Improving students self study ability through teaching the topic materital and energy in grade 5 science

HANOI METROPOLITAN UNIVERSITY FACULTY OF EDUCATION BUI THI PHUONG THAO IMPROVING STUDENTS' SELF-STUDY ABILITY THROUGH TEACHING THE TOPIC "MATERIAL AND ENERGY" IN GRADE SCIENCE GRADUATION THESIS Primary education HANOI – 2023 HANOI METROPOLITAN UNIVERSITY FACULTY OF EDUCATION BUI THI PHUONG THAO IMPROVING STUDENTS' SELF-STUDY ABILITY THROUGH TEACHING THE TOPIC "MATERIAL AND ENERGY" IN GRADE SCIENCE GRADUATION THESIS Primary education Instructor: Dr Pham Ngoc Son MA Trinh Phan Thi Phong Lan (Teacher’s signature) HANOI – 2023 (Teacher’s signature) DECLARATION OF AUTHORSHIP I hereby declare that this thesis was carried out by myself under the guidance and supervision of Dr Pham Ngoc Son and MA Trinh Phan Thi Phong Lan; that the work contained and the results in it are true by the author and have not violated research ethics The data and figures presented in this thesis are for analysis, comments, and evaluations from various resources by my own work and have been duly acknowledged in the reference part In addition, other comments, reviews, and data used by other authors, and the organization has been acknowledged, and explicitly cited I will take full responsibility for any fraud detected in my thesis Hanoi, May 2023 Author (Signature and full name) Bui Thi Phuong Thao ACKNOWLEDGEMENT In order to complete this graduation thesis, first of all, I would like to express my sincere and deepest gratitude to my supervisor - Dr Pham Ngoc Son and MA Trinh Phan Thi Phong Lan for enthusiastically guiding and helping me throughout the process research and implement the topic I would like to thank the teachers of Hanoi Metropolitan University, especially the teachers of the Faculty of Education – major Primary Education for equipping me with knowledge and imparting valuable experiences in the process I study at school, and creating conditions that help me in the process of implementing this topic Although there have been many efforts, due to limited research time and limited ability, this graduation thesis cannot avoid shortcomings and limitations We look forward to receiving the contribution, guidance and supplement of teachers and friends Thank you sincerely! Hanoi, May 2023 Student Bui Thi Phuong Thao List of tables Table 1 Structure of components of self-study ability 27 Table Science curriculum for Grade 5, Subject “Material and Energy” 32 Table Survey objectives 34 Table Students' interest in Science 36 Table Students' attitudes towards self-studying Science 37 Table Students' self-study level in Science 37 Table Students' self-study level assessment on the basis of components of selfstudy ability 38 Table The importance of self-study ability for students 41 Table The level of organization of activities to improve self-study ability for students 41 Table 10 Assessment results on the importance of components in self-study ability 42 List of figures Figure 1 Students’ activeness in class……………………………………… 15 Figure Self-management ability of students ……………………………… 17 Figure Student's ability to cooperate ………… …………………………… 18 Figure Student's Physical Ability ………………………………………… 19 Figure Student's ability to use information and communication technology 23 List of charts Chart 1 The importance of self-study ability for students 41 Chart The level of organization of activities to improve self-study ability for students 42 TABLE OF CONTENTS List of tables List of figures List of charts INTRODUCTION 10 Reasons for choosing the topic 10 Research history 11 Research purpose 13 Research tasks and scopes 13 4.1 Research tasks 13 4.2 Research scopes 13 Research object and subject 13 5.1 Research object 13 5.2 Research subject 14 Research methods 14 6.1 Theoretical research method group 14 6.2 Practical research method group 14 Significance of the study 14 Topic structure 15 CONTENT 16 CHAPTER I: THEORETICAL AND PRACTICAL BASIS OF SELF-STUDY ABILITY FOR PRIMARY SCHOOL STUDENTS 16 1.1 Theoretical basis 16 1.1.1 Ability 16 1.1.2 Self-study ability 24 1.1.3 Psychological characteristics of primary school students 29 1.2 Practical basis 32 1.2.1 Objectives and content of the topic Material and Energy in Science Grade 32 1.2.2 Situation of formation and development of self-study ability in Grade 34 Sub-conclusion of chapter I 44 CHAPTER II: SOME SOLUTIONS TO IMPROVE STUDENTS’ SELF-STUDY ABILITY THROUGH TEACHING THE TOPIC "MATERIAL AND ENERGY" IN GRADE SCIENCE 45 2.1 Principles of proposing measures to develop self-study ability for students through teaching the topic of Material and Energy in Science subject 5th Grade 45 2.1.1 The principle of ensuring unity between science and education 45 2.1.2 The principle of ensuring unity between the concrete and the abstract 45 2.1.3 The principle of ensuring the consistency between uniformity and differentiation 45 2.1.4 The principle of ensuring the consistency between feasibility and development requirements 46 2.1.5 The principle of ensuring the consistency between the leading role of the teacher and the self-discipline, positivity and initiative of the students 46 2.2 Some solutions to develop self-study ability for students through teaching the topic of Material and Energy in Grade Science 47 2.2.1 Improving the motivation and purpose of self-study for students through teaching the topic of Material and Energy in Grade Science 47 2.2.2 Improving some self-study skills for students through teaching the topic of Material and Energy in Grade Science 49 2.2.3 Some other methods to improve students' self-study ability through teaching the topic of Material and Energy in Grade Science 53 2.2.4 Designing lesson plans applying a number of measures to improve self-study ability through teaching the topic of Material and Energy in Grade Science 56 Sub-conclusion of Chapter II 63 CHAPTER III: CONCLUSIONS AND RECOMMENDATIONS 64 3.1 Conclusions 64 3.2 Recommendations 64 REFERENCES 66 APPENDIX 68 INTRODUCTION Reasons for choosing the topic We are living in the 21st century, the century of scientific knowledge with the rapid development of information technology Along with the development of the world, Vietnam has been entering the period of industrialization and modernization of the country, the economy, culture and society are having very strong changes This requires that in all industries and especially Education and Training there must be fundamental and comprehensive changes from philosophy, objectives to content, methods and forms of teaching organization,… towards the goal of creating generations of qualified and capable workers to effectively participate in the domestic and international labor market Education not only provides knowledge but also helps learners to form and develop necessary skills and abilities Abilityoriented educational programs have been discussed a lot since the 90s of the twentieth century and today have become an international educational trend With regard to Vietnamese education, the Resolution of the 8th Plenum of the Party Central Committee, term XI on fundamental and comprehensive reform of Education and Training defines the task of innovation as: “Continuing to innovate strongly and synchronously with all elements of education and training The basic element of education and training in the direction of attaching importance to the development of learners' qualities and abilities", "the revolution in educational methods must be directed at learners, training and developing the ability to self-study dynamically, independently and creatively right in the learning process at high school” Circular 22 of the Ministry of Education and Training also mentioned a number of abilities that need to be developed in primary school students, including: self-service and self-management; cooperation ability; self-study and problemsolving abilities In the system of abilities that need to be formed and developed for students, Selfstudy ability is one of the most important and necessary abilities for students Selfstudy ability helps students maximize their positivity, initiative and creativity Once students have formed this ability, they will automatically acquire knowledge by selfdiscovery and discovery through many information channels both inside and outside of school acquired to solve problems that occur in life Especially in the trend of integration with a constantly changing society, people often face problematic situations in life People need to learn how to deal with and solve problems skillfully, 10 - The group has proposals to present The remaining groups commented on the separation of the above group - The groups describe their experiments in their scientific notebooks - Students perform e Conclusion, knowledge: - Asks the groups to describe the experiment they did in their science notebooks - Teacher guides students to compare with their original thoughts in step to deepen their knowledge - Asks students to open the textbook to continue the rest of the textbook * Note: The mixture of white sand and water can be replaced with a mixture of cooking oil and water or a mixture of rice and grit) Activities of application and experience:(3 phút) - Name a few mixtures in everyday - Students mentioned practice - Homework: study documents to - Students listen and collect some ways to separate the above mixtures IV LEARN FROM EXPERIENCE ……………………………………………………………………………………… ……………………………………………………………………………………… 62 Sub-conclusion of Chapter II Based on the theoretical and practical basis presented in Chapter I of the thesis, I have proposed a number of measures to improve the self-study ability of students through teaching the topic "MATERIAL AND ENERGY" in Science 5th Grade First, in the first part of chapter 2, I gave some principles to propose measures to develop self-study ability through teaching the topic of Material and Energy in Grade Science These include: Principles of ensuring scientific and educational properties; The principle of ensuring unity between the concrete and the abstract; Principles of ensuring consistency between uniformity and differentiation; The principle of ensuring the consistency between fitness and development requirements; The principle ensures the consistency between the teacher's leading role and the students' self-discipline, positivity and initiative The above principles are the necessary basis for teachers to be able to offer effective and accurate improvement measures, appropriate to the age of students Next, on the basis of the above principles and seeing the reality from the survey situation, I proposed some solutions to develop self-study ability for students through teaching the topic of Material and Energy in Science class In order to improve students' self-study ability, I think it is necessary to improve the motivation and purpose of self-study for students In the school environment, the school needs to have an orientation so that students aim to form object motivation, which is the dominant type of motivation that helps students form the right learning motivation Schools and teachers also need to value incentives, but not overdo them Besides, it is also necessary to improve some self-study skills for students through teaching By improving self-study planning skills, students gain important study skills and knowledge, while improving self-management and self-study In addition, it is also necessary to improve the skills of self-examination and assessment of students' selfstudy activities to help them assert themselves, and to propose adequate measures to control and promote learning activities of the upward movement itself Through the research process, I pointed out a number of related measures to improve self-study ability for students through teaching the topic of Material and Energy in Grade Science subject On that basis, I continued to elaborate and give some conclusions and recommendations in Chapter III 63 CHAPTER III: CONCLUSIONS AND RECOMMENDATIONS 3.1 Conclusions With the continuous development of society in general and educational trends in particular, self-study ability has become one of the most important and necessary abilities for students Through researching the topic, I have drawn some highly applicable knowledge and experiences about self-studying ability as follows: First, from studying the theoretical and practical basis of the self-study ability of primary school students, the concepts of Self-study ability and some related issues such as the structure of self-study ability, the meaning of forming self-study ability, some necessary qualities and abilities, etc., have been clarified Besides, giving an overview and a better awareness of some common issues and goals, the content of science and the current situation of formation and development of self-study ability on the topic of Material and Energy in the Science subject of grade Next, base on the perceptions and experiences learned in the previous section, some principles and measures are proposed to develop self-study ability On that basis, it is proposed to design the lesson plan that applies a number of measures to improve the self-study ability of students through teaching the topic of Material and Energy in Grade Science Finally, this research topic has brought about profound knowledge and experience about self-study ability It will be a valuable baggage for further development in the future 3.2 Recommendations It is necessary to actively and regularly improve the pedagogical and professional ability of teachers Teachers must have diverse knowledge, good pedagogical skills to be able to best impart knowledge to students At the same time, teachers must constantly update new educational trends, diverse and rich forms of organization and teaching methods in order to educate students more comprehensively The education, fostering and training of qualities and abilities to help children develop comprehensively their personality is a long-term, continuous process, taking place in many different environments, with many participants Therefore, it is necessary to actively organize many useful and healthy activities that have a positive impact on the development of children Create conditions for children to explore the world around, develop in all aspects physically, intellectually, 64 Education in general and children's education in particular always requires close coordination and cooperation of many social forces and especially needs the proper attention of schools, families and children Therefore, it is extremely necessary to develop many means, applications and methods of communication between family, school and society That makes it easier to talk about learning issues and avoids many unnecessary risks 65 REFERENCES [1] R Singh, "Education in the 20th century: Prospects for Asia and the Pacific, Vietnam Academy of Educational Sciences",1994 [2] U.S Department of Labor, The Secretary’s Commission on Achieving Necessary Skills – SCANS, Learning a Living: A Blueprint for High Performance, Washington, DC: U.S Government Printing Office, (1992) [3] U.S Department of Labor, The Secretary’s Commission on Achieving Necessary Skills – SCANS, What Work Requires of Schools, Washington, DC: U.S Government Printing Office, (1991) [4] G Anthony, "Learning strategies in the mathematics classroom: What can we learn from stimulated recall interviews? New Zealand Journal of Educational Studies", (1994) [5] M Boekaerts, "Self-regulated learning: a new concept embraced by researchers, policy makers, educators, teachers and students Learning and Instruction", (1997) [6] M Carr, "Teaching children to self-regulate: A resource for teachers.", (1996) [7] M Cukurova, "An Investigation of an Independent Learning Approach in University Level Chemistry: The Effects on Students' Knowledge, Understanding and Intellectual Attributes, York University, US ", (2014) [8] T P Trinh, "Teaching thinking, teaching the brain through Math.", (1974) [9] P T Luan, "Self-study with the golden key, Education Research Journal No 2/1998.", (1998) [10] N Ky, "Teaching and maximizing internal resources in education.", (1999) [11] D T Hung, "Modern study skills system, Education Journal No 2/78, Hanoi", (2004) [12] D T Hung, "Some issues on teaching methods, Institute of Educational Sciences, Hanoi.", 2000 66 [13] H Gardner, "Intelligence Reflamed: Multiple Intelligences for the 21st", 1999 [14] F Weiner, "Comparative performance measurement in schools", 2001 [15] OECD, "Definition and Selection of Abilities", 2002 [16] N T M Phuong, "Overview of ability frameworks to be achieved in students in general education goals, Scientific Research Project of the Vietnam Institute of Educational Sciences", 2007 [17] L V Thai, "Summarization Report of Project Development of Education Programs Oriented to Developing Learner's Ability", 2011 [18] N D Dung, V C Giao, L K Tung, "Theory and legal textbook on human rights, Hanoi National University Publishing House, Hanoi.," 2009 [19] N C Toan, "Discussion and experience on self-study", (1999) [20] L C Triem, L D Hieu, "Training students' self-study skills in teaching Physics Education Magazine, October Special Issue", (2011) [21] Ho Chi Minh National Academy of Politics, Human Rights - Theory and Practice, Political Theory Publishing House, Hanoi, 2004 [22] B Stephen, "Self-directed learning" in International Handbook of Education for the Changing World of Work, 2009 [23] M S Knowles, "Self-Directed Learning: A Guide for Learners and Teachers Cambridge: Englewood Cliffs", 1975 [24] P Candy, "Self-direction for lifelong Learning: A comprehensive guide to theory and practice", 1991 [25] B Taylor, "Self-directed Learning: Revisiting an idea most appropriate for middle school students", 1995 [26] L T Phi, "Lecture outline of primary school psychology, University of Education - University of Da Nang," 2005 67 APPENDIX Survey for students Please circle the best answer to the following questions: Question 1: Do you like to study Science? A Liked it very much B Like C Normal D Disliked Question 2: What is your attitude towards self-studying Science? A Very interested, want to learn by all means B Interested, want to learn C Found it strange but didn't want to find out D Don't care Question 3: Do you often study Science by yourself? A Regularly B Occasionally C Never Thank you for your cooperation Good luck with your studies! Survey for teachers Question 1: How you evaluate the importance of self-study for students? A Very important B Important C Normal D Not important 68 Question 2: In the process of teaching, are you interested in organizing activities to improve students' self-study ability? A Constantly interested B Interested C Less interested D Not interested Question 3: Evaluate the importance of the components in self-study ability Items Content rated Identifying motivation, purpose of selfstudying Science Identifying selfstudy content in Science Making a selfstudy plan in Science Practicing the self-study plan in Science Adjusting and assessing selfstudy activities in Science Strongly Disagree disagree Neutral Agree Strongly agree Mean 1 3,4 0 1 3,6 0 2 4,2 0 2 3,8 1 3,4 Assessment survey of students, parents and teachers returning to Grade students' services in Ha Noi The system of survey questions is given under a system of points from level 1-5 with the following meanings: 69 Level - Totally disagree Level - Disagree Level - Normal Level - Agree Level - Totally agree SELF-STUDY ABILITY ASSESSMENT Strongly Disagree Neutral Agree disagree Q1 Identifying motivation, purpose of self-studying Science Q1.1 Desire to selfstudy daily to become a more 14 31 86 37 knowledgeable person in Science Q1.2 Persistence and positive thinking to overcome 41 79 63 difficulties during self-study Q2 Identifying self-study content in Science Q2.1 After each lesson in class, knowledge and 23 123 29 skills to be selfstudy can be determined Q2.2 When selfstudying a part/a lesson, can you identify relevant 136 33 knowledge and skills that you already have and know Items Content rated 70 Strongly Mean agree 22 2,96 2,32 20 3,18 21 3,31 Q3 Making a self-study plan in Science Q3.1 Regularly schedule self- 56 81 study Q3.2 Choosing effective selfstudy methods such as reading, searching for 39 92 information, practicing, experimenting, taking notes, listening Q4 Practicing the self-study plan in Science Q4.1 Regularly read books and exploit 38 78 documents for self-study Identify the Q4.2 means and equipment (magazines, internet, DVD, modeling clay, recycled scraps, 21 59 natural plants, paper and pen, paints ) and the methods of exploitation and service for selfstudy Q4.3 Receive support/instructi 14 on/help with selfstudy from others 71 38 13 12 2,22 45 14 10 2,32 55 16 13 2,44 82 21 17 2,77 43 91 49 3,84 (teachers, parents, classmates) Q4.4 Present the results of self- 36 56 75 21 study Q5 Adjusting and assessing self-study activities in Science Q5.1 Self-assessment of self-study 38 47 85 18 results Q5.2 Take measures and make adjustments to 34 58 76 18 the self-study process 72 12 2,58 12 2,59 14 2,6 TRƯỜNG ĐH THỦ ĐƠ HÀ NỘI CỘNG HỊA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc BẢN XÁC NHẬN CHỈNH SỬA KHÓA LUẬN TỐT NGHIỆP Họ tên sinh viên: BÙI THỊ PHƯƠNG THẢO Lớp: GDTH D2019TA Mã sinh viên: 219202334 Khoa: Sư Phạm Khóa học: 2019-2023 Số điện thoại liên hệ: 0363049901 Tên đề tài KLTN: Improving students' self-study ability through teaching the topic "Material and Energy" in Grade Science Chuyên ngành: Giáo dục tiểu học Tác giả chỉnh sửa sau góp ý Hội đồng đánh giá Khóa luận Tốt nghiệp sau: STT Góp ý sửa Hội đồng Chỉnh sửa tác giả - Tiếp thu (Sửa cụ thể nào) - Bảo lưu (khơng sửa, lí cụ thể) I Phản biện 1: TS Ngô Thị Kim Hoàn - Pedagogy - Faculty of Education - List of characters - List of charts - List of images - List of figure - Elementary - Primary 73 - Capacity/competency - Ability - 2.1.4 The principle of ensuring - 2.1.4 The principle of ensuring the the consistency between fitness consistency between feasibility and and development requirements development requirements - Mục Significance of the - Điều chỉnh mục Significance of the study chưa rõ ràng study trang 14 - Figure 1 Active students in - Figure 1 Students’ activeness in class class - Figure Self-management ability of - Figure 1.2 Students use selfstudents management - Figure Student's ability to cooperate - Figure Students use the power of cooperation II Phản biện 2: TS Phạm Minh Hoa - Đề xuất bổ sung phần lịch sử vấn đề nghiên cứu Material and Energy, “vật chất lượng” xem phần giảng dạy vấn đề chương trình - Bổ sung mục Research history (trang 11) - 1.1.3.1 Personality traits => personalities; character => characteristics - 1.1.3.1 Personalities - Xem lại cách trích dẫn: trích họ, khơng cần họ lẫn tên, ví dụ Howard Gardner - [13] H Gardner, "Intelligence Reflamed: Multiple Intelligences for the 21st", 1999 - Characteristics 74 III - Xem lại lỗi tả ngữ pháp: vật chất, nên dịch material, matter; principles to ensure scientific and educational; for family and society => for families and society - Material - 2.1.1 The principle of ensuring unity between science and education 2.1.5: Xem lai cách diễn đạt: rối - Điều chỉnh mục 2.1.5 The principle of lòng vòng ensuring the consistency between the leading role of the teacher and the selfdiscipline, positivity and initiative of the students (trang 46) Các ý kiến khác Hội đồng … IV Tác giả tự hoàn thiện thêm: (1) Bổ sung phần khảo sát thực trạng (trang 38 – trang 43) (2) Bổ sung phần thiết kế giáo án (trang 56 – 62) Hà Nội, ngày…tháng… năm 2023 HỘI ĐỒNG KHOA SƯ PHẠM Xác nhận GVHD (Kí, ghi rõ họ tên) TS Trần Thị Hà Giang 75 Xác nhận GVHD Sinh viên (Kí, ghi rõ họ tên) (Kí, ghi rõ họ tên) * Bản xác nhận đóng cuối KLTN 76