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1 OPENING 1. REASONS FOR CHOOSING THE TOPIC The world is entering the 21 st century, the century of a rushing development of science and technology. The Knowledge economy requires education sector to innovate to meet the need of training human resources, which is in line with the development of the society. In the comprehensive education reforming progress, reforming teaching methods receives significant decisions in all subjects and grade levels. One of these is applying active teaching methods, which have been the world's advanced practices, to the case of Vietnam. Those are the modern learner–centered teaching methods to promote awareness capability, independent creative ability to detect and solve the problem of the learners. Project–based Learning (PBL) is a modern teaching method, fully meets the requirements that need advanced education, in accordance with Article 28.2 of the Education Law of Vietnam and can be applied in our schools in the present conditions. In Vietnam, Intel Vietnam and the Ministry of Education and Training of Vietnam officially put PBL into implementation in high schools from 6 December, 2005. Vietnam – Belgian Project had been launched in 4.5 years from 2004 to 2009 in 14 northern mountainous provinces. Chemistry subject has links with other science subjects such as Biology, Geography, Physics, so the application of chemical knowledge is very rich in life, involving many sectors of society. These are favorable conditions for the application of PBL through the integration of knowledge of this subject. However, at present, the application of PBL in teaching chemistry at high school has not been commensurate with its importance. So far there is no deep research on systems theory and application of PBL in general chemistry published. For the reasons above, we choose and study the topic: “Applying the project-based learning in teaching inorganic chemistry in high school” for studying. 2 . RESEARCH PURPOSES 2.1. Research objectives Applying PBL in teaching of advanced inorganic chemical in high school (adInorChe–HSch) to establish and encourage students to develop the skills: detecting and solving problems, working together in small groups, self– studying, being more flexible, critical thinking, knowing to search and process information and having positive attitude, from that contribute innovative teaching methods to improve the quality of teaching Chemistry. 2 2.2. Research Tasks – To research on the theoretical basis of active teaching methods and to systemize of theoretical basis for PBL. – To investigate the current status of the application of PBL in high school teaching chemistry. – To analyse of the chemical content of adInorChe–HSch. – To develop knowledge on adInorChe–HSch. – To construct study projects in adInorChe–HSch and the practice guideline. – To design tools to evaluate results of PBL–students. – To experimentalise to assess the suitability of the proposed content and evaluate the quality, effectiveness and feasibility of the application of PBL in the adInorChe–HSch. 3. SUBJECTS OF THE STUDY The process of teaching chemistry in High school. 4. RESEARCH SUBJECTS Applying PBL in the teaching adInorChe–HSch. 5. SCOPE OF STUDY The advanced inorganic chemistry 10, 11-grade in High school. 6. SCIENTIFIC HYPOTHESIS If we can build a system of suitable and diversified projects, and build a number of varied teaching materials, if we coordinate PBL with other teaching methods reasonably to organize and carry out effectively projects, we will be able to enhance the positive independence and develop the capacity to work together, solve complex problems, creative energy, improve learning interest/ motivation for students, contribute to innovative teaching methods, improve the quality of teaching chemistry in high school. 7. RESEARCH METHODS 7.1. Group of theoretical research methods – To look at the documentation of domestic and foreign–related topics. – To use coordinately: analyzing, evaluating, synthesizing, systematizing, generalizing methods in the study of materials related to the innovation of teaching methods and active teaching techniques, and PBL. – To analyze the chemical content of the program adInorChe–HSch to suggest ways to apply PBL appropriately and effectively. 7.2. Group of practical research methods – To inquire reality the application of active teaching methods and PBL in teaching chemistry in high schools. – To get expert advices on the suitability of projects and teaching materials, the effectiveness of the application of PBL for high school student. – To experiment to assess the relevance and feasibility of proposals. 3 7.3. Information analyzing method The mathematical statistics method in educational research is applied to process and evaluate experimental results. 8. NEW POINTS OF THESIS – To overview systematically theoretical basis for innovating teaching methods, PBL and applying PBL in teaching chemistry high school. – To survey and evaluate the reality the application of PBL in teaching chemistry high school. – To propose the rules to choose contents for study projects, to build a system of projects for adInorChe–HSch and organize the implementation. – To design of assessment tool in PBL in teaching chemistry high school. – To develop system of teaching materials to support teachers and students in PBL. – To develop some lesson plans that use PBL adInorChe–HSch and criteria for evaluation. Chapter 1. THEORETICAL AND PRACTICAL BASIS OF APPLYING PROJECT-BASED LEARNING IN TEACHING CHEMISTRY HIGH SCHOOL 1.1. LITERATURE REVIEW 1.1.1. The project–based learning in the world ( 1 ) Derived from Europe but PBL is a genuine product of the progressive education movement America. William Heard Kilpatrick is the first detailed description this approach in the article “Project method” (1918). PBL can be divided into five major periods: 1590 – 1765 (The beginnings of project work at architectural schools in Europe), 1765 – 1880 (The project as a regular teaching method and its transplantation to America), 1880 – 1915 (Work on projects in manual training and in general public schools), 1915 – 1965 (Redefinition of the project method and its transplantation from America back to Europe), 1965 – today (Rediscovery of the project idea and the third wave of its international dissemination). Nowadays, PBL is very common in use in all levels of education in developed countries of the world, in many different subjects. 1.1.2. The project–based learning in Vietnam ( 1 ) Knoll, M. (1997). The project method: Its vocational education origin and international development. Journal of Industrial Teacher Education, 34(3), 59 – 80. 4 In Vietnam, PBL has been used in technical colleges and universities via students’ graduation thesis. Through the Vietnam – Belgian Project, Intel Program and Universities of Education, PBL has come to teachers and pupils in secondary schools, but high school students do not have access to PBL and PBL is also considered as a new teaching method. The academic research on PBL has included several authors mentioned in some articles and books such as Nguyen Van Cuong, Nguyen Thi Dieu Thao, Tran Viet Cuong, Do Huong Tra, Nguyen Lang Binh, Pham Thi Phu, Nguyen Thi Huong, Tran Van Thanh, However, researches applied PBL in each subject is still limited, particularly in chemistry. Some graduation thesis, master thesis, doctoral thesis and papers on applying PBL in Chemistry from 2008 up to now has only been generally and modestly carried out on this particular issue. 1.2. TRENDS OF INNOVATING TEACHING METHODS 1.2.1. The need for innovating teaching methods 1.2.2. Trends of innovating teaching methods in Vietnam 1.2.3. Innovations of teaching methods in teaching chemistry at high schools To innovate teaching methods in Chemistry, teachers need to: – Use the positive factors in recent chemistry teaching methods. – Select some perspective and positive approachs in modern education in several developed countries. – Select methods that promote students' positivities and are suitable to the objectives and contents of each certain chemical lesson, specific students and conditions of each region and locality. – Coordinate reasonably different teaching methods and modern teaching facilities. 1.2.4. Orientation innovative methods of teaching and learning (1) The two core factors of the innovation–oriented method of teaching and learning in a positive way are: a sense of comfort and active participation of students. 1.3. ACTIVE TEACHING – LEARNING 1.3.1. Positiveness (2) Positiveness is an inherent quality in human social life. Forming and developing positiveness are one of the major tasks of education. Positive (1) Nguyen Lang Binh, Do Huong Tra, Nguyen Phuong Hong, Cao Thi Thang (2010), Teaching and learning actively, some teaching methods and technicques, Publishing House of Education University. (2) Tran Ba Hoanh, Cao Thi Thang, Pham Lan Huong (2003), Applying active teaching in teaching Chemistry, Vietnam – Belgium Project. 5 learning is closely related to independent thinking. Thinking and independence are the seeds of creativity, thereby develop self–awareness, foster the excitement and motivation to learn. 1.3.2. Active teaching methods in teaching chemistry 1.3.2.1. The concept of active teaching methods Active teaching methods in teaching chemistry are holding learning activities to develop learners' creative ability, problem solving ability and through the operation of the school, to dominate the knowledge and build qualities of workers. The teacher plays the role of a facilitator, who guides students and coaches learning activities efficiently. 1.3.2.2. Features of active teaching methods in teaching chemistry 1.4. PROJECT–BASED LEARNING – AN ACTIVE TEACHING METHOD The term “project” is derived from Latin, means a proposal, a draft or a plan which should be implemented to achieve its goals. In education, in the early 20 th century, American educators had developed the theoretical basis for PBL and considered this approach to be important to point out “student–centered”. Today, PBL is widely used in schools and universities around the world, particularly in developed countries. 1.4.1. The concept of project–based learning PBL provides complex tasks based on challenging questions or problems that involve the students' problem solving, making decision, investigative skills, and reflection that include teacher’s facilitation, but not direction. Group is the basic form of PBL work. 1.4.2. Classification learning project There are many ways of classifying learning projects, such as: subject, learner participation, the involvement of teachers, timescale, and tasks. 1.4.3. Scientific basis of project–based learning 1.4.3.1. Center physiological characteristics of high school students High school students’age belong to a common of period 15 – 18 years old, they have achieved a mature physical development and high–level thinking, have a role in family life and society; the growth has been driven career in their own future. 1.4.3.2. Philosophical basis of project–based learning (1) According to John Dewey (U.S.), philosophical foundations of PBL is the unity between theory and practice, thought and action, sensory perception and cognitive rationality and the rule received Lenin's formula. (1) Dewey, J. (1933), How we think: A restatement of the relation of reflective thinking to the educative process. The later works of John Dewey (Vol. 8). Carbondale: Southern Illinois University Press, pp. 105 –352. 6 1.4.3.3. The school's educational basis of project–based learning PBL is in accordance with the opinion of tectonic theory and interactional pedagogic. 1.4.3.4. Psychological basis of project–based learning Based on activity theory, PBL is with primary thesis “Human psychology is formated and revealed through operation”, and based on the theory of tectonic perspective “through self–action, students can self–absorb and create knowledge”. 1.4.3.5. Differentiated viewpoint in project–based learning Differentiated teaching is a teaching philosophy, allows teachers to design lessons that appropriate to the needs, capacities, different learning styles of each student in the class to make all students become interested in learning and achieve the highest efficiency. Differentiated teaching is primarily in PBL at the micro level, centered on student's excitement and capability. 1.4.4. Characteristics of project–based teaching – Real world orientation – Orientation for learner's interest – Action orientation – Multiple presentation – Flexible skills orientation – Learner's self–studying – Complex tasks – Collaboration 1.4.5. Framework – According to the documentation (1) , PBL process consists of 6 steps: + Step 1. Choosing project work topic + Step 2. Scheduling + Step 3. Gathering information + Step 4. Processing Information + Step 5. Demonstrating + Step 6. Assessing results Generally, three phases can be suggested in conducting PBL: planning, creating and implementing, and processing. – This thesis chooses PBL process in 5 steps by Dr. Do Huong Tra. 1. Choosing project work topic Teacher facilitates student to propose project ideas, make themes decisions, define objectives (1) Nguyen Lang Binh, Do Huong Tra, Nguyen Phuong Hong, Cao Thi Thang (2010), Teaching and learning actively, some teaching methods and technicques, Publishing House of Education University. 7 2. Planning Learner works in groups, assigns tasks 3. Project implementation Learner works collaboratively to generate a potential solution 4. Presenting project work Groups presentate project products 5. Assessing Teacher and learners assess and process results. Feedback and revision is obtained Figure 1.3. Diagram the steps of PBL in Do Huong Tra. 1.4.6. Assessment learning outcomes in project–based learning Assessment of student learning outcomes in PBL consists of knowledge, skills (through knowledge tests), competency assessment and students' attitudes during project implementation (through the checklist, observation), at various times and combined evaluation of teachers and students, by the designed specific tools, including: a) observation checklist implementation process project, b) project monitoring book (Book of PBL), c) checklist evaluation study, d) attitude scale. 1.4.7. Advantages and challenges of project–based learning 1.4.7.1. Advantages * Learners: – Encouraged learning interest – Combined theory and practical learning – Promoting self–reliance, responsibility, creativity – Increased problem–solving ability – Increased collaboration and communication skills – Increased persistence, patience – Improved media research skills – Improved assess skills – Encouraged friendship * Teachers: – Improved assess skills (observation, questioning): assessment for learning, in learning and results. – Concerned and engaged student's potential. – Improved media research skills. – Increased knowledge and studying 8 1.4.7.2. Challenges – PBL cannot be applied to all lessons. – PBL is a form of supplement to the traditional teaching methods, not a substitution for the oral and practice method. – PBL often takes longer than usual. – Classroom management: In order for students to work productively, teachers must balance the need to allow students to work on their own with the need to maintain order. (1) – Teachers have difficulty in designing assessments that require students to demonstrate their understanding. – PBL requires physical media and financial, especially needs the help of IT, software applications and the Internet, the modern technical media (multimedia). 1.4.8. Conditions for project–based learning in chemistry education in efficiency – Define clearly learning goals: What knowledge, skills, attitudes learners gain through projects. Science and practical aspects are concerned in both chemistry and complex projects. – Content and topic of project must be associated with real life that relate to lessons. . – Other student characteristic variables include age, sex, demographic characteristics, ability must be paid attention to in order to promote individuals. – Teacher, school and family must create a friendly, positive environment, support and assist the physical conditions (technical means of information technology, Internet) and mental, time for new learning methods of students (learner–centered environment). – Teachers must develop innovative assessments and always act as facilitators. – Teachers need formating and training of higher–level thinkings and the skills required as good mirrors. 1.5. SOME ACTIVE TEACHING TECHNIQUES TO SUPPORT PROJECT–BASED LEARNING Include the followings: Group learning, Technique tablecloth, Mindmap, 5W1H questioning; Using some software, Internet, interview skills, using the camera, filming, setting the table, chart, comparing and contrasting, presentations, roling plays. 1 Thomas, J. W. (2000), A Review of Research on Project–Based Learning. Autodesk Foundation. 9 1.6. THE REALITY OF USING PROJECT–BASED LEARNING IN TEACHING HIGH SCHOOL CHEMISTRY NOWADAYS 1.6.1. The survey conducted on teachers Survey in 185 teachers of 51 provinces, conducted 3 times, from 8/2010 to 8/2012 showed that: – These teachers in survey all have university degree (69.73%) and postgraduate (25.95%). Almost all of them are at the age of qualified good information technology and it is convenient to apply modern teaching methods using information technology: 35.14% of them over 5 year work, 50.27% of 10 – 20 years and 11.89% over 20 years of experience. – 71.35% teachers have understood and applied PBL, but not often. – 80.77% teachers said projects make learners be excited and very interested in. 28.65% teachers still have not known about PBL, more than half of them (16.98%) are 20–year experienced teachers. 98.92% teachers have desired to learn and apply PBL in teaching chemistry in high schools. From the resulted show should continue broadly popular PBL for teachers and students. 1.6.2. The survey conducted on students The survey on 331 students, 35 teachers of 5 high schools in Hanoi city and Hai Duong province from 2009 to 2012 shows the results as follows: – Awareness of PBL: 100% of students did not know about PBL. – Some skills needed to apply PBL in learning: those skills were still weak and lacking, shown in both teachers and students' self–assessment. – Students's attitudes: Awareness of the importance of chemistry with the life is low (18.95%), awareness of the right and responsibility to people and the environment is not full (21.02%). The relationships between the members of the class are local (35.39% “good"). They have no self–discipline, no initiative, positive learning and action (39.07%). Ratio of loving–chemistry students is small (14.88%). – Students's innovative capabilities: They have limited chances to present creative capabilities in subject in general and chemistry in particular. RESTATEMENT OF CHAPTER 1 In Chapter 1, we present an overview of the theoretical basis of the problems: Trends in innovation of teaching methods in schools, teaching in active generally, active teaching methods in the teaching of school and PBL – a active approach, and some active techniques supporting PBL. We survey and assess the situation of the using of PBL in teaching high school chemistry, analyse of results as the basis of the thesis practices. 10 CHAPTER 2. APPLYING PROJECT BASED–LEARNING IN TEACHING INORGANIC CHEMISTRY IN HIGH SCHOOL 2.1. ANALYSISING OF THE CONTENTS OF INORGANIC CHEMISTRY PROGRAM IN HIGH SCHOOL 2.1.1. The role of the inorganic chemical contents in high chool 2.1.2. Analysing of target of knowledge and skill contents in advanced inorganic chemistry high chool in general In adInorChe–HSch, contents of inorganic chemistry focus on the typical inorganical elements like was: halogen, oxygen, nitrogen and carbon. Halogen and oxygen groups are arranged in chapters 5 and 6 of the 10th grade, after studying the knowledge of atomic, the periodic table of chemical elements, the periodic law, chemical links and reactions. Nitrogen and carbon groups are arranged in chapters 2 and 3 of the 11th grade, after studying the dispersion. 2.2. CONSTRUCTING SYSTEM PROJECT WORKS * Principles to select learning contents to build chemistry project works All the project words in adInorChe–HSch must be ensured objectives of Chemistry and general education. (1) Knowledges must be included in the program of general education, integrated of the natural science subjects and environmental education. (2) The project works have social practices deeply, topically, in line with the interest of the student, facilitate for students' development, expansion of knowledge. (3) The contents have abundant data resources and are in accordance with the conditions of local facilities to create meaningful products. (4) The contents make favorable conditions to organize active activities for students by individual or team, thus make them form and improve capacity of self–learning. 2.2.1. Constructing a system projects in type 2.2.1.1. Topics of substances (1) History of finding elements, substances. (2) Normal state and physical properties of substances. (3) The nature of substances. (4) Preparation/manufacturing substances. (5) Application, storage and using of substances. (6) Integrate contents of environmental education in teaching Chemistry. [...]...11 2.2.1.2 Topic of theory, the basic laws of chemistry and chemical concepts (1) The laws, theories in research chemistry, the periodic law (2) The periodic table of chemical elements 2.2.2 Constructing a system projects in scale 2.2.2.1 System of small projects... a positive impact for better experimental classes and better in the next round 2 CONCLUSIONS AND RECOMMENDATIONS 1 The results 1) Overview of the theoretical basis of the trend innovation of teaching methods, characteristics of active teaching methods, the theoretical basis of PBL and some learning techniques used in PBL 2) Proposal of procedures applying PBL in adInorChe–HSch 3) Found out the reality... IN TEACHING INOGANIC CHEMISTRY   IN HIGH SCHOOL  Major:          Theory and Methods of Teaching Chemistry  Code:      62141011  SUMMARY OF PHD THESIS          Hanoi – 2013  26 The work was completed in: HANOI NATIONAL UNIVERSITY OF EDUCATION The scientific guidelines: Assoc.Prof.Dr NGUYEN THI SUU Reviewer 1: Assoc.Prof.Dr Phung Quoc Viet Hung Vuong University Reviewer 2: Assoc.Prof.Dr Dang Thi Oanh Hanoi National University of Education... Topic: The nature of the substance A: The same as small projects Topic: Roles of A in practical life and production − The main objectives: Finding the applications of A, not listing only but also showing theoretical basis and the specific contents of each application in practice Adding and clarifying applications of A by other sources or from practical life − The driving questions: Similar to small projects,... Which sector can A be applied in? Why? + In life, which applications have you seen of A? Which natures of A is every application based on? + Which applications of A does the textbook present? Of what are theoretical basis and the specific contents? (or Why does A have those physical applications?) + Are there other applications? Which specific images are applications represented by? Which nature of the... In implementations, in recess, groups often discuss and exchange on work progress There are groups take weekends, holidays to visit villages, interview, do experiments illustrated, take video, photographic materials – When a group presens project work, other groups questioned surrounding the information caused lively interesting atmosphere b) To assess the effectiveness of the PBL process for promoting... salts, C, CO, CO2, carbonate, Si, SiO2, silicate salts, b The main objectives: Finding the physical or chemical properties or application of the A substance (listing level); Understanding the basis of theoretical profile and the contents of those applications; Train skill gathering information from the data resources; Designing mindmap; Presenting project works in simple diagrams and reports c The driving... remedies (A is the inorganic substance and compounds as similar as in small projects) 13 b The main objectives: Finding the physical, chemical properties or applications of A at deep level; Understanding theoretical basis and the contents of the applications and natures; Train gathering skills information from the data resources outside the textbook; Designing mindmap subject content; Presenting products... Library – Library of Hanoi National University of Education 27 MINISTRY OF EDUCATION AND TRAINING            APPLYING THE PROJECT–BASED LEARNING  IN TEACHING INOGANIC CHEMISTRY   IN HIGH SCHOOL  Speciality: Theory and Methods of Teaching Chemistry  Classification:      62141011    SUMMARY OF PHD THESIS            Hanoi – 2013  28 . their own future. 1.4.3.2. Philosophical basis of project–based learning (1) According to John Dewey (U.S.), philosophical foundations of PBL is the unity between theory and practice, thought. teaching Chemistry. 2 2.2. Research Tasks – To research on the theoretical basis of active teaching methods and to systemize of theoretical basis for PBL. – To investigate the current status. accordance with the opinion of tectonic theory and interactional pedagogic. 1.4.3.4. Psychological basis of project–based learning Based on activity theory, PBL is with primary thesis “Human