Phát triển năng lực dạy học chủ đề tích hợp cho sinh viên sư phạm hóa học thông qua dạy học các học phần lí luận và phương pháp dạy học hoá học tt tieng anh

MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION

DINH THI XUAN THAO

DEVELOPING INTERGATED THEMES TEACHING COMPETENCE
FOR PRE-SERVICE CHEMISTRY TEACHERS THROUGH TEACHING
SUBJECTS OF Philosophy and Education Method in Chemistry

Major: Philosophy and Education Method in Chemistry
Code: 9.14.01.11

DOCTORAL THESIS IN PHILOSOPHY OF EDUCATION

HANOI, 2020


This work was completed at Hanoi National University of Education

Scientific Instructors: Dr. Cao Thi Thang
Assoc. Prof. Dr. Le Thi Hong Hai

Reviewer 1: Assoc. Prof. Dr. Pham Van Hoan
Hanoi Metropolitan University

Reviewer 2: Assoc. Prof. Dr. Nguyen Thi Hien Lan
Thai Nguyen University of Education

Reviewer 3: Dr. Do Thi Quynh Mai
Hanoi National University of Education

This thesis will be presented and defended at the Thesis Examination Board
meeting at Hanoi National University of Education at ...

The thesis is available at:
National Library of Vietnam, Hanoi
or Hanoi National University of Education’ Library


LIST OF SCIENTIFIC WORKS
RELATED TO THE DISCLOSURE OF THE THESIS
1. Cao Thi Thang, Dinh Thi Xuan Thao (2016), Proposals to improve the competence
of training teachers for integrated science subjects in Viet Nam, Tay Nguyen
Journal of science, 21, p. 28-34.
2. Dinh Thi Xuan Thao (2017), Applying 5E model to design the lesson plan of
chemistry themes in secondary school, International conference "Developing
pedagogical competences for natural science teachers to meet the requirements of
renovating general education”, Hanoi university of education, p. 462-472.
3. Cao Thi Thang, Dinh Thi Xuan Thao (2017), Suggestions for developing basic
competencies for natural science students in the pedagogical field meet
requirements of teacher training in the new stage, VietNam institute of educational
science journal, p. 42-45.
4. Dinh Thi Xuan Thao, Dang Thi Thuy My, Ninh Thi Minh Giang (2017), Applying
techniques of positive teaching to promote the positivity and creativity of chemistry
students, Tay Nguyen Journal of science, p. 11-15.
5. Dinh Thi Xuan Thao, Cao Thi Thang, Le Thi Hong Hai, Tran Thi Yen Vy (2018),
Designing integrated – teaching theme Creative electrochemical battery according
to the STEM education model, HNUE journal of science, 63, p.167-181.
6. Dinh Thi Xuan Thao (2019), Inspiring practical task-based STEM activities: from
Theory to Practice, International Conference on STEAM, organized by GEIST
International Foundation, Ha Noi 08/2019, p. 51.

7. Dinh Thi Xuan Thao, Cao Thi Thang (2019), Developing the competence of
organizing integrated STEM teaching activities for pre-service chemistry teachers,
International Conference on Teacher Education Renovation – ICTER – I AM
STEM 2019, Thai Nguyen University of Education, p. 188-201.
8. Cao Thi Thang, Dinh Thi Xuan Thao (2019), Developing integrated teaching
competence for pre-service chemistry teachers, VietNam institute of educational
science journal, V 11/2019, p.33-38.
SCIENCE RESEARCH THEME
Dinh Thi Xuan Thao (theme leader) (2016), Fostering some positive teaching
techniques for pre-service chemistry teachers at Tay Nguyen University, Science
research theme 2016, Tay Nguyen University (accomplished 12/2016).


1

INTRODUCTION
1. The reason for the themes chosen
In today's society, the development of science, engineering, and technology require
people to understand and synthesize knowledge to solve practical problems. This requires
innovating both the content, approaches, and teaching methods for students to improve the
quality of human resources to meet the requirements of industrialization, modernization, and
integration of the country.
In the world, integrated teaching has been interested in many teaching theorists around
the world since the 1950s, and research results have been implemented in developing
educational standards, programs, books, textbooks of many countries around the world such as
the US, Germany, Australia, ... Besides, in recent years, in many countries education reform has
focused on increasing the capacity, interest, and passion for the science of students for STEM
Education – an oriented approach that integrates four areas of Science, Engineering,
Technology, and Mathematics.
In Vietnam, the issues of integrated education-oriented education have been included in

the resolutions of the 11th Vietnamese Communist Party Congress, specifically in Resolution
No. 29-NQ/TW of the 8th Central Conference and in the program renovation the curriculum,
general education textbooks of the Prime Minister. Recently, in the Prime Minister's Directive
No. 16 /CT-TTg of May 4, 2017 and the Prime Minister's Decision No.522/QD-TTg of May
14, 2018, the capacity to access of the 4th Industrial revolution was requested, promoting the
implementation of Education in science, technology, engineering and math (STEM) in the
curriculum.
In high schools, Chemistry is a subject in the field of natural sciences, the content of
Chemistry has an organic relationship with the content of Science in Secondary and High
School subjects such as Physics, Biology, and together with Mathematics, Informatics and
Technology. Chemistry contributes to the promotion of STEM education. The orientation for
integrated teaching and implementation of STEM education to develop competence for students
has been clearly shown in the 2018 high school education program of the Ministry of Education
and Training (MOET). To make this change, we need to take into account the options and
conditions for implementing the program, firstly the preparation for the teachers to meet the
new requirements should be considered. As you know, at present, the integrated teaching
competence in general, the integrated themes teaching capacity of many general teachers, and
many pre-service chemistry teachers - the future chemistry teachers are limited.
The development of integrated teaching competence for pre-service teachers in general
and pre-service chemistry teachers, in particular, have been paid attention in recent years.
Although in the "University output standard of the pre-service teacher training", the integrated


2
teaching capacity is the component capacity of the teaching capacity required of prospective
teachers. Most of the training programs of the chemistry pedagogy of universities still do not
have a separate module for integrated teaching content. There is no uniform material, especially
going into the development of integrated themes teaching capacity for pre-service chemistry
teachers. Research and development of integrated themes teaching resources have not been
conducted systematically. There is no thorough development process with specific measures,

so lecturers and pre-service teachers still face many difficulties in the teaching process.
Integrated themes teaching competence is an important component of integrated
teaching competence, which should be developed for pre-service chemistry teachers and
chemistry teachers in high schools to meet the Chemistry general education program issued in
2018 with the orientation of developing cognitive competence, the ability to learn natural
sciences, the ability to apply knowledge and skills into real life. However, at present, the
research on the development of integrated theme teaching capacity has not been conducted
systematically, there is no transparent development process with specific measures, so teachers
and pre-service chemistry teachers still face many difficulties in the teaching process.
To ensure the development of integrated themes teaching competence for pre-service
chemistry teachers, to meet the requirements of teaching innovation and assessment of energyoriented assessment in the 2018 high school education program, the study of measures to
increase the awareness of pre-service chemistry teachers on integrated teaching and STEM
education, enhance the ability to develop and design teaching plans and the ability to organize
teaching activities and assessing, adjusting integrated themes in chemistry teaching is very
necessary, practical, updated, contributing to improving the quality of training.
For the reasons mentioned above, we choose and implement the themes: “Developing
integrated themes teaching competencies for pre-service chemistry teachers in through teaching
subjects of Philosophy and Education Method in Chemistry”.
2. Purpose of the research
Researching and proposing some measures to develop integrated themes teaching
capacity for pre-service chemistry teachers through teaching subjects of Philosophy and
Education Method in Chemistry to contribute to development pedagogical capacity and
improve the quality of training pre-service chemistry teachers.
3. Objects and subjects of the research
3.1. Research objects: The process of teaching theories of theory and method of teaching
chemistry.
3.2. Research subjects: integrated themes teaching competencies and integrated themes
development measures for pre-service chemistry teachers at universities.
4. Scope of research
Developing integrated themes teaching capacity for pre-service chemistry teachers

3
through teaching subjects of Philosophy and Education Method in Chemistry at some
universities in the South - Central region.
5. Scientific hypothesis
If proposing and using appropriately and effectively measures: building and guiding
students to use supporting materials; design and organize for students to experience according
to Kolb's learning model; designing and organizing for students to practice integrated themes
teaching based on role-playing and micro-teaching methods, they will develop integrated
themes teaching capacity for pre-service chemistry teachers and improve the quality of teacher
training to meet the requirements of renovating general education in the new period.
6. Research tasks
6.1. Research theoretical and practical basis of developing integrated themes teaching
capacity for pre-service teachers.
- Research the theoretical basis of integrated teaching and STEM education - an
integrated form in the world and Vietnam; capacity issues and teacher training based on the
capacity development orientation; development of integrated teaching competencies, integrated
themes teaching competencies for pre-service teachers; some models, methods and positive
teaching techniques at universities.
- Research the practical basis of the development of integrated themes teaching capacity
for pre-service teachers at some universities (through analyzing the training program and
surveying students).
6.2. Research and propose concepts, the structure of integrated themes teaching
competencies of pre-service chemistry teachers, and an integrated set of themes teaching
competence assessment tools.
6.3. Proposing processes and measures to develop integrated themes teaching capacity
for pre-service chemistry teachers through teaching subjects of Philosophy and Education
Method in Chemistry.
6.4. Conduct pedagogical experiments to confirm the feasibility and effectiveness of the

proposals.
7. Methods of research
Use the following groups of research methods:
7.1. Group of theoretical research methods: analysis, synthesis, classification,
systematization ... in the study of relevant theoretical documents.
7.2. Group of practical research methods.
+ Analysis of objectives, content, structure of subjects of Philosophy and Education
Method in Chemistry.
+ Survey method: Practical survey on the capacity of integrated themes teaching and the
issue of developing integrated themes teaching capacity for pre-service chemistry teachers at
the South-Central region universities.
+ Expert method: Interview, exchange, consult with experts.


4
+ Pedagogical experiment method: Conduct pedagogical experiments on the proposed
measures at some universities that train pre-service chemistry teachers in the South-Central region.
7.3. The method of using statistical math to process and analyze pedagogical
experimental results to identify and analyze relevant statistical parameters to confirm the
effectiveness and feasibility of the proposed measures.
8. New contributions of the thesis
8.1. Systematized and clarified the theoretical bases related to integrated teaching,
integrated teaching capacity, integrated themes teaching capacity as well as the situation, the
need to develop teaching capacity, integrated themes teaching capacity for pre-service
chemistry teachers at the universities.
8.2. Proposing the structure of integrated themes teaching competence for pre-service
chemistry teachers including 4 component competencies, 10 criteria, and indicators according
to 4 levels, from which to design a set of assessment tools integrated themes teaching for
chemistry pre-service teachers.
8.3. Proposing methods and tools to evaluate the integrated themes teaching

competencies of pre-service chemistry teachers.
8.4. Proposing processes and three measures to develop integrated themes teaching
competencies for pre-service chemistry teachers through teaching subjects of Philosophy and
Education Method in Chemistry.
9. The thesis structure
The thesis consists of 3 parts: Introduction (4 pages), Content (144 pages), Conclusions,
and recommendations (2 pages). In which the content consists of 3 chapters: Chapter 1 (41
pages); Chapter 2 (76 pages); Chapter 3 (27 pages). Besides, there are: List of abbreviations, a
list of tables (30 tables), drawings (25 pictures), published scientific works related to the thesis
(9 works), supporting documents (100 pages), References (128 documents) and appendices
(121 pages).
CHAPTER 1. THEORETICAL AND PRACTICAL BASIS OF THE
DEVELOPMENT OF INTEGRATED THEMES TEACHING COMPETENCE
FOR PRE-SERVICE CHEMISTRY TEACHERS
1.1. Research history of integrated themes teaching and the development of integrated
teaching capacity for pre-service chemistry teachers
1.1.1. Studies on integrated teaching and integrated themes teaching.
Studies in the world have confirmed that integrated teaching and integrated themes
teaching is a trend of teaching that many countries around the world care about and implement.
In some educational reform programs in some countries, an integrated perspective is clearly


5
stated in the program as a mandatory requirement because it is a step from content approach to
capacity training people to have enough knowledge and to know how to act dynamically and
creatively when solving problems in real life. In Vietnam, the development of an integrated
ideology curriculum, research, and deployment of integrated teaching and integrated themes
teaching at various levels and levels have been studied by many scientists.
1.1.2. Studies on developing integrated teaching competencies for pre-service teachers
The issue of developing integrated teaching capacity for pre-service teachers has been

mentioned in many books, research works, theses. Most of the authors affirmed the important
role of the implementation of integrated teaching in general and the development of integrated
teaching capacity for pre-service teachers in particular in improving the quality of teacher
training to make renovation of the general education curriculum. At the same time, the authors
propose measures to improve integrated teaching capacity. This is a valuable resource for us to
continue researching and finding solutions to develop integrated themes teaching competencies
for pre-service chemistry teachers through teaching modules of theory and teaching methods.
However, there has not been any specific research project on developing integrated themes
teaching capacity for pre-service chemistry teachers, including the theme of integrating natural
sciences and the theme of integrated STEM in teaching chemistry. So we claim this is a new
and valuable direction both theoretically and practically.
1.2. Integrated teaching.
1.2.1. Concept
Integrated teaching is a teaching orientation in which teachers organize and guide
students to mobilize a combination of knowledge, skills, ... in many different fields to solve
learning tasks. thereby forming new knowledge and skills and developing necessary
competencies, especially the ability to solve problems in learning and real life. Integrated
teaching requires high school learning to be linked to the situations of later life that students
may face and so it becomes meaningful for students
1.2.2. The need to organize integrated teaching
Because the laws of nature have an integrated nature, the implementation of integrated
teaching is to return the integrity and unity of the laws of nature. At the same time, integrated
teaching makes students' learning process meaningful by linking the school's activities to real
life. Through integrated teaching activities contribute to establishing the relationship between
the knowledge, skills, and methods of different subjects, thereby streamlining knowledge and
avoiding repetition. Thus, integrated teaching contributes to the development of learners'
abilities, especially problem-solving capabilities.
1.2.3. Some perspectives on the degree of integration of the curriculum
There are many views on the degree of integration in the curriculum such as those of
Fogarty (1991), Xavier Roegiers (1996), Susan M Drake (2007). In general, the views also have

6
similarities in integration levels such as internal integration, multidisciplinary integration,
interdisciplinary integration, and interdisciplinary integration.
1.2.4. The integrated levels in teaching
Based on the integration levels in the curriculum, the division of the integration levels in
teaching also increases gradually from internal integration to interdisciplinary integration.
1.2.5. Integrated themes
Based on the integration levels in the curriculum, the division of the integration levels in
teaching also increases gradually from internal integration to interdisciplinary integration.
Integrated theme teaching helps students apply the combined knowledge and skills of the
subjects to solve some complex problems from the content of the subject or come from practice
in a specific context to develop common and specialized competencies for students, especially
problem-solving abilities.
Integration themes have characteristics such as being practical, cooperative, integrated.
teaching integrated themes that promote students' creativity, creativity, and ability to solve
practical problems. In the integrated theme, students are strengthened to apply integrated
knowledge to solve practical situations, less need to memorize knowledge mechanically, so that
the capacity and quality of students are formed and developed.
To build an Integrated theme in teaching, many domestic and foreign authors have
proposed the process such as Susan M. Drake, Diane Lapp, and James Flood, Nguyen Van Bien
... and Training documents of Ministry of Education and Training.
1.3. STEM education
1.3.1. Concept
STEM stands for Science, Technology, Engineering, and Math
Biology, scientific thinking, and scientific research process.
Technology (T): is knowledge, the skills of Technology subject or tools, equipment,
and processes used in the process of deploying to create products.
Engineering (E): content/knowledge of implementation techniques can be in

Technology, technical drawing, engineering design, engineering design process.
s knowledge, mathematical skills, mathematical thinking, solving
Math problems.
In the general education program issued in 2018: STEM is an educational model based
on an integrated approach, allowing students to apply science, technology, engineering, and
math content to the solution. solve some practical issues. Organizing STEM integrated teaching
activities towards developing engineering design thinking to solve practical problems for
students.
1.3.2. STEM education application levels in general education


7
According to the training material "Developing and implementing STEM education
themes in high school" of the Ministry of Education and Training, there are 3 levels of
application of STEM education in general education: Teaching science subjects by the method.
STEM education, organize STEM experience activities, and organize scientific and technical
research activities.
1.3.3. The role and significance of STEM education
The introduction of STEM education into high schools makes a lot of sense, consistent
with the direction of innovation in general education such as ensuring comprehensive
education, increasing interest in STEM subjects, forming and developing skills. resources,
qualities for students, connecting schools to the community, and career guidance, streaming.
1.4. Competence, the structure of competencies, and assessment of learners' competencies.
1.4.1. Capacity concept
Competence is the mobilization and synthesis of knowledge, skills and other personal
attributes such as interest, belief, will, etc. into successful operation and effective resolution.
mission in a given context
1.4.2. Capacity structure
To have a basis for building competence structure, propose measures to develop
Integrated theme teaching competencies for pre-service chemistry teachers in the next chapter.

We recognize that there are two approaches to competency-based on integrated resources and
based on component competence. To determine the structure of integrated theme teaching
competencies for pre-service chemistry teachers, the thesis uses a structural structure approach
consisting of three main components in a hierarchical structure.
1.4.3. Assess learners' competencies
In capacity-oriented teaching, the assessment of learning outcomes does not focus on
testing the ability to replicate learned knowledge. The competency assessment may include: an
assessment of learner needs; report achievements and progress on the learners' abilities; build
study records; identify learners' current development areas to develop pedagogical intervention
plans to support learners to move to nearby development areas based on the capacity
development road; provide information for evaluating and reviewing the appropriateness of the
program's learning outcomes and the quality of the curriculum used.
1.5. Teaching competence, integrated teaching competence, integrated themes teaching
competence and development orientation of integrated themes teaching competencies for
pre-service teachers
1.5.1. Teaching competence
Teaching competence is a system of personal attributes of each teacher to do a good job
in teaching.


8
1.5.2. Integrated teaching competencies
According to the university-based output standard of the pedagogical discipline of high
school teachers, the teaching capacity of integration is in standard 4 on teaching capacity and is
criterion 6. Integrated teaching competence is the competence to apply the knowledge of
integrated teaching to remark the general chemistry program, the ability to analyze teaching
ability to integrate a theme, part of a chapter in the program, general chemistry, the ability to
compose and implement an integrated teaching plan and the competence to create matrices that
show the integrated knowledge.
1.5.3. Integrated themes teaching competence

Integrated themes teaching competence is the ability to build teaching themes with the
content of knowledge directly related to two or more educational subjects/activities; designing
the process of teaching themes built on positive teaching methods and techniques; prepare
teaching equipment and learning materials to support learners' learning activities; testing the
designed teaching process.
1.5.3. The orientation of developing integrated themes teaching competencies for pre-service
teachers
Because integrated themes teaching capacity is an important part of integrated teaching
competence, to develop Integrated theme teaching competence for pedagogical students, it is
necessary to change goals, contents, and teaching methods and assessment of student learning
outcomes.
1.6. Innovating teaching methods at the university according to the capacity development
orientation for pre-service teachers
1.6.1. The teaching method in university
The most appropriate teaching methods at the university are the methods of activating
learning activities, teaching-learning methods, teaching methods, active -thinking, and
researching for students.
1.6.2. Learning theories - the basis of innovating teaching methods in universities include
behavioral theory, constructivist theory, and cognitive theory
Currently, 3 popular learning theories are widely applied in education: (1) behaviorism,
(2) cognitivism, (3) constructivism. This is the theoretical basis for organizing effective
teaching and improving teaching methods and is a guiding basis for proposing measures to
develop Integrated theme teaching competence for pre-service chemistry teachers.
1.6.3. Positive teaching models and methods applied at the university in the direction of
developing learners' competence
There are many active teaching models and methods applied at the University, however,
to propose measures to develop integrated theme teaching competencies for pre-service


9

chemistry teachers, the thesis applied many teaching models and methods such as Kolb's
experience-learning model, micro-teaching method, role-play method, self-study method.
1.7. Current situation of integrated themes teaching competencies and integrated themes
teaching competence development in chemistry teacher training in Southern and Central
Universities.
1.7.1. The investigation against lecturers.
We surveyed 67 lecturers from the Chemistry Faculty/ Department of universities that
trained pre-service chemistry teachers, including 12 lecturers teaching theories of theory and
method of teaching Chemistry in the area of the south-central and southern regions include:
Quy Nhon University, Tay Nguyen University, Da Lat University, Dong Thap University,
Pham Van Dong University, Ho Chi Minh City Pedagogy University.
The results showed that more than 90% of the lecturers assessed that the development of
integrated themes teaching competencies for pre-service chemistry teachers was very necessary
and necessary. Assessing the current situation of integrated themes teaching competence of preservice chemistry teachers, the average score of the criteria of integrated themes teaching
competence is 2.01. Compared to the scale, this is a level 2 - average. From this, it can be seen
that the development of integrated themes teaching competencies for pre-service chemistry
teachers is necessary.
1.7.2. The investigation against pre-service chemistry teachers.
We surveyed 488 students at 5 universities that trained pre-service chemistry teachers in
the south-central and southern regions from 2016 to 2018. The survey subjects were students in
year 3, 4 pre-service chemistry teachers.
The results show that the majority of students do not yet have a full understanding of
integrated teaching, students self-assess their ability to develop and design integrated themes
teaching plans at a low level. About 90% of students expressed their desire to be equipped with
the knowledge and skills of building and organizing integrated themes in chemistry teaching
during university training.
CHAPTER 2
DEVELOP INTEGRATED THEMES TEACHING COMPETENCIES FOR PRESERVICE CHEMISTRY TEACHERS THROUGH TEACHING SUBJECTS OF
PHILOSOPHY AND EDUCATION METHOD IN CHEMISTRY
2.1. Program analysis subjects of philosophy and education method in chemistry can

develop an integrated theme teaching competence for pre-service chemistry teachers
Analyzing the curriculum of theories and methods of teaching chemistry in teaching
schools with chemical pedagogical training and direct exchange with lecturers, we found that the
development of mastery teaching capacity Integrated themes for pre-service chemistry teachers


10
are being conducted in two forms that are integrating and integrating contents and measures to
develop integrated theme teaching capacity for pre-service chemistry teachers through Theory of
Chemistry teaching theory, Chemistry teaching method, Positive teaching method, Train
pedagogical skills or perform through an optional module/course on integrated teaching.
2.2. Teaching integrated themes in chemistry in high schools
2.2.1. Integrated themes in chemistry in high schools
In the general education program 2018, the content of chemistry subject is designed
into themes that both strengthen the content circuits, develop knowledge and practical skills
and help students gain a deeper understanding of general knowledge of chemistry, which is
the basis for studying, working and researching. Therefore, to be able to perform in the
current program conditions and prepare for general education in 2018, we need to focus on
two types of integrated themes in teaching chemistry, which are the themes integrated with
natural sciences and STEM integrated themes.
The theme of integrating natural sciences is the integrated theme in which there are the
mixing and connection between the content of Chemistry and other natural sciences such as
Physics, Biology, etc., helping students apply synthetically knowledge, skills of natural
sciences to solve several complex problems from the content of chemistry or from practical
issues to develop general and specific competencies for learning, particularly the ability to
solve practical problems. Themes that integrate natural sciences in teaching chemistry may be
multidisciplinary, interdisciplinary, and cross-disciplinary themes.
STEM integration theme is an integrated theme in which there are a mixture and
connection between the content of Chemistry (can be combined with other natural sciences
such as Physics, Biology ...) and Technology, Engineering, and Mathematics help students

apply scientific knowledge and skills including Chemistry as the basis for selecting and
identifying technological solutions, concretizing them into technical and calculated measures.
In particular, to create products that are associated with the practice, thereby developing
common and specialized competencies for students, especially problem-solving and creative
abilities. STEM integration themes in teaching chemistry can be STEM tectonic or
manipulative themes.
2.2.2. The process of developing and designing integrated themes teaching plans in
teaching Chemistry in high schools
The legal basis is the guiding documents of the Party, the Government, and the
Ministry of Education and Training on renovating the general education curriculum and
implementing integrated teaching in the current program. STEM education implementation
and deployment in general education. Based on the author's integrated theme building
process, we propose a general process when developing and designing an integrated theme
teaching plan in chemistry teaching consisting of 8 steps, steps 1 through 4. to build the basic


11
elements in the integrated theme such as the reason for choosing the theme, the problem to be
solved, the content of integration and the orientation of information search sources; Steps 5 to
8 to design a specific teaching plan for the integrated theme.

Based on the general process, the thesis has specified the criteria, the process of
developing and designing teaching plans for two types of integrated themes in teaching
chemistry, which are themes of integrating natural sciences and themes for STEM integration. In
which the teaching activities in the theme of integrating natural sciences are oriented to design
according to the scientific process, the theme of STEM integration is oriented to the design
according to the process of technical design.
To guide pre-service chemistry teachers to build and design an integrated theme teaching
plan in chemistry teaching, the thesis has built and designed two integrated theme-based teaching
plans that are subject to ... integrated themes of natural science "Fat with human health" and

STEM integrated themes "Making natural indicators". These are model integration themes that
teachers use to guide students to play specific experiences and then actively use them to build
integrated themes in chemistry teaching.
2.3. The framework of integrated themes teaching competence of pre-service
chemistry teachers
Integrated theme teaching competence is an important part of integrated teaching
competence, the ability to perceive and apply the concept of integrated theme teaching to
effectively implement construction activities, design plans, organize teaching and evaluation,
adjust themes integrated with natural sciences and integrate STEM themes in teaching
chemistry in high school.


12
The building of an integrated theme teaching capacity framework for pre-service
chemistry teachers is based on 4 principles such as ensuring science, ensuring objectivity,
ensuring practicality, and ensuring comprehensiveness. On that basis, we implemented the
process of building an integrated theme teaching competence framework including 7 steps.
After the testing and adjustment process, the structure of the integrated teaching subject
capacity of pre-service chemistry teachers is built with 4 component competencies and 10
criteria/expressions respectively.
The framework of integrated theme teaching competence of pre-service chemistry teachers
No

Capacity
ingredient

Expression / Criteria

Cognitive competence in 1. Update and grasp issues of education innovation related to
integrated themes teaching

integrated teaching and STEM education.

1

2. Presenting the nature, role, and significance of integrated teaching,
STEM education, and the integration levels in teaching Chemistry in
high schools.
3. Presenting and analyzing principles, processes of developing and
designing teaching plans on themes integrated with natural sciences
and Integrated STEM themes in teaching Chemistry in high schools.

2

Building
and
designing 4. Select content to propose themes of integrated science and
integrated themes teaching integrated STEM themes in teaching Chemistry in high schools
plans capacity in teaching 5. Identify the basic elements of integrated themes in teaching
chemistry.
chemistry.
6. Design specific teaching activities and make teaching plans for
themes integrated with natural sciences and Integrated STEM themes
in teaching chemistry.
7. Select/build testing tools, assess students' ability in teaching
integrated themes.

3

Teaching
capacity

of 8. Conduct teaching activities that integrate natural sciences and
integrated themes in teaching integrated STEM themes according to the designed teaching plan.
chemistry.

4

Capacity to assess and adjust 9. Review, evaluate teaching plans and teaching activities integrated
integrated themes.
with natural sciences and integrated STEM themes.
10. Proposing solutions to improve the effectiveness of planning and
organizing teaching activities on the themes of integrating natural
sciences and integrated STEM themes in teaching chemistry.

Based on defining an integrated theme teaching competency framework, we have
studied and concretized the criteria for evaluating integrated theme teaching capacity and
levels of expression of subject area teaching competence of the pre-service chemistry
teachers.


13
2.4. Process of developing integrated themes teaching competencies for pre-service
chemistry teachers
Based on the university output standard of the pedagogical block for training high
school teachers; bases of analyzing the training program of pre-service chemistry teachers at
the university; based on the structure, criteria, and level of expression of the teaching subject's
integrated teaching capacity of pre-service chemistry teachers proposed by the dissertation
and the results of research and development of integrated teaching competency for pre-service
chemistry teachers published. The thesis proposes a three-stage development process. Each
phase is primarily geared towards developing a component competence of the integrated
theme teaching competence framework of chemical pedagogical students through specific

measures. The stages are implemented sequentially according to the training program in 2
ways: 3 stages are integrated and integrated into 3 modules respectively: Chemistry teaching
theory, Chemistry teaching methodology and Pedagogical training, or 3 stages integrated and
integrated into 2 modules. It is a positive teaching method and Pedagogical Practice, in which
stage 1.2 is integrated into the active teaching module and phase 3 in the Pedagogic Training
module. To form teaching capacity integrated themes pre-service chemistry teachers need to
fully participate in activities from phase 1 to stage 3 of the development process.
2.5. Some methods to develop integrated themes teaching competencies for pre-service
chemistry teachers through teaching theories and methods of teaching chemistry
2.5.1. Measure 1. Develop and guide students to use supporting materials to develop
cognitive competence on common issues in integrated theme teaching
Based on 4 principles of ensuring science, ensuring pedagogy, ensuring feasibility,
ensuring aesthetics, and 5 steps of developing supporting documents. To provide students
with a complete and concise overview of integrated teaching themes, students can self-study,
refer to and best support the process of teaching capacity development, integrated themes for
pre-service chemistry teachers in the proposed measures. The dissertation has created
supporting documents for students including 2 types of hard copies and online supporting
documents.
* Hard copy supporting material includes 2 main parts, presenting general issues of
integrated teaching, integrated theme teaching, STEM education, teaching methods, active
teaching techniques in teaching integrated themes, criteria, processes of developing and
designing teaching plans that integrate natural sciences and STEM integration themes in
teaching high school chemistry. There are also 2 illustrated teaching plans that help students
easily visualize specific steps in the process.
* Online support materials on website include:
references; video; integrated chemistry theme teaching plans for students; Online tests help
students test their knowledge ... Students can use supporting materials to self-study and


14

combine with teaching activities of teachers in the classroom to develop cognitive
competence on integrated theme teaching according to teaching plans 1.1 and 1.2. of the
lecturer. These teaching plans are organized in phase 1 of the development process. Besides,
the material that can be used is a reference for pre-service chemistry teachers at other
universities and general chemistry teachers on integrated theme teaching in chemistry
teaching.
2.5.2. Measure 2: Design and organize for students to experience according to Kolb's
learning model through the development of building and designing integrated themes
teaching plans capacity in teaching chemistry
Applying Kolb's experiential learning model to the development of integrated theme
teaching capacity for pre-service chemistry teachers is a form of helping students learn
through practice and students apply Theoretical knowledge of integrated teaching, STEM
education, integrated theme teaching has been learned to perform the tasks of developing and
designing teaching plans that integrate natural sciences or themes, integrating STEM in
teaching chemistry to accurately and consolidate the knowledge gained and deeper
understanding of theoretical content.
Based on the scientific basis of applying Kolb's experiential learning model to develop
the capacity to build and design an integrated theme teaching plan for pre-service chemistry
teachers we build a cycle Experience with 4 specific phases as follows:

Students participate in 4 phases of the experience cycle by 2 teaching plans 2.1 and 2.2
of lecturers in phase 2 of the process to develop the capacity to design and design integrated
science theme teaching plans, STEM integration, and themes in chemistry teaching. After
students can develop and design a teaching plan for integrated themes in chemistry teaching.
They can check and review the main content themselves in the integrated theme according to
the review to self-assess, supplement, adjust their learning products.
After measure 2, the pre-service chemistry teachers at the pedagogical experimental schools
have proposed the names and integrated content of 20 themes integrating natural sciences and
20 themes integrated with STEM in teaching chemistry and building many integrated themes

15
teaching plans, some typical products are presented in the appendix of the thesis and on the
website hoahoctaynguyen.com.
2.5.3. Measure 3: Design and organize for students to practice integrated themes teaching
by role-play method and micro-teaching methodology method to develop teaching
organization capacity and assessment and management capacity
To develop teaching capacity and assessment, adjustment capacity in integrated theme
teaching, the thesis design and organize the thesis for students to practice integrated theme
teaching by role-playing method, and the process of micro-teaching method in the module
"Train pedagogical skills" includes the following steps

In this process, steps 1 to 3 are conducted in the classroom with the participation of
lecturers and are organized in groups, steps 4 to 6, groups of students organize overtime, selfrecord videos, and public applications the informatics technology to share on online sites for
other students in the group and lecturers to evaluate and comment on. The organization for
students to practice integrated themes by the role-playing method and micro-teaching
methodology process is designed in 2 teaching plans of 3.1 and 3.2 of lecturers to develop
organizational capacity and capacity to assess and adjust the theme of integrating natural
sciences and STEM integration themes in teaching chemistry.
2.6. Design a set of assessment tools for teaching integrated themes of pre-service
chemistry teachers.
To develop an integrated set of teaching competence assessment tools for pre-service
chemistry teachers, we have based on the orientations of students' competency assessment and
conducted a teaching competence assessment process, the integrated theme of pre-service
chemistry teachers including 5 steps. Integrated teaching subject assessment toolkit including
process assessment tools in each of the applied methods such as student proficiency
assessment sheets, cognitive tests, subject matter evaluation sheets The model is designed and
designed by the students and the assessment tool before and after the impact of all three
measures, including student self-assessment questionnaire and competency test.

16
CHAPTER 3
EXPERIENCING PROFESSOR
3.1. Purpose and experimental mission
3.1.1. Experimental purposes
Pedagogical experiments are conducted to confirm the validity of scientific
hypotheses and evaluate the feasibility and effectiveness of measures to develop Integrated
theme teaching competence for pre-service chemistry teachers based on the analysis of the
results obtained.
3.1.2. Experimental mission
To conduct pedagogical experiments, we set out 6 specific tasks to deploy
pedagogical experiments and collect and process data to evaluate the effectiveness and
feasibility of the proposed measures.
3.2. Geographical areas, subjects, and pedagogical experiment content
3.2.1. Select experimental areas
The experimental area is 5 universities that train pre-service chemistry teachers in the
Central and Southern regions: Quy Nhon University, Tay Nguyen University, Da Lat
University, Ho Chi Minh University of Education, and Dong Thap University.
3.2.2. Select experimental subjects.
Subjects of the pedagogical experiment are selected as pre-service chemistry teachers
in the 3rd or 4th year. Due to the characteristics of each university now has only one class of
students in chemistry pedagogy so pedagogical experiment conducted on a unique group of
students belonging to the same university.
3.2.3. Content and Experimental methods.
• Assessing the impact of component capacity development on Integrated theme
teaching competencies in the three proposed measures
Content

Evaluation tool

Specific content
Source
Evaluate and comment on
Evaluation
sheets, urgency,
science,
expert comments.
structure, content, form of Comments
and
supporting documents.
assessments
for
Assess the
pedagogical experiment
Evaluation
forms,
quality
of
Evaluate and comment on
teachers and experts
comments of lecturers
supporting
urgency,
science,
(Appendix 1.3)
participating
in
documents.
structure, content, form of

pedagogical
supporting documents.
experiments.
An evaluation form, Evaluate the content, form, Comments
and
comments of students feasibility, effectiveness, evaluation form for


17
Content

Assessment
of cognitive
competence
on common
issues
in
Integrated
theme
teaching

Assessing
the capacity
of designing
integrated
themes
teaching
plans
in
teaching

chemistry.

Evaluation tool
Specific content
Source
participating
in and novelty of supporting students (Appendix 1.4)
pedagogical
documents.
experiments.
Lecturers' assessment
Teacher
lectures K1.1: "General issues of
on competency (section
assess
competency integrated teaching".
2.4.4.1)
through 2 teaching K1.2: "General issues of
K1.1 (appendix 3.1)
plans.
STEM education".
K.1.2 (section 2.6.4.1)
Students' knowledge of
integrated teaching and
STEM education after
using supporting materials Knowledge
test
Test
and participating in self- (Appendix 4.1)
study and

classroom
activities organized by
lecturers.
K2.1.
"Designing
integrated natural sciences Lecturers' assessment
Teacher
lectures
themes
in teaching on competency (section
assess
competency
chemistry"
2.4.4.1)
through 2 teaching
K2.2.
"Designing K2.1 (appendix 3.2)
plans.
integrated STEM themes K.2.2 (appendix 3.3)
in teaching chemistry".
Evaluation form of 1.
Integrated
natural
Evaluation sheet of
teaching plan for science themes plan.
integrated
teaching
construction groups of 2.
Integrated
STEM

themes (section 2.6.2.2)
students.
themes plan.

Assessing
teaching
Lecturers' assessment
K3.1:
Teaching
plan
organizing
on competency (section
"Organizing
teaching
competence
2.4.4.1)
Teacher
lectures natural sciences themes in
and
Task assignment table
assess
competency teaching chemistry"
assessing
(section 2.6.3.2)
through 2 teaching K3.2:
Teaching
plan
and adjusting
K3.1 (section 2.6.3.2)
plans.

"Organizing
teaching
teaching
K.3.2 (appendix 3.4)
integrated STEM themes
integrated
Evaluation
of
in teaching chemistry".
themes
integrated themes sheet.
competence.
 Assessing the impact of developing the integrated themes teaching capacity of pre-


18
service chemistry teachers through the application of three proposed measures.
Content

Evaluation tool

Specific content
Source
Students base on the detailed
description of expression
Assessing
the
selfimpact
of Self-assessment levels of integrated themes Student
students' teaching competency criteria, assessment form

developing
the of
self-assessment of their ability (section 2.4.4.3)
integrated themes abilities.
before and after the impact of
teaching capacity
the three proposed measures.
of
pre-service
chemistry teachers
Capacity
test
through
the
before
impact
Using the capacity test before
application
of
(Appendix 4.2)
Aptitude tests.
and after the impact of 3
three
proposed
Post-impact
proposed measures.
measures.
competency test
(section 2.4.4.2)
3.3. Experimental process.

3.3.1. Experimental exploration
The experimental stage of the process and the three measures proposed in Chapter 2
in teaching theories and theoretical and experimental teaching and learning modules
conducted at Tay Nguyen University during the period. From 2016 to 2017. From the
results, we have adjusted the content, experimental process, methods, and capacity
assessment tools to suit the practical situation of teaching at universities. training preservice chemistry teachers.
3.3.2. Experimental evaluation
Based on lessons learned from the pedagogical experiment phase, we contacted and
conducted pedagogical experiments at other training institutions to evaluate the
effectiveness and feasibility of the proposed measures at 5 universities with the training of
pedagogical students in the South - Central region including 432 students (round 1 - 257
students; round 2 - 175 students)
3.4. Collect and process pedagogical experiment data
Experimental pedagogical results are collected and assessed qualitatively and
quantitatively. The results will be tested mathematically to assess the validity of the
proposed scientific hypotheses.
3.5. Experimental pedagogy results.
3.5.1. Qualitative results
In the process of pedagogical experiment, in addition to using a set of tools to
evaluate the integrated teaching capacity of pre-service chemistry teachers, we also observe
the attitudes, interests, ... of students in the learning process, collecting opinions of


19
experimental lecturers at the schools. This is also an important basis to evaluate the
effectiveness and feasibility of the proposed measures.
3.5.2. Quantitative results
3.5.2.1. Review of Measure 1. Develop and guide students to use supporting materials to
develop cognitive competence on common issues in the Integrated theme teaching
a. Evaluate supporting documentation

The results of evaluating 4 criteria for scientific, practicality, updates, and novelty are
all rated 100% by experts and lecturers (Appendix 2.4) at a good and very good level.
Necessary supporting documents for the training program of pre-service chemistry teachers in
the context of reforming general education, the document is built following the objective of
training pre-service chemistry teachers, ensuring the first standard. university level majoring
in pedagogy. Also, the document guarantees scientific, practical, and updated knowledge,
with clear illustrations and guiding effects. More than 95% of students think that the main
content of the material is urgent and scientific under practical requirements of building and
organizing integrated themes in chemistry teaching for pre-service teachers. learn in the
context of reforming general education.
b. Evaluate the effectiveness of organizing teaching activities to develop cognitive
competence for pre-service chemistry teachers on integrated teaching.
The results of evaluation by lecturers' evaluation of student group competency show
that in each criterion (from 1 - 3) of the component competence of integrated themes
teaching is cognitive competence in integrated teaching and STEM education. The standard
deviation of the experimental class in the fields (round 1, round 2) in K1.2 is smaller than
K1.1, the average difference of the results achieved K1.2 and K1.1 (Yi - Xi)> 0 and p <0.05.
The impact level of ES from medium to large (SMD from 0.65 to 0.82). Thus, it is possible
to confirm the results achieved in each criterion of the cognitive competence of integrated
teaching and STEM education of students in the K1.2 teaching plan higher than K1.1,
showing the progress Department of this competency criteria.
- Assessment results through the knowledge test: the percentage of students with weak
points accounts for a small percentage (less than 5%), the percentage of students with good
grades accounts for 65-75%. The GPA in both rounds is 7.03 and 7.17, respectively, with the
level of students with a clear understanding of integrated teaching and STEM education.
3.5.2.2. Review of Measure 2: Design and organize for students to experience according to
Kolb's learning model through the development of building and designing integrated themes
teaching plans capacity in teaching chemistry
- The results of evaluation through the lecturers' evaluation sheets show that in each
criterion (from 4 - 7) of the component competencies of integrated themes teaching

competencies are building and designing integrated themes teaching plans in chemistry
teaching. The standard deviation of the experimental class in the fields (round 1, round 2) in
K2.2 is smaller than K2.1, the average difference of the results achieved K2.2 and K2.1 (Yi


20
- Xi)> 0 and p <0.05. The level of ES influence is moderate (SMD values are from 0.53 to
0.67). Thus, it is possible to confirm the results achieved in each criterion of this
competency of students in the teaching plan K2.2 higher than K2.1, showing the progress in
these competency criteria. The average of the criteria is also different between the
pedagogical experiment schools, the gap of the average point of the criteria between the two
teaching plans K2.2 and K2.1 ranges between 0.16 to 0.34. In the K2.2 teaching plan, the
GPA of 4 criteria of developing and designing integrated themes teaching plans in teaching
chemistry of schools all have results greater than 3.00 this proves The student has achieved
a fairly good level of competency, which means that the student has shown a relatively clear
and positive competence.
- The results of evaluation through the integrated themes teaching plan evaluation
sheets of student groups for each criterion that we evaluate have increased. However, the
difference of the average points in criteria CD2 with CD1 is not uniform between schools
and between criteria. The difference is highest in the criteria (5, 6, 7, 8, 9) of the specific
teaching activity design and teaching planning of the integrated themes. This shows that,
after developing and designing themes that integrate natural sciences, students had the basic
ability to select appropriate content to propose themes of integrating natural sciences in
teaching chemistry, correctly identify the basic elements of the themes, choose the
implementation process, methods, teaching techniques to design specific teaching activities,
and plan to master to integrate natural science. On the themes of integrated STEM (CD2),
students have made clear progress.
3.5.2.3. Appraise of Measure 3: Design and organize for students to practice integrated
themes teaching by role-play method and micro-teaching methodology method to develop
teaching organization capacity and assessment and management capacity.

The observed average score of 3 criteria 8, 9, 10 of the student group in the teaching
plan 3.2 has a value greater than 3.00 this shows: the use of a role-playing method and microteaching method has contributed to the development of teaching capacity and the ability to
evaluate and adjust teaching activities integrated with integrated teaching for pre-service
chemistry teachers. Students have shown clear and positive competences. Through the
method of micro-teaching with the process of preparing, teaching, and responding, students
not only develop the capacity of organizing teaching activities but also develop other
competencies such as the capacity to design teaching plans; feedback capacity, assessment,
and self-assessment...
3.5.3. Assess the impact of developing the integrated themes teaching capacity of preservice chemistry teachers by applying 3 proposed measures.
3.5.3.1. Assessing the impact of developing integrated themes teaching competencies for
pre-service chemistry teachers through student self-assessment questionnaire.
The self-assessment results of 432 students show that all criteria of integrated themes


21
teaching competency have a remarkable development. The manifestations before the impact
of integrated themes teaching competence are self-assessed by students at average and
moderate - weak levels. This is also shown in the survey results of the current situation of
the integrated teaching capacity of pre-service chemistry teachers in schools. However, after
the impact, students all changed from average-weak, moderate capacity development level
to Good level. Thus, the application of three measures has a positive impact on the
development of integrated themes teaching capacity of pre-service chemistry teachers.
3.5.3.2. Assessing the impact of developing integrated themes teaching competencies for
pre-service chemistry teachers through the capacity assessment test
To assess students' level of Integrated theme teaching competencies at two points
before and after the impact of the proposed measures, we used two competency
assessments. Based on the results of comparing experimental data at two points in time, we
conduct analysis and evaluation of the effectiveness of the entire process of developing
Integrated theme teaching competencies for students through 3 measures. offer. The results
of the teaching of Integrated theme teaching capacity of pre-service chemistry teachers

before and after the impact through two pedagogical experiments are as follows:
Medium score
Component capacity
Criteria
Round 1
Round 2
BI
AI
BI
AI
(1)
1,68
3,39
1,64
3,35
Cognitive competence on common issues in
(2)
1,49
3,25
1,58
3,23
Integrated theme teaching
(3)
1,48
3,22
1,46
3,18
(4)
1,65
3,47

1,62
3,41
(5)
1,56
3,42
1,56
3,48
Building and designing integrated themes teaching
plans capacity in chemistry teaching
(6)
1,47
3,52
1,52
3,56
(7)
1,54
3,42
1,64
3,51
Integrated theme teaching organization capacity
(8)
1,62
3,51
1,49
3,49
(9)
1,49
3,22
1,52
3,32

Integrated theme assessment and management
capacity
(10)
1,46
3,32
1,56
3,36
Medium score
1,54
3,37
1,56
3,39
Average Goo Average Goo
The integrated level of theme teaching competencies
d
d
Standard deviation (S)
0,98
0,72
0,92
0,74
The average deviation of the score
1,83
1,83
-14
P (T-test)
1,3.10
2,94.10-12
1,87 – great
1,99 – great

Influence level ES
impact
impact


22

Figure 3.5. Graph showing the results of two tests to assess the integrated themes teaching
competence at the time before the impact and after the impact - round 1

Figure 3.5. Graph showing the results of two tests to assess the integrated themes teaching
competence at the time before the impact and after the impact - round 2
The results of the two competency tests in both rounds showed a clear difference
between the two times before and after applying the three methods of developing integrated
themes teaching competencies, performance graphs. Assessment of integrated themes
teaching competence of experimental classes (Figures 3.4, 3.5) shows that the line of
performance after impact is always above the road before impact. This reflects the clear and
positive development of all manifestations of integrated themes teaching competency in
both pedagogical experiments. In the development process, each measure is tasked with
developing groups of expression of the component competencies of students' integrated
themes teaching competencies, the resonance of three measures to help develop their skills.
force for students to take place sequentially and firmly according to the training process
through Theory and Methodology modules. This development is not due to random factors
but the effect of the measures because all p-values of the T-test are less than 0.05.
Thus, the results of the pedagogical experiment confirmed the feasibility and
effectiveness of three measures in developing integrated themes teaching capacity for preservice chemistry teachers through the Theory and Methodology modules. the teaching
method of chemistry. This is entirely consistent with the hypotheses set out in the thesis.
CONCLUSIONS
Compared with the objectives and tasks set out, the thesis has completed the objectives
and tasks set out and proved the scientific hypothesis, namely:

1.1. Codify the theoretical and practical basis of the themes.
- An overview of relevant Vietnamese and English scientific documents and works to