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MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION

LAI PHUONG LIEN

DEVELOPING CORE THEMES FOR THE TEACHING
OF BIOLOGY IN HIGH SCHOOLS
Major: Theory and Method of Teaching Biology
Code: 9140111

DISERTATION SUMMARY FOR
DOCTORAL PHILOSOPHY PROGRAM IN EDUCATION

HA NOI - 2019


The thesis has been completed at:
Falcuty of Biology - Ha Noi National University of Education

Instructor: Professor Dr. DINH QUANG BAO

Criticizer 1: Assoc. Prof. Dr. Nguyen Dinh Nham
Vinh University
Criticizer 2: Assoc. Prof. Dr. Nguyen Duc Thanh
Hanoi University of Education

Criticizer 3: Dr. Nguyen Vinh Hien
Vietnam Ministry of Education and Training

The thesis is defended under School level thesis scoring board
at Ha Noi National Unversity of Education

at …. Hour…… day….. month……. Year 2019

The thesis can be referred at:
1. National Library of Vietnam
2. Libraray of Ha Noi National University of Education


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INTRODUCTION
1. Rationale
- Based on the shift of teaching methods from the traditional approaches to the
modern methods whose focus is placed in students‟ activeness and creativeness.
- Based on the new competency-based teaching curriculum with the integration
in the fields of natural sciences, social sciences and humnity, and science-technology
based on the theory “Integrated teaching as a method of students‟ personality
developing and full development” in which competency development is the most
important part.
- Based on the world‟s trend of topic-based teaching
- Based on the introduction of core themes for the teaching and learning which
helps stdents develop combined knowledge and different skills of information
processing, especially skills of categorizing, problem detecting, analyzing and
synthesizing information.
- Based on the fact that topic-based teaching has been used in some secondary
and high schools; however, there has been some limitations in its teaching principles,
criteria, procedures, methods and forms.
With the aim of finding out methods and strategies helping sudents to discover
and acquire Biology knowledge in a logical and scientific way to develop their active
participation and creativity in discovering and obtaining new knowledge, skills and
attitudes when learning the subject of Biology in secondary and high schools, as well

as helping students easily detect and solve the problems in life, we decided to conduct
a study on „„Developing core themes in the teaching of Biology in secondary and
high schools„
2. Aims of the study
Based on the structure and content of the secondary and high school teaching
curriculum of Biology subject, some core themes in the teaching of Biology subject
can be suggested with the aim of developing students„ activeness and creativeness;
hence, to improve their research skills and enhance the teaching quality in secondary
and high schools.
3. Object and Subject of the study
3.1. Object of the study: The procedure of teaching Biology in secondary and
high schools
3.2. Subject of the study: The procedure of using core themes in the teaching of
Biology in secondary and high schools
4. Scientific hypothesis
If proposed core themes can meet such requirements as containing main
contents, generalizing and combining knowledge of Biology in secondary and high
schools and then being used in the teaching of Biology in secondary and high


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schools, the teaching quality can be considerably improved in the way of developing
students‟ activeness and creativeness. It can also develop students‟ research skills and
their abilities to acquire knowledge and apply it into various real-life situations.
5. Research tasks
Study to build the structure and content of core topics of Biology in the field of
Natural Sciences and propose the process to organize teaching in secondary and high
schools to develop students' capacity.
6. Research methods

Methods used: Theory-based method, Practical investigationmethod, Expert
referencing method, Statistical method
7. Expected results and contributions of the study
7.1. Determine the significance, the nature of the topic-based integrated
teaching and students‟ competency development and investigate the reality of topicbased teaching of Biology in secondary and high schools.
7.2. Provide a theoretical and practical background on topic-based integrated
teaching, core themes and their use in the teaching of Biology in secondary and high
schools.
7.3. Develop some core themes of Biology in the fiel of natural science, and
describe the logical development of knowledge for core themes in a logical, wellorganized and successive way during years of secondary and high schools.
7.4. Develop a procedure of using core themes to the teaching of Biology in
secondary and high schools .
8. Design of the study
Apart from the Introduction and Conclusion, the study consists of 3 chapters:
- Chapter 1: An overview of theoretical and practical background of the study
- Chapter 2: Developing core themes in the teaching of Biology in secondary
and high schools
- Chapter 3: Teaching experiments
RESEARCH RESULTS
CHAPTER 1:AN OVERVIEW OF THEORETICAL AND PRACTICAL
BACKGROUND OF THE STUDY
1.1. BACKGROUND OF THE STUDY
1.1.1. In the world:
These countries all have a common tendency to be interested in topic-based
integrated teaching. That there have been numerous studies on topic-based integrated
teaching has become a common trend in countries with developed education.
1.1.2. In Vietnam


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Integrated teaching and topic-based integrated teaching are gradually becoming
a modern pedagogical movement. However, its application is still too small to form a
system of students' knowledge and skills to find out the principles to connect all
learning contents, creating conditions to develop students' capacity in a systematic
way. The studies mainly analyze theoretical issues, perspectives on integrated
teaching, its trends and its applicability to Vietnamese education, especially applying
to one or several subjects.
Therefore, developing core themes in the teaching of Biology in high schools
creates new points and makes a difference from other topics.
1.2. RATIONALE
1.2.1. Some basic concepts
1.2.1.1. Integrated teaching
Integration is to combine teaching and learning subjects into a content system
based on the theoretical and practical relationships of those subjects to ensure
consistency and harmony of the complete content system.
Integrated teaching is a teaching process in which all teaching and learning
activities facilitate the formation of specific abilities for students to make the learning
process meaningful.
1.2.1.2. Topic-based teaching
The topic is a central, implicative issue as well as the main aspect of objective
reality in relation to the human's subjective ideology.
The core themes are throughout, principal, inclusive topics that help people get
a gerenal, systematic view.
Topic-based teaching is a combination of traditional and modern teaching
methods, in which teachers do not teach only by organizing students to acquire
sporadic knowledge but mainly guiding students to self-seek information, using
knowledge and skills in a wide range to solve tasks with practical meaning or general
meaning of scientific principles.
1.2.2. Topic-based teaching is the method of developing students'

competency
1.2.2.1. Competency
Competency is spontaneous mobilization a set of resources to capture a
specific situation and respond to it in an appropriate way.
1.2.2.2. Target
The target is the effect of a skill on the content
1.2.2.3. Integrated education towards formation and competency
development
Competency = {knowledge x skills} x situation = {target} x situation


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The formula above also shows that the target is the implementation of a skill
(or an activity) on the content corresponding to it.
The purpose of integration is to allow students to master the situations they
might face in life, whether in workplace or in society. For this purpose, integrated
education has the following objectives:
- The process: Make the learning process meaningful by placing the learning
process in a meaningful context with students that related to the real situations that
students might face in life.
- The relationship: Help students distinguish the problems according to the
relevance, focus on the importance: either because it is practical for daily life, or it
can become the basis for further learning
- The application: Apply learning to real-life situations. This means not to cram
students with knowledge, but to teach them how to link learning materials with
values (such as becoming a responsible citizen, an independent individual ...) . That
student will therefore be evaluated in many different contexts.
- Incorporating the 3 objectives above : Students can combine the learned
elements and then respond to one of the challenges in society, they are provided the

ability to mobilize knowledge and skills to effectively respond to situations in life and
do not losing hope even in unexpected situations.
1.2.2.4. Topic-based teaching is an integrated method to form and develop
competency
The educational content consists of 2 parts: knowledge of nature, society and
humanity; modes of operation, skills, operational competency and awareness of reallife situation.
Competency constituted by:
-The knowledge of the field
-The ability to conduct activities
- Psychological conditions
Therefore, the two parts above of educational content are the components of
the educational program in general and the subject curriculum in particular.
Understanding the content of the subject that way so as to not separate the "thing"
and "the way" in developing the subject curriculum, the subject‟s outcomes.
Each subject needs to set a goal table, which is the relationship matrix between
the system of skills and the content of knowledge as follows:
Table 1.1. The goal table to be set up in each subject
Knowledge
1

2

3

4

5

6

Skills
1
2
3

1.1
2.1
3.1

1.2
2.2
3.2

1.3
2.3
3.3

1.4
2.4
3.4

1.5
2.5
3.5

1.6
2.6
3.6

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From table 1.1, it is possible to continue to develop according to table 1.2 to
form the competency at the middle or at the end of the period:
Table 1.2. Developing basic competency and integrated competency
INTEGRATED COMPETENCY (INTEGRATED TARGETS AT THE END OF THE PERIOD)
Basic competency 1
(Period target 1)
Competency 1
Competency 2
………
Competency m

Basic competency 2
(Period target 2)

Basic competency 3
(Period target 3)

…… Basic competency n
(Period target n)

It is necessary to identify the system of core questions to orient the content of
knowledge and students' learning methods in topic-based teaching. The key question
should be universal, requiring a good number of open-ended content. The key
questions help us understand that knowledge is a constant search and it is what makes
our lives worth living. The most specific characteristic sign of the key question is to
address the key aspect, the focus of the object, the research and inquiry phenomenon.
Thus, as a method for integrating, topic-based teaching, both content and
methods are aimed at development goals in integrated learners. Through a series of

competencies formation in learning activities organized and oriented by teachers,
students achieve integrated competencies in accordance with the objectives of the
learning content and suitable to real life. Learning could become meaningful for
students.
From the analysis above, it can be seen that the prominence of key topic
relational logic key questions  Integrated teaching Competency
1.3. Surveying the situation of using core themes in the teaching of biology
in secondary and high schools
Based on the theory of developing key topics, research trends in the world and
in Vietnam in using core themes in the teaching of natural science in general and
Biology in particular in secondary and high schools , we conducted surveys for
teachers of Biology at secondary and high schools.
1.3.1. Purpose of survey
To study the issues:
(1) Teachers' awareness about Integrating, topic-based teaching and key topic
(2) Teachers' awareness of using key topic in the teaching of biology in
secondary and high school
(3) The situation of the use of core themes in the teaching of biology in
secondary and high schools
1.3.2. Survey content


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We focus on surveying the following three issues:
Issue 1: Teachers' awareness about Integrating, topic-based teaching and key
topic
Issue 2: Teachers' awareness of using key topic in the teaching of biology in
secondary and high school
Issue 3: The situation of the use of core themes in the teaching of biology in

secondary and high schools
1.3.2. Respondents
We surveyed 205 teachers of Biology at secondary and high schools in Thanh
Hoa, Nghe An, Hanoi, Da Lat, Da Nang, Quang Ninh, Nam Dinh and teachers are
postgraduate of K7 and K8 of University of Education, VNU
1.3.3. Survey form
Use survey questionnaires, attend teachers' hours, view lesson plans, interview
directly
1.3.4. Survey results
We have designed a set of questions including 2 self-essay sentences and 20
multiple choice questions
CHAPTER 2: DEVELOPING THE CORE THEMES
TO ORGANIZE TEACHING BIOLOGY IN SECONDARY AND HIGH SCHOOL

2.1. Analysis of current Secondary and High School Biology program
The analysis of the current program and textbook from the point of teaching the
content is generalized, shows the essence of the core themes reflects the nature,
generalization, and the connection of knowledge , skills at a certain range. In fact,
these are integrated topics. Accordingly, the content of biological knowledge must be
designed by integrated topics with wide scope, generalized in different areas. Range
of scope must follow logically Large set Small set, General  Particular. That
logic allows the presentation of content, organization of teaching can follow
inductive logic or interpretation.
Basically, the current secondary and high School Biology program is mainly
built according to the specialties of Biology. Therefore, it should be improved in the
direction of increasing generalization, theoretical outline to both reduce the load of
single knowledge and equip teaching and integrated capacity development, making
theoretical knowledge become the base for developing biotechnology
applications.The current Biology program in many classes is still built according to
the content orientation, not really built according to competency orientation and

differentiated education.
The design of the general curriculum according to the integrated approach of
within or among subjects has not been clearly seen (especially, not yet implemented


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at the secondary level). It is not only difficult for teachers to choose the topic of
biological teaching, but also difficult to reduce the theoretical knowledge and
improve the ability to solve problems arising in life.
2.2. Develop core themes and questions
2.2.1. Viewpoints and principles of core themes developing
Competency development is considered the guideline of the general education
program. Competency can only be formed and developed in learners through
organizing teaching.
In one subject, scientific knowledge must be selected according to the principle
of "focus", to clarify certain issues (key topics). The integrated scope of the core
themes is gradually increased, towards a problem with a higher level of
generalization. From the scope of a chapter, part of a subject, to the range of subjects
of a scientific field and a wide range of scientific disciplines. There is a positive
correlation between the competency and integrated scope of the topic: the wider the
integration scope, the higher the competency developed.
2.2.2. General structure of the key content of Natural Science to design core
themes and Biological key questions
In order to develop the core themes are concepts, principles of connecting Life
Science knowledge to organize teaching in secondary and high schools, first of all
need to analyze the structure of things and phenomena around people in natural
world. After that, it is necessary to find the logic connecting knowledge that reflects
that structure, and at the same time, it is essential to determine the method of
organizing teaching formation for students to get that structure with the aim to

arrange the learning process and knowledge thoroughly. The natural world of
students will be arranged, connected according to the system into a unified structure
and after finishing high school, students get an overview, a system about the natural
world around them, from which will be more comprehensive thoughts and actions.
Things and phenomena surrounding human in the natural world are structured in
many ways that are inseparable, interconnect by rules and concepts that are common
and transparent. Therefore, the logic of knowledge in the field of natural science
should also be built according to that structure. As the above section has analyzed,
the core themes have different scope at different levels. In this thesis, topics are
defined by levels: Natural principles living levels  The most common
characteristics of living organizations Similar concepts / signs of common
characteristics of living organizations  the specialized concepts. The logical
relationship of these topics is shown in the following diagram:


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Figure 2.1: Structure of subjects knowledge in the field of natural science around key topics
2.2.3. Determine the content of core themes according to hierarchical logic
Core themes and key questions corresponding to the topic are shown in Table 2.1:
Table 2.1. The key question system corresponds to the key topics
Topics
Questions
Key topic level 1: General 1.1Prove that the natural world is diverse, has a model structure,
principles of the natural world
system, cyclical movement, contains interactions and movements
associated with energy?
1.2. How are those principles of nature manifested in Biology?
Key topic level 2: Basic 2.1. Why are Cells (Body, Population, Community - HST,
organizational levels of life

Biosphere) are the organizational levels of living?
2.2. Explain the relationship between those organizational levels?
Key topic level 3: General 3.1. What is material and energy transformation (Growth and
concepts of living characteristics
development, Reproduction, Coordination and response induction)?
3.2. How is the process of material and energy transformation
(Growth and development, Reproduction, Coordination and
response - induction) in Cells (Body, Population, Community HST, Biosphere) take place?
3.3. How are the characteristics of material and energy
metabolism, growth and development, reproduction, coordination
and response - induction relationships with each other?
Key topic level 4: The process of 4.1. Proving basic life activities that characterize all living
living characteristics
organizations follow the mechanisms of similar nature?
4.2. List those similar mechanisms for each living activity:
Material and energy transformation, Growth and development,
Reproduction, Coordination and response - induction?

We determine the rank 4 fiber of the Material and energy transformation
characteristic is the following specialized skills:
- Cell level: Transporting substances through cell membrane, Transporting
substances in cells, Enzim và the role of enzim in the process of material metabolism,
Photosynthesis in cells, Cellular respiration.


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- Body level: Uptake of water and minerals in the roots, Transportation of substance
in Plants, Photosynthesis, Nitrogen assimilation in Plants, Respiration in Plants,
Evaporation, Digestion in Animals, Blood circulatory system, Respiration in Animals.

- Population level: Reproduction, Death, Immigration, Emigration.
- Community – Ecosystem level: Metabolism in Biome Community;
Biochemical cycle of substances.
Coordination and reponse – touch:
- Cell level: , Transfusion in cellulars, The Gene regulating activity.
- Body level: Reflection, Behavior, Internal environment regulating
- Population level: Regulating the number of individuals of the population /
Regulating the population dynamics
- Community – Ecosystem level: Relationship between species in the
Community, adjusting the structure of the Community
Growth and Development:
- Cell level: Specialized Cells
- Body level: Plant growth, Plant development, Animal growth and development
- Population level: Fluctuation of individuals of the population; Population
growth; The process of formation of new adaptive population
- Community – Ecosystem level: Ecological succesion; Biodiversity;
Environmental pollution, Natural resources depletion và climate change
Reproduction:
- Cell level: Cell cycle, DNA replication, Mitosis, Meiosis,Fertilization, DNA
Transcription, DNA Translation, Genetic mutation, Chromosome mutation
- Body level: Asexuel reproduction in plants, Asexual reproduction in animals,
Sexual reproduction in plants, Sexual reproduction in animals
- Population level: Small evolution; Speciation
- Community – Ecosustem level: Great evolution; Evolution of humans
2.3.Using the core themes in the teaching of Biology in secondary and high
schools
2.3.1. Logical methods in the teaching of Biology by using the key themes
2.3.1.1. Teaching according to the core themes by the inductive method
Inductive is going from specific to general, single to synthetic, narrow to large.
With above topics, inductive logic can be expresssed in the following diagram :

Figure 2.2. Logic of teaching the core themes according to inductive method
According to inductive method, the teaching of Biology by using the core
themes means:


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B1: Using the 5th-level key questions to generalize, orientate, then study each
sign according to the process in living activities.
B2: Using the 5th-level key questions to synthesize, then generalize the signs of
the processes that constitute the mechanims of living activities, forming the 4 th-level
key topic.
B3: Using the 4th-level key questions to orientate the systematization of the 4 thlevel key topic, thereby forming the 3rd-level key topic.
B4: Using the 3rd-level key topic to orientate the systematization of the 3 rd-level,
then generalize into the 2nd-level key topic.
B5: Using the 2nd-level key topic to bring the 2nd-level key topic into system.
B6: Using the first key topic to generalize the entire system of the 2 nd-level key
topic, forming the fist key topics.
Thus, according to inductive method, students will be trained the main skills:
Analysis and Synthesis, systematization, generalization
2.3.1.2.. Teaching according to the core themes by deductive method
Deduction is going from general to specific, large to narrow, synthetic to single.
According to above topics, deductive method can be expressed in the following
diagram:

Figure 2.3. Logic of the teaching the core themes according to deductive method
According to deductive method, the teaching of Biology by using the core
themes means:
B1: Using the first-level key topic questions to form the first core themes in a

general and abstract way.
B2: Using the first key topic questions to specify 2nd-level key topics.
B3: Using the 2nd-level key topic to concretize the themes of the 2 nd-level core
themes into corresponding system of 3rd-level key topics.
B4: Using the 3rd-level key topic to concretize the themes of the 3 rd-level core
themes to form the 4th-level key topics.
B5: Using the 4th-level questions to concretize the themes of the 4 th-level core
themes into corresponding system of the 5th-level key topics.
B6: Using the 5th-level key questions to analysize and study each theme of the
5th-level key.
Thus, acccording to dedcutive method, students will be trained the main skills:
Analysis and Synthesis, systematization, generalization
2.3.2. Using the core questions to teach Biology according to the core themes
2.3.2.1. Identify methods of searching, use knowledge in the teaching of Biology
according to the key topics.


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a. Generalization skills
When reviewing generalization skills, we identified five component skills,
arranged according to logic that constitutes the process. Therefore, it can be
conceived that each component of a component is a criterion of the competence, in
each criterion, there will be different levels of expression.
Skills
Secondary school
Define
generalization With the direct guidance of
teachers, by the system of
purposes

small questions, identify
the core theme needs to be
generalizationed

Select generalized object With the guidance of
teachers, select the objects
groups
to form a class suitable for
generalization purposes
Format objects or name
objects to generalize.
Analyze the signs / With the expressive form,
characteristics
and know how to analyze the
properties of each object synthesize
in the selected target characteristics of each
research
object
and
group
establish the relationship
between
those
characteristics
Classify the signs to find Distinguish the same and
the most common and different signs between
essential signs of the objects based on the
selected class / group of information contained in the
textbook. Select the same
subjects

common sign for those
objects
Expressing generalized Eliminating nontrivial and
similar signs, retaining the
contents into concept
general nature of the object
class

High school
Identify the content /
awareness issues based on
the
organization
and
operation mechanism of
things and phenomena
Mobilize,
connect
information to orient,
divide topics to generalize
Selecting objects to form a
suitable class for the
purpose of conducting the
landscape.
Format objects or name
objects to generalize
Without any helps, identify
appropriate expressions for
analysis
synthesize

characteristics of each
research
object
and
establish
relationships
between
those
characteristics.
Indicates
similar
and
different signs based on
information sources and can
lead to additional examples
of materials in textbooks
between subjects. Select the
same common sign for those
objects
Eliminating nontrivial and
similar signs, retaining the
most common signs of the
same class subjects.
Choose coded words that
form the concept reflected
in the thinking of research
subjects.


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b. Systematization skills
When examining systematization skills, we identified five component skills,
logically organized into the systemization process. Therefore, it can be conceived that
each element of composition is a criterion of systematization skills, in each criterion
there will be many different expression levels.
Skills
Secondary school
High school
Determine the purpose of With the direct guidance of Self-analysis - synthesize,
teachers,
analysis
- select
content
from
systematization
summarize the content in different
sources
to
the textbook to determine determine the subject and
the topic to be systemized systematic logical path
Define the criterias that With the guidance of Analyze content from
analyze
the multiple topics to see the
constitute the topic to teachers,
content of a topic in the components that make up
systematize
textbook to see the the system
components in the system
Analyze the similarities

and
differences
of
components in the system
Determine
the Analyze the content of a Analyzing problems /
relationship between the topic in the textbook to see content from multiple
to
see
the
components of the system the logical relationship topics
between the components relationship between the
of the system
components that make up
the system
the
content Arrange the components
Organization
of Arrange
components within the components within a given within a self-designed
framework
of matrix of relationships matrix that facilitates
content
aggregation,
relationships
in
the between them
revealing
logical
system

relationships between unit
components
the
present Self-selected words and
Express the systemized With
presentation,
expressing forms
of
content
content
the systematized content presentation
are
so as to ensure the systematized so as to
rationality and harmony ensure the rationality and
between the components in harmony of components in
the system with the overall the system


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2.3.2.2. Determine the development of knowledge content across grade levels
Teachers can help students to develop an overview of that specialized skill, at the
same time determine the position and relationship of knowledge in the preparation
lesson with the knowledge in the classes and levels of learning in system of signs of
specialized skills.
For example: Determining the development of the skills of Material and energy
transformation in general through the identification of the development of level 4
topics (rank 4) corresponding to the grade levels:
Table 2.4: Development of Material and energy transformation skills
in Cells through grade levels

Level 2
Cell

Core
theme
rank3
Materi
al and
energy
transf
ormati
on

Speciali
st skills
(rank 4)
Transpo
rting
substanc
es
through
cell
membra
nes

Level of development across grade levels
Secondary school (6,7,8,9)
High School (10,11,12)
- Grade 6: Students learn and
observe basic units that make up

Tissue and cell organisms with
observation tools that are
magnifying
glass
and
microscope. Students also know
the shape of cells and the main
components
of
the
cell,
including the bio-membrane,
which is the covering and
protecting cell.
- Grade 8: Students have an
understanding of the more
detailed structure of cell
organelles and their functions, in
which the plasma membrane
helps cells to metabolize. At the
same time, students know what
environmental substances are
collected and discharged by the
cells, and what role does the
metabolic activity in the cell
play to the body and is a
precursor to other processes
(growing up, share…)

- Grade 10: Students are

investigated in more detail about
the composition of the cell
components, including the plasma
membrane. Students can study the
dynamic mosaic pattern of the
membrane and the role of each
component in that model. Students
are also provided with knowledge
of forms of transport through the
biofilm, transported substances and
their mechanisms

2.3.2.3. Connecting knowledge content and searching methods, using knowledge
to formulate goals and time goals.
To determine the time goal of each lesson, teachers need:
- Determining the knowledge objectives of specialized skills: Depending on the
level of studying specialized skills at each grade level, teachers determine the
knowledge objectives that students need to achieve after learning lessons.


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- Determining the objectives of specialized skills: Based on the detailed
development of component skills of the skill according to the process of
understanding the living world, teachers determine the skills objectives students need
to achieve.
- Linking the knowledge and skills objectives according to a certain scope to
create the goal of the lesson and connecting the goals that make up the stage goal.
2.3.2.4. Developing learning activities based on goals and period targets
Basing on the determination of the goals and period objectives, along with

knowledge related to skills that have been studied at the lower grades (refer to
Appendix 5), the teacher designs teaching activities to help students develop
knowledge systems according to core themes and master skills
2.3.3. Teaching orientation according to key topics
The construction of logical structures and the analysis of the skills
developments follows according to logic, the teaching orientation goes according to
the core topics in that logic to ultimately form the general structure of Biology
knowledge in the field of Natural Science revolves around the key topics. Teaching
is probaly understood as : knowledge of each specialized skills is matched with skills
corresponding to grade level to form small circuits, these small circuits continue to
knit together to form bigger circuits as a sign of living characteristic, eventually the
big circuits knit together to form the Life Skills at all levels of organization.
Therefore, in the process of teaching, the development of knowledge circuits of
specialized skills surrounding the general principles of nature will make larger
circuits also revolve around the general principles of nature.
Thus, in the teaching process, the knowledge in specialized skills needs to be
analyzed to clarify the signs and to be generalized and systematized to form the key
topics. . These are two processes that are essentially differentiated and integrated in
teaching which form the key themes. It is necessary to overcome the separation of
these two processes by Synthesis - Stool - Synthesis.
2.3.3.1. Organization of teaching and developing specialized concepts
Step1. Teachers raise key questions to orient the generalization of students'
knowledge
Step 2: Teachers organize students mobilize knowledge related to the new specialty
concept. Implementing this step means that the teacher helps students to determine
the picture of the specialization skills already available to establish relations with new
knowledge, thereby supplementing the development of new skills and external skills.
Step 3: Teacher organization students put the concept has been acquired into the
relationship matrix between topics / concepts. In essence, this is done with
connection logic / braiding. When students know the concept has been surveyed into

the correct logical position in the matrix of concepts according to hierarchical
relationship about the level of generalization, students have achieved the goal of the
period or the end of the period depending on the position of the activity That in the


15

series of learning activities corresponds to the hierarchy of the core theme. This step
is divided into 2 small steps, including
Step 3.1: Implementing the goals
Step 3.2: Connecting theories into a system.
Step 4: Apply content
2.3.3.2. Organize teaching to form the core concept
After teaching specialized concepts, ie forming small fibers, there is a need to
organize teaching to "weave" the fibers that twist around the larger thread-forming
core threads, or subject matter. higher, or the core concept. This can be done by
deriving from the destination, then implementing specific concepts or coming from a
specialized concept and generalizing towards the destination, corresponding to the
organization of teaching according to interpretation path and inductive path.
2.3.3.2.1. Forming core concepts by interpretationed way
Step 1: Teacher gives core questions to guide the next lessons
Step 2: Teachers combine with textbooks to form core skills
Step 3: Teachers orient students to find out mechanisms to perform the functions
of core skills in the living system
Step 4: Organize students based on the core theme to make reference system to
learn other objects and phenomena
2.3.3.2.2. Forming core concepts by inductive way
B1. Develop small content circuits in turn
B2 Identify the characteristics of signs according to the process of large content
circuits

B3: Generalized into the essential signs of the great content circuit
CHAPTER 3: TEACHING EXPERIMENTS
3.1. Experimental purpose
In order to test the effectiveness and feasibility of developing core themes to
organize teaching Biology in secondary and high school and prove the correctness of
the scientific hypothesis of the thesis.
3.2. Experimental content
At the secondary level, we prepare a plan to teach specialized skills to
approach natural principles (core topic rank 1)
Topic
Round 1 - Grade 6,7
Round 2 - Grade 8,9
Diversity of animals and Diversity
of
other
Diversity
plants
organisms:
mushrooms;
bacteria; protoplasm…
- Cell model
- Systems:
Models and systems
- Systems:
+ Skeleton and muscle
+ Digestion
+ Nerves and senses


16

Topic

Energy
Interaction

Round 1 - Grade 6,7
+ Respiratory
+ Circulation
+ Excretion
Photosynthesis and cellular
respiration
- Interaction between
organisms and organisms
- Interaction between
organisms
and
the
environment

Round 2 - Grade 8,9
+ Endocrine
+ Reproduction
Energy in the ecosystem
- Genetic mechanism,
molecular level variation
- Genetic rules (inherited
by Meldel)

At the high school level, we compose the lesson plan according to the approach

towards the level of living organization (core topic rank 2) among the specialized
skills of selected Biology as the unit Analyzing the development around the core
topics, we select the following specialty concepts to prepare experimental lesson
plans according to the theme, corresponding to the phase of goal formation and the
goal of the period. At the same time, we prepare lesson revision lesson according to
the inductive way to test the formation of a core theme from the content content
circuits in specialized skills around that topic, corresponding to the phase paragraph
to create goals at the end of the period.

3.3. EXPERIMENTAL METHOD
3.3.1. Select experimental group and school


17

a. Select experimental school:The experiment was conducted on 4 high schools
of different qualities: Ba Dinh High School (Thanh Hoa), Cam Ba Thuoc High
School (Thanh Hoa), Thuong Xuan 2 High School (Thanh Hoa), Thach Thanh 2 High
School (Thanh Hoa) in 2017-2018 academic year on a total of 349 students in grade
10: 4 experimental groups and 4 control groups
b.Select experimental group
In each school, we choose an experimental group and a control group taught by
the same teacher. We conduct a selection of experimental and control groups
according to the following principles:-Consult the homeroom teachers and biology teachers in the level of equivalence
of the control and experimental group
-The numbers of control and experimental groups are equal.
- Results of analysis the average score in biology in two groups show the
similarity . We collected the average biology score of control and experimental
groups in last semester and analyzed by SPSS software. The results show the
following

Table 3.1.the average score in biology of 9th grade students before teaching
experiment and statistics parameters
Number
Average
standard
Group
of
Index t Reliability
score
deviation
students
174
7.32
1.94
Control group
0.25
0.657
175
7.33
1.81
Experimental group
The statistical results in table 3.1 show that the average score of the
experimental group is only 0.01 higher than that of the control group. This difference
is not statistically significant because the reliability is greater than 0.05, which can be
affirmed before the teaching experiments, the control and experimental groups have
similar learning capacity.
3.3.2. Select teachers for teaching experiments
We Select teachers from experimental schools who have more than 5 years
teaching experience . Before teaching experiment, we discussed with teachers and
unified ideas as well as experimental lesson plans

3.3.3. Conduct experiments
- In each school, EG and CG are taught by the same teacher with the same
content and evaluated by the same test as well as evaluation criteria.
- EG: Using lesson plans designed according to the idea of thesis topic
- CG : The program is taught in parallel, the knowledge is organized in the order
of textbooks by the method that teachers often use.
3.3.4. Data collection tools
3.3.4.1 Content, tools and evaluation time
Based on the research purpose and scientific hypothesis, we determine the
content to be evaluated, the tools and the evaluation time used in the process of
teaching experiment as follows


18

Table 3.2. Content to be evaluated, evaluation tools are used and evaluation time
during teaching experiments
Content

Tools

Evaluation time

1. Evaluate the activeness
and creativeness of students
in teaching according to key
topics

- Checklist to assess the levels of
achievement for each criterion

- Questionnaires, assessing the level of
activeness and creativeness of students in
when using core themes in the teaching of
Biologydesigned based on the checklist
- Checklist to assess the levels of
achievement for each skill
The
questionnaire,
assessment
of
generalization skills and systematization
skills when using core themes in the
teaching of Biologydesigned based on the
checklist
04 Multiple choice Test, 10 points scale,
time limit 45 minutes
01 Writing test10 points scale, time limit
180 minutes

Before
and
After
Experiment

2.
Evaluation
the
generalization skills and
systematization skills in
teaching in core subjects

3. Evaluate the level of
achievement at the period
objectives
in
teaching
specialized skills on material
transformation
and
cell
energy according to key
topics

Before
and
After
Experiment

After
completing the
experiment

3.4. RESULTS
3.4.1. Evaluate science skills in teaching according to key topics
The survey results on generalization skills and systematization skills when using
core themes in the teaching of Biologyafter experiments in both in CG and EG are
calculated and summarized in the table 3.3 below:
Table 3.3. Comparative results of generalization skills in teaching on core themes in
CG and EG after experiments
Skill 1

CG
EG

Skill 2
CG
EG

Sample

173

169

173

Average

3.20

2.05

Average Error

.049

Median

Skill 3

169

3.23

2.10

.050

.049

3.00

2.00

2

3

.644

.629

.415

Minumum Value
Maximum Value
Total rating points

3.29

2.18

.048

.053

3.00

2.00

3

CG

EG
173

Dominant number
Standard
Deviation
Variance

169

EG
173

Skill 4

Skill 5

CG

CG

169

EG
173

169

3.35

2.12

3.21

2.17

.046

.049

.050

.050

.045

3.00

2.00

3.00

2.00

3.00

2.00

2

3

2

3

2

3

2

.699

.649

.639

.594

.643

.644

.661

.584

.396

.488

.421

.408

.353

.414

.414

.437

.341

2

1

1

1

1

1

1

1

1

1

4

3

4

4

4

4

4

4

4

3

553

347

570

368

558

355

579

358

556

366

19

The average score of CG and Eg after experiments is shown in Figure 3.1

Figure 3.1: Comparative results of generalization skills when using core themes in
the teaching of Biologyin CG and EG after experiments
Table 3.4. Results of testing the average difference in evaluating generalization skills
in CG and EG after experiments
Sample

Value t

Sig

EG

3.500
16.602
4.059
15.318
3.314
16.852
4.368
17.649
2.863
15.528

.081
.000
.200

.000
.201
.000
.201
.000
.204
.000

Skill 1

CG
EG

Skill2

CG
EG

Skill 3

CG
EG

Skill 4

CG
EG

Skill 5

CG

Through table 3.4, it can be seen that after experiments the evaluation results of
all skills showed that EG was larger than CG .This difference is significant because
sig is lower than 0.01 (reliability up to 90%). The difference in skill points is greater
than 1.1, in which the biggest difference is in skill 6 (difference of 1.4 points)
Table 3.5. Comparative results of systematization skills in teaching on core themes
in CG and EG after experiments
Skill 1
EG
Sample
173
Average
1.54
Average Error 3.34
Median
.054

CG
169
1.56
2.19
.066

Skill 2
EG
173
1.79
3.20
.052

CG
169
1.80
2.14
.067

Skill 3
EG
173
1.78
3.23
.049

CG
169
1.73
2.07
.055

Skill 4
EG
173
1.78
3.26
.055

CG
169
1.74

2.09
.055

Skill 5
EG
173
1.73
3.36
.058

CG
169
1.78
2.12
.060


20

Dominant
number
Standard
Deviation
Variance
Minumum
Value
Maximum Value
Total
rating
points

.059

.058

.049

.050

.050

.051

.048

.051

.048

.047

2.00

2.00

2.00

2.00

2.00

2.00

2.00

1.00

2.00

2.00

3.00

2.00

3.00

2.00

3.00

2.00

3.00

1.00

3.00

2.00

2

1

2

1

2

2

2

2

2

1

3

2

3

1

3

2

3

2

3

1

.769

.698

.753

.704

.621

.611

.817

.788

.809

.796

The average score of CG and Eg after experiments is shown in Figure 3.2

Figure 3.2: Comparative results of systematization skills when using core themes in
the teaching of Biologyin CG and EG after experiments
Table 3.6. Results of testing the average difference in evaluating systematization
skills in CG and EG after experiments
Value t
Sig
Sample
.056
EG
4.343
Skill 1
CG
14.135
.000
EG
.100
5.562
Skill2
CG
16.228
.000
.081
EG
3.173
Skill 3
CG
15.265

.000
EG
4.445
.201
Skill 4
CG
15.722
.000
EG
3.121
.202
Skill 5
CG
14.889
.000
Through table 3.6, it can be seen that after experiments the evaluation results of all
skills showed that EG was larger than CG .This difference is significant because sig
is lower than 0.01 (reliability up to 90%). The difference in skill points is greater
than 1.1, in which the biggest difference is in skill 6 (difference of 1.4 points)


21

In summary, if the evaluation score of students skills is equivalent before
experiment , the evaluation results of EG are statistically higher than CG after
experiments.. From that, it can be concluded that after the impact, students in EG
have a higher development of generalization skills and systematization skills than
ones in CG.
3.4.2. Evaluate the activeness and creativeness of students in teaching
according to key topics

Survey results on the activeness and creativeness of students in when using core
themes in the teaching of Biologyafter experiments in both CG and EG are calculated
and summarized in Table 3.5 below
Table 3.7. Comparative results of the activeness and creativeness of students in when
using core themes in the teaching of Biology after experiments in both CG and EG
after experiments
Criteria 1 Criteria 2 Criteria 3 Criteria 4 Criteria 5 Criteria 6 Criteria 7 Criteria8
EG

CG

EG

CG

EG

CG

EG

CG

EG

CG

EG

CG

EG

CG

EG

CG

Sample

173 169 173 169 173 169 173 169 173 169 173 169 173 169 173 169

Average

3.05 1.85 3.50 2.09 3.39 2.14 3.28 2.13 3.33 2.07 3.31 1.99 3.20 2.12 3.31 2.04

Average Error

.037 .045 .045 .049 .045 .042 .048 .049 .047 .049 .049 .046 .047 .049 .045 .051

Median

3.00 2.00 4.00 2.00 3.00 2.00 3.00 2.00 3.00 2.00 3.00 2.00 3.00 2.00 3.00 2.00

Dominant

3

2

4

2

3

2

3

2

3

2

3

2

3

2

3

2

Standard

Deviation

.492 .584 .597 .638 .587 .545 .632 .642 .620 .632 .650 .597 .619 .638 .596 .663

Variance

.242 .341 .356 .408 .345 .297 .399 .412 .385 .400 .423 .357 .383 .407 .355 .439

Minimum Value

2

1

2

1

2

1

1

1

2

1

2

1

2

1

2

1

Maximum Value

4

4

4

4

4

4

4

4

4

4

4

3

4

4

4

3

Total rating
points

527 313 606 354 587 361 567 360 576 350 572 336 554 359 573 344

The average score of CG and Eg after experiments is shown in Figure 3.4

Chart 3.3. Comparative results of the activeness and creativeness of students in
when using core themes in the teaching of Biologyafter experiments in both CG and
EG after experiments


22

Table 3.8. The results of evaluation in average difference about the activeness and
creativeness of CG and EG students after experiments

Criteria 1
Criteria 2
Criteria 3
Criteria 4
Criteria 5
Criteria6
Criteria7
Criteria 8

Sammple

Quantity

Average

Standard
deviation

Average
Error

EG

173

3.05

.492

1.194

CG

169

1.85

.584

EG

173

3.50

.597

CG

169

2.09

.638

EG

173

3.39

.587

CG

169

2.14

.545

EG

173

3.28

.632

CG

169

2.13

.642

EG

173

3.33

.620

CG

169

2.07

.632

EG

173

3.31

.650

CG

169

1.99

.597

EG

173

3.20

.619

CG

169

2.12

.638

EG

173

3.31

.596

CG

169

2.04

.663

1.408
1.257
1.147
1.258
1.32
1.078

1.277

Value t

Sig

20.428

.000

21.062

.000

20.531

.000

16.661

.000

18.579

.000

12.333

0.000

15.859

.000

18.737

.000

Through table 3.6, it can be seen that after experiments the evaluation results of
all skills showed that EG was larger than CG .This difference is significant because
sig is lower than 0.01 (reliability up to 90%). The difference in skill points is greater
than 1.1, in which the biggest difference is in skill 6 (difference of 1.4 points)
In summary, if the evaluation score of students skills is equivalent before
experiment , the evaluation results of EG are statistically higher than CG after
experiments. From that, it can be concluded that EG students are more active and
creative than ones in CG..
3.4.3. Evaluate the level of achievment at the end of the period when using
core themes in the teaching of Biology
The results of students' test scores in both CG and EG are calculated and

summarized in Table 3.9 below:
Table 3.9. Comparison results of test scores of CG and EG
Test 1
EG CG
173 169
Sample
8.27 6.79
Average
.063 .085
Average Error
8.50 7.00
Median
8
7
Dominant
Standard Deviation .822 1.099

Test 2
Test 3
Test 4
Test 5
EG CG EG CG EG CG EG CG
169 173 173 169 173 169 169 173
8.60 6.85 8.39 6.43 8.49 6.02 8.60 6.85
.041 .083 .033 .079 .022 .087 .041 .083
8.50 7.00 8.50 7.00 8.50 7.00 8.50 7.00
6
9
6
9

7 8
9
7
.545 1.082 .798 1.085 .809 1.092 .545 1.082


23
Test 1
Test 2
Test 3
Test 4
Test 5
.676 1.207 .297 1.171 .455 1.202 .398 1.195 .297 1.171
Variance
4
7
3
6
4
7
4 6
Minimum Value
7
4
10 8
10
9
10 9 10 9
Maximum Value
10 9

Total rating points 1430 1148 1489 1158 1451 1087 1469 1017 1489 1158

The average score of CG and Eg is shown in Chart 3.4

Chart 3.4: Comparison results of test scores of CG and EG
From Table 3.9 and chart 3.4, it can be seen that average score of CG and EG
is clearly different. To test this difference, we conducted the test by verifying two
independent samples. The results are shown in Table 3.10.
Table 3.10. The results of evaluating average difference in testìng scores of EG and CG
Standard Average
Sample
Quantity Average
Value t
Sig
Deviation Error
Test 1
EG
173
8.27
.822
1.473
14.060 .000
CG
169
6.79
1.099
Test 2
EG
173
8.60

.545
1.752
18.970 .000
CG
169
6.85
1.082
EG
173
8.27
.822
1.473 14.060 .000
Test 3
CG
169
6.79
1.099
EG
173
8.36
.812
1.565
14.975 .000
Test 4
CG
169
6.67
1.078
EG
173

8.39
.798
1.632
16.349 .000
Test 5
CG
169
6.43
1.085
The test results in Table 3.10 show that the difference between the average
results of CG and EG is statistically significant..
Thus, through teaching the key topics, students‟ activeness and creativeness, and
specialized skills of natural science, as well as the level of knowledge acquisition and
ability to apply to different situations are all improved. Thereby, the effectiveness of
the teaching process that the thesis proposed has been confirmed.