Báo cáo " ENVIRONMENTAL EDUCATION BY PROBLEM BASED LEARNING METHOD (PBL) - BENEFITS AND REMAINING ISSUES - APPLY IN TEACHING CLEANER PRODUCTION SUBJECT IN HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY " pdf

Kỷ yếu hội nghị Khoa học Môi trường và Công nghệ sinh học năm 2011 121 ENVIRONMENTAL EDUCATION BY PROBLEM BASED LEARNING METHOD (PBL) - BENEFITS AND REMAINING ISSUES - APPLY IN TEACHING CLEANER PRODUCTION SUBJECT IN HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY Vu Hai Yen Department of Environment and Biotechnology, Ho Chi Minh City University of Technology, Vietnam TÓM TẮT ―Ngƣời ta chỉ bảo vệ những gì mà họ yêu, chỉ yêu những gì mà họ hiểu, chỉ hiểu những gì mà họ đƣợc học‖. đó là một câu châm ngôn khôn ngoan trong lĩnh vực giáo dục, đặc biệt là trong lĩnh vực giáo dục môi trƣờng. Cốt lõi của vấn đề truyền thông, giáo dục ý thức bảo vệ môi trƣờng của sinh viên, học sinh đều nằm ở việc giáo dục tình yêu, lòng hăng hái, và trách nhiệm của giới trẻ đối với cuộc sống. Trong thời gian vừa qua, giáo dục đại học đƣợc xem nhƣ những kiến thức ở tầm vĩ mô, xa rời thực tiễn, vì thế mà sinh viên khó có thể áp dụng vào thực tiễn. Vài năm trở lại đây, giảng dạy đại học bằng phƣơng pháp đặt vấn đề (Problem Based Learning) thƣờng đƣợc nhắc tới nhƣ một phƣơng pháp giáo dục kiểu mới đem lại nhiều hiệu quả. Phƣơng pháp này phát huy tính tích cực, chủ động trong học tập, ngƣời học đƣợc rèn luyện các kỹ năng cần thiết, sớm tiếp cận những vấn đề thực tiễn và biết cách tổ chức vấn đề, bài học đồng thời đƣợc nhớ sâu hơn. Phƣơng pháp còn giúp giảng viên không ngừng vƣơn lên để học hỏi không ngừng. Phƣơng pháp đã giúp giảng dạy thành công các môn học kỹ thuật vốn khô khan từ trƣớc đến nay, trong đó có các bộ môn Kỹ thuật Môi Trƣờng. Tuy nhiên, ngoài những lợi ích dễ dàng nhận thấy, phƣơng pháp này vẫn có những bất cập nhất định. Nội dung bài tham luận là tổng quát về những thuận lợi và khó khăn trong công việc giảng dạy các môn học môi trƣờng. Trong các môn học trong chuyên ngành Môi Trƣờng, môn học Công Nghệ Sản Xuất Sạch Hơn là môn học đòi hỏi kiến thức tổng hợp từ nhiều lĩnh vực, kiến thức chuyên môn nhiều nhất. Môn học này bắt đầu đƣợc giảng dạy trong khoảng 10 năm trở lại đây. Do vậy, áp dụng PBL vào công tác giảng dạy môn học Công Nghệ Sản Xuất Sạch Hơn là điều thực sự cần thiết. Nhƣng áp dụng nó nhƣ thế nào, những thuận lợi và khó khăn nào sẽ gặp phải khi sử dụng phƣơng pháp này? Bài tham luận trình bày các lƣu ý cần áp dụng trong việc giảng dạy môn học Công Nghệ Sản Xuất Sạch Hơn tại các trƣờng Đại Học trong Thành phố Hồ Chí Minh. INTRODUCTION In recent times, education is seen as the knowledge at the macro level, far from reality, so that students can not be applied to practice. Few years, teaching method question (Problem Based Learning) is often referred to as a new kind of educational methods bring more efficiency. This method of promoting a positive, active learning, students are trained to the necessary skills, early access to practical issues and how to organize the issues, lessons at the same time is remembered more in-depth . The method also helps teachers constantly striving to learn continuously. The method has successfully helped teach technical subjects which hitherto sterile, including the Environmental Engineering department. However, in addition to the benefits of easy to see, this method still has certain shortcomings. In the specialized course work in Environmental field, Cleaner Production Technology is a subject requires knowledge from multiple domains, the most expertise. This course is taught starting in about 10 years. Therefore, the application of PBL in teaching subject Cleaner Production Technology is indeed necessary. But how to apply it, the advantages and disadvantages will be encountered when using this method? Kỷ yếu hội nghị Khoa học Môi trường và Công nghệ sinh học năm 2011 122 RESEARCH PURPOSE Topics focus on the issues as follows: -Teaching Method question: purpose, methods, benefits, meaning, scope, advantages and difficulties in teaching this method. - Apply in teaching the subject Cleaner Production Technology: subject characteristics, by applying the teaching methods into question how teaching this course. - Finding on the advantages and disadvantages when using this method to teach Cleaner Production Technology. RESEARCH CONTENTS The study focused on two directions as follows: + Learn teaching methods question (Problem based learning): definition, purpose, methods, benefits, meaning, scope, advantages and difficulties in teaching this method. + To apply these teaching methods in teaching subjects Cleaner Production Technology: -Understanding of the course requirements in each field of study, course duration for -Select-level teaching -From the number of students, selected teaching methods -Distribution of time, select the appropriate topics for student -Lessons learned from practical TEACHING METHODS Definitions Teaching problem-based learning (PBL: Problem based learning) is an overall approach to education, at both angles curriculum learning process: curriculum includes selected issues and carefully designed kidneys to help the school to receive knowledge is a critical way, strengthen problem-solving skills, self-study and group work skills, the learning process as systematic problem solving process or may face challenges in life. Learning problem is based on teaching methods to help students receive the knowledge and skills through a learning process is based on the questions, problems and practical tasks that have been built up. Objectives - Awareness: helping students have the opportunity to grasp the breadth of knowledge. - About skills: helping learners to develop reading ability, scientific research skills, problem- solving skills, social skills such as teamwork, presentations, debates, negotiations, - On attitude: helps students feel close and loved the subject and learn, see the value of group activities for themselves. The characteristics of teaching methods based on problem Background center of learning and teaching activities Instead information is presented from low to high, students will only have access to a problem to be explained once they are fully equipped with the necessary knowledge. Learners have access to immediate problems in the early stages of a teaching unit. The problem may be a natural phenomenon or an event / situation was, is or may in fact occur and contain things to be explained. The self-exploration study to determine the source of information to help solve problems On the basis of issues raised, the learner must actively search for relevant information to solve problems. In other words, the students almost have to equip yourself with the "theory" in order to have sufficient knowledge to approach and solve problems. Group discussions are the core activities Through discussion in small groups, students share information and resources together to form hypotheses to help solve the problem, and hypothesis testing concluded. The role of teacher support nature Lecturer‘s role orientation (pointing out the need to explain the problem), assistance (only source of information, questions, ), assessment (testing hypotheses and conclusions of study), codified knowledge, generalized conclusions. Kỷ yếu hội nghị Khoa học Môi trường và Công nghệ sinh học năm 2011 123 Advantages and disadvantages of teaching methods based on problem Advantages -To promote positive and active learning. - The school trained the necessary skills: practice / reading skills, scientific methods of thinking, scientific debate, collective work - The lesson has been wide acceptance has deep, long stored in the memory study. - Require teacher constantly rising. Disadvantages - Difficult to apply in the subject is highly abstract: This method does not result in the same for all subjects, although it can be widely applied. In fact the subject close to reality as much to build, the more likely problem, and thus applicability of the method is higher. - Difficult to apply to large classes: Classes are more crowded more and more small groups so that the organization, management will become more complex. A teacher is difficult to monitor and guide the discussion for a dozen study groups. In this case, the role of teaching assistants will be essential. FEATURES OF THE SUBJECT OF CLEANER PRODUCTION (CP) Objectives of the course -Knowledge: The objective of the course is to introduce students method, a new approach to prevention has just had its high environmental pollution. This approach not only helps manufacturers and service providers to reduce the amount and toxicity of waste in the production process again just to bring high economic efficiency. - Skills: implementing the cleaner production projects for the manufacturing industry. - Attitudes, attendance: need serious learning attitude, diligence. Industrial environments always require strict working style, and progressive responsibility. Course Content The program teaches cleaner is designed to give students the scientific environment with basic knowledge on cleaner production technology, skills implementation of cleaner production, the technical solutions to reduce waste and toxic calculation of waste at source and integrate the implementation of energy efficiency in the CP, the attitude required when implementing cleaner production. + Part 1: Introduction of cleaner production: a) Overview of environmental protection; b) The concept: cleaner production; Productivity Ecology, Pollution Prevention, Clean Technology; c ) The similarities and differences in concepts, approaches, d) The purpose and significance of the application of cleaner production; f) Difficulties and advantages in the application of cleaner production in Vietnam and the world; f) practical application of cleaner production in HCMC City from 1996 to present. + Part 2: implementation of cleaner production techniques and tasks or steps in the implementation of cleaner production: a) Establish CP group; b) List the processes; c) Determine the fuel consumption and selected key center audit; d) Develop flow charts for key audit; e) Calculate the balance of raw materials (material balance): f) Determination of loss due to waste money in production; g ) Analyze and determine the cause of emissions, waste ; h) Proposals and selection of CP opportunities; i) Screening and feasibility analysis of opportunities; j) Options and Opportunities implementation plan; k) maintaining focus and selecting a new auditor; l) Objectives and significance of the combined use of cleaner energy efficiency; m) The concept of energy audit, forms of energy audit; n) The approach is to use energy efficiency; o) Analyze and evaluate opportunities to use energy efficiency in boilers used in some industries; p) Analysis and evaluation of opportunities to save energy in the electricity production facilities. + 5 topic seminars Topic 1: CP Methodology - CP Applying for a typical industry (tanning, dyeing, metallurgy, food, paper, plastic ) Topic 2: Audit for cleaner energy Kỷ yếu hội nghị Khoa học Môi trường và Công nghệ sinh học năm 2011 124 Topic 3: Recycling and reuse of waste products in plants Topic 4: Design for sustainable development (D4S) Topic 5: Cleaner Production and Clean Development Mechanism: CP and CDM + Part 3: Building a data monitoring system cleaner production - Syllabus, sample evaluation reports CP - Establish monitoring systems data CP - Outline of cleaner production assessment report. - Presentation report on the assessment form VNCPC initiated by CP. The methodology applied by program Number of Properties Content Method of application Name & chapter headings outline of teaching 6 Course Introduction Part 1: Overview and Methodology cleaner production approach (6 steps, 18 tasks) Introduction: environmental pollution and levels of environmental management The method presented Illustrations + Question 3 Part 2: Technical implementation of cleaner production  Internal management of the factory  Change inputs  Improved production technology  Efficient use of energy  Changes, product redesign  Recycling and reuse in the plant  Utilization of waste products into useful materials Theory Presentation + example illustrates Question 3 Topic 1: Cleaner Production Methodology for Tanning Industry Assignment: Material Balancing for CP Performing experience Background 3 Topic 2: Energy Audit Assignment: Calculate the energy efficiency Question Homework 3 Topic 3: Recycling and Reuse Assignment: Calculate the volume of wastes and to propose the ability to recycle and reuse waste in the factory Question Discussion solution recycling and reuse of wastes. 4 Topic 4: Design for sustainable development Background Use the product division students illustrate  discussion groups settle the problem  Systematics 3 Topic 5: Cleaner Production and Clean Development Mechanism: CP and CDM Background Discuss the solution 5 Part 3: Building monitoring data Cleaner Production - The section should present a report of the Cleaner Production Presentation The lessons given problem Table 2 The CP problem given lessons in the course Contents Issues Part 1: Methodology CP - Businesses  cause environmental pollution are not aware of the role of environmental protection alongside economic development. There is not a comprehensive perspective on the relationship between environment and economy. - There are five approaches in environmental management: lack of access, approach of passive and active low, active high and active. What exists in Kỷ yếu hội nghị Khoa học Môi trường và Công nghệ sinh học năm 2011 125 Vietnam is any approach, its strengths and weaknesses  environmental approach to access in any direction? If a developing country, there should be a passive approach (treatment end of pipe) is not? Part 2: Technical implementation of cleaner production – Tungkuang Company: "No sewage treatment, reducing costs from 90 to 100 million, used to restore the economic crisis." Do want to protect the economic environment must be sacrificed? Fact, Waste disposal costs are just floating icebergs of the problem and waste in the new production is the source of "cash burn" of the business. - Settlement of waste from? Is the consideration of the product value chain: from the reduction of waste materials and energy to reducing toxicity, reduction in waste products, Topic 1: Typically cleaner business - from?  cause analysis solution Topic 2: Energy Audit - The question: Using the boiler is not long on toilet cleaning, deposits in boilers, consuming more energy to heat water? So to save energy in any way? -From the outside, it looks to save more coal and oil burning? The truth is that? What analysts need to know the efficiency of energy use? -We say this technology development than other technologies, the technological level is higher than other countries, actually refers to what? How to get only the intensity of energy consumption (GDP / TOE) Topic 3: Recycling and reuse -The waste landfills increasingly appeared more related to the types of waste packaging, industrial waste products? Europe 60% taxation on packaging? If you produce products that can not recover packaging, packaging for the landfills, the waste is it not? Should be recycled, reused like? Topic 4: Product Design for the goal of sustainable development (Design for Sustainability) -Evaluation of the environmental aspects of the shirt: from the production of cotton, weaving, dyeing, sizing, sewing clothes, cardboard and plastic to the environmental impact from products is not small. 1- How to solve? 2-Story: Bat Trang is a product of traditional culture of Vietnam, but not exported, why? What stage has not been paying attention? 3-Story: "Hot in the ": The role of other forms of marketing products like? 4-Story: "Read the directions carefully before using content." Packaging any effect in the product? Topic 5: CP and CDM -Vietnam is a country of rice and water, because salt water intrusion from sea to land. Japan would not be proud "to have the spring cherry blossom", because climate change is causing any warm season  Kyoto Protocol allows countries to exchange emissions rights. -In 2004, Vietnam's first CDM project, but why not a reality? But the trouble? Feedback from the faculty and students on methods of placing the subject matter for Cleaner Production Table 3 Surveys of students who are attending courses on cleaner production methods PBL Reviews The opinions of the people surveyed (%) Good Satisfactory To overcome some No comments Provide an overview of knowledge 68 32 0 0 Understand the objectives and requirements clearly 59 36 0 0 Course content clearly and fully 50 50 0 0 Kỷ yếu hội nghị Khoa học Môi trường và Công nghệ sinh học năm 2011 126 Subject knowledge is updated with modern 50 50 0 0 Lecture content transmitted easily understood 45 27 27 0 The method of promoting positive 36 41 23 0 Create opportunities for students to participate in class 36 45 18 0 Answers students' questions 68 32 0 0 Effective means to teach 73 27 0 0 Source: Chamber Testing and Quality Control, HUTECH, 2010. Table 4: Surveys of students on teaching methods subject CP Contents Opinion (%) Teaching methods most used 41% held faculty Teaching methods questioned: 59% Time for seminars 30% of the time: 50% 20% of the time: 50% Time of discussion, study groups Always: 41% Frequently: 59% The effects of teaching methods Very good: 50% Meet: 50% Type of exam application form 50% reported 50% oral Source: Chamber Testing and Quality Control, HUTECH, 2010. THE TEACHING EXPERIENCE How to organize the class like?  Clearly stated objectives should be achieved when the subject completed / lectures  Ask students how to solve  Make the settlement of different order  Scheduling problem  Set challenging situations for students to solve  Group discussion to understand problem  Assigned essay topic for students / student groups For example: The four topics on product design objectives for sustainable development: after students raised the issue  preparing several products for students to analyze advantages and disadvantages of products: comments design concepts, production methods, packaging, product quality, distribution, marketing? From the analysis of a product, students will understand the process of product life cycle assessment, if limited environmental impact during product life cycle, they must do? Figure 1. A number of consumer products are used for student analysis. Classify education levels By solving problems, students will achieve skills: a) References, collected documents, b) document links the group to draw knowledge; c) General document; d) Making plans, schedules, e) Discussion, group work; f) Brainstorming and thinking; f) Propose a solution; g) Review the technical feasibility / economics of the solution; h) use technology better; i) Hone presentation skills before the crowd and protect the interests of his points have. Kỷ yếu hội nghị Khoa học Môi trường và Công nghệ sinh học năm 2011 127 Before preparing lessons, teachers identified teaching objectives and level of teaching in which teachers want students vien.Nhung the faculty is desired in students the skills that students achieve after complete the course. Level Contents Knowledge While learning about cleaner production, students must learn by heart the expression, definition and data, etc They must be able to remember or get the information. Can just learn without understanding, without thinking. This is a low level of knowledge. When teaching about cleaner production at this level students must learn, know and apply certain expressions without thinking. Understanding At this level, we expect the students to grasp the deeper problem is learning. When discussing a specific issue CP, the student must be able to express their own language. If a person has the ability to define a particular expression he surely must understand the problem. Applications Students can apply knowledge. For example, they know the process how a machine. For example, students learn how to use a computer or know how to use a tool how to solve a specific problem cleaner. Analysis Students will separate concepts or complex information into smaller parts. They will find out the relevant parts and simpler to understand how they work together like. Example: They may be separated into a clock removable parts separately. In CP there are always problems to be solved. A good method is to find the important parts of the problem, which means the analysis of the problem. Synthesis Students have the ability to synthesize these elements to form the new entity. They understand the relationship between different factors. If you can disassemble the clock, they can rebuild. In the CP reconstruction is very important. For example, an analysis of the production line. Part of the chain produce too much waste should be replaced. At that time, renovation plans have been made correctly. Rank This is the highest level. Students capable of ruling. Of course, to do so they need to be familiar with the level above. In CP we must evaluate the current product line. We need to evaluate the use of energy and resources, waste and its impact to the environment. The complexity of levels increases from 1 to 6. Cleaner production in the department should train students how to think at higher levels such as 4.5 and 6. Thus, in a methodologically cleaner production and cleaner production techniques section 2 of, say teachers only and requires students to copy. This section requires only level 1-3. But when they made the special subject students should have skills 4-6. Develop good teaching objectives The building is a goal of teaching conditions, if you want to achieve a specific purpose. If you do not know where you go, you will never achieve a goal. The best teachers often have in common, but not in technique, method or style of teaching. Main what they've done, not how they finish makes the difference. CP in teaching, the instructor should closely follow the three objectives of teaching: The general idea Why use this lesson? What is it useful? Here we are building a common framework for their teaching. This work will help us see clearly what content should be put on lectures and not content. May include an analysis, one that reflects the needs and the methods used. Using the teaching goals This section indicates what students know more after the lecture comes to results. It could be a new awareness, new strategies or new skills to use etc The goal was to use teaching Describe activity. After listening to lectures, students will react in different ways Kỷ yếu hội nghị Khoa học Môi trường và Công nghệ sinh học năm 2011 128 A goal of good teaching is targeted to meet these criteria: i) The student orientation; ii) A description of the study results will be achieved; iii) To establish clear objectives and easy to understand; iv) use the easy target of teaching observations. Know how to ask questions If you want students to be proficient using new skills, teachers should be obliged to find and think of situations in which students can test their new skills. If the instructor to point, students can base on which to know their progress. You can do this by asking questions. When you ask questions, send messages together. "I will support you to become a true expert." The activities of teachers, including: i) Bringing out the exercises; ii) The exercise includes questions to answer. The article was very important for students; iii) Requires students to write down the questions / issues arise in the lesson and discuss the validity of the test questions. Trainers must ask questions to elicit the views of students. The requirements of the question: Do exercises Teacher introduces the lesson topic to a certain point so students can understand and begin to focus on homework. It is not only the extent of application as a method of learning by heart, without thinking. Exercises require students to have to think out how to solve problems. So teachers should be able to: - Find a suitable situation to be able to use methods - Establish an information base from which students can work independently - Find the time students begin working independently. Note the following: - The lecture must be in writing - Teachers do not help students - Allowed general suggestions about the conduct of how - Teachers, students will decide to work in teams or work independently - Referring to the criteria for determining success Manners We can ask questions beginning lessons, the learning process or the end of the lesson. The questions related to information inside and outside the classroom. Students need to have time to answer my question. Usually students need at least 3 seconds duration. If not for the time, they will not think anything. Think of a combination of questions in different ways: i) Require the skills to create images, graphics, ii) establish definitions; iii) Copy; iv) recognize the problem from a different perspective together; v) Comparing; vi) Classification; vii) Developing new ideas; viii) Conclusions; ix) Evaluation. Record personal factors in teaching methods From level 1, level 2, level 3 and the Foundation, we have spent 15,000 lessons in the classroom. We have been in contact through various teaching methods of teachers. But have you ever questioned why they were teaching that way of teaching them yet? Did you ever think about Create conditions for students to express their opinions Assessing the quality of student Questions must be clear Clarify the accuracy of the questions Turn the question into a habit Requirements of the question Teachers' expectations must be clear Kỷ yếu hội nghị Khoa học Môi trường và Công nghệ sinh học năm 2011 129 their subject teachers do not? What makes a teacher? The individual characteristics - Sex: female teachers generally tolerant and motivate students, male teachers often follow the department. - Age: In the early years of teaching teachers is often better and then how the quality decreases slightly. Young teacher adaptable to changes and improvements. More easily because they impose do not feel sure. - Personality traits in the overall behavior and personality: People have their own needs, including achievements and relationships (friendships formed) and managed. Experience in teaching - The way we were taught before will affect the way we teach our students. Mimicking skills are people skills most easily absorb. We can distinguish between direct instruction (in which teachers set goals, use materials and construction sequence and describe what students did) and indirect methods of teaching, in that teachers set more general goals, using a variety of learning materials and allow students the freedom to achieve their goals. In the curriculum, the courses of specialized technical environment is often preferred to teach by the direct method, also the subject of environmental management are preferred to teach in more indirect method. Indirect form of help students can freely apply their minds to question, and go to the issue. Background - Character's very important to students. Explore your students. An experienced teacher will look at a class of individuals. A class can be oriented to achieve more than just separation. Question: - Teaching Equipment: You are allowed to use the equipment if good teaching. The more modern teaching equipment we will bring more knowledge to students, helping students more receptive. - Time: If you have time, we can apply the strategy of indirect learning. Currently the universities through training in the form of credits, amount of class time duration equivalent to at home, teachers should take initiative for students in the form of indirect. CONCLUSION - RECOMMENDATIONS Education is an important part in real life. Education Foundation which is a common goal of social work training in the professional human resources for the country. Teaching method is the question as to shorten the gap between reality and theory, helping students closer touch with real, complete knowledge, skills and attitude. And the fact that, in applying the method of teaching subjects in CP Engineering Technology University City was a major positive signal. The following students were crestfallen time gradually acquainted, and know how to adapt organizational learning, explore materials, self-study and discussions effectively. Currently, most universities have turned to forms of credit, the courses on the environment and reduce the number of lower class to class time. Therefore, the method of teaching performance, monologue, read the copy was no longer promote its effects. Measures to promote positive thinking, put learners in a central location such as teaching methods are being questioned as a prospective measures need to expand on the model training credits. REFERENCES Chamber Testing and Quality Control, Lecturer ‗s Analysis, Ho Chi Minh City University of Technology, 2010. Judith Lloyd Yero, Teaching in Mind, MindFlight Publishing Hamilton, MT, 2010, available at http://www.teachersmind.com/education.htm. LW Anderson, International Encyclopedia Of Teaching And Teacher Education, University of South Carolina, USA, 1996. Vu Hai Yen, Lecture of Cleaner Production Technology, Ho Chi Minh City University of Technology, 2009. . - Apply in teaching the subject Cleaner Production Technology: subject characteristics, by applying the teaching methods into question how teaching this. ISSUES - APPLY IN TEACHING CLEANER PRODUCTION SUBJECT IN HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY Vu Hai Yen Department of Environment and Biotechnology,