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MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION DO THUY LINH APPLYING HISTORICAL APPROACH IN TEACHING BIOLOGY SUBJECT AT HIGH SCHOOL LEVEL Major: Theory and Teaching methods of Biology Code: 9.14.01.11 DOCTORAL THESIS IN EDUCATIONAL SCIENCE Hanoi, 2023 The thesis has been completed at HANOI NATIONAL UNIVESITY OF EDUCATION Supervisors: Assoc Prof Le Dinh Trung (Hanoi National University of Education) Assoc Prof Mai Van Hung (VNU University of Education) Reviewer 1: Assoc Prof Nguyen Phuc Chinh Thai Nguyen University of Education Reviewer 2: Assoc Prof Nguyen Duan Hue University of Education Reviewer 3: Assoc Prof Nguyen Lan Hung Son Hanoi National University of Education The thesis shall be defended in front of the Thesis Commitee at Hanoi National University of Education ……………… 2023 The thesis can be found at: National Library, Hanoi or Library of Hanoi National University of Education INTRODUCTION Reasons for choosing the topic 1.1 Starting from the goal of reforming general education In the context of changing goals of general educational development to develop the competency of students, giving students the opportunity to directly experience, learn about things and phenomena through learning about their origins, their evolution and development over time 1.2 Stemming from the current educational situation in our country One of the very effective approaches to provide knowledge in a complete, systematic and inherited manner, thereby improving the comprehensive competency of learners is teaching from the perspective of HA (HA) 1.3 Derived from the characteristics of Biology subject Biology subject is characterized as an experimental science, in which knowledge is built on observed phenomena and experimental results through scientific research topics associated with practice, in which, learners need to be tested directly to check the correctness of the knowledge they have learned 1.4 Starting from the value of approaching history as a method, a way, a teaching method to develop critial thinking for students HA not only helps learners acquire knowledge in a logical and systematic way; Using a historical perspective to organize teaching Biology will contribute to helping learners develop creative freedom, and at the same time improve some general competencies such as problem solving, creativity and other competencies Specific competencies in Biology such as the ability to perceive scientific knowledge and the ability to research biological sciences through the CT ability of learners From the above reasons, the thesis selects and researches the topic: Applying historical in teaching Biology subject at high school level" " Research purpose Based on the HA, develop a process to design teaching topics in Biology - Genetics section, and the process of teaching these topics to form and develop CT competency, advocate for students, contributing to improving the quality of knowledge of the Genetics section Research Limits Genetics research is inherited, genetic knowledge is invented by scientists, developed over time with historical nature, the following invention complements and perfects the previous one Therefore, the thesis chooses research applying the HA to organize teaching of the HA, in order to develop CT competency for students, contributing to improving the quality of teaching and learning Biology Objects and research objects 4.1 Research subjects The process of designing and teaching genetics topics according to HA to develop CT for students 4.2 Research object The teaching and learning process of Genetics at high school according to HA Scientific Hypothesis If the knowledge content of the Genetics section in the Biology program is built into teaching topics in the direction of applying the HA and proposing the organizational process of teaching these topics, it will be forming and developing students' CT competency, contributing to improving the quality of knowledge of Genetics Research mission - Research on theoretical and practical basis for applying HA to teaching Biology in general and part genetics in particular in order to develop CT for students - Define the principles and design process of the topic Genetics according to HA - Develop a process of teaching genetics topics according to HA - Determine the structure of CT and teaching methods according to HA to develop CT for Students - Determining criteria for assessing students' CT ability in teaching according to HA - Conduct pedagogical experiments to confirm and evaluate the scientific hypothesis that has been raised Research Methods During the research process, the thesis uses the following research methods: 7.1 Theoretical research methods 7.2 Practical investigation method 7.3 Expert consultation method 7.4 Experimental method of pedagogy 7.5 Methods of processing data by mathematical statistics New contributions of the thesis - Researching and building theoretical and practical bases on the application of HA in teaching, especially in teaching genetics - Researching and building theoretical and practical bases on CT, applying HA in teaching to develop CT for students - Identify principles and design processes for genetics topics applying the HA - The system of Genetics topics applying HA is built to teach the inherited genetics part, showing the logical relationship between the topics - Proposing the process of using the teaching topics of the section Genetics applying HA to develop CT for students - Determining the competency structure of CT, measures to train CT, tools to assess CT for students through teaching and applying HA Structure of the thesis In addition to the introduction, conclusions, recommendations, references and appendices, the thesis is presented in chapters: Chapter 1: Overview of theoretical and practical issues related to the topic Chapter 2: Applying the historical approach in teaching the part of Genetics in high school to develop critical thinking competency for students Chapter 3: Pedagogical Experiment CHAPTER I THEORETICAL BASIS AND PRACTICE OF THE TOPIC 1.1 Research situation in Vietnam and in the world related to the topic 1.1.1 On the historical approach to teaching 1.1.1.1 In the world Many teaching models have been put to the test and have shown positive results in improving the level of scientific knowledge acquisition At the same time, when surveying students’ attitudes towards natural science subjects that integrate historical knowledge, most students admitted that they were more interested and active in learning, continuing obtained the way of thinking, thinking and concluding the problem of the previous scientists HA helps to bridge the gap between science and life, helping students understand the objective development of "dry" inventions, laws, and theorems, thereby predicting future next development direction Besides, through the process of learning about the birth of inventions, laws, theorems, etc., learners will understand the efforts of previous scientists, thereby having a respectful and serious attitude be more engaged in absorbing scientific knowledge, creating scientific questions, thinking reasoning to solve these questions 1.1.1.2 In Vietnam Although the view of HA is not a new one, in Vietnam, there have not been many studies on the application of this point of view in teaching The HA is mostly applied in social science and industrial engineering subjects Thus, it can be said that teaching according to HA is still a very new and open approach and has not received much attention 1.1.2 About critical thinking competency and developing critical thinking competency 1.1.2.1 In the world The focus on forming and developing CT for students has been around for a long time About 2500 years ago, the philosopher Socrates mentioned the importance of developing CT for learners Later on, CT was studied more clearly and deeply CT has become an indispensable competency in all fields of science, especially in the field of education There has been a lot of research on the development of CT in education 1.1.2.2 In Vietnam In Vietnam, there have been quite a few studies on CT and the development of CT in education Most of the research works confirm that CT is very important to help students perceive the problem in a multi-faceted, accurate and complete way, and at the same time evaluate the problem solving options to solve the problem Find the best solution, fix the mistakes 1.1.3 Teaching according to historical approach to develop critical thinking competency 1.1.3.1 In the world Gericke, Smith and Burian designed models of gene function according to the logic of gene discovery, clarifying the characteristics of genes in each model and advantages and disadvantages of each model, how the limitations of the previous model were overcome by the following model 1.1.3.2 In Vietnam In general, in Vietnam, methods to improve the quality of teaching in the section Genetics have been studied quite early and deeply The teaching methods are aimed at comprehensively developing different competencies and competencies for students, including problem-solving ability, thereby partly training students’ CT In essence, the component competencies of CT are similar to the component competencies of problem solving (Garrison, 2016) 1.2 Rationale for the thesis 1.2.1 Access to history 1.2.1.1 The concept of Historical approach In our opinion, it is possible to define HA as a method, a way to understand a certain thing or phenomenon based on the past arising and development process of human perception of things, phenomena from which to understand the fundamental law of motion 1.2.1.2 Historcal approach in teaching In this study, we use the phrase HA with its connotation as a teaching measure Teaching method applying HA is a method of organizing and teaching to repeat the thinking and discovery process of scientists to find out knowledge that is the essence of objective things and phenomena Since then, students not only acquire scientific knowledge but also practice CT through understanding logical thinking to find knowledge 1.2.1.3 Teaching topic applying historical approach In this study, we use the term "genetics" with the meaning of a systematic, closely related set of concepts and activities , the function of genes, at different stages in the history of the study of Genetics Each genetics teaching topic using HA is a "model" of genes (nature, activity, function) at times of landmark change Thereby, students will realize that the research process on Genetics is continuous, and is expanded and updated very quickly Students also form and develop skepticism when faced with scientific statements about Genetics, thereby proposing scientific hypotheses to explain their skepticism and proving scientific hypotheses 1.2.1.4 Methods of applying the historical approach in teaching With the Biology subject, specifically the Genetics section, author Lin and his colleagues designed the Historical Episodes Map (HEM) model, which aims to provide a complete view of the development of Genetics theory Classic with more than 20 chapters, based on four storylines are Genetic line, Reproductive line, Cytology line, and Technology line, respectively (C Lin et al., 2010) 1.2.2 Critical thinking competency 1.2.2.1 Critical thinking competency concept CT expressed in the teaching of the Genetics topic applying HA is a dialectical thinking ability, which helps learners explore genetics knowledge in many different ways in order to uncover contradictions hidden contradictions within or between theories of Genetics; propose solutions, reasonable arguments to prove those options; objectively evaluate solutions; thereby realizing that the study of Genetics is always in a dynamic state and predicting the next development trend 1.2.2.2 The structure of Critical thinking competency Many authors in the world and in Vietnam have researched and determined the CT structure that includes many different competencies and attitudes 1.2.2.3 Measures to develop Critical thinking competency for students CT needs to be formed, developed and practiced continuously through an active and active teaching and learning process and 83.2% for teachers) Only a small percentage of teachers have begun to apply HA in teaching genetics by designing learning topics according to HA (accounting for 12.2% for students and 8.9 for students and 8.9) % for teachers) and integrates knowledge of many other fields to improve the awareness of Genetics knowledge (12.8% for students and 7.9% for teachers) Perspectives of teachers and students about applying HA in teaching genetics 76.2% of students and 75.6% of teachers consider it necessary/necessary to organize for students to learn genetics knowledge during its development Although teachers and studetns show a high level of interest in discovering Genetic knowledge by logic of development, in practice, the frequency with which teacherss apply approaches to applying HA in teaching Genetic is not high because of many difficulties This result further shows the need for research to propose an effective process of applying HA in teaching genetics 1.3.4.3 Level of assessment of students' critical thinking The survey results showed that basically, the majority of students had a sense of training to develop CT, resulting in the percentage of students who agreed to completely agree The attention for the manifestations of critical thinking is quite high (about 44% - 61.8%) However, there is still a fairly large percentage of students expressing uncertainty and uncertainty about the extent to which the manifestations of Criticism (about 31.8% 45%) will be achieved When surveying the linear correlation between 09 measures of applying HA in teaching genetics with expressions of critical thinking, the results show that between the measures and the expression of CT are closely correlated with each other From the above comments, we found that students did not really love 11 Biology in general and the Genetics section in particular An urgent need is to develop a teaching method to ensure that students understand the core knowledge, recognize the laws of movement and objective development of genetic knowledge Thereby, student will develop not only the ability to perceive genetic knowledge, but also develop and foster CT through exploring the way of thinking to discover that knowledge CHAPTER APPLICATION OF HISTORICAL APPROACH IN TEACHING OF GENETICS IN HIGH SCHOOL FOR THE DEVELOPMENT OF CRITICAL THINKING COMPETENCY FOR STUDENTS 2.1 Analysis of the goals and structure of the content of the Genetics section in the general education curriculum of Biology 2.1.1 Objectives of High School Genetics The core goal of teaching Genetics is to teach about the structure and functioning of genetic material (molecular-gene level or cellularchromosome level) through generations of cells and individuals , population Since then, students learn about the application of Genetics in the fields of production, life, medicine, etc in modern times 2.1.2 Structure of the section Genetics Studying the content of the section Genetics, it can be seen that the main content of this section is to clearly define the nature of heredity, which is the transmission of genetic material from one generation to another generation according to the mechanisms/regulations strict laws Discoveries about genes act as the "backbone", the "red thread" throughout the section Genetics, the following discoveries will negate/complement, expand the previous discoveries 2.2 Developing a design process for genetics topics applying historical approach to develop critical thinking for students 12 2.2.1 Principles of developing the design process for genetics topics applying historical approach to develop critical thinking for students 1) Ensure focus on scientific issues and must be based on curricula and textbooks; as well as ensure implementation time 2) The selection of knowledge to be integrated into the topic should be ensured based on the students’ cognitive ability as well as the level of need to integrate, the level of evoking creative curiosity in students 3) When applying HA to design topics, it is necessary to ensure the scientific logic of the content of the lesson knowledge 4) Make sure to highlight the inherited characteristics of Biology knowledge in general and Genetics in particular 5) Teaching topics applying HA need to be sure to highlight the inherited characteristics of knowledge of Biology in general and Genetics in particular 6) When designing a teaching topic using the Genetics, make sure to include at least one contradiction that requires students to think and solve 2.2.2 The process of designing genetics topics using historical approaches to develop critical thinking for students It is possible to generalize the design process of topics applying HA as shown in diagram 2.1: 13 Step Analyze the content and objectives of the section Genetics to determine the historical logic Step Determine the name, teaching duration and objectives of the topic Step Identify key knowledge and inconsistencies in the topic Step Build a teaching process with activities towards developing CT Step Build testing and evaluation tools Diagram 2.1 The process of designing teaching topics applying HA 2.2.3 Example of applying the process to design a teaching topic Genetics using the historical approach We analyzed, for example, the process of designing the teaching topic "Mendelian Model" 2.2.4 Genetics topics were developed using a historical approach Table 2.7 The logic of developing a view of genes through genetic Model of Population genetics 14 topics using a HA Genes are: - transmission unit: exist in pairs in body cells, passed from parents to offspring - function unit: specifies a certain trait Genes are: - independent transmission unit: has a definite location (locus) and is distributed along the chromosome, - function unit: specifies a certain trait, - recombination unit: gene is the smallest unit of heredity, between genes that are capable of crossing over with each other - mutation units: genes capable of being mutated to produce a new phenotype Gene is the function unit: regulates the synthesis of enzymes Genes are: - transmission unit, function unit: is a segment of a DNA molecule, carrying information coding for a polypeptide chain or an RNA molecule - recombination unit: the smallest genetic unit where crossover can occur Crossover can take place between nucleotides in the same gene - mutation unit: a gene capable of being mutated in structure, involving a pair of nucleotides, resulting with or without altering the composition and sequence of amino acids in the polypeptide chain, thereby having or does not change the function of the protein A gene is a set of genome sequences (DNA or RNA), coding for an independent product or a combination of products with closely related functions 2.3 The process of organizing teaching on the topic of Genetics according to historical approach to develop critical thinking capacity for students 2.3.1 General process of teaching genetics topics according to historical approach to develop critical thinking capacity for students Based on the research results of some authors and the typical characteristics of teaching under HA, we have built a process of teaching the topic of Genetics according to HA as shown in the diagram 2.3 as below The process Step Introduce the topic and its contradictions of 15 organizing and teaching Step Guide students to resolve conflicts historical approaches to develop Step Assess and correct mistakes in perception and conflict resolution critical thinking competency for students Step Analyze and draw logic to develop genetics knowledge through each topic in the direction of critical thinking competency development Diagram 2.3 The process of organizing and teaching genetics topics using historical approach to develop CT for students 2.3.2 Example illustrating the organization of teaching on the topic Genetics using historical approach to develop critical thinking for students We have analyzed an example illustrating the organization of teaching the topic "Molecular Modeling" 2.3.3 Measures to train critical thinking through teaching genetics topics using historical approaches To train critical thinking for high school students through genetics topics applying HA, the following measures can be used: Introduction of contradictions; Short description of historical events for the main body of the subject; Case studies appearing in the topic; Ask provoking questions for students brains to research the topic 2.4 Assessing the development of critical thinking of high school students through teaching the topic genetics using historical approach 2.4.1 Criteria for assessing critical thinking through teaching the topic of Genetics applying historical approach We focus on monitoring and evaluating the performance of 01 16 behavioral expression for each component competency of CT competency Table 2.8 Criterion table for Criterion Thinking Criteria A To view Genetics theories comprehensively and objectively B Analyze conflicts that arise within or between Genetics theories C Propose and infer, demonstrate how to resolve conflicts and identify the logic of developing knowledge of Genetics D Objectively assess your own conflict resolution, thereby discovering the advantages/disadvantage s in each solution 17 Expression State contradictions within or between scientific theories into questions Identify the content of knowledge related to the resolution of small problems in conflict Arguing, explaining how to resolve conflicts and predicting the logic of developing knowledge of Genetics Analyze the pros/cons of your own solutions Level of achievement at each behavioral expression A1 The question is not stated or the question does not accurately reflect the content of the conflict A2 The question can be stated, but the question is not coherent, not focused, reflecting the focus of the content of the conflict A3 Speak into concise, coherent, focused questions that reflect the heart of the content of the conflict B1 Acquiring intellectual information but hardly involved in conflict resolution B2 Identify some background information and knowledge related to conflict resolution B3 Explain and adequately explain the information and knowledge necessary for conflict resolution C1 Not knowing how to argue and explain how to resolve conflicts C2 Give some basic arguments to argue about how to resolve the conflict but not enough and convincing C3 Provide strong, clear and convincing arguments, arguments and arguments to argue, explain how to resolve conflicts and make predictions about the next development trend D1 Not realizing the advantages/disadvantages in his own way of resolving conflicts D2 I have realized that my own way of resolving conflicts has certain advantages/disadvantages but have not yet analyzed it D3 Identify and analyze the advantages/disadvantages of your own solution compared to other solutions