Tích hợp nội dung giáo dục phát triển bền vững trong day học địa lý 10 ở trường trung học phổ thông tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION

DOAN THI THANH PHUONG

INTEGRATION OF SUSTAINABLE DEVELOPMENT EDUCATION
INTO GEOGRAPHY LESSONS FOR GRADE 10 AT HIGH SCHOOLS

MAJOR: Theory and teaching methods of Geography
Code: 9.14.01.11

ABSTRACT OF DOCTOR OF SCIENCE’S THESIS

HÀ NỘI - 2020


THESIS IS COMPLETED AT HANOI
NATIONAL UNIVERSITY OF EDUCATION

Scientific Supervisor:
1. Associate Prof. Ph.D. Dang Van Duc
2. Dr. Tran Thi Thanh Thuy

Reviewer 1: Associate Prof. PhD. Đo Vu Son
Thai Nguyen University of Education
Reviewer 2: Associate Prof. PhD. Đo Thuy Mui
Ha Noi Pedagogical University 2

Reviewer 3: Dr. Nguyen Quy Thao
Viet Nam Education Publishing House Limited Company

The thesis will be defended before the University Thesis Examining Council
at Hanoi National University of Education at …. (time) on …… (date) in……(year).

The thesis can be found in :
- National Library, Hanoi
- Library of Hanoi National University of Eduation


PUBLICATIONS

1.

Doan Thi Thanh Phuong (2010), Extracurricular Activities - An effective
teaching method for Geography students in the module "Education for
Sustainable Development", Journal of Education, No. 246 term 2, pp58-60.
2. Doan Thi Thanh Phuong (2012), Studying the module "Education for
sustainable development" through extracurricular activities of Geography
students of Hanoi National University of Education, Journal of Education,
No. 294, term 2, pp53-54.
3. Doan Thi Thanh Phuong (2012), Using practical survey forms in teaching:
Education for the sustainable development for Geography students (Take an
example about water environment survey at local), Proceedings of 6th
Vietnam National Conference on Geography Science, Hue 9/2012, Publishing
House for Sciences and Technology, pp348-352.
4. Doan Thi Thanh Phuong (2013), Learning situation of the module “Education
for sustainable development” through extracurricular activities of 4th year
students – Faculty of Geography, Hanoi National University of Education,
No. 45 (79) - pp.158 - 164, Journal of Educational Sciences, Ho Chi Minh
City University of Education.
5. Doan Thi Thanh Phuong (2014), Guiding Geography students to design

teaching games about environmental education (through the module:
Education for Sustainable Development), Proceedings of 8th Vietnam
National Conference on Geography Science, Ho Chi Minh City University of
Education Publishing House, pp 979 – 986
6. Doan Thi Thanh Phuong (2015), Developing skills of organizing visiting
activities for Geography students in Education Universities under the
orientation of developing learners' competence, Journal of Education and
Society 1859 - 3917, No. 56 (117), pp 60-78.
7. Doan Thi Thanh Phuong (2016), Developing the competence of organizing
“Education for the sustainable development” extracurricular activities for
Geography students in Education Universities, Proceedings of the 9th
Vietnam National Conference on Geography Science, pp 1584 - 1590.
8. Doan Thi Thanh Phuong (2018), Building the reporting competence about
“Education for sustainable development” through Geography in high schools,
Proceedings of the 10th Vietnam National Conference on Geography Science,
Publishing House of Science and Technology, pp 1259 - 1266
9. Doan Thi Thanh Phuong (2019), Selecting the integrated content of
“Education for sustainable development” in teaching Geography in 10th grade
in high school, Proceedings of the 11th Vietnam National Conference on
Geography Science, Youth Publishing House, pp 998 - 1005.
10. Doan Thi Thanh Phuong (2020), Application of positive teaching methods and
techniques to organize the integrating education for sustainable development in
10th grade geography in high school, HNUE journal of science, volume 65,
Issue 4, pp. 39-47.


1
INTRODUCTION
1. Rationale of this research
Our world is in a period of strong and profound changes: the development of the

modern science-technology revolution; the advent of artificial intelligence; the
development of the knowledge economy and trends in globalization are having a
great influence on the socio-economy of the countries. Besides the advantages of the
modern world are the great challenges that people are facing, such as: economic
crisis, poverty, resource depletion, environmental pollution, epidemic, terrorism.
Facing this fact requires people to "make changes not only in lifestyle but also in
thinking and acting. To achieve that change, we need to equip ourselves with new
skills, values and attitudes towards creating more sustainable societies”.
Sustainable development (SD) and sustainable development education (SDE)
are one of the issues of public interest in the innovation process. Over the past years,
the Ministry of Education and Training has implemented SD goals by integrating the
contents of SDE through educational activities.
Integrated teaching is one of the common development trends in the current
education innovation orientation. It helps learners to perform the learning tasks well.
Through it can form and develop concepts, opinions, knowledge and skills requiring
practical operational capabilities.
Geography is one of the subjects that has a close relationship with SDE because
it is a comprehensive and high-integrated subject, including knowledge of nature,
population, culture, and socioeconomic. Therefore, the integration of teaching
through geography has many advantages in the implementation of SDE.
Through actual surveys, teachers at high schools currently do not have enough
understanding, are not deeply concerned about integrated teaching of SDE; inspection
and evaluation are not synchronized and not regular. Thus, more than ever, integrated
teaching of SDE in geography is an urgent and necessary issue, which needs to be
implemented in schools to meet the requirements of education innovation nowadays.
From this viewpoint, a research title “Integration of sustainable development
education into geography lessons for grade 10 at high schools” has been chosen as
the topic for this dissertation.
2. Objectives and research tasks
2.1. Objectives of the research

Analyzing the process and measures of integrating SDE into teaching
Geography 10 in order to develop cognitive capacity and adjust attitude & behavior
of students about SD that enhances the position and improves the quality of teaching
geography at high schools.


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2.2. Task of the research
- To give an overview of the theoretical and practical basis of integrating SDE
into teaching Geography 10.
- To identify the principles and requirements of integration of SDE into teaching
Geography 10.
- To determine the content of SDE integrated into teaching Geography 10.
- To develop processes and measures for the integration of SDE into teaching
Geography 10.
- To design and organize teaching integrated SDE into some Geography 10 lessons.
- To conduct the experimental pedagogy to assess the feasibility and
effectiveness of the research topic.
- To make conclusions and recommendations.
3. Research subjects and research scope
3.1. Research subjects
Researching processes and measures for integrating SDE into teaching
Geography 10 at high schools.
3.2. Scope of the research
- The thesis focuses on some major contents of SD such as: environmental
issues and rational use of natural resources; coping with a changing climate and
preventing natural disaster; socio-economic development issues.
- Investigating the current status of how geography teachers in Hanoi, Ho Chi
Minh, Hai Duong, Yen Bai, Dien Bien, Lao Cai, Lang Son, Ha Tinh, Binh Dinh, Gia
Lai, and Dong Nai apply SDE into teaching Geography.

- Organizing pedagogical experiments at: Nguyen Tat Thanh secondary and high
school (Hanoi); Cam Giang high school (Hai Duong); Nguyen Luong Bang (Yen Bai).
- Experimental content: Experiment 1: Industrial geography; Experiment 2:
Environment and sustainable development.
4. Scientific hypothesis
If applying the process and measures to integrate SDE in a suitable way and
ensuring pedagogical requirements and principles, it will enhance awareness,
attitudes & behaviors for SD, and adapt education innovation at high schools in the
new period.
5. Overview of research issues
In the world, there are many organizations researching SD and SDE such as
UNESCO, the United Nations and OECD. These organizations have provided basic
knowledge as concepts, content, and goals.


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On the basis of the given background, UNESCO provides a number of specific
ways and materials to integrate SDE into the general curriculum. Geography is one of
the subjects compiled into a UNESCO document about SDE integration.
Many studies on the contents and programs about integrated teaching SDE in
Vietnam have expanded the network of SDE activities. Currently, the Ministry of
Education and Training has been developing some important tools to promote SDE in
Vietnam, including a draft of the national framework for environmental education for
SD.
Based on the research and investigating these projects, the researcher continues
to study specific cases of integrating SDE into teaching Geography 10 in Vietnam.
6. Viewpoints and research methods
6.1. Viewpoints of the research: systems perspective; student-centered
perspective; teaching perspective on orienting and developing student capacity; SDE
perspective; integrated teaching perspective; practical perspective.

6.2. Methodologies of the research: Collecting synthesized materials method;
observation method; survey method; investigation method; expert method;
pedagogical experimental method; mathematical-statistical method.
7. The scientific significance and new contributions of the thesis
7.1. In theory
- To clarify the theoretical basis of integrating SDE into teaching Geography 10
at high schools.
- To identify the requirements and principles of integrating SDE into teaching
Geography 10 at high schools.
- To develop the process of integrating SDE into teaching Geography 10 at high
schools.
- To propose measures SDE integration into teaching Geography 10 at high
schools.
7.2. In practice
- To study the current status of SDE integrated into teaching Geography at the
high school.
- To design and organize teaching integrated SDE into some lessons in
Geography 10 at high schools.
- To demonstrate the effectiveness and feasibility of SDE integrated into
teaching Geography 10 at high schools and respond to basic and comprehensive
innovation requirements of general education today.
8. Structure of the thesis
In addition to the introduction and conclusion, the topic consists of 3 chapters:


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Chapter 1. Rationale and practice of integrating SDE into geography lessons for
grade 10 at high schools
Chapter 2. Process and measures of integrating SDE into geography lessons for
grade 10 at high schools

Chapter 3. Pedagogical experiment
Chapter 1
RATIONALE AND PRACTICE OF
INTEGRATING SUSTAINABLE DEVELOPMENT EDUCATION
INTO GEOGRAPHY LESSONS FOR GRADE 10 AT HIGH SCHOOLS
1.1. Innovating issues of general education
1.1.1. Innovation in general education program
Along with the renovation of the general education program, SDE is also an
integral part of quality education. In addition to the education innovation, the
Ministry of Education and Training has annually dispatched to direct the
implementation of integrated teaching with the following contents: education about
national sovereignty over borders and islands; environmental education.
1.1.2. Innovation in teaching methods
Some strategies to innovate teaching methods are: improving and innovating
teaching methods and techniques; using a combination of forms and methods into
teaching integrated with SDE.
1.1.3. Innovation in testing and assessment of students’ learning outcome
Assessing the results in subjects, educational activities in each grade & after a
level in the education system needs to: coordinate between regular and periodic
assessment, combine assessment forms with objective tests and essays, have
appropriate assessment tools.
1.2. Sustainable development
1.2.1. Definition of sustainable development
In the report "Our Common Future" of the World Council for Environment and
Development (WCED) (United Nations, 1987) is defined as: "development that
meets the needs of the present without compromising the ability of future generations
to meet their own needs.”
1.2.2. Sustainable development goal
17 Sustainable Development Goals (also known as Global Goals) came into effect
on January 1, 2016 after the United Nations Summit meeting in September 2015.

The 17 sustainable development goals (SDGs) to transform our world: no


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poverty; zero hunger; good health and well-being; quality education; gender
equality; clean water and sanitation; affordable and clean energy; decent work and
economic growth; industry, innovation and infrastructure; reduced inequality;
sustainable cities and communities; responsible consumption and production; climate
action; life below water; life on land; peace and justice strong institutions;
partnerships to achieve the goal.
1.3. Education for Sustainable Development
1.3.1. Definition of Education for Sustainable Development
Education for Sustainable Development (ESD) is as understood by UNESCO as
follows: "ESD empowers learners to take informed decisions and responsible actions
for environmental integrity, economic viability and a just society, for present and
future generations, while respecting cultural diversity. It is about lifelong learning,
and is an integral part of quality education. ESD is holistic and transformational
education which addresses learning content and outcomes, pedagogy and the learning
environment. It achieves its purpose by transforming society.”
1.3.2. Education for sustainable development goals
ESD is one of the components of the Global Development Goals 4 (Quality
Education) and a brief statement of goals 4.7: “By 2030 ensure all learners acquire
knowledge and skills needed to promote sustainable development, including among
others through education for sustainable development and sustainable lifestyles,
human rights, gender equality, promotion of a culture of peace and non-violence,
global citizenship, and appreciation of cultural diversity and of culture's contribution
to sustainable development” (According to: United Nation 2015).
1.3.3. The need of education for sustainable development
For grade 10 - students in high schools, they are equipped with knowledge,
skills, attitudes and values about SDE, which means that each student has been

prepared with the necessary capabilities to organize their positive and responsible
future themselves. This is the capacity we need to create a humane and fair society
today and in the future.
1.3.4. General content of SDE
SDE focuses on the knowledge, skills, values and action capacity to implement
national goals according to the "pillars" of SD, such as economy, culture - society and
environment.
1.4. Teaching geography at high schools integrated with SDE
1.4.1. Definition of integration and integrated teaching
1.4.1.1. Integration
In the book Teaching integrated to develop student capacity: “Integration is the


6
unity, integration and combination. It is the consolidation or unification of the
different parts to bring to a new object, as a unity based on the essence of the object
components rather than the simple addition of attributes of those components”.
1.4.1.2. Integrated teaching
Integrated teaching is “the orientation of teaching helps students develop the
ability to mobilize the synthesis of knowledge, skills in many different areas to
effectively solve problems in learning and life, which is implemented straightway in
the process of acquiring knowledge and training skills”.
1.4.2. The goal of integrated teaching
- To develop learners' competence
- To take advantage of learners' experience
- To establish a relationship between the knowledge, skills and methods of the subjects
- To streamline knowledge and avoid repeating content in subjects
- To intensify the application of knowledge in specific situations;
- In integrated subjects, it is conditional to develop cross-disciplines skill.
1.4.3. The levels of integrating SDE into teaching geography 10

Integrated SDE into teaching geography 10 includes the following levels of
integration: degree of integration, connection; applying interdisciplinary knowledge
1.4.4. The significance of integrating SDE into teaching at high schools
- SDE aims to develop learner capabilities.
- We live in a volatile world, so that acting creatively and solving problems in a
reasonable way is how we can live sustainably, people need to be able to work
collaboratively, to speak up and take positive change actions.
- Saving more time when integrating SDE into teaching geography.
- SDE creates a close relationship between classroom learning and situations
that students will encounter in practice.
1.5. Physiological characteristics and cognitive abilities of high school
students in grade 10
1.5.1. Physiological characteristics of grade 10 students
According to the division of psychology, the grade 10 student is at the early age
of adolescence (15-16 years old). At this age, they have rapid development both
physically and mentally. Besides, the intellectual development of students is also
enhanced. The intellectual activity of people is often formed at the ages of 14 and 15.
Acquiring complex intellectual manipulations and fostering the apparatus of concepts
make their mental activity more sustainable and more productive, bringing their
mental activity closer to adult activity.


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1.5.2. The cognitive ability of grade 10 students
Grade 10 students' cognitive system with purposes has developed. Their
observation becomes more purposed, systematic and comprehensive. However, the
observation process is effective only when directed by teachers.
1.6. Objectives and contents of geography grade 10 at high schools
Geography in high school program is started with Geography 10, which includes
general knowledge of the phenomena of nature and the world socio-economy. The

Geography program is divided into circuits about objectives and very specific
contents as follows:
1.6.1. The goal of Geography 10
- The goal of Geography 10:
Providing students with common, basic and necessary knowledge about:
knowledge; skills and attitude & affection
1.6.2. Content of Geography 10
Geography 10 is divided into 2 parts including: general natural geography and
general socio-economic geography.
1.6.3. The ability of SDE integrated with teaching Geography 10
When integrating SDE into teaching Geography 10, teachers should provide a
clear connection between ecology systems and socioeconomic or the relationship of
environment, economics and culture and society.
In addition, SDE also requires the knowledge connection between local and
global issues, or the present and the future and the way to solve the problems faced in
the present and the future.
In the Grade 10 syllabus, many contents that can be integrated into teaching
Geography 10, like ecosystems conservation, biodiversity conservation, greenhouse
effects, global warming, etc.
The SDE integration into teaching Geography 10 providing favorable conditions
for the ability of integrating knowledge is necessary.
1.7. The state of affairs of integration of SDE into geography lessons for
grade 10 at high schools
1.7.1. As for teachers
1.7.1.1. Participants
This study examines 45 high school teachers teaching geography grade 10.
1.7.1.2. Methods
This study interviewed participants about the situation of SDE integrated into
teaching geography 10 at high schools. There are 12 questions in the questionnaire.

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1.7.1.3. Results
The content of the survey includes the following basic issues: the approach of
SDE and the attitude of geography teachers in SDE teaching; the difficulties in
integrating SDE into teaching Geography 10 at high schools; the adaptation of SDE
contents, teaching methods and materials.
Geography teachers are conscious of integrating SDE into teaching geography.
However, it is necessary to have synchronous innovation from curriculum, textbooks,
and teaching methods in order to help students have a certain understanding of SDE
and form skills and life values for learners. In addition, geography teachers still
follow their personal experience, so the quality of integrating content of special
education in geography is not uniform.
1.7.2. As for students
1.7.2.1. Participants
This study examines 195 grade 10 students in different areas in Vietnam.
1.7.2.2. Methods
This study used the questionnaire to conduct the survey among students about
the practice of SDE integrated into teaching geography 10 at high schools. There are
7 questions in the questionnaire.
1.7.2.3. Results
The questionnaire includes the following basic issues: the practice of SDE
content at high schools, the interest of students toward SDE issues, the approaching
ability of SDE via different information sources, the teaching methods of geography
teachers when applying SDE, and the objectives of the lesson after integrating SDE.
Most students are interested in the issue of SDE. They really want to learn about
the content of SDE with geographical content such as: global issues or outstanding
local issues. In addition, most students are very excited to participate in learning
activities that are close to nature, like sightseeing, field study, and role-play.
Therefore we can promote their creativity, adaptation and have reasonable solutions

with real-world problems.


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Chapter 2
PROCEDURES AND METHODS OF
INTEGRATION OF SUSTAINABLE DEVELOPMENT EDUCATION
INTO GEOGRAPHY 10 AT HIGH SCHOOLS
2.1. Principles and requirements for sustainable development education
integrated into teaching geography 10 at high schools
2.1.1. Principles for sustainable development education integrated into
teaching geography 10
The principles of integrating SDE into teaching geography 10 include ensuring
the objectives of the subject, the science and pedagogy, practicality and the
effectiveness of active teaching - teaching focusing on learners.
2.1.2. Requirements for sustainable development education integrated into
teaching geography 10
2.1.2.1. As for teachers
Teachers design lesson plans that are flexible and suitable for different teaching
forms. Teachers need to respect and adhere to geography 10 curriculums when
integrating SDE with the trend of innovation in teaching with developing learners’
competencies orientation.
Teachers should use active teaching methods such as teamwork, projects,
problem solving, and situations. The teacher must have a wide range of knowledge in
many fields, practical understanding and deep expertise.
2.1.2.2. As for students
Students need to have systematic thinking to see problems in a multidimensional, integrated and consistent way; pay attention to the selection of SD
content related to problems occurring in the past and future, social issues; pay
attention to local issues that are happening.
2.2. Determine the content of SDE integrated with teaching Geography 10

2.2.1. Tools for selecting the content of SDE integrated with teaching
Geography 10
To avoid choosing content in a subjective way and apply the principle of SDE in
an arbitrary way, a spider diagram is an appropriate tool for integrating SDE into
teaching Geography more effectively.


10

Figure 2.1. Spider web of how to select geographical content for SDE
(Source: Textbook for sustainable development)
2.2.2. The contents and sphere of integrating SDE into teaching Geography 10
Table 2.1. Content, sphere and degree of integrated content of SDE
Lesson/
Integrated content of SDE
Sphere
Degree of
Integrated topic
integration
Impact
of The process of erosion is the Denudation Integrating,
external forces movement of weathering products process
connecting
on the surface from high to low places, causing
topography of deformation of the terrain; taking
the Earth
the measure to restrict the erosion
process such as forest protection,
rational cultivation and planting
trees at riverside, coastal and river

embankment ...
Hydrosphere.
- Factors affecting river water Some factors Integrating,
Some
factors regime. Connecting with local affect
the connecting
affect the river reality such as: leveling lagoon, river water
water
regime. lake;
exploiting
river
sand; regime.
Some big rivers deforestation causing loss of
on Earth
vegetation cover, climate change
affecting river water regime.
- Measures to protect clean water.
Biosphere.
- The role of factors affecting the Factors
Integrating,


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Factors affecting
the development
and distribution
of creature

development and distribution of affecting the
creatures. Connecting with local development

reality about human impact on the and
development and distribution of distribution
creatures (afforestation to expand of creatures
the area, indiscriminate exploitation
of forests that change the ecological
component, climate change due to
human impacts affects organisms).
- Making a tour plan (creature
museum, national park ...) and
writing a report.
Geography
- Concept of geographical crust.
crust. The law of - Expression of the unified and complete law, the
unity
and zoning and non-zoning laws of the geographical
completion
of crust.
geography crust
Population
- The diagram shows the positive Urbanization
distribution.
and negative effects of urbanization
Residential
on four aspects: literature and
types
and society, environment, population
urbanization
and economy.
Roles,
- Applying scientific and technical - The factors

characteristics,
advances in agriculture: creating affecting
factors affecting new varieties with high yield and agricultural
agricultural
disease resistance, producing clean development
development
agricultural products.
and
and distribution. - Mobilizing relatives and students distribution.
Some forms of become consumers of sustainable - Applying
agricultural
agricultural products.
activities
territorial
- Writing a brief report on strengths
organization
of producing clean agricultural
products. Taking the example of
technology for producing clean
agricultural products in Vietnam.

connecting

Vận
dụng
kiến
thức
liên môn

Integrating,

connecting

Integrating,
connecting


12
Industrial
geography

- Energy exhaustion such as coal, Energy
oil, gas; Due to environmental industry
pollution, it has motivated people to
find new sources of renewable
energy: solar, wind, geothermal
energy...
- Vietnam has great potential in
exploiting renewable energy sources
such as hydroelectricity, wind
power, solar power, biomass power
...
Roles,
- Natural resources, cultural and Factors
influencing
tourism heritage affecting the affecting the
factors
and development of the tourism development
distribution
industry. At present, environmental and
characteristics of pollution (plastic waste, water distribution

service sectors
pollution) and overuse of cultural of
service
heritage exploitation are detrimental industries
to economic development.
- Applying
- Organizing a competition to design activities
an eco-tourism route in Vietnam
Environment
- Concept: environment, natural resources,
and sustainable sustainable development.
development
- Some environmental issues and sustainable
development on a global scale and groups of
countries.
- Learning a local environmental problem: water
pollution, plastic waste pollution, air pollution,
trade village environment pollution ... and
proposing specific solutions to local environmental
problems, criticizing actions that harm the natural
environment.

Integrating,
connecting

Integrating,
connecting
- Applying
interdiscipli
nary

knowledge

Integrating,
connecting
- Applying
interdiscipli
nary
knowledge

2.3. The process of organizing integrated SDE into the Geography 10
program at high schools
The steps to conduct integration of SDE into Geography 10 at high schools are
generalized according to the following diagram:


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Finding
out đối
typestượng
of students
and dung
the
Tìm
hiểu
HS, nội
content
of
the
subject
chương trình môn học

Identifying goals, content and levels
of integration with ESD

Stage 01
Developing a teaching plan for
SDE

Determining methods, means and
forms of organization integrated
with SDE

Designing learning activities of
students

Choosing methods and tools to
evaluate students’ learning results

Orienting the lesson

Stage 02

Organizing learning activities for
students

Organizing teaching integrated
with SDE
Organizing for students to report
their learning results

Commenting, consolidatinh and evaluating
learning results

Regular assessment

Stage 03
Assessment
Periodic assessment

Figure 2.2. The process integrated with SDE into teaching Geography
10 at high schools


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2.4. Methods integrated with SDE in teaching Geography 10
2.4.1. Applying the active teaching methods and techniques to integrate SDE
into Geography 10
2.4.1.1. Applying active teaching methods
The first thing to apply any method to teaching is consider the goal, the lesson
content. If the goals and contents set out are different, the choice of method will be
different.
The goals are to develop values, to show attitudes, to form critical thinking, and
to make decisions on a problem, so the methods that can be used are discussing,
arguing, solving problems, playing as a character.
The content of SDE has a connection among the past, present and future
predictions, using field methods, which can take students to places such as: communal
house, pagoda, temple to provide practical experiences for students that motivate them to
seek information from different sources (such as books, newspapers).
For students to connect with the local community, self-learn knowledge of SD,
enjoy and form feelings for the living environment, promote their imagination and

creative learning spirit, should use some methods: fieldwork, surveys, and projects.
For students to cooperate and communicate, actively solve their learning tasks
together in order to complete common goals. In addition, students also have the
opportunity to practice presenting an issue of SDE, or express their views in front of
the classroom, or persuade others to live together sustainably; can use some teaching
methods such as group teaching, drama.
Some teaching methods and techniques that integrate the content of SDE into
geography 10 are: problem solving teaching methods, collaborative learning methods
in groups, project-based teaching methods, field methods, role-playing methods,
teaching situations.
2.4.1.2. Teaching techniques: tablecloth, puzzle pieces and debate
2.4.2. The model integrated SDE into teaching Geography 10
In SDE, using models is created to connect different components in a topic.
These models are sustainable compass model, iceberg model, pyramid model, and
problem tree model.
2.4.2.1. Sustainable compass model
This tool is applied based on a compass model to determine directions: East,
West, South and North. In SDE, using the compass model to connect 4 interrelated
aspects by 4 directions, this helps the integration of different aspects of sustainability
to help learners find out the close relation among problems and the general in a
particular problem.


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Figure 2.3. Sustainable compass model
(Source: />2.4.2.2. Iceberg model
The ice mountain model is used to represent the causes of events and the
corresponding motivating values. The peak of the ice mountain is the ongoing event,
for example: melting in Antarctica, Antarctic ozone hole, plastic waste on the sea,

then we can then find out the cause of the above behaviors under the surface of the
ice mountain. We continue to study deeper into the system structure that has led to
the behaviors. Finally, the social thinking model built the foundation for this event.

Figure 2.4. Iceberg model
(Source: Textbook for sustainable development)
1. What’s happening?
2. What’s been happening? What are the trends? What changes have occurred?
3. What has influenced the patterns?
4. What values, beliefs, and assumptions do you have about teaching?
2.4.2.3. Pyramid model
Pyramid model is used to represent solutions to sustainability issues. Starting at
the bottom of the pyramid, in turn: What is happening? Why is it happening? What
can we do? How can we do it? Let’s do it. Teachers can guide students to solve
models by posing questions to develop higher-order thinking for students. To solve
this model, students can do in groups, role plays, situations.


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Figure 2.5. Pyramid model
(Source: Textbook for sustainable development)
2.4.2.4. Problem tree model
The problem tree model provides an overview of the expression, causes, and
results of the SDE issue. By analyzing problem trees, we can analyze the specific
cause of a problem and how it can be solved. A problem tree has many branches
showing many causes and aspects that lead to the main problem.
For example: Environment and development in developed and developing countries

Figure 2.6. Problem tree diagram for teaching about

environment and development in developed and developing countries
(Source: www.iisd.org/csconservation/conflict_tree.aspx)
2.4.3. Enhancing the information and communication technology in
integration of ESD into teaching Geography 10
The new technology software is contributing to innovating teaching methods,


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such as teaching aids, self-learning software, software of designing PowerPoints,
software integrating with PowerPoints, software to design electronic lectures,
information and world map searching software, technology of assessment and
evaluation by computerized testing, exchange relations between teachers and
students, and E-Learning.
2.4.4. Renovating the testing and assessment of students' learning outcome in
SDE integrated into Geography 10
2.4.4.1. Purpose of testing & assessment
Testing and assessment helps students achieve goals in terms of: educating,
developing cognitive ability, raising learning awareness.
Testing and assessment creates opportunities for teachers to consider the
effectiveness of improving the content, methods, and organizational forms of
teaching that they apply.
2.4.4.2. Periodic assessment
Periodic assessment is to evaluate students' proficiency in terms of knowledge,
skills, and attitudes after finishing a topic, a chapter, a semester, etc.
2.4.4.3. Regular assessment
Regular assessment helps learners learn through problem-solving situations in
practice.
2.5. Designing and organizing SDE integrated with some lessons/ Topics in
geography 10
2.5.1. Lesson 32. Geography of industries

2.5.2. Topic of Environment and Sustainable development


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Chapter 3
PEDAGOGICAL EXPERIMENT
3.1. Purposes, tasks, experimental principles
3.1.1. Purposes of the experiment
Pedagogical experiment verifies the effectiveness and feasibility of integrating SDE
content into Geography 10 at high schools in order to adapt the innovation of teaching
methods and the improvement of the quality in teaching Geography at high schools.
3.1.2. Experimental tasks
From the above purpose, the experimental tasks are set as follows:
3.1.2.1. Developing an experimental organization plan
In this task, it is necessary to identify: the purpose of experiment and types of
the experiment; the decision of the content, methods, participants, geographical areas
and time; the design of experimental plan; the design of testing integrated SDE into
Grade 10 Geography about learners' knowledge, skills and attitudes.
3.1.2.2. Experimental organization
Experimental lessons/ topics include: Lesson 32: Geography of industries and
topic Environment and Sustainable development.
3.1.2.3. Evaluating the experimental results
With the results of qualitative and quantitative analysis, the thesis author gave an
assessment of the effectiveness of the measures applied in the experimental lessons.
3.1.3. Experimental principles
Experimental results ensure the following principles: ensuring scientific
objectivity when choosing experimental objects; ensuring the scientific accuracy of
the content; ensure the suitability with the educational program, practical conditions
at high schools.
3.2. Content, experimental methods

3.2.1. Content of the experiment
The content of the pedagogical experiment implementation includes:
- Lesson 32. Geography of industries
- Topic: Environment and Sustainable development (this topic consists of two
articles: Lesson 41: Environment and Natural resources; Lesson 42: Environment and
Sustainable development)
3.2.2. Experimental method


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3.2.2.1. Selecting the experimental methods
The researcher conducted a pre-test and post-test in experimental classes and
control classes. The control classes teach in a traditional way, while the experimental
classes integrate SDE into geography teaching.
3.2.2.2. Study object
High schools selected to do experiments are: Teacher Nguyen Tu Hong Nguyen Tat Thanh High school (Hanoi); Teacher Le Thi Nhuan - Cam Giang High
school (Hai Duong); Teacher Nguyen Van Quang - Nguyen Luong Bang High school
(Yen Bai).
3.2.2.3. Research design
In this design, the author chose 2 groups of students. One group is selected as
the experimental group applied experimental effects. Another group - the control
group was not affected experimentally.
3.2.2.4. Statistical values used to analyze experimental values
* Descriptive statistical values
The maximum value (Maximum), the minimum (Minimum), the average
(Mean), the value with the most frequency occurring in a sequence of scores (Mode),
the point is in the middle of the sequence of scores arranged by order (median); The
average value X ; Standard deviation S; Data comparison (using independent T-test);
Influence level (ES).
3.2.2.5. Research process

* Preparing lessons
Experimental class: Design lesson plan to integrate the content of SDE in
teaching geography 10; Control class: Teachers use the normal lesson plans, do not
integrate the content of SDE in teaching geography 10.
* Conducting experiments
Starting surveys and experiments in the school year 2017 – 2018 and 2018 - 2019.
3.3. Evaluating experimental results
3.3.1. Quantitative assessment results
3.3.1.1. The values of descriptive statistics of experiment number 1 and
experimental article/ topic No. 2
* Experiment number 1. The quality of the experimental group's scores and the
characteristics of the experiment No. 1 in the following data table:


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Table 3.1. The values of descriptive statistics of experimental group and control
group scores for experiment No.1
Impact
Standard
Maximum Minimum Mean Mode Median
group
deviation
10
5
7.22
7
7
0.966306
Nguyen Tat Control
Thanh

Experimental
10
5
8.09
8
8
1.095741
Control
9
4
7.18
7
7
1.115064
Cam Giang
Experimental
10
5
8.08
8
8
1.025998
Control
9
5
7.18
7
7
1.006179
Nguyen

Luong Bang Experimental
10
5
8.02
8
8
1.011044
Control
10
4
7.20
7
7
1.034684
Total
Experimental
10
5
8.06
8
8
1.044133
School

The above statistics table shows that the average score of the experimental class
is higher than that of the control classes. In the control group, there were students
with scores below average (5 points), most students achieved a score 7. In the
experimental group, point 8 is the score value that the majority of students achieved.
The scores of the experimental group test are more relatively equal through observing
the value of the standard deviation of the two tests.

* Experimental article/ topic number 2
Table 3.2. The values of descriptive statistics of the experimental group and the
control group scores for experimental article/ topic No.2
Impact
Minim
Standard
School
Maximum
Mean
Mode Median
group
um
deviation
Control
10
4
7.37
7
7
1.239341
Nguyen
Experime
Tat Thanh
10
6
8.37
8
8
1.034818
ntal

Control
9
4
6.76
7
7
1,38037
Cam Giang Experime
10
5
8.22
8
8
1,125702
ntal
Control
10
5
7.32
7
7
1,103151
Nguyen
Luong
Experime
10
6
8.34
8
8

0,995859
Bang
ntal
Control
10
4
7.14
7
7
1.281868
Total
Experime
10
6
8.23
8
8
1.061535
ntal


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The above table shows the average test score of the experimental group and the
control group. The score shows the difference in a positive direction, the average
score of experimental article/ topic No.2 is higher than the experiment No.1.
* The results of the lesson 1 & topic 2 test scores of the experimental groups and
control group are shown through the following chart:

Figure 3.1. Classification chart of test score results
The chart above shows that in experiment No.1, the number of students with

excellent scores is much higher than that of the control class. There is a clear
differentiation in scores of students in experimental classes. In the experimental
lesson/ topic No.2, the number of students with excellent scores focused more on the
experimental class, while the number of students achieved mainly at the good and
average points in the control group.
3.3.1.2. Testing value for differences in the average points of experiment number
1 and experimental article/ topic No. 2
To verify the difference of the average test score between the experimental
group and the control group and using an independent T-test to check randomly or
not, we get the results in the table below:
Table 3.3. Table describing independent T-test values of experimental lesson 1 and
experimental lesson/ topic No. 2 of experimental schools
School
Lesson
Experiment 1
Experiment 2
Nguyen Tat Thanh
0.000021
0,000120
Cam Giang
0.000089
0.000
Nguyen Luong Bang
0.000467
0.000974
Total
0.000
0.000

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The above table shows that the p value is less than 0.05 (p <0.05) in all pairs of
control and experimental classes in schools through experiment 1 and experiment 2.
This value shows the difference in the score between the experimental groups and the
control groups is significant; the difference in scores is not likely to happen randomly
with 95% confidence.
3.3.1.3. Influence level of experiment number 1 and experimental article/ topic No. 2
Table 3.4. Description table of standard mean difference (SMD) in experimental 1
and experimental article/ topic 2 of the experimental schools
School

Lesson
Experiment 1

Experiment 2

Nguyen Tat Thanh

0.902502

0.806881

Cam Giang

0.808887

1.051153

Nguyen Luong Bang

0.835745

0.924884

Total

0,830894

0.85

The description table of standard mean difference in experimental 1 and
experimental article/ topic 2 of three schools showed that SMD is mostly at 0.80 to
0.9. This shows that the impact level is significant. In particular, the article/ topic of
experiment No. 2 of Cam Giang School has the value of SMD = 1.05, which means
that the impact brings about a very large extent.
3.3.2. Qualitative assessment results
The author has synthesized the attitudes of the students in the experimental
group and the control group in experiment No. 1 and experiment No. 2. From this
result, the author of the thesis makes an assessment of how effective the applied
measures in the experimental periods.
To test the effectiveness of the experimental process, besides evaluating the
quantitative results, the author of the thesis also observed and interviewed students to
learn about the attitude of students in experimental groups and control groups.
After observation, it shows that students who are allowed to participate in
experiments are very excited and enthusiastic in learning activities, and their learning
skills have good results.