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MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION NGUYEN THI THANH HUYEN ORGANIZING EXPERIENCE ACTIVITIES IN TEACHING HUMAN BODY BIOLOGY IN SECONDARY SCHOOL TO DEVELOP PHYSICAL COMPETENCY FOR STUDENTS Major: Theory and Method of Teaching Biology Code: 9140111 SUMMARY OF EDUCATION DOCTORAL THESIS HA NOI – 2019 THIS WORK WAS COMPLETED AT HANOI NATIONAL UNIVERSITY OF EDUCATION Scientific Instructors Prof Dr DINH QUANG BAO Dr NGUYEN THI BICH NGOC Criticizer 1: Assoc Prof – Dr NGUYEN VAN HONG Thai Nguyen University of Education Criticizer 2: Assoc Prof – Dr NGUYEN DINH NHAM Vinh University of Education Criticizer 3: Dr NGO VAN HUNG Ha noi Metropolian University The thesis is defended under School level thesis scoring board at Ha Noi National University of Education at … hour…… day… month…… year 2019 The thesis can be referred at: National Library of Vietnam Library of Ha Noi National University of Education LIST OF PUBLISHED WORKS RELATING TO THIS THESIS Nguyen Thi Thanh Huyen, Nguyen Thi Bich Ngoc (2018) The stucture of Physical competency as well as its application in teaching human body biology in secondary school, Vietnam Journal of science Education, No 10, pp.77-82 Nguyen Thi Thanh Huyen (2018) Reality about the organization of experience activities to develop Physical competency for students in teaching human body biology in secondary school, Vietnam Journal of Education, No 443, pp.54-58 Nguyen Thi Thanh Huyen, Dinh Quang Bao (2018) Developing physical competency for students through experiential activities in teaching human biology at secondary level, Vietnam Journal of Education, Vol 4, 2018, pp 53-57 Nguyen Thi Thanh Huyen (2019) Building experience activities in teaching Human Biology to develop physical competency for students, Vietnam Journal of Education, No 453, pp.54-58 INTRODUCTION RATIONALE The issue of education innovation has been included in the Resolution of the IX, X, XI Party Congresses and institutionalized by the Education Essay However, at present, in secondary schools, teachers are too focused on the transmission of knowledge, and are not really interested in teaching students to form and develop special skills, especially Physical competency Physical competency is taught by physical education as equipped with health knowledge, select appropriate forms of self-exercise to practice; adapt to living conditions, optimistic and share with people; having a healthy physical and mental life and this energy is very convenient to be trained in teaching Human body biology in secondary school by organizing Experimental Activities From the above reasons, we choose the topic: "Organizing experience activities in teaching Human body biology in secondary school to develop Physical competency for students" to study AIMS OF THE STUDY Study theoretical basis of physical capacity, physical education and experiential learning model, build experience activities to teach human body biology and integrate training, capacity development Physical for middle school students 3 SUBJECTS AND RESEARCH OBJECTS 3.1 Research subjects Organize the teaching of human body biology by experiencing and integrating physical competency education for students 3.2 Object of research: The process of teaching human body biology at the middle school level THEORY OF SCIENCE If a Physical competency structure is successfully built and teaching process of human body biology by an Organizing experience activities and the integration of physical competency education, the student will both acquire the knowledge of human body biology and developed physical competency SCIENTIFIC RESEARCH TASK 5.1 Studying the theoretical and practical basis of experience activities to teach Physical competency for students 5.2 Analyzing human body biology's content and objectives to organize experience activities for students 5.3 Determining the structure of Physical competency and building the process of organizing experience activities to educate Physical competency for secondary school students; develop procedures and measurements for evaluating Physical competency of secondary school students 5.4 Pedagogical experiment is carried out to verify the scientific hypothesis of the topic METHOD OF THE STUDY 6.1 Method of theoretical research 6.2 Basic investigation method 6.3 Expert consultation method 6.4 Experimental method of pedagogy 6.5 Data processing by mathematical statistics SCOPE OF THE STUDY 7.1 Limit research content Building experiential activities to teach in teaching Human body biology follow David Kolb model to integrate physical education in chapters of the first semester of the Human Biology and Hygiene (Biology 8) section 7.2 Limit the study area The project was studied at secondary schools in cities / provinces: Ha Noi, Hai Dương, Phu Tho NEW CONTRIBUTION OF THE THESIS 8.1 Contribute to perfecting the theoretical and practical basis of organization experience activities to develop the Physical competency for secondary school students through teaching human body biology - biology Clarifying the theoretical basis of Physical competency in teaching human body biology 8.2 The structure of Physical competency and the process of organizing experience activities in teaching human body biology to form and develop the financial capability for grade students 8.3 Constructing experience activities to develop Physical competency for students in teaching human body biology at secondary school constructing experience activities educate Physical competency for students in grade 8.4 The set of criteria for assessing each level of proficiency of each skill of Physical competency and the set of measurements to evaluate the Physical competency of students through teaching human body biology by experience activities 8.3 Proposing the process of designing experience activities to integrate human body biology, forming and developing physical capacity for students 8.4 Identify the process of organizing experience activities to develop physical capacity for grade students 8.5 Develop a set of criteria and tools for assessing physical capacity of grade students THESIS STRUCTURE In addition to the introduction, conclusions and recommendations, references, appendices, research works The thesis consists of chapters: chapter The theoretical and practical basis of the thesis; chapter The organization of experience activities in teaching human body biology at secondary school to develop Physical competency for students; chapter Pedagogical experiment RESEARCH RESULTS CHAPTER THEORETICAL BASIS AND PRACTICE OF THE THESIS 1.1 HISTORICAL RESEARCH ON PHYSICAL COMPETENCY AND EXPERIMENTAL ACTIVITIES Physical competency is educated through the content of physical education In each country, the contents of physical education designed and taught for students are different In some countries like ghana and south africa physical education for students isn't got any attention, some countries such as china, greece, slovenia Emphasize that education for students focuses on good motor skills/manipulation the ability to exercise without paying attention to educate students on the awareness of the human body so that it can reveal behaviors and habits that are conducive to health In countries such as singapore, laos and france In addition to educating students on motor skills, the program has integrated knowledge and skills to the physical and mental health care for students Researchers in Physical competency in vietnam go deep into researching the education of Physical competency by not doing research on Physical competency education awareness Teaching through experience activities has been of interest to many educational researchers around the world Although there are many different approaches, there is a common point of view: teaching by organizing the experience activities will help learners attach theory to practice; through the experience activities will help learners be more dynamic and creative while also showing the building of a collaborative environment, bringing learners into the experience activities, sharing their experiences in the teaching process has been a problem and an interest in theoretical and practical research The research works have been tested on a wide range of different age groups but none of them have been fully studied, the system of processes and measures to organize experience activities and develop the Physical competency for secondary school students 1.2 RATIONALE 1.2.1 Physical, Physical development, Physical education General education program (2018): “Physicality is the whole body form and function formed and developed due to genetic factors, living conditions and training” Error! Reference source not found In this study, we share the same view of physical definition in the general education program and we focus on studying the effect of the educational process on the physical formation of people through teaching human body biology by experience activities Through teaching human body biology, we say that: “Physical development is a process of the formation, change for the better in the perception, morphology and biological function of the human body under the influence of the educational environment” “Physical education is a process of forming and developing physical capacity.” 1.2.2 Capacity, physical competency, physical capacity structure According to the general education program of the Ministry of Education and Training (2018): “Capacity is an individual attribute formed and developed thanks to the available qualities and the process of learning and training, it allows people to mobilize to synthesize knowledge, skills and other personal attributes such as excitement, faith, will, successfully implement a certain type of activity and achieve the desired results under specific conditions” In the study, we also agree with the definition of the Ministry of Education and Training (2018) Physical competency in teaching Human body biology is: "Physical competency is the ability to apply the knowledge of human body biology to explain phenomena, select the measures, rules of protection and health care, which serves as a basis for implementing health care behaviors” The structure of Physical Capacity includes elements: 1) Living adaptation and harmony with the environment; 2) Determine the appropriate diet; 3) Implement basic forms of movement; 4) Identify and choose how to balance emotions; 5) Measure and evaluate some health indicators; 6) Prepare study, living and health care plans 1.2.3 Experience activities We define that "experience activities are to conduct a job by doing it with our own experience, contemplating it, drawing conclusions and applying it to life Experience activities in teaching are the learning tasks that students must perform by self-reliantly impacting on learners' subjects with inherent experience, self-reflection, in order to draw conclusions and apply in practice ” David kolb's experiential learning cycle consists of phases: 1) specific experience: learning through specific activities, behaviors, actions, directly linked to the actual context 2) reflection observations: learning through observations of activities by other people performing or contemplating themselves, pondering and summarizing new experience ideas 3) conceive of concepts: learning through building concepts, synthesizing and analyzing what is observed 4) Positive testing: learning through suggestions, testing solutions to solve problems 1.3 CURRENT SITUATION OF ORGANIZATION EXPERIENCE ACTIVITIES TO DEVELOP THE FACILITIES FOR STUDENTS IN HUMAN BODY BIOLOGY AT SECONDARY SCHOOL In order to find out the situation of experience activities organization to develop the Physical competency for students in teaching human body biology of teachers, we designed 01 survey questionnaire and conducted an investigation on 218 votes of junior high school teachers in cities / provinces: noi, hai duong, phu tho and some other provinces obtained the following results: 1.3.1.1 Teachers’ awareness about Physical competency in the teaching process 82.57% Teachers agree with the concept of Physical competency: "The Physical competency is the ability to take care of physical and mental health shown by health care, measure and evaluate a number of health indicators for words It is adaptive and harmonious with the environment” 1.3.1.2 Teachers’ awareness of the role of Physical competency education for students Teachers believe that the education of Physical competency for students plays great role: helping students have basic knowledge to prevent themselves, their families and communities (93.6%); contributing to the protection and improvement of human health for the highest proportion (92.2%); changing the ways of thinking and lifestyle harmful to the health of students (86.7%); reducing morbidity, disability and mortality rates in students (60.55); Students have knowledge about protection and health promotion by self-defense ability of students themselves (68.8); help students know how to live in harmony with normal life when having problems in life (83.5) 1.3.2.3 Teachers’ perspective on the level of teaching the structure of Physical competency Teachers in secondary schools often train students: skills like living and harmony with the environment is 2.8%; appropriate ration determination skill was 1.8%; emotional recognition skills are 5.0; measuring and evaluating skills for some health indicators is 0.9%; Living, learning and health care planning skills are 0%, in which the skills to implement basic forms of exercise are highest at 36.2% 1.3.2.4 Teacher's point of view on selecting human body biology chapters in secondary school level for Physical competency education From the level of consent of teachers in 11 chapters of biology 8, we choose chapters: advocacy; circulation, respiration, digestion, metabolism and energy in the first semester of the human body biology section of secondary school is the content of the integration of the components of the Physical competency during the experiment process because the contents of the first semester chapters are benefit more than the content of chapters in the second semester (> 50% of the teachers think that it is possible to integrate the components of the components of financial literacy) 1.3.2.5 Awareness of junior high school teachers about experience activities during the teaching process With a rate of 73.4% teachers think that experience activities: "experience activities is the activity that the teacher teaches, organizes, supports the cognitive process of learners by taking them directly to implement experience activities to occupy knowledge, forming and developing qualities and general and specific skills " Thereby, it can be seen that most teachers understand the nature of experience activities 1.3.2.6 Frequency of organizing learning activities in the teaching process of human body biology Teachers in secondary schools when organizing experience activities for students regularly use the form of watching movies, video tapes is 21.0%, observation activities (82.6%), discussion is 76.6%, activities simulations, games, practice / experiments were used very little, especially the survey and campaign activities only reached 1.83% and 1.4% because these activities had to be investment in terms of time, space and organization costs 1.3.2.7 Difficulties encountered when organizing experience activities to develop Physical competency for students in teaching human body biology at secondary school Most teachers think that it is necessary for teachers to educate Physical competency for students through organizing experience activities but in the process of organizing experience activities, teachers all think that there are many difficulties encountered It is necessary to provide documents to guide the organization experience activities in order to develop Physical competency for students, especially the way of evaluating Physical competency in the teaching process The summary of chapter 1) In the world and in our country, there have been many researches on experience activities and physical capacity However, the development of physical capacity in particular is mainly mentioned in specific subjects such as gymnastics and sports, there are only a few studies combining physical capacity with experience activities in teaching different subjects and especially, no studies have been carried out in teaching biology in high schools 2) On the basis of theoretical researches, the author chose the definition of experience activities, physical capacity that are best suited for the topic and identified the structural components of physical capacity These are important orientations for us to continue researching to propose the process and train physical capacity for students in secondary schools 3) The survey results show that the organization of experience activities to develop physical capacity in teaching the human body biology at secondary school is quite new for teachers Most teachers have realized the importance of teaching human body biology through experience activities so as to develop physical capacity, but the percentage of teachers who regularly practices the skills of physical capacity is very low, especially the teachers have not focused on assessing physical capacity through teaching human body biology at secondary schools CHAPTER ORGANIZATION OF EXPERIMENTAL ACTIVITIES IN TEACHING HUMAN BODY BIOLOGY SESSION FOR DEVELOPING PHYSICAL COMPETENCY FOR STUDENTS 2.1 TARGETS, CONTENTS OF HUMAN BODY BIOLOGY TO EDUCATION OF PHYSICAL COMPETENCY From the content analysis of the human body biology section we find that the human body biology content is conducive to the organization of experience activities (especially the human body biology content in the first semester) in order to help students take over human body biology knowledge and manipulate that knowledge to form and develop concepts of elements and behavioral behaviors of Physical competency , which are the foundation for training/care/protection and health promotion and learning capacity enhancement The overall goal of the human body biology part is to provide students with scientific insights on the structural characteristics and all life activities of people On that basis, propose measures for hygiene, physical training, protection and health promotion, productivity and efficiency in learning, contributing to realizing the goal of training flexible, dynamic and creative people, meeting the country's socioeconomic development requirements Based on the objectives, the standard of human body biology skills and the structure of Physical competency in the process of organizing experience activities to educate Physical competency for students, teachers need to associate experience activities with teaching all the skills of Physical competency We tabulate the components of the financial resources that can be integrated into the human body biology content as a basis for designing the lesson plan to train elemental skills of Physical competency 2.2 BUILDING EXPERIENCE ACTIVITIES FOR EDUCATION OF PHYSICAL COMPETENCY IN TEACHING HUMAN BODY BIOLOGY AT SECONDARY SCHOOL 2.2.1 Principles of building experience activities Ensure teaching objectives; Ensure pedagogy; Ensure practicality; Ensure diversity and richness; Ensuring teaching integrated contents of human body biology knowledge and Physical competency education 2.2.2 The process of building experience activities for educating Physical competency in teaching human body biology at secondary school Step 1: Analyzing the content of chapter and determining the objectives to train the Physical competency ; Step 2: Identify the types of experience activities to educate Physical competency for students; 10 to use a combination of tools to evaluate a certain skill In the process of assessing the Physical competency of students, mainly using tools such as questions, exercises, observation cards, short notes; academic records; checklist, questionnaires Summary of chapter 1) In this chapter, on the basis of analyzing the content and objectives of human body biology orienting to organize experience activities to educate Physical competency we design the process of building experience activities for educating Physical competency in teaching human body biology at secondary school consists of steps: analyzing the content of human body biology and determining the objectives to train the Physical competency; identify the types of experience activities to educate Physical competency for students; detailed design of activities according to the experience cycle; consult experts and test run; adjust operation and put into the system 2) Built a number of experience activities in experimental chapters (chapter ii, chapter iii, chapter iv, chapter v, chapter vi) in the first semester of the human body biology section 3) On the basis of building experience activities and applying david kolb's experiential learning model, we organized experience activities to educate Physical competency for students in teaching human body biology at secondary school phases: specific experience; observation and feedback; conceptual formation; positive test 4) In order to assess the achievement level of the element skills of Physical competency of students, the topic of developing the assessment of Physical competency consists of steps: building objectives and requirements of the assessment of Physical competency ; develop criteria and level of assessment of Physical competency ; determine the way to develop Physical competency ; select, design, use assessment tools; analyze data and draw conclusions CHAPTER 3: PEDAGOGIC PRACTICE 3.1 EXPERIMENTAL PURPOSE In order to test the effectiveness of the scientific hypothesis that the thesis has put forward, we conduct experimental teaching of experience activities to develop Physical competency for students in teaching human body biology 3.2 SUBJECTS AND METHODS EXPERIMENTAL We tested over 515 grade students of secondary schools in cities/ provinces: Hanoi, Hai Duong and Phu Tho 3.3 EXPERIMENTAL RESULTS AND DISCUSSION 3.3.1 Results of quantitative analysis 11 3.3.1.1 The level of development of students' Physical competency through measurements To assess the level of formation and development of Physical competency of students in the experiment group through measurements, conduct general descriptive statistics on Physical competency of 259 students through measurements in which: Measure (Survey) ; Measure (End of chapter III - Circulation); Measure (End of chapter V - Metabolism and energy) Table 3.1 Classify the level of Physical competency of students through measurement 1st 3rd 6th Level Evaluation, conclusions Number % Number % Number % Level Warning (Poor) 220 84.9 172 66.4 21 8.11 Level Incomplete (Weak) Level Qualified (Average-retty) Level High efficiency (Good) 90.0 80.0 70.0 60.0 50.0 40.0 30.0 20.0 10.0 0.0 34 0 15.1 0.0 0.0 80 30.9 2.7 0.0 65 139 34 25.1 53.7 13.1 84.9 66.4 53.7 30.9 25.1 15.1 2.7 0 1st 3rd Level Level Level 13.1 8.11 6th Level Chart 3.1 Curvature of the level of development of students' Physical competency over measurements Table 3.2 Statistics describe the average point of Physical competency of students through measurements 1st 3rd 6th Statistical parameters Number Mean Median Outstanding numbers Standard deviation The variance Minimum Maximum 259 1,15 1,00 0,358 0,128 259 1,36 1,00 0,535 0,286 259 2,72 3,00 0,793 0,630 12 Table 3.3 Testing the difference in average value of Physical competency between measurements Checks Mean t Sig.(2tailed) df 3rd – 1st 0,212 6,411 258 0,000 6th – 3rd 1,355 27,930 258 0,000 6th – 1st 1,568 30,239 258 0,000 3.3.1.2 The level of differentiation of each element skills of Physical competency in students through the measurement From the results of the table "average score of each element skills of Physical competency through the measurements of experiment group" shows the difference in average plus the level achieved in element skills of students in the tests are significant for P value 0,05) Table 3.11 The highest average score of students was selected during the experiment of experiment groups Physical competency T Score of Study First and last name T biology capacity 1st 3rd 6th Student 8,1 Great Student 8,2 Great 2 Student 8,0 Great 2 4 Student 7,8 middling Student 7,0 middling 2 Student 7,2 middling Student 5,9 medium 1 Student 5,7 medium 1 Student 6.2 medium 2 4 4 3.5 3 3 student student student 2.5 2 2 2 2 2 2 student student student 1.5 1 1 student 1 student student 0.5 1st 3rd 6th Chart 3.8 The highest average score of students was selected during the experiment of experiment groups Based on the study results above, although students have different perceptions, the model of organizing the experience activities makes the development of physical capacity for students in teaching human body biology at secondary school 18 3.3.1.4 Results of assessing human body biology knowledge of students through the tests Table 3.12 The percentage of students who achieved Xi's score of the test in control and experiment groups 1st 2nd 3rd 4th 5th 6th Checks Expe Expe Expe Expe Expe Expe Cont Cont Cont Cont Cont Point rime rime rime rime rime rime rol rol rol rol rol nt nt nt nt nt nt 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 11,3 5,0 1,6 0,4 0,4 0,0 0,0 0,0 0.4 0,0 0,0 0,0 45,3 50,6 21,5 21,2 22,3 2,7 10,2 1,5 4,7 1,5 27,3 36,7 57,0 48,6 42,2 47,5 45,3 33,6 34,0 20,8 40,6 9,7 14,5 1,6 0,0 2,0 3,1 3,1 5,4 17,6 18,5 25,8 25,5 31,6 33,6 0,0 0,0 0,0 0,0 0,0 0,0 0,0 2,3 0,8 5,0 4,3 5,4 10 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 1,2 1,5 6,9 10,2 7,7 18,0 26,6 32,0 40,2 27,0 42,9 28,9 47,1 17,6 44,3 Chart 3.9 Average score of human body biology knowledge and assessments in control and experiment groups Table 3.13 The results of the average score test between the tests of human body biology knowledge of control and experiment groups Pair 2nd-1st 3rd-2nd 4th-3rd 5th-4th 6th-5th 6th-1st Statistical parameters 19 Mean 0,477 0,180 0,367 0,199 0,219 1,441 0,637 0,332 0,402 0,274 0,247 1,892 7,734 3,316 5,265 2,464 2,963 18,670 t 11,260 6,171 7,159 7,848 5,357 37,402 255 255 255 255 255 255 df 258 258 258 258 258 258 0,000 0,001 0,000 0,014 0,003 0,000 Sig.(2tailed) 0,000 0,000 0,000 0,000 0,000 0,000 The results in Table 3.1; 3.2 and chart 3.1, the average score of both study groups increased with the number of tests This increase was statistically significant (P