction group video, assigning tasks are
contributed by all members lively. Students found actively information
related to content of projects by books, the Internet, etc.

– Students participate in group meetings actively although 76% the
number of students said that it was very dificult to arrange the time for
meeting group.
– 90% of students said that finding and processing information is the most
difficult.
– Groups learn actively techniques to create the best products, dynamic
and fully express the contents. The same profile mindmap but each group
created innovative, different and surprising. The time drawing mindmap on
paper becomes the most interesting phase compared with the other phases
(92% of students).
– Presentation: To present, there are some selections of MC: with one or
two MC, male and female combined, the two males or two females, or MC is
the hotboy/girl, In group meetings, presentability also is to express ideas,
opinions, to debate or deny other views, protect personal opinion and concur
with others. Many students improve discussion skills (13.60%), learn to listen
to opposing opinions, respect different opinions and to receive (12.10%),
coordinate to complete the work (13.30%).
– The activity is reflected in the exchange with the Chemistry teacher,
teachers of subjects related to the project and friends, relatives, expressed in
64.34% of students consulted with.
– In implementations, in recess, groups often discuss and exchange on
work progress. There are groups take weekends, holidays to visit villages,
interview, do experiments illustrated, take video, photographic materials.
– When a group presens project work, other groups questioned
surrounding the information caused lively interesting atmosphere.
b) To assess the effectiveness of the PBL process for promoting the student's
creative competence in learning
– Student express creative competence in drawing mindmap: content–rich,
bright colors, unique ideas. The solutions to present are very various: there
are experiments in space/virtual, video recording is done experiments with

real specimens and products, A group plays acting properly brushing
20


instructions, at the right time, There are groups after the project
presentation, ask the question test, quiz related to project content,
– For small and medium projects, students do not do group video, or the
teacher and groups do the PBL approach at first. 65.57% of students said that
the group video needed. By PowerPoint presentation, students also expressed
a high creative competence with color, effects, backgrounds, 55.48% of
students selected step building out product is the most creative in the phase of
presenting products.
– Collecting, processing information and planning activities were periods
that the most students selected are able to achieve the highest creative
competence, shown in Figure 3.1.
0.00% 10.00% 20.00% 30.00% 40.00% 50.00%
Level 1
Level 2
Level 3
Level 4
Level 5
Presenting
Gathering information
Planning
Making group video
Drawing mindmap

Figure 3.1. Diagram showing students' the creative competence
c) Evaluate the effectiveness of PBL for enhancing interest in Chemistry
courses at high school

Knowledge: 100% of students believe that collected knowledge is proper
for project goals. With large projects, students are very excited because it is
much more knowledge than Chemistry only, and to complete the project,
they have to ask more teachers in other subjects. In particular, many students
find hobbies and personal interest in future careers.
Skills: Student have developed many skills which were lack of or not good
in survey before the project. Those are the skill groups: Working group:
68.17%; Finding information: 54.27%; Processing information: 45.72%;
Designing mindmap: 34.53%; Using information technologies: 31.83%;
Communicating: 24.62%; Presenting: 21.32%.
Positive attitude: Fun sociable, eager to work hard: 69.07%; More
solidary: 56.31%; working more seriously: 25.71%; Actively learning:
14.20%; Sharing ideas and discussing: 13.60%; Contribution, collaboration:
13.30%; More accountable: 12.10%; respecting other opinions: 12.10%; Self-
conscious: 11.80%; more patient: 10.50%; more careful: 10.20%; Confident:
21


9.20%; Protecting personal opinion: 6.30%; Other (diligent, interested in
information technology, ): 3.67%.
The biggest benefits are: understanding better of chemistry and the life
(35.17%), knowing much more than textbook knowledge (39.95%) and
thereby also loving more Chemistry subject (24.88%). And creativity,
aesthetics, painting ability are enhanced, many new skills are forged, learning
easier, more scientific study,
However, through 8 teachers questionnaires, we found a number of factors
affecting the success of learning projects:
Table 3.3. Factors affecting the success of the project study
(compared with 40 points)
Factor

Important
factor levels
Means of individual devices (computer, projector, camera,
phone); Internet and resource books (students can access);
Solidarity in group; The teacher's help
37
Driving questions; The role of team leader and secretary in
group; Presentation skills of student; Using computer software
35
The proper timing for implementation 32
Money for students' activities 29
Available studying results (affect the quality of the project);
The labs; The student's level of English
27
Duration (short, long); family's support; the support of
professional teachers' groups, school
24
3.4.2.2. Quantitative analysis
(Control object’ class: C ; Experimental class: E)

Test Class Mode Median Mean
Standard
Deviation
p value ES
C 6 6 6,25 1,70
1/Round
1
E 7 7 6,78 1,66
6,4.10
–

5

0,31
C 7 7 6,66 1,60
2/Round
1
E 9 8 7,72 1,55
1,54.10
–
14
0,66
C 5 6 6,63 1,95
1/Round
2
E 7 7 7,29 1,77
1,18.10
−
7
0,34
2/Round
C 6 6 6,40 1,86
2
,
34.10
−
22
0,52
22

2
E 7 7 7,36 1,76
C 5 5 5,46 1,73
1/Round
3
E 6 6 6,26 1,67
1,61.10
−
11
0,46
C 6 6 6,47 1,57
2/Round
3
E 7 7 7,60 1,48
6,83.10
−
25
0,72
Analysis results shows that the average output of the experimental classes
is higher the control object’ class, the standard deviation of the experimental
class is lower than the control object’ class, demonstrate that dispersion
around the average value of the marks in experimental class are lower than
control object’ class. Cumulative line of the experimental class is completely
separated on the right. The p value between experimental class and the
control object’ class < 0.05 shows that the significant deference of the
average marks of the output tests of the experimental class and the control
object’ class has no possibility of accident. 0.31 < ES < 0.72 demonstrates the
impact of the study was to create a positive impact for better experimental
classes and better in the next round.

CONCLUSIONS AND RECOMMENDATIONS
1. The results
1) Overview of the theoretical basis of the trend innovation of teaching
methods, characteristics of active teaching methods, the theoretical basis of
PBL and some learning techniques used in PBL.
2) Proposal of procedures applying PBL in adInorChe–HSch.
3) Found out the reality of the applying of PBL in teaching chemistry by
surveying teachers and students of 51 provinces and cities nationwide.
Analysing to show the advantages and disadvantages of the application of
PBL in teaching chemistry high school.
4) Analyzed the characteristics of knowledge, the contents in adInorChe–
HSch, proposed content selecting rules and constructed of the project study
systems, including the purpose, the driving questions, designed the
organization of learning activities and lesson plans to apply lessons using
PBL.
5) Identified rules for selecting learning resources and materials to build
learning systems used in the PBL, methods using materials.
6) Designed of tools and options assessment learning outcomes of students.
7) Carried out pedagogy experimental 3 rounds from 2010 to 2013 in 11
high schools of 4 provinces: 14 lesson plans with 44 projects, by 12 teachers
and 1165 students experimental classes. Analysed experimental results
23


including 102 student-group assess-papers; interviewed 4 teachers in
pedagogical experiments and collected, arranged project products; Tested to
assess knowledges of 25 experimental classes, 23 control object's class with
4376 marks and statistical processed of test results. Analysed assess-papers to
assess the effectiveness of PBL to promote active learning, innovative
capacity, improv learning interest of student, and the factors affecting PBL

results.
Comparing the results with the hypothesis shows that PBL can be widely
applied in teaching general chemistry, adInorChe–HSch in particular.
2. Next development direction of the topic
– Designing PBL towards differential teaching: the same topic, the group
of students with different levels will have different scale projects.
– Studing differences in gender affect the results of each project.
– Researching disadvantages when applying PBL to teaching chemistry in
general, and teaching adInorChe–HSch at High school in particular.
– Researching to improve the assessment tool to evaluate student's
capacities objectively and accurately.
– Designing process to assess teacher applying PBL in teaching.
3. Proposal
– Leaders of high chools should encourage and create conditions for
teachers and students to apply PBL; distribute subjects to each year in
accordance with physical conditions, students’ conditions and with integrated
projects on a large scale and long term.
– Improve the application of information technologies for teachers and
students to develop student's researching ability, and modernize teaching
process.
– Equip appliances, furniture, modern teaching conditions to help teachers
innovate their teaching methods.
– Create the best conditions for students to acquire and express their
thoughts, develop creativity, self–discovery and create new knowledge and
develop attitudes of cooperation, train necessary competences and skills.
– Teachers need to coordinate multiple teaching methods to perform
educational tasks.
24

LIST OF WORKS RELATING TO SCIENCE THESIS
1. Pham Hong Bac (2010), Applying Project based-learning to design lesson
plan in teaching Chemistry 10-grade, National Chemical Engineering
Conference 5
th
(Teaching Subcommittee – Training), p. 126 – 132. Hanoi.
2. Pham Hong Bac (2010), Applying Project based-learning to design lesson
plan in teaching Chemistry 11-grade, Conference Proceedings science
PhD student University of Hanoi teachers Second, Volume 2 – The
Science education, p. 79 – 86, Hanoi.
3. Pham Hong Bac (2012), Experiences to applying effectively Project
based-learning in inorganic chemistry at High schools, Journal of
Educational, No. 282, p. 42 – 44.
4. Phan Dong Chau Thuy, Pham Hong Bac (2012), Applying Project
based-learning to teach part “Oil crude” in lesson “Natural hydrocarbon
resources” in 11-grade, Journal of Science, Volume 57, Number 4, p 83 – 92.
5. Pham Hong Bac, Nguyen Thi Suu (2012), Assessing the effectiveness of
the application of Project based-learning in teaching chemistry high
school through analysis students' project Book. Proceedings scientific
conference “Development of professional capacity of Chemistry
Pedagogical Student” p. 157 – 171.
6. Pham Hong Bac, Nguyen Thi Suu (2013), Ensuring compliance with the
Law on Education in applying Project based-learning in teaching
Chemistry high school, Journal of chemical engineering and applications,
p. 41 – 45.
7. Pham Hong Bac, Nguyen Thi Suu (2013), The teacher's activities in
Project-based learning applying in teaching Chemistry high school.
Journal of Science, Volume 58, Issue 1, p. 46 – 54.
8. Nguyen Thi Suu, Pham Hong Bac (2013), Integration of environment
education through Project-based learning method in the part of inorganic

chemical at high school. Journal of Educational No. 315, p. 45 – 47.
SCIENTIFIC RESEARCH TOPICS
Pham Hong Bac (Chairman) (2011) Project based-learning in 10-grade
inorganic chemistry at High school. Science and technology topic, Hanoi
National University of Education: Code: 10–589–SPHN–NCS. Acceptance
of 12/2011.

25



MINISTRYOFEDUCATIONANDTRAINING
HANOINATIONALUNIVERSITYOFEDUCATION



PHMHONGBAC


APPLYINGTHEPROJECT–BASEDLEARNING
INTEACHINGINOGANICCHEMISTRY
INHIGHSCHOOL

Major:TheoryandMethodsofTeachingChemistry
Code: 62141011
SUMMARYOFPHDTHESIS



Hanoi–2013