Phát triển năng lực tích hợp kiến thức các khoa học tự nhiên của sinh viên sư phạm vật lí trong dạy học vật lí đại cương phần vật lí nguyên tử hạt nhân TT TIENG ANH

MINISTRY OF EDUCATION AND TRAINING
VINH UNIVERSITY
----------------------

TRAN THI KIEM THU

DEVELOP COMPETENCY OF INTEGRATING
NATURAL SCIENCE KNOWLEDGE
FOR PHYSICS PEDAGOGY STUDENTS
IN TEACHING GENERAL PHYSICS SECTION
“ATOMIC AND NUCLEAR PHYSICS”
Major: Theory and Teaching Methodology of Physics
Code: 9 14 01 11

SUMMARY OF PHD THESIS ON EDUCATIONAL SCIENCE

NGHỆ AN – 2021


0

The work has been completed at Vinh University

Scientific instructors:
1. Assoc. Prof. Dr. Nguyen Dinh Thuoc
2. Assoc. Prof. Dr. Le Phuoc Luong

Referee 1:

Referee 2:

Referee 3:

The thesis will be defended under the review of the University’s
Thesis evaluation Council at Vinh University
Time and date:

Thesis full can be found at:
- Vinh University Library
- Viet Nam National Library


1
INTRODUCTION
1. Reasons for choosing the research topic
Science and technology develop rapidly in the world, human knowledge is
increasing rapidly. The development trend of science today is to continue to differentiate
and integrate interdisciplinary and interdisciplinary. The thesis topic was chosen by us for
four main reasons:
Firstly, the need to innovate university teaching methods towards competence
development for students.
Second, integrated teaching is a very important competency for teachers in general
and physics teachers in particular.
Third, theme-based teaching is a modern teaching trend, the application of
integrated theme-based teaching methods can contribute to fostering students with some
high-level competencies such as analysis, compare and synthesize.
Finally, the content of the General Physics section for pedagogical students and the
content of the High School Physics program are closely related, the scientific knowledge
integrated in the General Physics module contributes to students teachers implemented
integrated teaching, meeting the requirements of teaching innovation in the general
education program in 2018.

For the reasons mentioned above, we choose the problem: Develop competence of
integrating natural science knowledge for pedagogy physics students in teaching General
Physics section "Atomic and nuclear physics" to research topic of the thesis.
2. Research purposes
Teaching General Physics section "Atomic and nuclear physics" to develop the
competence integrating natural science knowledge of physics pedagogical students,
contributing to fostering integrated teaching competence for students in the high school
physics teacher training program.
3. Research subbject
The process of teaching General Physics to develop competence of integrating
natural science knowledge for students pedagogy physics in teaching General Physics
4. Scope of research
Teach the “Atomic and nuclear physics” section with integrated theme to develop
the competence integrating natural science knowledge of physics pedagogical students.


2

5. Scientific hypothesis
If teaching General Physics "Atomic and nuclear physics" according to integrated
topics, it will develop the competence integrating natural science knowledge of physics
pedagogical students.
6. . Research tasks
- Researching the theory and practice of higher education in general and training
high school physics teachers in particular.
- Researching the ability to integrate knowledge of the natural sciences of Physics
pedagogical students and the integrated teaching competence of Physics teachers at high
schools.
- Analysis of the program and content of teaching the part "Atomic and nuclear
physics" for physics pedagogical students.

- Investigate the situation of teaching General Physics for pedagogical students in
the direction of developing integrated teaching competence in universities of pedagogy.
- Develop the curriculum of General Physics in the direction of fostering the
competence of integrated teaching of science subjects at high school for physics
pedagogical students.
- Research and apply integrated teaching by topic in teaching General Physics in
the direction of developing the competence to integrate natural science knowledge of
Physics pedagogical students.
- Assessing the ability to integrate knowledge of natural sciences of Physics
pedagogical students in teaching the "Atomic and nuclear physics" part.
- Organizing pedagogical experiments.
7. Research method
7.1. Theoretical research methods
Researching the perspective of innovation in higher education, theory of higher
education in the direction of developing professional competence for students.
7.2. Practical research methods
Investigate, survey, analyze and evaluate the situation teaching General Physics to
students of Physics pedagogy towards developing teaching competence in general and
teaching competence to integrate science subjects at high schools.
7.3. Pedagogical experiment methods
Pedagogical experiment to test the scientific hypothesis of the topic.


3
7.4. Mathematical statistical methods
Processing practical investigation data and pedagogical experimental results by
mathematical and statistical tools.
8. Contributions of the thesis
8.1. Theoretically
- The thesis has contributed to clarifying the theoretical basis for the development

of the competence to integrate knowledge of natural sciences of physics pedagogical
students in the process of teaching General Physics. Developing the competence to
integrate knowledge of the natural sciences is a necessary condition for fostering
integrated teaching competence in the high school Physics teacher training program.
- The thesis content also builds the structure of integrated teaching competence of
Physics teachers and the structure of competence to integrate knowledge of natural
sciences; Building a scale of competence to integrate knowledge of natural sciences of
physics pedagogical students in general physics learning.
- The thesis has proposed the process of building an integrated topic teaching plan
in General Physics in 5 stages.
8.2. Practically
- The thesis has investigated the reality of teaching General Physics for students of
Physics pedagogy in the direction of developing integrated teaching competence.
- The thesis has designed 5 thematic teaching plans to integrate the "Nuclear Physics"
part in the General Physics program in the direction of developing students' competence to
integrate knowledge of the natural sciences pedagogy physics.


4
CHAPTER 1
OVERVIEW OF THE RESEARCH
1.1. Studies on integrated teaching
1.1.1. Studies abroad
Xavier Rogiers believes that teaching integrated in education is meant to help
students understand problems in real life, he said that "If schools only care about teaching
students discrete concepts, then the The opportunity will form in students closed
deductions, will form functional blind people, that is, people who have acquired
knowledge but are not able to use that knowledge on a daily basis.
Some countries such as the The United States of America, England, Romania,
Indonesia, Australia have researched on the effectiveness and integrated teaching methods

and competence of Physics teachers/students.
Laura Tugulea and colleagues in her research group on the unique competencies of
Physics teachers. The authors propose courses for teaching General Physics related to
Physics (Physics-related optional subjects) such as Chemistry, Biology, Astrophysics,
Physics in Geography and some applied courses. Apply physics knowledge in other areas
including: Principles of Physics in the operation of machinery and equipment, Physics in
medicine and sports, Physics in climates, Physics in energy use and the environment ,
these modules have the goal of referring to the relationship of Physics to things and
phenomena in life, these modules are collectively called "Physics in other Sciences".
Therefore, studies abroad also show that integrated teaching is meaningful in
forming and developing competencies for learners, and Physics students can also learn a
number of modules with integrated content to improve their skills. knowledge that
integrates the sciences.
1.1.2. Research results in Vietnam
Some researchers such as Pham Xuan Que and Nguyen Van Bien have studied the
competencies formed in integrated teaching and integrated teaching processes in schools.
Authors Tuong Duy Hai and Do Huong Tra have analyzed the risks surrounding high
school teachers being trained to organize single-subject teaching without a combination of
interdisciplinary training in the context that our country is implementing integrated
teaching in schools, this has the potential to lose self-control of teachers when dealing
with integrated situations with knowledge of other subjects, for example, physics
pedagogical students have little access to Knowledge of Biology and Chemistry.


5
Researchers Tran Trung Ninh and Dang Thi Thuan An have studied the integrated
teaching competency framework for high school teachers including 4 levels and 9 criteria.
However, these criteria have not mentioned integrated knowledge criteria.
1.2. Researches on teaching General Physics in the direction of fostering
professional competence and competence to integrate knowledge of natural sciences

1.2.1. Studies abroad
Some authors such as Eric Brewe, Warren Christensen, Viviane Callier said that
current General Physics teaching still focuses on solving problems, less applying
knowledge in practice.
1.2.2. Research results in Vietnam
The "Atomic and nuclear physics" section has contents associated with the high
school curriculum. Authors such as Thai Khac Dinh, Tran Quoc Ha, Ta Hung Qui have
divided the course into two main contents Atomic Physics and Nuclear Physics. However,
the teaching contents have practical links to contribute to fostering the students' ability to
integrate science such as exercises in the end of chapters, learning projects, teaching
content with interdisciplinary elements, integrated issues related to the profession of
pedagogical students, these studies have not mentioned or clearly mentioned.
1.3. Some contents continue to study
We need to continue to study the following contents
(1) In the training of high school physics teachers, what are the conditions and
factors for students to have integrated teaching competence?
(2) Teaching General Physics in general and teaching the section "Atomic and
nuclear physics" in particular in what way to foster integrated teaching competence for
Physics pedagogical students?


6
CHAPTER 2
THEORETICAL AND PRACTICAL CONTENT

2.1. Competence and ingredient of integrated teaching competence
2.1.1. Competence
Competence is the ability to apply general knowledge to effectively solve
problems/situations of the lesson/assignment, the competence of physics pedagogical
students is demonstrated in the condition that students know how to rely on scientific

evidences (mainly natural sciences) have been mobilized to evaluate the impacts of
science on social life.
2.1.2. Ingredient of integrated teaching competence
We propose a structure of integrated teaching competence including four ingredient
of competence (table 2.1).
Table 2.1: Structure of integrated teaching competence according to ingredient
competencies and activities
Ingredient of competence
1.

Cognitive

Behavioral expression/criteria

competence

of - Identify general and specific competencies of

integrated teaching

Physics subject
- Present the problem theory of integrated teaching

2.

Competence

to

integrate - Proposing problems

knowledge of natural sciences

- Integrated knowledge synthesis
- Explore, discover and organize knowledge of
sciences related to integration problems
- Presenting and expressing integrated topics in a
logical and accurate sequence
- State the advantages and disadvantages of science
to life and society

3. Competence to build lesson - Determine the purposes integrated teaching
plans

and

organize

integrated - Develop integrated teaching plans

teaching activities

- Effective use of effective teaching methods and
means

4.

Competence

to

assess - Building and using a set of tools to assess

competency in integrated teaching

students' ability in integrated teaching


7
Table 2.1 shows that the competence to integrate knowledge of the natural sciences
is developed for physics pedagogical students through organizing integrated teaching
topics in general physics teaching to contribute to the competence building integrated
teaching for Physics students.
2.2. Competence to integrate knowledge of natural sciences
2.2.1. The concept of competence to integrate knowledge of the natural sciences
The competence to integrate knowledge of the natural sciences is a psychological
attribute, the ability of learners to detect integrated problems, mobilize and synthesize
knowledge, skills, and cognitive methods of subjects. of the natural sciences to solve
problems related to scientific theory or practical problems in life, science, technology and
teaching Physics effectively.
From the concept of competence to integrate knowledge of natural sciences, we
believe that competence is formed for students through stages of organizing and teaching
integrated topics (Figure 2.1)

Figure 2.1. Stages of formation of capacity to integrate knowledge of natural sciences
2.2.2. Competency structure integrating knowledge of natural sciences
Deriving from the definition and analysis of the stages of formation of the capacity
to integrate knowledge of the natural sciences, we define the framework of the capacity to
integrate knowledge of the natural sciences for physics pedagogical students in the
process. General Physics teaching is presented in Table 2.2.

Table 2.2: Table describing the ability to integrate knowledge of natural sciences of

Physics pedagogical students in teaching General Physics
Ingredient of competence

Behavioral expression/criteria

Detect integration problem

Presenting the integrated problem, recognizing the
inconsistencies from the problem raised, asking
questions around the problem

Integrated knowledge synthesis Searching

for

information,

researching

related

knowledge and establishing a relationship between
knowledge of Physics and knowledge of natural
sciences


8
Explore,

discover,

organize Explore, select, organize knowledge content related

knowledge of sciences related to integrated problem, research integrated problemto integration problems

solving, give answers about real-life situations by
stringing collected information

Present

Use correct, accurate scientific language, express
ideas clearly and coherently

Assess the impact of science State your own views on the positive and negative
on life

aspects of scientific research to life, society, and life
skill formation

2.2.3. Scale of competence to integrate knowledge of natural sciences of physics
pedagogical students
We base ourselves on the competency framework to integrate knowledge of the
natural sciences (table 2.2). We propose a detailed scale of levels of ability to integrate
knowledge of natural sciences of physics pedagogical students in learning general physics
(table 2.3).
Table 2.3: Scale of competence to integrate knowledge of natural sciences
Ingredient of

Scale 1

competence

Marks: 0-4,9

Scale 2

Scale 3

Scale 4

Marks: 5,0-5,9

Marks: 6,0-7,9

Marks: 8,0-10

Detect

The integration An integration Self-discovered

integration

problem could problem

problem

not be detected

Full

self-

can but not fully detection

be introduced, integrated

integration

but

problems

students problems

of

must ask for
guidance
Integrated

Unable

to Synthesize

knowledge

synthesize

integrated

synthesis

integrated

knowledge but knowledge, but knowledge,

knowledge

students need some
guidance

Synthesize

Synthesize

integrated

integrated

information
missing

new complete
is information,
that solve problems

can solve the
problem

9
Explore,

Unable

to Explore,

discover,

search,

discover,

organize

discover, select select, arrange organize

knowledge
sciences
to

of and

Explore,

Explore,

discover, select, discover, select

and

arrange

organize the content but content to solve reasonable,

related content, clutter have to rely on problems

integration the contents

guidance

but clear,

not completely completely

problems

accurate

accurate
content

Present

Unable to make Presenting and Presenting and Presenting,
presentations or expressing
express

ideas ideas

that

expressing

when ideas correctly ideas correctly,

are given

difficult

expressing

but

to suggestions

lacking confidently,

confidence

creatively

understand
Assess

the Unable

impact of science assess,
on life

to

to Assess
unable able

state

be Assess

the Assess

the

to negative

and negative

and

the influence

the positive aspects positive

negative

and negative

and of

positives

of positive

science

aspects

affecting social science
life

science aspects

affecting
of provide

of

life, science
impacting life,

on convincing but provide

social life, but incomplete

convincing

with guidance

scientific

scientific

evidence

evidence
sufficiently

2.3. Teaching with integrated theme
2.3.1. Concept theme integrated
An integrated theme is one whose content is related to two or more different
scientific subjects or areas. These contents are related to current issues, the lessons are
associated with practice, showing the synthesis of knowledge of the above subjects or
fields in solving life's problems.
2.3.2. Teaching with integrated theme
The integrated topic-based teaching plan in the General Physics module includes
the following 5 stages: (1) Thematic objective, (2) Theme ideas, (3) Graph of the


10
integrated theme teaching progress, (4) Choosing the form of teaching organization, (5)
Specific teaching process.
a. Theme purposes
Determine the goal of the theme, including the knowledge and skills that students
must achieve and acquire through the theme, and this goal is shown in each teaching stage,
developing the ability to integrate scientific knowledge.
b. Theme ideas
Students state how the content contained in the topic is related in terms of practice,
the issues that are of concern to society today, and the issues related to the student's
teaching profession such as the theme in the subject program at the high school, these

current issues are related to the lessons in the General Physics program.
c. Graph of the integrated theme teaching progress
Graph is used to illustrate the process of teaching integrated theme in the direction of
developing the competence to integrate knowledge of natural sciences in teaching General
Physics, as well as a diagram to link knowledge content integrating sciences and
organizing teaching and learning of integrated theme (Figure 2.2).
Internal content in general
physics

Current social issues of concern, daily
life, current events.

Receiving tasks:
Identify the main questions for the topic
Preparation:
Search interdisciplinary documents related to the question, analyze scientific data
towards lesson questions.

Arrange, evaluate integrated documents
Sequence of scientific data, integrated knowledge to
explain the problem, give answers to topic

Present

Assess the impact of science in real life

End of theme:
Conclusion, assessment of student competence

Figure 2.8: Teaching process access competency for pre-service teacher

11
d. Choose the form of teaching organization
The stages of competence building for students need to have different forms of
learning organization, for example, experiment, group discussion, individual work,
information retrieval, presentation...
e. Specific teaching process
Detailed description of the lesson plan of integrated topics.
2.4. Situation of teaching General Physics for students of Physics pedagogy in the
direction of fostering integrated teaching competence
2.4.1. Situation of teaching General Physics for students of Physics pedagogy
a. Objective of the investigation: Investigate the current situation of fostering
integrated teaching capacity, especially fostering the capacity to integrate knowledge of
natural sciences in teaching General Physics for Physics pedagogical students.
b. Objects of investigation: 25 lecturers and 176 students of pedagogical schools
that train physics pedagogical students.
2.4.2. Conclusion of investigation results
Integrating knowledge of natural sciences in the required program is still at a low
level (contact, application). Not interested in teaching integrated topics. The lecturers and
students mostly agree with the integration of subject-based teaching into the curriculum of
General Physics to enable students to apply interdisciplinary knowledge to solve problems
in the field of physics. practice, improve the capacity to integrate knowledge of natural
sciences (a component of integrated teaching capacity).
Chapter conclusions 2
- Competence to integrate knowledge of the natural sciences is actually the ability to apply
interdisciplinary integrated knowledge to solve real-life problems. Fostering students with
this capacity is to help students apply integrated knowledge effectively when developing
and organizing teaching of integrated topics in general, and integrating STEM and
STEAM in particular are emerging points. featured in the 2018 general education

curriculum.
- The teaching process to foster the competence to integrate knowledge of natural sciences
for pedagogical students built in Chapter 2 is suitable for the classroom teaching process
because this process helps students participate in most of the teaching and learning
process. In all learning activities, students actively and actively acquire new knowledge.


12
CHAPTER 3
BUILDING THE INTEGRATING THEMES PLAN FOR TEACHING
PART "ATOMIC AND NUCLEAR PHYSICS" TO DEVELOP COMPETENCY
OF INTEGRATING NATURAL SCIENCE KNOWLEDGE
FOR STUDENTS PEDAGOGY PHYSICS
3.1. Integrated topics to develop the competence of integrating natural science
knowledge for students pedagogy Physics
We propose the following theme:
Theme 1. Fluorescent
Theme 2. Applications of X-rays in medical imaging
Theme 3. Irradiated food
Theme 4. Radioactivity and Radioisotopes
Theme 5. Applications of nuclear physics in various fields of life
3.2. Tiến trình dạy học chủ đề “Tia X và chẩn đốn hình ảnh bằng tia X”
a. The purpose of the theme
- Analyze and propose a set of questions to solve the posed situation of the topic "Xray and X-ray imaging".
- Explain the operation of the Coolidgo tube or Crookes tube, the mechanism that
produces X-rays.
- Stated that X-ray spectrum consists of two components: line spectrum and
continuous spectrum.
- Describe and explain the Auger effect.
- It is predicted that chemical elements with large atomic masses will be strongly

absorbed X ray.
- Proposing a verification test on insoluble substances to be applied in the standard
stomach and soft tissue diagnosis.
- Conduct experiments and correctly comment on the relationship between X-rays
and elements with large atomic masses, the more massive the element, the stronger
the X-ray absorption.
b. Theme ideas
Study the curriculum for students of Physics pedagogy, author Thai Khac Dinh
mentioned X-rays and X-ray spectrum. X-ray photons, when carrying enough energy,
can ionize atoms and break molecular bonds. This makes it a type of ionizing radiation,
which in turn damages living body tissue. Application of X-rays and combined with


13
some discoveries about X-ray absorption chemistry will be further explored when
teaching integrated topics to students.
Analysis of the content of the new general education program and the general
education program of Physics (the new program deals with the application of Physics
knowledge in Medicine), with an integrated theme "X-ray" to teach knowledge of Xrays and its application in practice. This topic gives students the opportunity to apply
their knowledge of many fields such as X-rays (Physics), BaSO4 salts (Chemistry),
gastroscopy (Biomedicine) and the elemental components that make up the body.
c. Graph of the integrated theme teaching progress
We propose grap to teach X-ray topics as follows:
X-rays of soft tissues in the human body to
diagnose certain diseases.

X ray

Understand and identify questions around the situation
- Why is soft tissue that X-rays pass through? Can a compound be used to increase x-ray uptake?

How do you know that?
- Is barium sulfate salt a harmless and beneficial salt in radiological diagnosis? How do you know
if this is true or not?

Finding of scientific literature and answer questions based on evidence and scientific foundations
- The creation, properties and applications of X-rays
- Salt absorbs X-rays: do experiment test to assess the safety of salt.
- Compare the difference between the structure of the elements inside the body, draw conclusions as to
why the salt absorbs X-rays.

X-rays are a type of
electromagnetic wave with
high energy and cannot
penetrate soft tissues

The salt containing Ba has Z
= 137, which is higher than
the other elements that make
up the body

Salt has the ability to
precipitate, insoluble in
water and acid, so it will be
excreted, so it is not harmful
to humans.

Present and point out the impact of science and technology on production life:
- The diagnosis of soft anesthetics in medical practice is possible but adjuvant chemistry is required.
- The salts are not good for those with internal trauma, which can leave blurriness for later diagnoses.
X-rays are radiation with short wavelengths, which can damage healthy cells.

End of theme:
- Salt contains Barium, this element has a higher atomic quantity than the elements that create soft
tissue (hydrogen, carbon, nitrogen, oxygen), so it can absorb X-rays many times more than soft tissue
of the body.
- Barium sulfate (BaSO4) is a water-insoluble metal salt, used in gastrointestinal X-ray examination
because it is not absorbed by the body nor does it affect the secretion of the stomach and intestines.

Figure 3.1. Graph to teach X-ray theme


14
d. Detailed description of the teaching process
Activity 1. Understand and identify questions around the situation
Table 3.1: Summary of activity teaching process
Organiz Discuss, propose the correct solution.
ed activities Complete the questionnaire around the topic.
for students
Teachin

Video, questionnaire

g facilities
Target

Why does soft tissue pass through the X-rays? Can a compound be
used to increase X-ray uptake? How do you know that?
Is barium sulfate salt a harmless and beneficial salt in radiological
diagnosis? How do you know if this is true or not?

e. Detail plan.
Lecturer: Show a video of X-ray. Clip content involves taking X-rays of hard tissues
such as the bones of the hands, feet, and spine: the clip does not mention shooting soft
tissues.(Source: />After finishing the video, the lecturer directed the whole class: “What do you think
about X-rays when photographing parts of the human body? Please respond to your
comment by choosing the correct option from the following
A. Currently in hospitals, X-ray technology to diagnose hard tissue injuries such as neck
bones, hands, feet.
B. Currently in hospitals, X-ray technology to diagnose soft tissue lesions such as
stomach and intestines.
C. Both A and B.
Teachers finish the statement and give 5 minutes for class time to discuss, then call
about 2 to 3 students to say options of choice A, B or C. Teacher concludes that the correct
answer is C.
Student's choice may be very different, maybe A, B, C. (Predict the student who will
choose A the most). So teachers prepare questionnaires to record their students
Name:
1)…………………………2)……………………………3)………………………
The correct answer is that does C conflict with my understanding of X-rays? If I
think so, where is the conflict?
..…………………………………………………………………………………….
Figure 3.2. Handouts to students stating unknown issues on option C


15
Teacher calls 1,2 students to speak. The teacher collects student votes, creating an
opportunity for the students to ask questions of the topic.
Teacher continued by another situation: “Mr. M has stomachache, although he took
medicine for a long time but does not get better, M is suspected to have a stomach tumor.
To take X-rays of stomach for Mr. M, the doctor fed patient M a salt called Barium sulfate

(BaSO4), while patient N who was in the same room with M took X-ray of bone did not
need to eat this substance? Explain why?
Teacher asks students to find a series of questions about the situation. Expected
question: What are the X-ray properties? What are the properties of BaSO4 salts, and how
are they related? Is barium sulfate salt a harmless and beneficial salt in radiological
diagnosis? How do we know if this is true or not?
Activity 2. Finding of scientific literature
Table 2. Summary of activity teaching process
Organized - Draw a mind map about X-rays
activities

- Experiment with BaSO4 salt and complete learning materials

for

- Write in the learning materials to find out the relationship between

students

elements with large atomic number and the ability to absorb X-rays.

Teaching

- Links provided to students to assist them in drawing the mind map. A4

facilities

blank paper.
- BaSO4 salt, beaker, stirring rod.
- Learning materials about experimental results.

- Learning materials instructing students to find out the relationship
between Z number and X-ray absorption capacity

Target

-Synthesis knowledge of X-rays: X-ray creation technique and explanation
of the mechanism of operation of Cooligio machine, X-ray was discovered
in 1895 by Wilhelm Rongthe, the effect of X-ray in medicine and some
other areas.
-Synthesis of knowledge of BaSO4: BaSO4 salt is a precipitate, insoluble in
acidic environment, common elements that make up the body with low
atomic masses: for example, C, N, O, H. The relationship between the Xray resistance and the mass of the constituent element inside the body, the
greater the mass, the greater the X-ray resistance.

 Detail plan
Teacher gives A4 paper to groups of 3 students each.


16
Students record documents collected and drawn in the form of thinking diagrams on A4
paper.Information in support: />
Figure 6. Experimental equipment
Students observe and touch experimental equipment. Teacher asks the question: If
you put salt in water or lemonade, what would they observe? Some students will answer
the precipitate of a cup, two cups or others may not know it will say it is milky.
Students perform experiments, analyze help information and record the observation results
and collect them into learning materials.
Name: 1)…………………….2)…………………….3)…………
a. Experiment with barium sulfate salt, observe and complete the learning materials.
b. Based on the information sheet, comment on the relationship between the effect of

X-ray absorption on chemical elements in the body
c. Tell some applications of radiology in medicine. Do radiography of the stomach
affect health? Why?
Information in support: />Figure 7. Handouts to students conduct experiments

3.3 Matrix design criteria to assess students' competence
Table 3. Description of students' competence levels in teaching X-ray theme
Criteria
Scale 1
Scale 2
Scale 3
Scale 4
C.1

Understand Could

not Ask

Ask

the Identify

and

record

questions

question if X- correct

identify

question

about X-rays rays will pass correct

questions

about X-ray

with help

through

soft question.

around the

tissue?

But

I

situation

don't know if I

the
and

17
will

ask

questions about
the chemicals to
use as support.
C.2

Finding of Finding

of Finding

has Finding

scientific

the document some results document

literature

has

no but

results.

requires some

help

answers

physical service

for

questions

not

yet learning. Self-

about X-rays

combined into a answer

and BaSO4

complete

teacher

answer.

questions.

questions

solve

to Solve

the Solve

the Solving

the

the

the situation, but situation, but the situation,

on problem:

must rely on explanation

is explaining very

evidence

How X-rays help

not clear, know clearly, stating

and

penetrate soft

the chemical use specific

scientific

tissue.

of

foundations

X-ray scientific

absorption
do

not

why

C.4

to practical

but integrated topic

Unable

to

and

questions

Answer

based

results. accurate

major

the

has right material,

Answers

Wrong

C.3

the Finding

Presenting

Expression

integrated

does

Expressions

not make

topics in a make

the listener

but evidence,
know proposing

it

is experiments

absorbed.

for testing

Good

Excellent

the expression,
clearly

expression,

stated, clear

logical,

listener

understand

accurate

understand

but not yet the ability to use logical

and

the

scientific

the

manner

rapporteur

matter express

wants

present.

logic.

but not logical, presentation,

the scientific
terminology
not

to

connection,
is correct

reasonable scientific

in
sections.

some terminology.


18
C.5

Point

out The

harm Assess

the impact and

the harms

of science advantages

the Evaluate

Comprehensive

and whether X-rays effect

of

disadvantages cause damage to radiology with

and

of using X- but seek help

cells, but do not soft

technology

rays in this

know how to diagnosis. (X-

on

case

assess BaSO4.

production

be assessed

cannot

ras

tissue

and

BaSO4).

life

Chapter conclusions 3
The teaching topic has content oriented to develop students' capacity, especially the
topic that starts with problem situations that students have not encountered if they follow
the old program, so this is a traditional method of teaching. achieve attractiveness for
students, thereby making students love and have more motivation to study this subject.
Students are trained in modern study skills in learning activities such as identifying
lesson questions (through receiving, monitoring and analyzing situations, stating problems
around situations). , synthesize integrated information (through activities such as

analyzing information sheets, doing experiments, accessing teaching websites, drawing
structural diagrams and explaining the operation of devices), from data collected, ask
students to propose answers to the problem of the situation/hypothesis, prove the
hypothesis with specific scientific evidences, argue and chain previously studied
problems. It can be seen that the learning activities of students are oriented to develop the
ability to integrate natural science knowledge.


19
CHAPTER 4
PEDAGOGICAL EXPERIENCE
4.1. Purpose and object of pedagogical experiment
Purpose of pedagogical experiment to test the scientific hypothesis of the thesis
topic: If teaching General Physics "Atomic and nuclear physics" under integrated topics, it
will develop integrative capacity. knowledge of natural sciences of physics pedagogical
students.
We chose the subject of pedagogical experiments to organize the teaching of the
"Nuclear Physics" part, who are 3rd year Physics pedagogical students of Ho Chi Minh
City University of Education and Can Tho University. , the experiment was conducted in
two semesters corresponding to two rounds. The results of the first pedagogical
experiment are the basis for us to draw experience, edit and perfect to conduct the second
pedagogical experiment.
4.2. Evaluation of pedagogical experimental results
a. Results of the assessment through the test
After finishing the second pedagogical experiment, we gave students both groups a
test. The test results are graded and processed according to statistical theory and are
presented in tables 4.1, 4.2 and 4.3.
Table 4.1: Frequency distribution of scores of experimental and control classes after the
second experiment
University

Lớp

Xi

1

2

3

4

5

6

7

8

9

10

Tổng

Can Tho

Ex

f

0

0

1

4

7

8

9

8

7

1

45

Co

f

0

1

3

6

9

9

8

4

3

2

45

Ex

f

0

1

1

4

5

7

9

12

7

4

50

Co

f

0

2

4

5

5

12

11

6

5

0

HCM city
Pedagogical

50

Table 4.2: The cumulative frequency distribution of backward convergence of the
experimental and control classes after the second experiment
University

Lớp

Xi

Can Tho

Ex

wi 0,0 0,0

2,2

11,1 26,7 44,4 64,4 82,2 97,8 100

Co

wi 0,0 2,2

8,9

22,2 42,2 62,2 80,0 88,9 95,6 100

Ex

wi 0,0 2,0

4,0

12,0 22,0 36,0 54,0 78,0 92,0 100

Co

wi

HCM city
Pedagogical

1

2

3

4

5

6

7

8

9

10

0,0 4,0 12,0 22,0 32,0 56,0 78,0 90,0 100 100


20

Figure 4.1: The graph depicts the cumulative frequency of backward convergence
of the experimental and control classes
The learning quality of experimental class group is higher than that of control class
group. At Can Tho University, in the experimental class, the total score of 7 or more in the
experimental class accounted for 35.6% while this figure in the control class was only
20%. Ho Chi Minh City University of Education, the total % score of 7 or more in the
experimental and control classes was 46% and 28%.Kết quả các chỉ số thống kê như sau:
Table 4.3: Statistical table of experimental and control class test results

Cantho University
Class

HCM city Pedagogical University

Ex

Co

Ex

Co

Medium score

6,71

5,96

7,00

6,06

Variance

3,03

3,46

3,67

3,53

Standard deviation

1,74

1,86

1,92

1,88

p-value

0,0496031

0,0149604

Thus, it can be concluded that the difference between the mean values of the experimental
and control groups in both fields is significant with high confidence.
b. Qualitative results
We conducted qualitative surveys with questionnaires and received the students'
self-assessment results as follows
Table 5. Self-assessment results of students
Soaring(%)

Increase(%)

Stable(%)

around the situation

3.6

82.1

14.3

Finding of scientific literature

3.6

82.1

14.3

and scientific foundations

3.6

82.1

14.3

Presentation

10.7

39.3

50.0

Understand and identify questions

Answer questions based on evidence


21
Assess the impact of science on life

14.3

75.0

10.7

Based on the table shows, students rated themselves more advanced than before,
specifically 82% of students said that competence “Understand and identify questions
around the situation; Finding of scientific literature; Answer questions based on evidence
and scientific foundations” has increased, and 3.6% significantly increased (Soaring), only
14.3% of students said that they still felt that they had not made progress. Most of the
students are still hesitant and not confident in assessing the presentation, 50% of them
have not improved this competence, the reason may be because they have not had many
opportunities to present (by lecturers only sending representatives of groups). In general,
the students have had positive changes, the component competencies have been improved,
the thematic teaching method has brought very reliable results.
Research results for individual students
Table 4.5: Results of competency levels of research students
Le Nguyen Nhut T

Theme 1

Theme 2

Theme 3 Theme 4

Theme 5

Competence 1

1

2

2

3

3

Competence 2

2

2

3

3

3

Competence 3

1

2

3

2

3

Competence 4

1

2

2

3

3

Competence 5

2

3

3

3

3

Tran Mai T
Theme 1

Theme 2

Theme 3 Theme 4

Theme 5

Competence 1

1

1

2

2

3

Competence 2

2

2

2

3

3

Competence 3

1

2

2

2

3

Competence 4

1

2

2

3

3

Competence 5

2

2

3

3

3

Danh A
Theme 1

Theme 2

Theme 3 Theme 4

Theme 5

Competence 1

2

3

3

4

4

Competence 2

2

2

3

3

4

Competence 3

1

2

2

3

3


22
Competence 4

2

2

2

3

3

Competence 5

2

3

3

3

3

Vo Thi Ngoc H
Theme 1

Theme 2

Theme 3 Theme 4

Theme 5

Competence 1

2

2

3

4

3

Competence 2

2

2

3

3

4

Competence 3

2

3

2

3

3

Competence 4

1

2

2

3

3

Competence 5

2

2

3

3

3

Thiem Thị K
Theme 1

Theme 2

Theme 3 Theme 4

Theme 5

Competence 1

1

3

3

4

4

Competence 2

1

2

3

3

4

Competence 3

2

3

3

3

4

Competence 4

2

3

4

3

4

Competence 5

3

3

3

4

4

Nguyen Ngoc H
Theme 1

Theme 2

Theme 3 Theme 4

Theme 5

Competence 1

1

3

3

4

4

Competence 2

2

3

4

4

4

Competence 3

2

3

3

3

4

Competence 4

3

4

4

4

4

Competence 5

3

3

3

4

4

Bui Hong V
Theme 1

Theme 2

Theme 3 Theme 4

Theme 5

Competence 1

2

3

4

4

4

Competence 2

3

3

4

4

4

Competence 3

2

3

3

4

4

Competence 4

2

3

3

4

4

Competence 5

3

3

3

4

4


23
Chapter conclusions 4
We draw the following conclusions
The assessment of competence for experimental class students using the scale has
shown that students have made significant progress, the scales are increase.
Analysis of students' products during the experiment shows that: Students actively
participate in group discussions, planning, and product design at the request of lecturers.
About students' attitudes when learning integrated topics: Students show attention
and interest in the content of the integrated topic. Students focus on group discussions and
lively debates when giving their opinions in front of the class.