Tích hợp nội dung giáo dục phát triển bền vững trong day học địa lý 10 ở trường trung học phổ thông tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION DOAN THI THANH PHUONG INTEGRATION OF SUSTAINABLE DEVELOPMENT EDUCATION INTO GEOGRAPHY LESSONS FOR GRADE 10 AT HIGH SCHOOLS MAJOR: Theory and teaching methods of Geography Code: 9.14.01.11 ABSTRACT OF DOCTOR OF SCIENCE’S THESIS HÀ NỘI - 2020 THESIS IS COMPLETED AT HANOI NATIONAL UNIVERSITY OF EDUCATION Scientific Supervisor: Associate Prof Ph.D Dang Van Duc Dr Tran Thi Thanh Thuy Reviewer 1: Associate Prof PhD Đo Vu Son Thai Nguyen University of Education Reviewer 2: Associate Prof PhD Đo Thuy Mui Ha Noi Pedagogical University Reviewer 3: Dr Nguyen Quy Thao Viet Nam Education Publishing House Limited Company The thesis will be defended before the University Thesis Examining Council at Hanoi National University of Education at … (time) on …… (date) in……(year) The thesis can be found in : - National Library, Hanoi - Library of Hanoi National University of Eduation PUBLICATIONS Doan Thi Thanh Phuong (2010), Extracurricular Activities - An effective teaching method for Geography students in the module "Education for Sustainable Development", Journal of Education, No 246 term 2, pp58-60 Doan Thi Thanh Phuong (2012), Studying the module "Education for sustainable development" through extracurricular activities of Geography students of Hanoi National University of Education, Journal of Education, No 294, term 2, pp53-54 Doan Thi Thanh Phuong (2012), Using practical survey forms in teaching: Education for the sustainable development for Geography students (Take an example about water environment survey at local), Proceedings of 6th Vietnam National Conference on Geography Science, Hue 9/2012, Publishing House for Sciences and Technology, pp348-352 Doan Thi Thanh Phuong (2013), Learning situation of the module “Education for sustainable development” through extracurricular activities of 4th year students – Faculty of Geography, Hanoi National University of Education, No 45 (79) - pp.158 - 164, Journal of Educational Sciences, Ho Chi Minh City University of Education Doan Thi Thanh Phuong (2014), Guiding Geography students to design teaching games about environmental education (through the module: Education for Sustainable Development), Proceedings of 8th Vietnam National Conference on Geography Science, Ho Chi Minh City University of Education Publishing House, pp 979 – 986 Doan Thi Thanh Phuong (2015), Developing skills of organizing visiting activities for Geography students in Education Universities under the orientation of developing learners' competence, Journal of Education and Society 1859 - 3917, No 56 (117), pp 60-78 Doan Thi Thanh Phuong (2016), Developing the competence of organizing “Education for the sustainable development” extracurricular activities for Geography students in Education Universities, Proceedings of the 9th Vietnam National Conference on Geography Science, pp 1584 - 1590 Doan Thi Thanh Phuong (2018), Building the reporting competence about “Education for sustainable development” through Geography in high schools, Proceedings of the 10th Vietnam National Conference on Geography Science, Publishing House of Science and Technology, pp 1259 - 1266 Doan Thi Thanh Phuong (2019), Selecting the integrated content of “Education for sustainable development” in teaching Geography in 10th grade in high school, Proceedings of the 11th Vietnam National Conference on Geography Science, Youth Publishing House, pp 998 - 1005 10 Doan Thi Thanh Phuong (2020), Application of positive teaching methods and techniques to organize the integrating education for sustainable development in 10th grade geography in high school, HNUE journal of science, volume 65, Issue 4, pp 39-47 INTRODUCTION Rationale of this research Our world is in a period of strong and profound changes: the development of the modern science-technology revolution; the advent of artificial intelligence; the development of the knowledge economy and trends in globalization are having a great influence on the socio-economy of the countries Besides the advantages of the modern world are the great challenges that people are facing, such as: economic crisis, poverty, resource depletion, environmental pollution, epidemic, terrorism Facing this fact requires people to "make changes not only in lifestyle but also in thinking and acting To achieve that change, we need to equip ourselves with new skills, values and attitudes towards creating more sustainable societies” Sustainable development (SD) and sustainable development education (SDE) are one of the issues of public interest in the innovation process Over the past years, the Ministry of Education and Training has implemented SD goals by integrating the contents of SDE through educational activities Integrated teaching is one of the common development trends in the current education innovation orientation It helps learners to perform the learning tasks well Through it can form and develop concepts, opinions, knowledge and skills requiring practical operational capabilities Geography is one of the subjects that has a close relationship with SDE because it is a comprehensive and high-integrated subject, including knowledge of nature, population, culture, and socioeconomic Therefore, the integration of teaching through geography has many advantages in the implementation of SDE Through actual surveys, teachers at high schools currently not have enough understanding, are not deeply concerned about integrated teaching of SDE; inspection and evaluation are not synchronized and not regular Thus, more than ever, integrated teaching of SDE in geography is an urgent and necessary issue, which needs to be implemented in schools to meet the requirements of education innovation nowadays From this viewpoint, a research title “Integration of sustainable development education into geography lessons for grade 10 at high schools” has been chosen as the topic for this dissertation Objectives and research tasks 2.1 Objectives of the research Analyzing the process and measures of integrating SDE into teaching Geography 10 in order to develop cognitive capacity and adjust attitude & behavior of students about SD that enhances the position and improves the quality of teaching geography at high schools 2.2 Task of the research - To give an overview of the theoretical and practical basis of integrating SDE into teaching Geography 10 - To identify the principles and requirements of integration of SDE into teaching Geography 10 - To determine the content of SDE integrated into teaching Geography 10 - To develop processes and measures for the integration of SDE into teaching Geography 10 - To design and organize teaching integrated SDE into some Geography 10 lessons - To conduct the experimental pedagogy to assess the feasibility and effectiveness of the research topic - To make conclusions and recommendations Research subjects and research scope 3.1 Research subjects Researching processes and measures for integrating SDE into teaching Geography 10 at high schools 3.2 Scope of the research - The thesis focuses on some major contents of SD such as: environmental issues and rational use of natural resources; coping with a changing climate and preventing natural disaster; socio-economic development issues - Investigating the current status of how geography teachers in Hanoi, Ho Chi Minh, Hai Duong, Yen Bai, Dien Bien, Lao Cai, Lang Son, Ha Tinh, Binh Dinh, Gia Lai, and Dong Nai apply SDE into teaching Geography - Organizing pedagogical experiments at: Nguyen Tat Thanh secondary and high school (Hanoi); Cam Giang high school (Hai Duong); Nguyen Luong Bang (Yen Bai) - Experimental content: Experiment 1: Industrial geography; Experiment 2: Environment and sustainable development Scientific hypothesis If applying the process and measures to integrate SDE in a suitable way and ensuring pedagogical requirements and principles, it will enhance awareness, attitudes & behaviors for SD, and adapt education innovation at high schools in the new period Overview of research issues In the world, there are many organizations researching SD and SDE such as UNESCO, the United Nations and OECD These organizations have provided basic knowledge as concepts, content, and goals On the basis of the given background, UNESCO provides a number of specific ways and materials to integrate SDE into the general curriculum Geography is one of the subjects compiled into a UNESCO document about SDE integration Many studies on the contents and programs about integrated teaching SDE in Vietnam have expanded the network of SDE activities Currently, the Ministry of Education and Training has been developing some important tools to promote SDE in Vietnam, including a draft of the national framework for environmental education for SD Based on the research and investigating these projects, the researcher continues to study specific cases of integrating SDE into teaching Geography 10 in Vietnam Viewpoints and research methods 6.1 Viewpoints of the research: systems perspective; student-centered perspective; teaching perspective on orienting and developing student capacity; SDE perspective; integrated teaching perspective; practical perspective 6.2 Methodologies of the research: Collecting synthesized materials method; observation method; survey method; investigation method; expert method; pedagogical experimental method; mathematical-statistical method The scientific significance and new contributions of the thesis 7.1 In theory - To clarify the theoretical basis of integrating SDE into teaching Geography 10 at high schools - To identify the requirements and principles of integrating SDE into teaching Geography 10 at high schools - To develop the process of integrating SDE into teaching Geography 10 at high schools - To propose measures SDE integration into teaching Geography 10 at high schools 7.2 In practice - To study the current status of SDE integrated into teaching Geography at the high school - To design and organize teaching integrated SDE into some lessons in Geography 10 at high schools - To demonstrate the effectiveness and feasibility of SDE integrated into teaching Geography 10 at high schools and respond to basic and comprehensive innovation requirements of general education today Structure of the thesis In addition to the introduction and conclusion, the topic consists of chapters: Chapter Rationale and practice of integrating SDE into geography lessons for grade 10 at high schools Chapter Process and measures of integrating SDE into geography lessons for grade 10 at high schools Chapter Pedagogical experiment Chapter RATIONALE AND PRACTICE OF INTEGRATING SUSTAINABLE DEVELOPMENT EDUCATION INTO GEOGRAPHY LESSONS FOR GRADE 10 AT HIGH SCHOOLS 1.1 Innovating issues of general education 1.1.1 Innovation in general education program Along with the renovation of the general education program, SDE is also an integral part of quality education In addition to the education innovation, the Ministry of Education and Training has annually dispatched to direct the implementation of integrated teaching with the following contents: education about national sovereignty over borders and islands; environmental education 1.1.2 Innovation in teaching methods Some strategies to innovate teaching methods are: improving and innovating teaching methods and techniques; using a combination of forms and methods into teaching integrated with SDE 1.1.3 Innovation in testing and assessment of students’ learning outcome Assessing the results in subjects, educational activities in each grade & after a level in the education system needs to: coordinate between regular and periodic assessment, combine assessment forms with objective tests and essays, have appropriate assessment tools 1.2 Sustainable development 1.2.1 Definition of sustainable development In the report "Our Common Future" of the World Council for Environment and Development (WCED) (United Nations, 1987) is defined as: "development that meets the needs of the present without compromising the ability of future generations to meet their own needs.” 1.2.2 Sustainable development goal 17 Sustainable Development Goals (also known as Global Goals) came into effect on January 1, 2016 after the United Nations Summit meeting in September 2015 The 17 sustainable development goals (SDGs) to transform our world: no poverty; zero hunger; good health and well-being; quality education; gender equality; clean water and sanitation; affordable and clean energy; decent work and economic growth; industry, innovation and infrastructure; reduced inequality; sustainable cities and communities; responsible consumption and production; climate action; life below water; life on land; peace and justice strong institutions; partnerships to achieve the goal 1.3 Education for Sustainable Development 1.3.1 Definition of Education for Sustainable Development Education for Sustainable Development (ESD) is as understood by UNESCO as follows: "ESD empowers learners to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity It is about lifelong learning, and is an integral part of quality education ESD is holistic and transformational education which addresses learning content and outcomes, pedagogy and the learning environment It achieves its purpose by transforming society.” 1.3.2 Education for sustainable development goals ESD is one of the components of the Global Development Goals (Quality Education) and a brief statement of goals 4.7: “By 2030 ensure all learners acquire knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture's contribution to sustainable development” (According to: United Nation 2015) 1.3.3 The need of education for sustainable development For grade 10 - students in high schools, they are equipped with knowledge, skills, attitudes and values about SDE, which means that each student has been prepared with the necessary capabilities to organize their positive and responsible future themselves This is the capacity we need to create a humane and fair society today and in the future 1.3.4 General content of SDE SDE focuses on the knowledge, skills, values and action capacity to implement national goals according to the "pillars" of SD, such as economy, culture - society and environment 1.4 Teaching geography at high schools integrated with SDE 1.4.1 Definition of integration and integrated teaching 1.4.1.1 Integration In the book Teaching integrated to develop student capacity: “Integration is the unity, integration and combination It is the consolidation or unification of the different parts to bring to a new object, as a unity based on the essence of the object components rather than the simple addition of attributes of those components” 1.4.1.2 Integrated teaching Integrated teaching is “the orientation of teaching helps students develop the ability to mobilize the synthesis of knowledge, skills in many different areas to effectively solve problems in learning and life, which is implemented straightway in the process of acquiring knowledge and training skills” 1.4.2 The goal of integrated teaching - To develop learners' competence - To take advantage of learners' experience - To establish a relationship between the knowledge, skills and methods of the subjects - To streamline knowledge and avoid repeating content in subjects - To intensify the application of knowledge in specific situations; - In integrated subjects, it is conditional to develop cross-disciplines skill 1.4.3 The levels of integrating SDE into teaching geography 10 Integrated SDE into teaching geography 10 includes the following levels of integration: degree of integration, connection; applying interdisciplinary knowledge 1.4.4 The significance of integrating SDE into teaching at high schools - SDE aims to develop learner capabilities - We live in a volatile world, so that acting creatively and solving problems in a reasonable way is how we can live sustainably, people need to be able to work collaboratively, to speak up and take positive change actions - Saving more time when integrating SDE into teaching geography - SDE creates a close relationship between classroom learning and situations that students will encounter in practice 1.5 Physiological characteristics and cognitive abilities of high school students in grade 10 1.5.1 Physiological characteristics of grade 10 students According to the division of psychology, the grade 10 student is at the early age of adolescence (15-16 years old) At this age, they have rapid development both physically and mentally Besides, the intellectual development of students is also enhanced The intellectual activity of people is often formed at the ages of 14 and 15 Acquiring complex intellectual manipulations and fostering the apparatus of concepts make their mental activity more sustainable and more productive, bringing their mental activity closer to adult activity 1.5.2 The cognitive ability of grade 10 students Grade 10 students' cognitive system with purposes has developed Their observation becomes more purposed, systematic and comprehensive However, the observation process is effective only when directed by teachers 1.6 Objectives and contents of geography grade 10 at high schools Geography in high school program is started with Geography 10, which includes general knowledge of the phenomena of nature and the world socio-economy The Geography program is divided into circuits about objectives and very specific contents as follows: 1.6.1 The goal of Geography 10 - The goal of Geography 10: Providing students with common, basic and necessary knowledge about: knowledge; skills and attitude & affection 1.6.2 Content of Geography 10 Geography 10 is divided into parts including: general natural geography and general socio-economic geography 1.6.3 The ability of SDE integrated with teaching Geography 10 When integrating SDE into teaching Geography 10, teachers should provide a clear connection between ecology systems and socioeconomic or the relationship of environment, economics and culture and society In addition, SDE also requires the knowledge connection between local and global issues, or the present and the future and the way to solve the problems faced in the present and the future In the Grade 10 syllabus, many contents that can be integrated into teaching Geography 10, like ecosystems conservation, biodiversity conservation, greenhouse effects, global warming, etc The SDE integration into teaching Geography 10 providing favorable conditions for the ability of integrating knowledge is necessary 1.7 The state of affairs of integration of SDE into geography lessons for grade 10 at high schools 1.7.1 As for teachers 1.7.1.1 Participants This study examines 45 high school teachers teaching geography grade 10 1.7.1.2 Methods This study interviewed participants about the situation of SDE integrated into teaching geography 10 at high schools There are 12 questions in the questionnaire 10 Figure 2.1 Spider web of how to select geographical content for SDE (Source: Textbook for sustainable development) 2.2.2 The contents and sphere of integrating SDE into teaching Geography 10 Table 2.1 Content, sphere and degree of integrated content of SDE Lesson/ Integrated content of SDE Sphere Degree of Integrated topic integration Impact of The process of erosion is the Denudation Integrating, external forces movement of weathering products process connecting on the surface from high to low places, causing topography of deformation of the terrain; taking the Earth the measure to restrict the erosion process such as forest protection, rational cultivation and planting trees at riverside, coastal and river embankment Hydrosphere - Factors affecting river water Some factors Integrating, Some factors regime Connecting with local affect the connecting affect the river reality such as: leveling lagoon, river water water regime lake; exploiting river sand; regime Some big rivers deforestation causing loss of on Earth vegetation cover, climate change affecting river water regime - Measures to protect clean water Biosphere - The role of factors affecting the Factors Integrating, 11 Factors affecting the development and distribution of creature development and distribution of affecting the creatures Connecting with local development reality about human impact on the and development and distribution of distribution creatures (afforestation to expand of creatures the area, indiscriminate exploitation of forests that change the ecological component, climate change due to human impacts affects organisms) - Making a tour plan (creature museum, national park ) and writing a report Geography - Concept of geographical crust crust The law of - Expression of the unified and complete law, the unity and zoning and non-zoning laws of the geographical completion of crust geography crust Population - The diagram shows the positive Urbanization distribution and negative effects of urbanization Residential on four aspects: literature and types and society, environment, population urbanization and economy Roles, - Applying scientific and technical - The factors characteristics, advances in agriculture: creating affecting factors affecting new varieties with high yield and agricultural agricultural disease resistance, producing clean development development agricultural products and and distribution - Mobilizing relatives and students distribution Some forms of become consumers of sustainable - Applying agricultural agricultural products activities territorial - Writing a brief report on strengths organization of producing clean agricultural products Taking the example of technology for producing clean agricultural products in Vietnam connecting Vận dụng kiến thức liên môn Integrating, connecting Integrating, connecting 12 Industrial geography - Energy exhaustion such as coal, Energy oil, gas; Due to environmental industry pollution, it has motivated people to find new sources of renewable energy: solar, wind, geothermal energy - Vietnam has great potential in exploiting renewable energy sources such as hydroelectricity, wind power, solar power, biomass power Roles, - Natural resources, cultural and Factors influencing tourism heritage affecting the affecting the factors and development of the tourism development distribution industry At present, environmental and characteristics of pollution (plastic waste, water distribution service sectors pollution) and overuse of cultural of service heritage exploitation are detrimental industries to economic development - Applying - Organizing a competition to design activities an eco-tourism route in Vietnam Environment - Concept: environment, natural resources, and sustainable sustainable development development - Some environmental issues and sustainable development on a global scale and groups of countries - Learning a local environmental problem: water pollution, plastic waste pollution, air pollution, trade village environment pollution and proposing specific solutions to local environmental problems, criticizing actions that harm the natural environment Integrating, connecting Integrating, connecting - Applying interdiscipli nary knowledge Integrating, connecting - Applying interdiscipli nary knowledge 2.3 The process of organizing integrated SDE into the Geography 10 program at high schools The steps to conduct integration of SDE into Geography 10 at high schools are generalized according to the following diagram: 13 Finding out đối typestượng of students and dung the Tìm hiểu HS, nội content of the subject chương trình mơn học Identifying goals, content and levels of integration with ESD Stage 01 Developing a teaching plan for SDE Determining methods, means and forms of organization integrated with SDE Designing learning activities of students Choosing methods and tools to evaluate students’ learning results Orienting the lesson Stage 02 Organizing learning activities for students Organizing teaching integrated with SDE Organizing for students to report their learning results Commenting, consolidatinh and evaluating learning results Regular assessment Stage 03 Assessment Periodic assessment Figure 2.2 The process integrated with SDE into teaching Geography 10 at high schools 14 2.4 Methods integrated with SDE in teaching Geography 10 2.4.1 Applying the active teaching methods and techniques to integrate SDE into Geography 10 2.4.1.1 Applying active teaching methods The first thing to apply any method to teaching is consider the goal, the lesson content If the goals and contents set out are different, the choice of method will be different The goals are to develop values, to show attitudes, to form critical thinking, and to make decisions on a problem, so the methods that can be used are discussing, arguing, solving problems, playing as a character The content of SDE has a connection among the past, present and future predictions, using field methods, which can take students to places such as: communal house, pagoda, temple to provide practical experiences for students that motivate them to seek information from different sources (such as books, newspapers) For students to connect with the local community, self-learn knowledge of SD, enjoy and form feelings for the living environment, promote their imagination and creative learning spirit, should use some methods: fieldwork, surveys, and projects For students to cooperate and communicate, actively solve their learning tasks together in order to complete common goals In addition, students also have the opportunity to practice presenting an issue of SDE, or express their views in front of the classroom, or persuade others to live together sustainably; can use some teaching methods such as group teaching, drama Some teaching methods and techniques that integrate the content of SDE into geography 10 are: problem solving teaching methods, collaborative learning methods in groups, project-based teaching methods, field methods, role-playing methods, teaching situations 2.4.1.2 Teaching techniques: tablecloth, puzzle pieces and debate 2.4.2 The model integrated SDE into teaching Geography 10 In SDE, using models is created to connect different components in a topic These models are sustainable compass model, iceberg model, pyramid model, and problem tree model 2.4.2.1 Sustainable compass model This tool is applied based on a compass model to determine directions: East, West, South and North In SDE, using the compass model to connect interrelated aspects by directions, this helps the integration of different aspects of sustainability to help learners find out the close relation among problems and the general in a particular problem 15 Figure 2.3 Sustainable compass model (Source: https://www.systainabilityasia.com/tools.html 2.4.2.2 Iceberg model The ice mountain model is used to represent the causes of events and the corresponding motivating values The peak of the ice mountain is the ongoing event, for example: melting in Antarctica, Antarctic ozone hole, plastic waste on the sea, then we can then find out the cause of the above behaviors under the surface of the ice mountain We continue to study deeper into the system structure that has led to the behaviors Finally, the social thinking model built the foundation for this event Figure 2.4 Iceberg model (Source: Textbook for sustainable development) What’s happening? What’s been happening? What are the trends? What changes have occurred? What has influenced the patterns? What values, beliefs, and assumptions you have about teaching? 2.4.2.3 Pyramid model Pyramid model is used to represent solutions to sustainability issues Starting at the bottom of the pyramid, in turn: What is happening? Why is it happening? What can we do? How can we it? Let’s it Teachers can guide students to solve models by posing questions to develop higher-order thinking for students To solve this model, students can in groups, role plays, situations 16 Figure 2.5 Pyramid model (Source: Textbook for sustainable development) 2.4.2.4 Problem tree model The problem tree model provides an overview of the expression, causes, and results of the SDE issue By analyzing problem trees, we can analyze the specific cause of a problem and how it can be solved A problem tree has many branches showing many causes and aspects that lead to the main problem For example: Environment and development in developed and developing countries Figure 2.6 Problem tree diagram for teaching about environment and development in developed and developing countries (Source: www.iisd.org/csconservation/conflict_tree.aspx) 2.4.3 Enhancing the information and communication technology in integration of ESD into teaching Geography 10 The new technology software is contributing to innovating teaching methods, 17 such as teaching aids, self-learning software, software of designing PowerPoints, software integrating with PowerPoints, software to design electronic lectures, information and world map searching software, technology of assessment and evaluation by computerized testing, exchange relations between teachers and students, and E-Learning 2.4.4 Renovating the testing and assessment of students' learning outcome in SDE integrated into Geography 10 2.4.4.1 Purpose of testing & assessment Testing and assessment helps students achieve goals in terms of: educating, developing cognitive ability, raising learning awareness Testing and assessment creates opportunities for teachers to consider the effectiveness of improving the content, methods, and organizational forms of teaching that they apply 2.4.4.2 Periodic assessment Periodic assessment is to evaluate students' proficiency in terms of knowledge, skills, and attitudes after finishing a topic, a chapter, a semester, etc 2.4.4.3 Regular assessment Regular assessment helps learners learn through problem-solving situations in practice 2.5 Designing and organizing SDE integrated with some lessons/ Topics in geography 10 2.5.1 Lesson 32 Geography of industries 2.5.2 Topic of Environment and Sustainable development 18 Chapter PEDAGOGICAL EXPERIMENT 3.1 Purposes, tasks, experimental principles 3.1.1 Purposes of the experiment Pedagogical experiment verifies the effectiveness and feasibility of integrating SDE content into Geography 10 at high schools in order to adapt the innovation of teaching methods and the improvement of the quality in teaching Geography at high schools 3.1.2 Experimental tasks From the above purpose, the experimental tasks are set as follows: 3.1.2.1 Developing an experimental organization plan In this task, it is necessary to identify: the purpose of experiment and types of the experiment; the decision of the content, methods, participants, geographical areas and time; the design of experimental plan; the design of testing integrated SDE into Grade 10 Geography about learners' knowledge, skills and attitudes 3.1.2.2 Experimental organization Experimental lessons/ topics include: Lesson 32: Geography of industries and topic Environment and Sustainable development 3.1.2.3 Evaluating the experimental results With the results of qualitative and quantitative analysis, the thesis author gave an assessment of the effectiveness of the measures applied in the experimental lessons 3.1.3 Experimental principles Experimental results ensure the following principles: ensuring scientific objectivity when choosing experimental objects; ensuring the scientific accuracy of the content; ensure the suitability with the educational program, practical conditions at high schools 3.2 Content, experimental methods 3.2.1 Content of the experiment The content of the pedagogical experiment implementation includes: - Lesson 32 Geography of industries - Topic: Environment and Sustainable development (this topic consists of two articles: Lesson 41: Environment and Natural resources; Lesson 42: Environment and Sustainable development) 3.2.2 Experimental method 19 3.2.2.1 Selecting the experimental methods The researcher conducted a pre-test and post-test in experimental classes and control classes The control classes teach in a traditional way, while the experimental classes integrate SDE into geography teaching 3.2.2.2 Study object High schools selected to experiments are: Teacher Nguyen Tu Hong Nguyen Tat Thanh High school (Hanoi); Teacher Le Thi Nhuan - Cam Giang High school (Hai Duong); Teacher Nguyen Van Quang - Nguyen Luong Bang High school (Yen Bai) 3.2.2.3 Research design In this design, the author chose groups of students One group is selected as the experimental group applied experimental effects Another group - the control group was not affected experimentally 3.2.2.4 Statistical values used to analyze experimental values * Descriptive statistical values The maximum value (Maximum), the minimum (Minimum), the average (Mean), the value with the most frequency occurring in a sequence of scores (Mode), the point is in the middle of the sequence of scores arranged by order (median); The average value X ; Standard deviation S; Data comparison (using independent T-test); Influence level (ES) 3.2.2.5 Research process * Preparing lessons Experimental class: Design lesson plan to integrate the content of SDE in teaching geography 10; Control class: Teachers use the normal lesson plans, not integrate the content of SDE in teaching geography 10 * Conducting experiments Starting surveys and experiments in the school year 2017 – 2018 and 2018 - 2019 3.3 Evaluating experimental results 3.3.1 Quantitative assessment results 3.3.1.1 The values of descriptive statistics of experiment number and experimental article/ topic No * Experiment number The quality of the experimental group's scores and the characteristics of the experiment No in the following data table: 20 Table 3.1 The values of descriptive statistics of experimental group and control group scores for experiment No.1 Impact Standard Maximum Minimum Mean Mode Median group deviation 10 7.22 7 0.966306 Nguyen Tat Control Thanh Experimental 10 8.09 8 1.095741 Control 7.18 7 1.115064 Cam Giang Experimental 10 8.08 8 1.025998 Control 7.18 7 1.006179 Nguyen Luong Bang Experimental 10 8.02 8 1.011044 Control 10 7.20 7 1.034684 Total Experimental 10 8.06 8 1.044133 School The above statistics table shows that the average score of the experimental class is higher than that of the control classes In the control group, there were students with scores below average (5 points), most students achieved a score In the experimental group, point is the score value that the majority of students achieved The scores of the experimental group test are more relatively equal through observing the value of the standard deviation of the two tests * Experimental article/ topic number Table 3.2 The values of descriptive statistics of the experimental group and the control group scores for experimental article/ topic No.2 Impact Minim Standard School Maximum Mean Mode Median group um deviation Control 10 7.37 7 1.239341 Nguyen Experime Tat Thanh 10 8.37 8 1.034818 ntal Control 6.76 7 1,38037 Cam Giang Experime 10 8.22 8 1,125702 ntal Control 10 7.32 7 1,103151 Nguyen Luong Experime 10 8.34 8 0,995859 Bang ntal Control 10 7.14 7 1.281868 Total Experime 10 8.23 8 1.061535 ntal 21 The above table shows the average test score of the experimental group and the control group The score shows the difference in a positive direction, the average score of experimental article/ topic No.2 is higher than the experiment No.1 * The results of the lesson & topic test scores of the experimental groups and control group are shown through the following chart: Figure 3.1 Classification chart of test score results The chart above shows that in experiment No.1, the number of students with excellent scores is much higher than that of the control class There is a clear differentiation in scores of students in experimental classes In the experimental lesson/ topic No.2, the number of students with excellent scores focused more on the experimental class, while the number of students achieved mainly at the good and average points in the control group 3.3.1.2 Testing value for differences in the average points of experiment number and experimental article/ topic No To verify the difference of the average test score between the experimental group and the control group and using an independent T-test to check randomly or not, we get the results in the table below: Table 3.3 Table describing independent T-test values of experimental lesson and experimental lesson/ topic No of experimental schools School Lesson Experiment Experiment Nguyen Tat Thanh 0.000021 0,000120 Cam Giang 0.000089 0.000 Nguyen Luong Bang 0.000467 0.000974 Total 0.000 0.000 22 The above table shows that the p value is less than 0.05 (p