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MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION DINH THI XUAN THAO DEVELOPING INTERGATED THEMES TEACHING COMPETENCE FOR PRE-SERVICE CHEMISTRY TEACHERS THROUGH TEACHING SUBJECTS OF Philosophy and Education Method in Chemistry Major: Philosophy and Education Method in Chemistry Code: 9.14.01.11 DOCTORAL THESIS IN PHILOSOPHY OF EDUCATION HANOI, 2020 This work was completed at Hanoi National University of Education Scientific Instructors: Dr Cao Thi Thang Assoc Prof Dr Le Thi Hong Hai Reviewer 1: Assoc Prof Dr Pham Van Hoan Hanoi Metropolitan University Reviewer 2: Assoc Prof Dr Nguyen Thi Hien Lan Thai Nguyen University of Education Reviewer 3: Dr Do Thi Quynh Mai Hanoi National University of Education This thesis will be presented and defended at the Thesis Examination Board meeting at Hanoi National University of Education at The thesis is available at: National Library of Vietnam, Hanoi or Hanoi National University of Education’ Library LIST OF SCIENTIFIC WORKS RELATED TO THE DISCLOSURE OF THE THESIS Cao Thi Thang, Dinh Thi Xuan Thao (2016), Proposals to improve the competence of training teachers for integrated science subjects in Viet Nam, Tay Nguyen Journal of science, 21, p 28-34 Dinh Thi Xuan Thao (2017), Applying 5E model to design the lesson plan of chemistry themes in secondary school, International conference "Developing pedagogical competences for natural science teachers to meet the requirements of renovating general education”, Hanoi university of education, p 462-472 Cao Thi Thang, Dinh Thi Xuan Thao (2017), Suggestions for developing basic competencies for natural science students in the pedagogical field meet requirements of teacher training in the new stage, VietNam institute of educational science journal, p 42-45 Dinh Thi Xuan Thao, Dang Thi Thuy My, Ninh Thi Minh Giang (2017), Applying techniques of positive teaching to promote the positivity and creativity of chemistry students, Tay Nguyen Journal of science, p 11-15 Dinh Thi Xuan Thao, Cao Thi Thang, Le Thi Hong Hai, Tran Thi Yen Vy (2018), Designing integrated – teaching theme Creative electrochemical battery according to the STEM education model, HNUE journal of science, 63, p.167-181 Dinh Thi Xuan Thao (2019), Inspiring practical task-based STEM activities: from Theory to Practice, International Conference on STEAM, organized by GEIST International Foundation, Ha Noi 08/2019, p 51 Dinh Thi Xuan Thao, Cao Thi Thang (2019), Developing the competence of organizing integrated STEM teaching activities for pre-service chemistry teachers, International Conference on Teacher Education Renovation – ICTER – I AM STEM 2019, Thai Nguyen University of Education, p 188-201 Cao Thi Thang, Dinh Thi Xuan Thao (2019), Developing integrated teaching competence for pre-service chemistry teachers, VietNam institute of educational science journal, V 11/2019, p.33-38 SCIENCE RESEARCH THEME Dinh Thi Xuan Thao (theme leader) (2016), Fostering some positive teaching techniques for pre-service chemistry teachers at Tay Nguyen University, Science research theme 2016, Tay Nguyen University (accomplished 12/2016) INTRODUCTION The reason for the themes chosen In today's society, the development of science, engineering, and technology require people to understand and synthesize knowledge to solve practical problems This requires innovating both the content, approaches, and teaching methods for students to improve the quality of human resources to meet the requirements of industrialization, modernization, and integration of the country In the world, integrated teaching has been interested in many teaching theorists around the world since the 1950s, and research results have been implemented in developing educational standards, programs, books, textbooks of many countries around the world such as the US, Germany, Australia, Besides, in recent years, in many countries education reform has focused on increasing the capacity, interest, and passion for the science of students for STEM Education – an oriented approach that integrates four areas of Science, Engineering, Technology, and Mathematics In Vietnam, the issues of integrated education-oriented education have been included in the resolutions of the 11th Vietnamese Communist Party Congress, specifically in Resolution No 29-NQ/TW of the 8th Central Conference and in the program renovation the curriculum, general education textbooks of the Prime Minister Recently, in the Prime Minister's Directive No 16 /CT-TTg of May 4, 2017 and the Prime Minister's Decision No.522/QD-TTg of May 14, 2018, the capacity to access of the 4th Industrial revolution was requested, promoting the implementation of Education in science, technology, engineering and math (STEM) in the curriculum In high schools, Chemistry is a subject in the field of natural sciences, the content of Chemistry has an organic relationship with the content of Science in Secondary and High School subjects such as Physics, Biology, and together with Mathematics, Informatics and Technology Chemistry contributes to the promotion of STEM education The orientation for integrated teaching and implementation of STEM education to develop competence for students has been clearly shown in the 2018 high school education program of the Ministry of Education and Training (MOET) To make this change, we need to take into account the options and conditions for implementing the program, firstly the preparation for the teachers to meet the new requirements should be considered As you know, at present, the integrated teaching competence in general, the integrated themes teaching capacity of many general teachers, and many pre-service chemistry teachers - the future chemistry teachers are limited The development of integrated teaching competence for pre-service teachers in general and pre-service chemistry teachers, in particular, have been paid attention in recent years Although in the "University output standard of the pre-service teacher training", the integrated teaching capacity is the component capacity of the teaching capacity required of prospective teachers Most of the training programs of the chemistry pedagogy of universities still not have a separate module for integrated teaching content There is no uniform material, especially going into the development of integrated themes teaching capacity for pre-service chemistry teachers Research and development of integrated themes teaching resources have not been conducted systematically There is no thorough development process with specific measures, so lecturers and pre-service teachers still face many difficulties in the teaching process Integrated themes teaching competence is an important component of integrated teaching competence, which should be developed for pre-service chemistry teachers and chemistry teachers in high schools to meet the Chemistry general education program issued in 2018 with the orientation of developing cognitive competence, the ability to learn natural sciences, the ability to apply knowledge and skills into real life However, at present, the research on the development of integrated theme teaching capacity has not been conducted systematically, there is no transparent development process with specific measures, so teachers and pre-service chemistry teachers still face many difficulties in the teaching process To ensure the development of integrated themes teaching competence for pre-service chemistry teachers, to meet the requirements of teaching innovation and assessment of energyoriented assessment in the 2018 high school education program, the study of measures to increase the awareness of pre-service chemistry teachers on integrated teaching and STEM education, enhance the ability to develop and design teaching plans and the ability to organize teaching activities and assessing, adjusting integrated themes in chemistry teaching is very necessary, practical, updated, contributing to improving the quality of training For the reasons mentioned above, we choose and implement the themes: “Developing integrated themes teaching competencies for pre-service chemistry teachers in through teaching subjects of Philosophy and Education Method in Chemistry” Purpose of the research Researching and proposing some measures to develop integrated themes teaching capacity for pre-service chemistry teachers through teaching subjects of Philosophy and Education Method in Chemistry to contribute to development pedagogical capacity and improve the quality of training pre-service chemistry teachers Objects and subjects of the research 3.1 Research objects: The process of teaching theories of theory and method of teaching chemistry 3.2 Research subjects: integrated themes teaching competencies and integrated themes development measures for pre-service chemistry teachers at universities Scope of research Developing integrated themes teaching capacity for pre-service chemistry teachers through teaching subjects of Philosophy and Education Method in Chemistry at some universities in the South - Central region Scientific hypothesis If proposing and using appropriately and effectively measures: building and guiding students to use supporting materials; design and organize for students to experience according to Kolb's learning model; designing and organizing for students to practice integrated themes teaching based on role-playing and micro-teaching methods, they will develop integrated themes teaching capacity for pre-service chemistry teachers and improve the quality of teacher training to meet the requirements of renovating general education in the new period Research tasks 6.1 Research theoretical and practical basis of developing integrated themes teaching capacity for pre-service teachers - Research the theoretical basis of integrated teaching and STEM education - an integrated form in the world and Vietnam; capacity issues and teacher training based on the capacity development orientation; development of integrated teaching competencies, integrated themes teaching competencies for pre-service teachers; some models, methods and positive teaching techniques at universities - Research the practical basis of the development of integrated themes teaching capacity for pre-service teachers at some universities (through analyzing the training program and surveying students) 6.2 Research and propose concepts, the structure of integrated themes teaching competencies of pre-service chemistry teachers, and an integrated set of themes teaching competence assessment tools 6.3 Proposing processes and measures to develop integrated themes teaching capacity for pre-service chemistry teachers through teaching subjects of Philosophy and Education Method in Chemistry 6.4 Conduct pedagogical experiments to confirm the feasibility and effectiveness of the proposals Methods of research Use the following groups of research methods: 7.1 Group of theoretical research methods: analysis, synthesis, classification, systematization in the study of relevant theoretical documents 7.2 Group of practical research methods + Analysis of objectives, content, structure of subjects of Philosophy and Education Method in Chemistry + Survey method: Practical survey on the capacity of integrated themes teaching and the issue of developing integrated themes teaching capacity for pre-service chemistry teachers at the South-Central region universities + Expert method: Interview, exchange, consult with experts + Pedagogical experiment method: Conduct pedagogical experiments on the proposed measures at some universities that train pre-service chemistry teachers in the South-Central region 7.3 The method of using statistical math to process and analyze pedagogical experimental results to identify and analyze relevant statistical parameters to confirm the effectiveness and feasibility of the proposed measures New contributions of the thesis 8.1 Systematized and clarified the theoretical bases related to integrated teaching, integrated teaching capacity, integrated themes teaching capacity as well as the situation, the need to develop teaching capacity, integrated themes teaching capacity for pre-service chemistry teachers at the universities 8.2 Proposing the structure of integrated themes teaching competence for pre-service chemistry teachers including component competencies, 10 criteria, and indicators according to levels, from which to design a set of assessment tools integrated themes teaching for chemistry pre-service teachers 8.3 Proposing methods and tools to evaluate the integrated themes teaching competencies of pre-service chemistry teachers 8.4 Proposing processes and three measures to develop integrated themes teaching competencies for pre-service chemistry teachers through teaching subjects of Philosophy and Education Method in Chemistry The thesis structure The thesis consists of parts: Introduction (4 pages), Content (144 pages), Conclusions, and recommendations (2 pages) In which the content consists of chapters: Chapter (41 pages); Chapter (76 pages); Chapter (27 pages) Besides, there are: List of abbreviations, a list of tables (30 tables), drawings (25 pictures), published scientific works related to the thesis (9 works), supporting documents (100 pages), References (128 documents) and appendices (121 pages) CHAPTER THEORETICAL AND PRACTICAL BASIS OF THE DEVELOPMENT OF INTEGRATED THEMES TEACHING COMPETENCE FOR PRE-SERVICE CHEMISTRY TEACHERS 1.1 Research history of integrated themes teaching and the development of integrated teaching capacity for pre-service chemistry teachers 1.1.1 Studies on integrated teaching and integrated themes teaching Studies in the world have confirmed that integrated teaching and integrated themes teaching is a trend of teaching that many countries around the world care about and implement In some educational reform programs in some countries, an integrated perspective is clearly stated in the program as a mandatory requirement because it is a step from content approach to capacity training people to have enough knowledge and to know how to act dynamically and creatively when solving problems in real life In Vietnam, the development of an integrated ideology curriculum, research, and deployment of integrated teaching and integrated themes teaching at various levels and levels have been studied by many scientists 1.1.2 Studies on developing integrated teaching competencies for pre-service teachers The issue of developing integrated teaching capacity for pre-service teachers has been mentioned in many books, research works, theses Most of the authors affirmed the important role of the implementation of integrated teaching in general and the development of integrated teaching capacity for pre-service teachers in particular in improving the quality of teacher training to make renovation of the general education curriculum At the same time, the authors propose measures to improve integrated teaching capacity This is a valuable resource for us to continue researching and finding solutions to develop integrated themes teaching competencies for pre-service chemistry teachers through teaching modules of theory and teaching methods However, there has not been any specific research project on developing integrated themes teaching capacity for pre-service chemistry teachers, including the theme of integrating natural sciences and the theme of integrated STEM in teaching chemistry So we claim this is a new and valuable direction both theoretically and practically 1.2 Integrated teaching 1.2.1 Concept Integrated teaching is a teaching orientation in which teachers organize and guide students to mobilize a combination of knowledge, skills, in many different fields to solve learning tasks thereby forming new knowledge and skills and developing necessary competencies, especially the ability to solve problems in learning and real life Integrated teaching requires high school learning to be linked to the situations of later life that students may face and so it becomes meaningful for students 1.2.2 The need to organize integrated teaching Because the laws of nature have an integrated nature, the implementation of integrated teaching is to return the integrity and unity of the laws of nature At the same time, integrated teaching makes students' learning process meaningful by linking the school's activities to real life Through integrated teaching activities contribute to establishing the relationship between the knowledge, skills, and methods of different subjects, thereby streamlining knowledge and avoiding repetition Thus, integrated teaching contributes to the development of learners' abilities, especially problem-solving capabilities 1.2.3 Some perspectives on the degree of integration of the curriculum There are many views on the degree of integration in the curriculum such as those of Fogarty (1991), Xavier Roegiers (1996), Susan M Drake (2007) In general, the views also have similarities in integration levels such as internal integration, multidisciplinary integration, interdisciplinary integration, and interdisciplinary integration 1.2.4 The integrated levels in teaching Based on the integration levels in the curriculum, the division of the integration levels in teaching also increases gradually from internal integration to interdisciplinary integration 1.2.5 Integrated themes Based on the integration levels in the curriculum, the division of the integration levels in teaching also increases gradually from internal integration to interdisciplinary integration Integrated theme teaching helps students apply the combined knowledge and skills of the subjects to solve some complex problems from the content of the subject or come from practice in a specific context to develop common and specialized competencies for students, especially problem-solving abilities Integration themes have characteristics such as being practical, cooperative, integrated teaching integrated themes that promote students' creativity, creativity, and ability to solve practical problems In the integrated theme, students are strengthened to apply integrated knowledge to solve practical situations, less need to memorize knowledge mechanically, so that the capacity and quality of students are formed and developed To build an Integrated theme in teaching, many domestic and foreign authors have proposed the process such as Susan M Drake, Diane Lapp, and James Flood, Nguyen Van Bien and Training documents of Ministry of Education and Training 1.3 STEM education 1.3.1 Concept STEM stands for Science, Technology, Engineering, and Math Biology, scientific thinking, and scientific research process Technology (T): is knowledge, the skills of Technology subject or tools, equipment, and processes used in the process of deploying to create products Engineering (E): content/knowledge of implementation techniques can be in Technology, technical drawing, engineering design, engineering design process s knowledge, mathematical skills, mathematical thinking, solving Math problems In the general education program issued in 2018: STEM is an educational model based on an integrated approach, allowing students to apply science, technology, engineering, and math content to the solution solve some practical issues Organizing STEM integrated teaching activities towards developing engineering design thinking to solve practical problems for students 1.3.2 STEM education application levels in general education According to the training material "Developing and implementing STEM education themes in high school" of the Ministry of Education and Training, there are levels of application of STEM education in general education: Teaching science subjects by the method STEM education, organize STEM experience activities, and organize scientific and technical research activities 1.3.3 The role and significance of STEM education The introduction of STEM education into high schools makes a lot of sense, consistent with the direction of innovation in general education such as ensuring comprehensive education, increasing interest in STEM subjects, forming and developing skills resources, qualities for students, connecting schools to the community, and career guidance, streaming 1.4 Competence, the structure of competencies, and assessment of learners' competencies 1.4.1 Capacity concept Competence is the mobilization and synthesis of knowledge, skills and other personal attributes such as interest, belief, will, etc into successful operation and effective resolution mission in a given context 1.4.2 Capacity structure To have a basis for building competence structure, propose measures to develop Integrated theme teaching competencies for pre-service chemistry teachers in the next chapter We recognize that there are two approaches to competency-based on integrated resources and based on component competence To determine the structure of integrated theme teaching competencies for pre-service chemistry teachers, the thesis uses a structural structure approach consisting of three main components in a hierarchical structure 1.4.3 Assess learners' competencies In capacity-oriented teaching, the assessment of learning outcomes does not focus on testing the ability to replicate learned knowledge The competency assessment may include: an assessment of learner needs; report achievements and progress on the learners' abilities; build study records; identify learners' current development areas to develop pedagogical intervention plans to support learners to move to nearby development areas based on the capacity development road; provide information for evaluating and reviewing the appropriateness of the program's learning outcomes and the quality of the curriculum used 1.5 Teaching competence, integrated teaching competence, integrated themes teaching competence and development orientation of integrated themes teaching competencies for pre-service teachers 1.5.1 Teaching competence Teaching competence is a system of personal attributes of each teacher to a good job in teaching 10 are being conducted in two forms that are integrating and integrating contents and measures to develop integrated theme teaching capacity for pre-service chemistry teachers through Theory of Chemistry teaching theory, Chemistry teaching method, Positive teaching method, Train pedagogical skills or perform through an optional module/course on integrated teaching 2.2 Teaching integrated themes in chemistry in high schools 2.2.1 Integrated themes in chemistry in high schools In the general education program 2018, the content of chemistry subject is designed into themes that both strengthen the content circuits, develop knowledge and practical skills and help students gain a deeper understanding of general knowledge of chemistry, which is the basis for studying, working and researching Therefore, to be able to perform in the current program conditions and prepare for general education in 2018, we need to focus on two types of integrated themes in teaching chemistry, which are the themes integrated with natural sciences and STEM integrated themes The theme of integrating natural sciences is the integrated theme in which there are the mixing and connection between the content of Chemistry and other natural sciences such as Physics, Biology, etc., helping students apply synthetically knowledge, skills of natural sciences to solve several complex problems from the content of chemistry or from practical issues to develop general and specific competencies for learning, particularly the ability to solve practical problems Themes that integrate natural sciences in teaching chemistry may be multidisciplinary, interdisciplinary, and cross-disciplinary themes STEM integration theme is an integrated theme in which there are a mixture and connection between the content of Chemistry (can be combined with other natural sciences such as Physics, Biology ) and Technology, Engineering, and Mathematics help students apply scientific knowledge and skills including Chemistry as the basis for selecting and identifying technological solutions, concretizing them into technical and calculated measures In particular, to create products that are associated with the practice, thereby developing common and specialized competencies for students, especially problem-solving and creative abilities STEM integration themes in teaching chemistry can be STEM tectonic or manipulative themes 2.2.2 The process of developing and designing integrated themes teaching plans in teaching Chemistry in high schools The legal basis is the guiding documents of the Party, the Government, and the Ministry of Education and Training on renovating the general education curriculum and implementing integrated teaching in the current program STEM education implementation and deployment in general education Based on the author's integrated theme building process, we propose a general process when developing and designing an integrated theme teaching plan in chemistry teaching consisting of steps, steps through to build the basic 11 elements in the integrated theme such as the reason for choosing the theme, the problem to be solved, the content of integration and the orientation of information search sources; Steps to to design a specific teaching plan for the integrated theme Based on the general process, the thesis has specified the criteria, the process of developing and designing teaching plans for two types of integrated themes in teaching chemistry, which are themes of integrating natural sciences and themes for STEM integration In which the teaching activities in the theme of integrating natural sciences are oriented to design according to the scientific process, the theme of STEM integration is oriented to the design according to the process of technical design To guide pre-service chemistry teachers to build and design an integrated theme teaching plan in chemistry teaching, the thesis has built and designed two integrated theme-based teaching plans that are subject to integrated themes of natural science "Fat with human health" and STEM integrated themes "Making natural indicators" These are model integration themes that teachers use to guide students to play specific experiences and then actively use them to build integrated themes in chemistry teaching 2.3 The framework of integrated themes teaching competence of pre-service chemistry teachers Integrated theme teaching competence is an important part of integrated teaching competence, the ability to perceive and apply the concept of integrated theme teaching to effectively implement construction activities, design plans, organize teaching and evaluation, adjust themes integrated with natural sciences and integrate STEM themes in teaching chemistry in high school 12 The building of an integrated theme teaching capacity framework for pre-service chemistry teachers is based on principles such as ensuring science, ensuring objectivity, ensuring practicality, and ensuring comprehensiveness On that basis, we implemented the process of building an integrated theme teaching competence framework including steps After the testing and adjustment process, the structure of the integrated teaching subject capacity of pre-service chemistry teachers is built with component competencies and 10 criteria/expressions respectively The framework of integrated theme teaching competence of pre-service chemistry teachers No Capacity ingredient Expression / Criteria Cognitive competence in Update and grasp issues of education innovation related to integrated themes teaching integrated teaching and STEM education Presenting the nature, role, and significance of integrated teaching, STEM education, and the integration levels in teaching Chemistry in high schools Presenting and analyzing principles, processes of developing and designing teaching plans on themes integrated with natural sciences and Integrated STEM themes in teaching Chemistry in high schools Building and designing Select content to propose themes of integrated science and integrated themes teaching integrated STEM themes in teaching Chemistry in high schools plans capacity in teaching Identify the basic elements of integrated themes in teaching chemistry chemistry Design specific teaching activities and make teaching plans for themes integrated with natural sciences and Integrated STEM themes in teaching chemistry Select/build testing tools, assess students' ability in teaching integrated themes Teaching capacity of Conduct teaching activities that integrate natural sciences and integrated themes in teaching integrated STEM themes according to the designed teaching plan chemistry Capacity to assess and adjust Review, evaluate teaching plans and teaching activities integrated integrated themes with natural sciences and integrated STEM themes 10 Proposing solutions to improve the effectiveness of planning and organizing teaching activities on the themes of integrating natural sciences and integrated STEM themes in teaching chemistry Based on defining an integrated theme teaching competency framework, we have studied and concretized the criteria for evaluating integrated theme teaching capacity and levels of expression of subject area teaching competence of the pre-service chemistry teachers 13 2.4 Process of developing integrated themes teaching competencies for pre-service chemistry teachers Based on the university output standard of the pedagogical block for training high school teachers; bases of analyzing the training program of pre-service chemistry teachers at the university; based on the structure, criteria, and level of expression of the teaching subject's integrated teaching capacity of pre-service chemistry teachers proposed by the dissertation and the results of research and development of integrated teaching competency for pre-service chemistry teachers published The thesis proposes a three-stage development process Each phase is primarily geared towards developing a component competence of the integrated theme teaching competence framework of chemical pedagogical students through specific measures The stages are implemented sequentially according to the training program in ways: stages are integrated and integrated into modules respectively: Chemistry teaching theory, Chemistry teaching methodology and Pedagogical training, or stages integrated and integrated into modules It is a positive teaching method and Pedagogical Practice, in which stage 1.2 is integrated into the active teaching module and phase in the Pedagogic Training module To form teaching capacity integrated themes pre-service chemistry teachers need to fully participate in activities from phase to stage of the development process 2.5 Some methods to develop integrated themes teaching competencies for pre-service chemistry teachers through teaching theories and methods of teaching chemistry 2.5.1 Measure Develop and guide students to use supporting materials to develop cognitive competence on common issues in integrated theme teaching Based on principles of ensuring science, ensuring pedagogy, ensuring feasibility, ensuring aesthetics, and steps of developing supporting documents To provide students with a complete and concise overview of integrated teaching themes, students can self-study, refer to and best support the process of teaching capacity development, integrated themes for pre-service chemistry teachers in the proposed measures The dissertation has created supporting documents for students including types of hard copies and online supporting documents * Hard copy supporting material includes main parts, presenting general issues of integrated teaching, integrated theme teaching, STEM education, teaching methods, active teaching techniques in teaching integrated themes, criteria, processes of developing and designing teaching plans that integrate natural sciences and STEM integration themes in teaching high school chemistry There are also illustrated teaching plans that help students easily visualize specific steps in the process * Online support materials on website http://hoahoctaynguyen.com include: references; video; integrated chemistry theme teaching plans for students; Online tests help students test their knowledge Students can use supporting materials to self-study and 14 combine with teaching activities of teachers in the classroom to develop cognitive competence on integrated theme teaching according to teaching plans 1.1 and 1.2 of the lecturer These teaching plans are organized in phase of the development process Besides, the material that can be used is a reference for pre-service chemistry teachers at other universities and general chemistry teachers on integrated theme teaching in chemistry teaching 2.5.2 Measure 2: Design and organize for students to experience according to Kolb's learning model through the development of building and designing integrated themes teaching plans capacity in teaching chemistry Applying Kolb's experiential learning model to the development of integrated theme teaching capacity for pre-service chemistry teachers is a form of helping students learn through practice and students apply Theoretical knowledge of integrated teaching, STEM education, integrated theme teaching has been learned to perform the tasks of developing and designing teaching plans that integrate natural sciences or themes, integrating STEM in teaching chemistry to accurately and consolidate the knowledge gained and deeper understanding of theoretical content Based on the scientific basis of applying Kolb's experiential learning model to develop the capacity to build and design an integrated theme teaching plan for pre-service chemistry teachers we build a cycle Experience with specific phases as follows: Students participate in phases of the experience cycle by teaching plans 2.1 and 2.2 of lecturers in phase of the process to develop the capacity to design and design integrated science theme teaching plans, STEM integration, and themes in chemistry teaching After students can develop and design a teaching plan for integrated themes in chemistry teaching They can check and review the main content themselves in the integrated theme according to the review to self-assess, supplement, adjust their learning products After measure 2, the pre-service chemistry teachers at the pedagogical experimental schools have proposed the names and integrated content of 20 themes integrating natural sciences and 20 themes integrated with STEM in teaching chemistry and building many integrated themes 15 teaching plans, some typical products are presented in the appendix of the thesis and on the website hoahoctaynguyen.com 2.5.3 Measure 3: Design and organize for students to practice integrated themes teaching by role-play method and micro-teaching methodology method to develop teaching organization capacity and assessment and management capacity To develop teaching capacity and assessment, adjustment capacity in integrated theme teaching, the thesis design and organize the thesis for students to practice integrated theme teaching by role-playing method, and the process of micro-teaching method in the module "Train pedagogical skills" includes the following steps In this process, steps to are conducted in the classroom with the participation of lecturers and are organized in groups, steps to 6, groups of students organize overtime, selfrecord videos, and public applications the informatics technology to share on online sites for other students in the group and lecturers to evaluate and comment on The organization for students to practice integrated themes by the role-playing method and micro-teaching methodology process is designed in teaching plans of 3.1 and 3.2 of lecturers to develop organizational capacity and capacity to assess and adjust the theme of integrating natural sciences and STEM integration themes in teaching chemistry 2.6 Design a set of assessment tools for teaching integrated themes of pre-service chemistry teachers To develop an integrated set of teaching competence assessment tools for pre-service chemistry teachers, we have based on the orientations of students' competency assessment and conducted a teaching competence assessment process, the integrated theme of pre-service chemistry teachers including steps Integrated teaching subject assessment toolkit including process assessment tools in each of the applied methods such as student proficiency assessment sheets, cognitive tests, subject matter evaluation sheets The model is designed and designed by the students and the assessment tool before and after the impact of all three measures, including student self-assessment questionnaire and competency test 16 CHAPTER EXPERIENCING PROFESSOR 3.1 Purpose and experimental mission 3.1.1 Experimental purposes Pedagogical experiments are conducted to confirm the validity of scientific hypotheses and evaluate the feasibility and effectiveness of measures to develop Integrated theme teaching competence for pre-service chemistry teachers based on the analysis of the results obtained 3.1.2 Experimental mission To conduct pedagogical experiments, we set out specific tasks to deploy pedagogical experiments and collect and process data to evaluate the effectiveness and feasibility of the proposed measures 3.2 Geographical areas, subjects, and pedagogical experiment content 3.2.1 Select experimental areas The experimental area is universities that train pre-service chemistry teachers in the Central and Southern regions: Quy Nhon University, Tay Nguyen University, Da Lat University, Ho Chi Minh University of Education, and Dong Thap University 3.2.2 Select experimental subjects Subjects of the pedagogical experiment are selected as pre-service chemistry teachers in the 3rd or 4th year Due to the characteristics of each university now has only one class of students in chemistry pedagogy so pedagogical experiment conducted on a unique group of students belonging to the same university 3.2.3 Content and Experimental methods • Assessing the impact of component capacity development on Integrated theme teaching competencies in the three proposed measures Content Evaluation tool Specific content Source Evaluate and comment on Evaluation sheets, urgency, science, expert comments structure, content, form of Comments and supporting documents assessments for Assess the pedagogical experiment Evaluation forms, quality of Evaluate and comment on teachers and experts comments of lecturers supporting urgency, science, (Appendix 1.3) participating in documents structure, content, form of pedagogical supporting documents experiments An evaluation form, Evaluate the content, form, Comments and comments of students feasibility, effectiveness, evaluation form for 17 Content Assessment of cognitive competence on common issues in Integrated theme teaching Assessing the capacity of designing integrated themes teaching plans in teaching chemistry Evaluation tool Specific content Source participating in and novelty of supporting students (Appendix 1.4) pedagogical documents experiments Lecturers' assessment Teacher lectures K1.1: "General issues of on competency (section assess competency integrated teaching" 2.4.4.1) through teaching K1.2: "General issues of K1.1 (appendix 3.1) plans STEM education" K.1.2 (section 2.6.4.1) Students' knowledge of integrated teaching and STEM education after using supporting materials Knowledge test Test and participating in self- (Appendix 4.1) study and classroom activities organized by lecturers K2.1 "Designing integrated natural sciences Lecturers' assessment Teacher lectures themes in teaching on competency (section assess competency chemistry" 2.4.4.1) through teaching K2.2 "Designing K2.1 (appendix 3.2) plans integrated STEM themes K.2.2 (appendix 3.3) in teaching chemistry" Evaluation form of Integrated natural Evaluation sheet of teaching plan for science themes plan integrated teaching construction groups of Integrated STEM themes (section 2.6.2.2) students themes plan Assessing teaching Lecturers' assessment K3.1: Teaching plan organizing on competency (section "Organizing teaching competence 2.4.4.1) Teacher lectures natural sciences themes in and Task assignment table assess competency teaching chemistry" assessing (section 2.6.3.2) through teaching K3.2: Teaching plan and adjusting K3.1 (section 2.6.3.2) plans "Organizing teaching teaching K.3.2 (appendix 3.4) integrated STEM themes integrated Evaluation of in teaching chemistry" themes integrated themes sheet competence  Assessing the impact of developing the integrated themes teaching capacity of pre- 18 service chemistry teachers through the application of three proposed measures Content Evaluation tool Specific content Source Students base on the detailed description of expression Assessing the selfimpact of Self-assessment levels of integrated themes Student students' teaching competency criteria, assessment form developing the of self-assessment of their ability (section 2.4.4.3) integrated themes abilities before and after the impact of teaching capacity the three proposed measures of pre-service chemistry teachers Capacity test through the before impact Using the capacity test before application of (Appendix 4.2) Aptitude tests and after the impact of three proposed Post-impact proposed measures measures competency test (section 2.4.4.2) 3.3 Experimental process 3.3.1 Experimental exploration The experimental stage of the process and the three measures proposed in Chapter in teaching theories and theoretical and experimental teaching and learning modules conducted at Tay Nguyen University during the period From 2016 to 2017 From the results, we have adjusted the content, experimental process, methods, and capacity assessment tools to suit the practical situation of teaching at universities training preservice chemistry teachers 3.3.2 Experimental evaluation Based on lessons learned from the pedagogical experiment phase, we contacted and conducted pedagogical experiments at other training institutions to evaluate the effectiveness and feasibility of the proposed measures at universities with the training of pedagogical students in the South - Central region including 432 students (round - 257 students; round - 175 students) 3.4 Collect and process pedagogical experiment data Experimental pedagogical results are collected and assessed qualitatively and quantitatively The results will be tested mathematically to assess the validity of the proposed scientific hypotheses 3.5 Experimental pedagogy results 3.5.1 Qualitative results In the process of pedagogical experiment, in addition to using a set of tools to evaluate the integrated teaching capacity of pre-service chemistry teachers, we also observe the attitudes, interests, of students in the learning process, collecting opinions of 19 experimental lecturers at the schools This is also an important basis to evaluate the effectiveness and feasibility of the proposed measures 3.5.2 Quantitative results 3.5.2.1 Review of Measure Develop and guide students to use supporting materials to develop cognitive competence on common issues in the Integrated theme teaching a Evaluate supporting documentation The results of evaluating criteria for scientific, practicality, updates, and novelty are all rated 100% by experts and lecturers (Appendix 2.4) at a good and very good level Necessary supporting documents for the training program of pre-service chemistry teachers in the context of reforming general education, the document is built following the objective of training pre-service chemistry teachers, ensuring the first standard university level majoring in pedagogy Also, the document guarantees scientific, practical, and updated knowledge, with clear illustrations and guiding effects More than 95% of students think that the main content of the material is urgent and scientific under practical requirements of building and organizing integrated themes in chemistry teaching for pre-service teachers learn in the context of reforming general education b Evaluate the effectiveness of organizing teaching activities to develop cognitive competence for pre-service chemistry teachers on integrated teaching The results of evaluation by lecturers' evaluation of student group competency show that in each criterion (from - 3) of the component competence of integrated themes teaching is cognitive competence in integrated teaching and STEM education The standard deviation of the experimental class in the fields (round 1, round 2) in K1.2 is smaller than K1.1, the average difference of the results achieved K1.2 and K1.1 (Yi - Xi)> and p and p