Phát triển kỹ năng tư duy phê phán cho học sinh thông qua dạy học dự án nghiên cứu cải tiến sư phạm tại một trường trung học phổ thông tỉnh bắc giang

VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGÔ THỊ THU TRANG DEVELOPING STUDENTS’ CRITICAL THINKING SKILLS THROUGH PROJECT - BASED LEARNING – AN ACTION RESEARCH STUDY AT A HIGH SCHOOL IN BAC GIANG PROVINCE (Phát triển kỹ tư phê phán cho học sinh thông qua dạy học dự ánNghiên cứu cải tiến sư phạm trường trung học phổ thông tỉnh Bắc Giang) M.A MINOR THESIS Field: English Teaching Methodology Code: 60140111 HANOI – 2017 VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGÔ THỊ THU TRANG DEVELOPING STUDENTS’ CRITICAL THINKING SKILLS THROUGH PROJECT - BASED LEARNING – AN ACTION RESEARCH STUDY AT A HIGH SCHOOL IN BAC GIANG PROVINCE (Phát triển kỹ tư phê phán cho học sinh thông qua dạy học dự ánNghiên cứu cải tiến sư phạm trường trung học phổ thông tỉnh Bắc Giang) M.A MINOR THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Dr VŨ THỊ THANH NHÃ HANOI - 2017 DECLARATION I hereby certify the thesis entitled “Developing students’criticalstudents’ critical thinking skills through project-based learning – An action research study at a high school in Bac Giang province” as my own work in the fulfillment of the requirements for the Degree of Master of Arts at the University of Languages and International Studies, Vietnam National University, Hanoi Bac Giang, 2017 Student‟s signaifiture Ngô Thị Thu Trang i ACKNOWLEDGEMENT This thesis would not be completed without the help of a number of people I would like to express my thanks to all of them First of all, I would like to express my great gratitude to my supervisor, Dr Vu Thi Thanh Nha, for her continuous support, careful guidance and valuable advice throughout the whole research process With her comprehensive instruction, her insprirationinspiration, enthusiasm and immense knowledge, she helped me step by step write up my thesis to the best of my ability and open my knowlegeknowledge of literature Second, I am also grateful to all teachers attheat the Faculty of PostGraduated Department at the University of Languages and International Studies, Vietnam National University, Hanoi for their devotion and their useful lectures contributing to my understanding of the problem and leading to the completion of the thesis Last but not least, I would like to take this opportunity to send my love to my family and my friends, especially my parents, my younger brother, my husband, my little son, who have been encouraging me and supporting me wholeheartedly.Thanksheartedly Thanks for their spiritual support throughout this study To them all I dedicate this thesis ii ABSTRACT This study is an action research project conducted with students in class 11A1 at Lang Giang High School- a high school in a mountainous province in the North of Vietnam It provides an overview of the conceptions of critical thinking skills and project-based learning, seeks to investigate the effects of project-based learning on developing critical thinking skills Classroom observation, questionairesquestionnaires, and interview were used as instruments to collect data for reflection throughout the research Data from classroom observations were analyzed quantitatively Data gained through the questionnaire at the end of the second circle were analyzed with the use of descriptive statistics and data obtained from interviews were also analyzed qualitatively The findings from the observation reveal that activities such as evaluating the realiabilityreliability of sources of information; critical questioning; making connections between prior knowlegeknowledge and topics; collecting, analysinganalyzing and evaluating information; creating the final products; evaluating the projects- using rubrics and feedback form can fostercriticalfoster critical thinking skills among students with the teacher‟ role as a facilitator in the classroom According to the results of questionairesquestionnaires and interview, almost all students are generally satisfied with project-based learning to develop critical thinking They realized the benefits of activities in project-based learning to enhance their critical thinking as well as their English skills iii LIST OF ABBRIVIATIONS iv LIST OF TABLES, FIGURES, CHARTS Formatted: Font: Times New Roman, 13 pt, Bold Formatted: Font: Times New Roman, 13 pt, Bold Figure 1: 21st Century Student Outcomes and Support Systems and Support Systems Table 1: Bloom‟s Taxonomy by Bloom (1956) Table 2: Revised taxonomy by Anderson and Krathwohl (2000) 13 Table 3: Students‟ interest about topics of projects 36 Table 4: Students‟ changes after taking part in the lessons using project-based learning to develop critical thinking skills 37 Chart : Project- based learning with the development of students’ English skills 38 v TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENT ii ABSTRACT iii LIST OF TABLES, FIGURES, CHARTS v PART A: INTRODUCTION 1 Rationale for the study Aims of the study Research questions Significance of the study Scope of the study Method of the study Design of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Critical thinking skills 1.2 The importance of teaching critical thinking skills in foreign language education 1.3 Project-based learning 1.4 Relations between project-based learning and the development of students‟ critical thinking skills 1.5 How can project-based learning improve students‟ critical thinking skills? 10 1.5.1 Evaluating the reliability of sources of information 11 1.5.2 Critical questioning 11 1.5.3 Making connection between prior knowledge and topics 12 1.5.4 Collecting , analyzing and evaluating information 12 1.5.5 Creating the final products 13 1.5.6 Evaluating the project - using rubrics and feedback form 14 vi Formatted: Font: Times New Roman, 13 pt, Bold, Font color: Auto 1.6 Summary 14 CHAPTER 2: METHODOLOGY 16 2.1 Context of the study 16 2.2 Research questions 17 2.3 The study 17 2.3.1 Participants 17 2.3.2 Reasons for using action research 17 2.3.3 Action procedures 18 2.4 Research instruments 18 2.4.1 Observation 18 2.4.2 Questionnaires 19 2.5 Data collection procedures 20 2.5.1 Stage 1: Plan - Plan the action 20 2.5.2 Stage 2: Act- Putting the plan into action 21 2.5.3 Stage 3: Observe – Observing the results of the plan 23 2.5.4 Stage 4: Reflect – Reflecting and planning for further action 24 2.6 Data analysis 24 2.7 Summary 26 CHAPTER 3: FINDINGS 27 3.1 Findings from the observation 27 3.1.1 The first cycle - Project “ For a better community” 27 3.1.2 The second cycle - Project “ The best invention” 32 3.2 Findings from the questionnaires 36 3.2.1 Students‟ interest about topics of projects 36 3.2.2 Students‟ changes after taking part in the lessons using project-based learning to develop critical thinking skills 37 3.2.3 Project- based learning with the development of students‟ English skills 38 3.3 Findings from interview 39 3.4 Summary 41 PART C: DISCUSSION AND CONCLUSION 42 vii Recapitulation of the research 42 Discussion 43 Limitations of the study 45 Recommendations of the study 45 Suggestions for further study 46 Conclusion 46 REFERENCES 48 APPENDENCES APPENDIX LESSON PLAN Project 1: “ FOR A BETTER COMMUNITY” I APPENDIX LESSON PLAN Project 2: “ THE BEST INVENTION” III APPENDIX ACTIVITIES IN PROJECT-BASED LEARNING TO DEVELOP CRITICAL THINKING SKILLS V APPENDIX PRE-OBSERVATION VII APPENDIX CLASSROOM OBSERVATION VIII APPENDIX QUESTIONNAIRES IX APPENDIX TALLY SHEET XI APPENDIX SAMPLE PRODUCT XII APPENDIX SAMPLE PRODUCT XVII APPENDIX 10 FEEDBACK FORM XX APPENDIX 11 INTERVIEW QUESTIONS XXI APPENDIX 12 TRANSCRIPT OF STUDENTS’ ANSWERS IN THE INTERVIEW XXII viii 10 C 11 Through project-based learning, I have improved the ability to make connections between prior knowledge and topics Through project-based learning, I have improved my ability to collect, analyze and judge the value of information Through project-based learning, I have improved the ability to create solutions or final products Through project-based learning, rubrics and assessment of projects have stretched my intellectual abilities I have learnt more about how to justify why certain procedures are undertaken in my projects I have developed a more focused and systematic way of thinking STUDENTS’ CHANGES IN ENGLISH SKILLS Project-based learning has helped me to develop English skills Thank you very much for your cooperation! X APPENDIX TALLY SHEET Frequency of questions tally chart Questions asked by the teacher Questions asked by the students Critical thinking tally chart Critical thinking tally chart ( To be used to record the types of questions used in a lesson) Knowledge ( Questions used to recall facts) Comprehension ( Questions used to seek understand of facts) Application ( Questions used in a new learning situation, such as problem solving) Analysis ( Questions that seek to examine detail, or which makes inferences and/or look for answers) Synthesis ( Questions which see to change or create something new) Evaluation ( Questions which seek to justify present and/or defend opinions by making judgments) XI APPENDIX SAMPLE PRODUCT PRESENTATION VOLUNTEERS KICK OFF CAMPAIGN TO REDUCE USE OF PLASTIC SHOPPING BAGS Team 6: - Nguyen Thao Duyen: The leader -Nong Thi Kieu Oanh: Power point designer - Ngo Phuong Thao: Photographer - Nguyen Nhat Mai, Nguyen Thao Phuong: Contribute content Nowadays, people are used to using plastic bags to carry things when they go shopping It seems to become bad habit - which happens every day, everywhere This is one of the reasons why our environment is becoming more and more polluted Therefore, we are giving you some reasons why you should say no with plastic bags:  Difficult to decompose: Plastic bags are made of petrochemical, a nonrenewable resource A single plastic bag can take up to 1000 years, to decay completely This makes the bags stay in environments longer, in turn leading to great build-up on the natural landscape XII That not only makes the view bad but also causes great harm to the environment  Take on the danger of natural life: Approximately 100,000 sea turtles and other marine animals die every year because they either mistake the bags for food or get strangled in them, says Natural Environment It is really dangerous for animals to eat them Moreover, plastic bags on the landscape prevent the plant from growing and so on  Harmful to human health Many dangers that can lead to illness or injury exist when food is boiled in plastic bags Besides, when we burn them, toxic gas will appear - which affects to human health…  The cause of white pollution OUR TEAM DO ACTIONS TO HELP  First, we go to the nearby market propagandize for people about the disadvantages of using plastic bags  Second, we encourage people to use cloth bags instead of plastic bags Cloth bags are made by organic materials and are less harmful to the environment  Third, we give some cloth bags for them to try using it XIII THE RESULT OF VOLUNTARY WORK XIV THE ADVANTAGES OF OUR VOLUNTARY WORK  The environment will be cleaner and the atmosphere will be fresher  People will use cloth bags instead of plastic bags so the pollution can be reduced  Volunteer work strengthens our skills such as: communication skills; ability to work with others, to take direction and lead others; improve time management and dedication In short, although our work is not big enough to change all the community, we had interesting and meaningful experience to help the world to be better XV Thank You For Attention! XVI APPENDIX SAMPLE PRODUCT Group 2: Nguyen Giang Thanh(leader), Nguyen Ngoc Linh, Duong Thi Thuong, Le Minh Nguyet Thanh: Hello everyone I‟m Thanh- the leader of team and here are my teammates: Nguyet, Ngoc Linh and Thuong Today, we‟d like to tell you about our plan of doing voluntary work Nguyet: Khanh was born in a poor family He is a seven-year-old boy Sometimes, he has to be absent from class because he must go to hospital to cure his fatal disease However, he always tries his best to keep up with his classmates and study to become a doctor XVII Ngoc Linh: When we met him this morning, we all felt very moving and we can feel his power, so we try our best to something to help him, such as: helped him with his study, donated some books and a box of crayons, gave him some cakes-his favorite food … We also helped his mother to sweep the house, cook meals… Thuong: He now is in very difficult situation, we donated something but it was not enough for his study , so we need your help We hope that you can something like: donate to him your old books, stationery, money… In addition, we are trying to raise funds to help not only him and his family but also student, families like him and his family XVIII Thanh, Nguyet, Linh, Thuong: WE NEED YOUR HELP TO MAKE OUR COMMUNITY BETTER! XIX APPENDIX 10 FEEDBACK FORM Name: Group: The structure of presentation (Answer Yes or No and give examples from the presentation of how each was/wasn’t achieved) The group used language to: - introduce themselves - introduce the structure of presentation - move from one point to the next - give arguments for and against - sum up and conclude - end the presentation and invite questions The content of the presentation (Answer Yes or No and give examples from the presentation of how each was/wasn’t achieved) Did the group include all the main arguments for and against? Did they include evidence to support their arguments? Was their conclusion logical and clear? Overall One thing I really liked about your presentation was … One thing you could improve next time is Adapted from Hughes, J 2014 Critical Thinking in the Language Classroom Recanati: ELI Publishing XX APPENDIX 11 INTERVIEW QUESTIONS How you feel about project-based learning to develop critical thinking skills? Do you think that project-based learning has helped develop your English skills? Do you think that project-based learning has improved your critical thinking skills? What activity you like best? Can you tell me the difficulties that you encountered in project-based learning? What you think the teacher should to help to help them improve their critical thinking skills in the next projects? XXI Formatted: APPENDIX 12 TRANSCRIPT OF STUDENTS’ ANSWERS IN THE INTERVIEW Teacher: How you feel about project-based learning to develop critical thinking skills? Student 1: “ In my opinion, this course is a valuable experience I had chance to widen my knowledge about the topic and also had chance to practise my oral English I shared my ideas with my friends and we worked together to complete the projects.” Student 2: “ I never took part in so many activities in project-based learning I am proud of my accomplishment in this course When playing the role of a scientist in project I felt like I was a real scientist ” Student 3: “ I enjoyed the activities in project-based learning This was a rewarding experience It was great to create the final product in project “ The best invention”, to complete the poster and the communication in our group was also all right Thank you for this possibility to have fun during an English lesson I was proud of the product “ the best invention” of my group.” Teacher: Do you think that project-based learning has helped develop your English skills? Student 1: “ In project-based learning, we talked in groups, small groups I think it’s a good way to improve my speaking skill I feel free to talk” Student 2: “ When we collected and analyzed the information related to the topic, we had chance to widen our vocabulary and improve our reading skill When we present our products in front of the class, our speaking skill has been improved.” Student 3: “I feel the projects helped me to learn English with much ease It provided me with opportunities in which I could practise the English in a freer and more creative way.” XXII Formatted: Justified Teacher: Do you think that project-based learning has improved your critical thinking skills? What activity you like best? Student 1: “I used to search Google to find out information without evaluating, and in this course I learned to look for information from different sources and critically evaluate information based on criteria.” Comment [NV2]: Không cần lấy nhiều đâu Lấy ý từ học sinh phản ánh ý kiến chung Student 2: “Critical thinking skills we develop when conducting the projects are helpful and practical for our future jobs We are able to develop different skills, not only critical thinking skills and English skills, but also other skills such as presentation skills, group work skills” Student 3: “ I rarely made critical questions in English to others so at first, I was shy to make critical questions and give comments but gradually I was actively taking part in this activity and give my own comments.” Teacher: Can you tell me the difficulties that you encountered in project-based learning? Student 1: “We spent too long time for the project s I was too busy to complete the second project At that time we were going to take the final examination of the second semester of 2016-2017 school year I want to start earlier and last longer I lack time to finish the project “ The best invention”” Student 2: “In my group, some friends tried to control the group We sometimes even had quarrels as they wanted to proved themselves to be right and wanted others to follow their ideas.” Student 3:“Presentation of projects is a difficult task I feel stressed to make a presentation in front of the class.” Teacher: What you think the teacher should to help to help them improve their critical thinking skills in the next projects? Student 1: The teacher should gives us the choice of topic of projects( Smile) Student 2: The teacher ought to put good students into pairs or in groups so that we could complete the task easily XXIII Formatted: Space After: pt Student 3: I think the teacher should clear roles for group members at the beginning so that some students cannot dominate the work while others little work Formatted: Space After: pt XXIV ... RESEARCH STUDY AT A HIGH SCHOOL IN BAC GIANG PROVINCE (Phát triển kỹ tư phê phán cho học sinh thông qua dạy học dự ánNghiên cứu cải tiến sư phạm trường trung học phổ thông tỉnh Bắc Giang) M.A MINOR THESIS... Context of the study Lang Giang HighSchoolHigh School - one of the mountainous schools in Bac Giang Province, where the author currently works as an English teacher, was chosen as the venue for... Participants Class 11A1 with 40 students in Lang GiangGang high school in BacBack giangGiang Province was selected from one of the author‟s teaching classes in the school year 2016-2017 Most of students