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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 1.2.2.4 Measures to assess Critical thinking competency Subjective tools such as essay questions/questions and case studies that requires students to apply what they've learned to a new situation will help assess students’ CT effectively than objective tools such as true/false questions or standardized, synchronized multiple choice questions 1.2.3 Developing critical thinking competency through teaching using historical approaches With the orientation of the topic is to apply the HA in teaching the Genetics section in order to develop CT, we use a system of contradictions The contradictions used are those that arise between the views of different scientists about a particular theory of Genetics, or those that arise when studying the theory of Genetics at different points in time different stages of discovery, or contradictions between theory and practice The research results support a new theory that will inherit the correct aspects but at the same time negate the limitations of the previous theory to solve the new requirements that have not been solved before Students will learn genetics knowledge in many different aspects, thereby forming and developing the ability to analyze, synthesize, evaluate information, give opinions and arguments to prove their point of view their points, and also compare their solutions with those of other individuals and previous scientists From that, we propose a structure of CT competency developed through teaching applying HA including 05 component competencies as described in Table 1.3 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 TT Topic Model of Independent inheritance (Mendelian inheritance) Model of Population genetics Model of Linkage inheritance (Morgan topics using a HA Perspective on gene function 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, 14 TT Topic inheritance) Model of BioChemical biology Perspective on gene function - 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 Model of can take place between nucleotides in the Molecular same gene biology - 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 Model of A gene is a set of genome sequences (DNA Bioinformatic or RNA), coding for an independent and Genetics product or a combination of products with application 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 15 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 of organizing Step Introduce the topic and its contradictions and teaching genetics Step Guide students to resolve conflicts topics using historical approaches to Step Summarize and extract key knowledge of the topic develop critical thinking Step Assess and correct mistakes in perception and conflict resolution 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 16 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 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 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 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 17 Criteria Expression your own conflict resolution, thereby discovering the advantages/disadvantages in each solution pros/cons of your own solutions E Detecting mistakes in the process of resolving conflicts and taking measures to correct them Correct your mistakes and change accordingly Level of achievement at each behavioral expression 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 E1 Have not determined how to correct their own mistakes E2 I have identified a way to correct my mistakes, but it has not been effective E3 Have identified a way to correct their own mistakes and take action to correct, or change the individual's thoughts and behavior accordingly 2.4.2 The tool is used to assess students' critical thinking through topics built on a historical approach We identify the component competencies of critical thinking that can be assessed through tools such as the following questions, essay exercises and rubrics (self-assessment, peer assessment or teachers assessment) CHAPTER PEDAGOGICAL EXPERIENCE 3.1 Purpose of pedagogical experiment The purpose of pedagogical experiment is to demonstrate the impact of teaching methods applying HA will develop CT as well as positive attitude towards science for students through teaching the subject Genetics at 12th grade 3.2 Objects, locations, layout, methods and content of pedagogical experiments 3.2.1 Experimental subjects and locations The experimental process was conducted in two phases of testing and formal experimentation 18 3.2.2 Pedagogical experimental content We have rearranged the genetic knowledge units into 06 topics as shown in Table 2.5 3.2.3 Experimental layout Basically, the experimental class and the control class differ only in one influencing factor, which is the research object of the thesis, the rest of the factors are equivalent 3.2.4 Experimental time The official pedagogical experiment will be carried out in August, September, and October 2021 with 05 learning topics at 03 high schools 3.3 Methods of data collection and evaluation research purpose and scientific hypothesis of the topic, we have determined the contents to be evaluated, the tools and the evaluation time respectively, which are test questions and self-assessment checklists for students and checklists for teachers to assess and track the achievement of each component competency in the CT competency 3.4 Experimental results 3.4.1 Quantitative analysis of experimental results 3.4.1.1 Evaluate the effectiveness of students' acquisition of genetic knowledge § Test the distribution of test scores The results of data analysis by Frequencies tool - SPSS software confirmed that the distribution of scores of the tests on the research sample had a normal distribution shape § Statistical assessment of the level of understanding of genetic knowledge To assess the level of students' understanding of genetics knowledge through doing tests, we use SPSS software for descriptive statistics The results show that: 19 The difference is evident from the second topic test onward, in which, the average score of the experimental class is always higher than that of the control group Besides, for the experimental class, there is a big difference between the average score of topic and the average score of topic 2, 3, and This proves that students have become familiar with the topic very quickly This method of teaching according to HA and this teaching method has also proven effective in improving the ability to acquire genetic knowledge for high school students § Test whether the difference in mean scores is random or effected Results of the independent two-sample mean test with each pair of tests in the experimental group The results show that in the same experimental group, the mean score of the latter topic test is always higher than that of the former topic test At the same time, the more on the following topics, the more the average score will be different from the original topics 3.4.1.2 Assess the level of development of critical thinking competency § Testing for the normal distribution of critical thinking competency The results of data analysis using Frequencies tool - SPSS software confirmed the distribution of the results of the questionnaires about critical thinking on the research sample with a normal distribution shape § Check the correlation between the component competencies of CT The results show that the component competencies of CT have a strong linear relationship with total CT Pearson correlation coefficient is 0.375 to 0.541 (mean correlation) with Sig value < 0.05 (correlation is statistically significant) § Statistical results of evaluation of critical thinking competency through experimental topics 20 According to the teaching process of genetics under HA, the number of students who achieved high level (level 3) gradually increased, level and gradually decreased in experimental group, but not in control group there is a marked change Especially, after studying topic 5, in the experimental group, there was a higher percentage of students reaching level 3, which was much higher than the previous topics and compared to the control group (in the experimental group, there were 23.9% of students achieving the level of students) 1,23.9% students achieved level and 52.2% students achieved level 3; in the control group, 50.9% students achieved level 1, 47.5% students achieved level and 1.6% students achieved level 3) § Test whether the difference in evaluation results is due to chance or effect The results of the two-sample mean test of SPSS software for the mean value of each pair of topics in the experimental group show that the mean value of critical thinking competencies in the latter topic is always higher previous topic At the same time, the more on the following topics, the more the mean is deviated from the original subjects § Statistical results of assessing the level of achievement of component competencies of critical thinking through experimental topics In general, through each experimental topic, there was a change in each component competency of CT in the direction of decreasing level and level 2, increasing level in experimental group § Test for random or effected differences in the competencies of the Critical thinking component competencies between the control and experimental groups The results of the independent two-sample mean test of SPSS software for the experimental - control pair in each component competency show that from topic 3, the experimental group all achieved 21 the mean value greater than the control group in all component competencies § Testing for random or effected differences in the competencies of the critical thinking component competencies across experimental topics The results of the two-sample mean test of the SPSS software for the component competencies in each pair of different topics in the experimental group show that, when comparing each component competency of critical thinking, the difference The difference in mean value of each topic pair is more pronounced between topic and topics 2, 3, 4, and 3.4.2 Qualitative analysis of experimental results 3.4.2.1 The spirit and attitude of students to study During the Pedagogical Experiment, in the experimental group, students showed a highly enthusiastic and positive attitude Even, some students raised the question: "Will in the next time, with the development of science and technology, will the molecular model of the gene still be correct? Is DNA still genetic material, or will it be something else?” 3.4.2.2 The development of critical thinking competency in students In the process of pedagogical experimentation, when the experiment group was able to discover genetic knowledge through practical situations experienced by scientists, students were allowed to come up with their own solutions to conflicts, which was then compared with the solutions of other groups of students and by the scientists themselves in the past Since then, students have developed the component competencies of CT 22 CONCLUSIONS AND RECOMMENDATIONS Conclusion Through the research process, we have solved the following problems: 1.1 The thesis has built a theory of teaching methods applying HA, especially in teaching genetics Since then, the thesis has clarified the role of teaching applying HA in the formation and development of critical thinking for students 1.2 We investigated the situation on the subjects of 510 students and 45 teachers teaching high school students The data analysis shows that the teaching method according to HA has a positive impact on the development of critical thinking 1.3 On the basis of the characteristics of teaching applying HA, we have proposed principles and design process for teaching topics of Genetics applying HA, including steps, respectively with 06 teaching topics of genetics using the designed HA; from there, propose a process of teaching genetics teaching topics applying HA to develop CT including 05 steps accompanied by measures to organize teaching according to the historical approach to develop critical thinking 1.5 On the basis of theoretical research, the thesis has proposed the structure of CT including component competencies, accompanied by a critical thinking assessment tool built for use in pedagogical practice 1.6 The initial pedagogical experimental results show that the measure of applying the HA in teaching Genetics will help develop effective critical thinking, and at the same time increase the level of Genetics knowledge receptivity for learners Recommendations 2.1 Continue to research to widely deploy teaching methods that apply HA to effectively organize teaching of genetics, in order to increase the level of knowledge acquisition and develop critical thinking 23 for students in the 2018 Education Program was implemented at the high school 2.2 Continuing to expand the implementation of pedagogical experimentation with other high schools, comparing the impact of teaching methods applying HA between students in regions with different characteristics of geographical and social conditions, between different levels of students’ ability 2.3 Continue to research and apply the process of designing teaching topics applying HA and the teaching process of these topics in order to develop students' cognitive competency and critical thinking not only in teaching part of Genetics but also in other knowledge sections of Biology, especially Evolution and Ecology 24 LIST OF WORKS OF THE AUTHOR Do Thuy Linh, Le Dinh Trung, “How to apply historical approach to teaching in high schools”, HNUE Journal of Science, vol 64, no 9C, pp 106-113, 2019 Do Thuy Linh, Le Dinh Trung, “Design several in teaching Genetics folloing historical approach at high school level”, HNUE Journal of Science, vol 66, no 4G, pp 138-149, 2021 Do Thuy Linh, Le Dinh Trung, “Measures to train students' critical thinking through teaching Genetics by historical approach in high school”, Journal of Education, vol 22, no 10, pp 1-6, 2022 Do Thuy Linh, Le Dinh Trung, “Developing critical thinking for high school students through teaching genetics topics based on historical approach: proving effectiveness through pedagogical experiments”, Journal of Education, vol 22, special issue 9, pp 38-43, 2022