Phát triển năng lực tích hợp kiến thức các khoa học tự nhiên của sinh viên sư phạm vật lí trong dạy học vật lí đại cương phần vật lí nguyên tử hạt nhân TT TIENG ANH

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY TRAN THI KIEM THU DEVELOP COMPETENCY OF INTEGRATING NATURAL SCIENCE KNOWLEDGE FOR PHYSICS PEDAGOGY STUDENTS IN TEACHING GENERAL PHYSICS SECTION “ATOMIC AND NUCLEAR PHYSICS” Major: Theory and Teaching Methodology of Physics Code: 14 01 11 SUMMARY OF PHD THESIS ON EDUCATIONAL SCIENCE NGHỆ AN – 2021 The work has been completed at Vinh University Scientific instructors: Assoc Prof Dr Nguyen Dinh Thuoc Assoc Prof Dr Le Phuoc Luong Referee 1: Referee 2: Referee 3: The thesis will be defended under the review of the University’s Thesis evaluation Council at Vinh University Time and date: Thesis full can be found at: - Vinh University Library - Viet Nam National Library INTRODUCTION Reasons for choosing the research topic Science and technology develop rapidly in the world, human knowledge is increasing rapidly The development trend of science today is to continue to differentiate and integrate interdisciplinary and interdisciplinary The thesis topic was chosen by us for four main reasons: Firstly, the need to innovate university teaching methods towards competence development for students Second, integrated teaching is a very important competency for teachers in general and physics teachers in particular Third, theme-based teaching is a modern teaching trend, the application of integrated theme-based teaching methods can contribute to fostering students with some high-level competencies such as analysis, compare and synthesize Finally, the content of the General Physics section for pedagogical students and the content of the High School Physics program are closely related, the scientific knowledge integrated in the General Physics module contributes to students teachers implemented integrated teaching, meeting the requirements of teaching innovation in the general education program in 2018 For the reasons mentioned above, we choose the problem: Develop competence of integrating natural science knowledge for pedagogy physics students in teaching General Physics section "Atomic and nuclear physics" to research topic of the thesis Research purposes Teaching General Physics section "Atomic and nuclear physics" to develop the competence integrating natural science knowledge of physics pedagogical students, contributing to fostering integrated teaching competence for students in the high school physics teacher training program Research subbject The process of teaching General Physics to develop competence of integrating natural science knowledge for students pedagogy physics in teaching General Physics Scope of research Teach the “Atomic and nuclear physics” section with integrated theme to develop the competence integrating natural science knowledge of physics pedagogical students Scientific hypothesis If teaching General Physics "Atomic and nuclear physics" according to integrated topics, it will develop the competence integrating natural science knowledge of physics pedagogical students Research tasks - Researching the theory and practice of higher education in general and training high school physics teachers in particular - Researching the ability to integrate knowledge of the natural sciences of Physics pedagogical students and the integrated teaching competence of Physics teachers at high schools - Analysis of the program and content of teaching the part "Atomic and nuclear physics" for physics pedagogical students - Investigate the situation of teaching General Physics for pedagogical students in the direction of developing integrated teaching competence in universities of pedagogy - Develop the curriculum of General Physics in the direction of fostering the competence of integrated teaching of science subjects at high school for physics pedagogical students - Research and apply integrated teaching by topic in teaching General Physics in the direction of developing the competence to integrate natural science knowledge of Physics pedagogical students - Assessing the ability to integrate knowledge of natural sciences of Physics pedagogical students in teaching the "Atomic and nuclear physics" part - Organizing pedagogical experiments Research method 7.1 Theoretical research methods Researching the perspective of innovation in higher education, theory of higher education in the direction of developing professional competence for students 7.2 Practical research methods Investigate, survey, analyze and evaluate the situation teaching General Physics to students of Physics pedagogy towards developing teaching competence in general and teaching competence to integrate science subjects at high schools 7.3 Pedagogical experiment methods Pedagogical experiment to test the scientific hypothesis of the topic 7.4 Mathematical statistical methods Processing practical investigation data and pedagogical experimental results by mathematical and statistical tools Contributions of the thesis 8.1 Theoretically - The thesis has contributed to clarifying the theoretical basis for the development of the competence to integrate knowledge of natural sciences of physics pedagogical students in the process of teaching General Physics Developing the competence to integrate knowledge of the natural sciences is a necessary condition for fostering integrated teaching competence in the high school Physics teacher training program - The thesis content also builds the structure of integrated teaching competence of Physics teachers and the structure of competence to integrate knowledge of natural sciences; Building a scale of competence to integrate knowledge of natural sciences of physics pedagogical students in general physics learning - The thesis has proposed the process of building an integrated topic teaching plan in General Physics in stages 8.2 Practically - The thesis has investigated the reality of teaching General Physics for students of Physics pedagogy in the direction of developing integrated teaching competence - The thesis has designed thematic teaching plans to integrate the "Nuclear Physics" part in the General Physics program in the direction of developing students' competence to integrate knowledge of the natural sciences pedagogy physics CHAPTER OVERVIEW OF THE RESEARCH 1.1 Studies on integrated teaching 1.1.1 Studies abroad Xavier Rogiers believes that teaching integrated in education is meant to help students understand problems in real life, he said that "If schools only care about teaching students discrete concepts, then the The opportunity will form in students closed deductions, will form functional blind people, that is, people who have acquired knowledge but are not able to use that knowledge on a daily basis Some countries such as the The United States of America, England, Romania, Indonesia, Australia have researched on the effectiveness and integrated teaching methods and competence of Physics teachers/students Laura Tugulea and colleagues in her research group on the unique competencies of Physics teachers The authors propose courses for teaching General Physics related to Physics (Physics-related optional subjects) such as Chemistry, Biology, Astrophysics, Physics in Geography and some applied courses Apply physics knowledge in other areas including: Principles of Physics in the operation of machinery and equipment, Physics in medicine and sports, Physics in climates, Physics in energy use and the environment , these modules have the goal of referring to the relationship of Physics to things and phenomena in life, these modules are collectively called "Physics in other Sciences" Therefore, studies abroad also show that integrated teaching is meaningful in forming and developing competencies for learners, and Physics students can also learn a number of modules with integrated content to improve their skills knowledge that integrates the sciences 1.1.2 Research results in Vietnam Some researchers such as Pham Xuan Que and Nguyen Van Bien have studied the competencies formed in integrated teaching and integrated teaching processes in schools Authors Tuong Duy Hai and Do Huong Tra have analyzed the risks surrounding high school teachers being trained to organize single-subject teaching without a combination of interdisciplinary training in the context that our country is implementing integrated teaching in schools, this has the potential to lose self-control of teachers when dealing with integrated situations with knowledge of other subjects, for example, physics pedagogical students have little access to Knowledge of Biology and Chemistry Researchers Tran Trung Ninh and Dang Thi Thuan An have studied the integrated teaching competency framework for high school teachers including levels and criteria However, these criteria have not mentioned integrated knowledge criteria 1.2 Researches on teaching General Physics in the direction of fostering professional competence and competence to integrate knowledge of natural sciences 1.2.1 Studies abroad Some authors such as Eric Brewe, Warren Christensen, Viviane Callier said that current General Physics teaching still focuses on solving problems, less applying knowledge in practice 1.2.2 Research results in Vietnam The "Atomic and nuclear physics" section has contents associated with the high school curriculum Authors such as Thai Khac Dinh, Tran Quoc Ha, Ta Hung Qui have divided the course into two main contents Atomic Physics and Nuclear Physics However, the teaching contents have practical links to contribute to fostering the students' ability to integrate science such as exercises in the end of chapters, learning projects, teaching content with interdisciplinary elements, integrated issues related to the profession of pedagogical students, these studies have not mentioned or clearly mentioned 1.3 Some contents continue to study We need to continue to study the following contents (1) In the training of high school physics teachers, what are the conditions and factors for students to have integrated teaching competence? (2) Teaching General Physics in general and teaching the section "Atomic and nuclear physics" in particular in what way to foster integrated teaching competence for Physics pedagogical students? CHAPTER THEORETICAL AND PRACTICAL CONTENT 2.1 Competence and ingredient of integrated teaching competence 2.1.1 Competence Competence is the ability to apply general knowledge to effectively solve problems/situations of the lesson/assignment, the competence of physics pedagogical students is demonstrated in the condition that students know how to rely on scientific evidences (mainly natural sciences) have been mobilized to evaluate the impacts of science on social life 2.1.2 Ingredient of integrated teaching competence We propose a structure of integrated teaching competence including four ingredient of competence (table 2.1) Table 2.1: Structure of integrated teaching competence according to ingredient competencies and activities Ingredient of competence Cognitive Behavioral expression/criteria competence of - Identify general and specific competencies of integrated teaching Physics subject - Present the problem theory of integrated teaching Competence to integrate - Proposing problems knowledge of natural sciences - Integrated knowledge synthesis - Explore, discover and organize knowledge of sciences related to integration problems - Presenting and expressing integrated topics in a logical and accurate sequence - State the advantages and disadvantages of science to life and society Competence to build lesson - Determine the purposes integrated teaching plans and organize integrated - Develop integrated teaching plans teaching activities - Effective use of effective teaching methods and means Competence to assess - Building and using a set of tools to assess competency in integrated teaching students' ability in integrated teaching Table 2.1 shows that the competence to integrate knowledge of the natural sciences is developed for physics pedagogical students through organizing integrated teaching topics in general physics teaching to contribute to the competence building integrated teaching for Physics students 2.2 Competence to integrate knowledge of natural sciences 2.2.1 The concept of competence to integrate knowledge of the natural sciences The competence to integrate knowledge of the natural sciences is a psychological attribute, the ability of learners to detect integrated problems, mobilize and synthesize knowledge, skills, and cognitive methods of subjects of the natural sciences to solve problems related to scientific theory or practical problems in life, science, technology and teaching Physics effectively From the concept of competence to integrate knowledge of natural sciences, we believe that competence is formed for students through stages of organizing and teaching integrated topics (Figure 2.1) Figure 2.1 Stages of formation of capacity to integrate knowledge of natural sciences 2.2.2 Competency structure integrating knowledge of natural sciences Deriving from the definition and analysis of the stages of formation of the capacity to integrate knowledge of the natural sciences, we define the framework of the capacity to integrate knowledge of the natural sciences for physics pedagogical students in the process General Physics teaching is presented in Table 2.2 Table 2.2: Table describing the ability to integrate knowledge of natural sciences of Physics pedagogical students in teaching General Physics Ingredient of competence Behavioral expression/criteria Detect integration problem Presenting the integrated problem, recognizing the inconsistencies from the problem raised, asking questions around the problem Integrated knowledge synthesis Searching for information, researching related knowledge and establishing a relationship between knowledge of Physics and knowledge of natural sciences Explore, discover, organize Explore, select, organize knowledge content related knowledge of sciences related to integrated problem, research integrated problemto integration problems solving, give answers about real-life situations by stringing collected information Present Use correct, accurate scientific language, express ideas clearly and coherently Assess the impact of science State your own views on the positive and negative on life aspects of scientific research to life, society, and life skill formation 2.2.3 Scale of competence to integrate knowledge of natural sciences of physics pedagogical students We base ourselves on the competency framework to integrate knowledge of the natural sciences (table 2.2) We propose a detailed scale of levels of ability to integrate knowledge of natural sciences of physics pedagogical students in learning general physics (table 2.3) Table 2.3: Scale of competence to integrate knowledge of natural sciences Ingredient of Scale competence Marks: 0-4,9 Scale Scale Scale Marks: 5,0-5,9 Marks: 6,0-7,9 Marks: 8,0-10 Detect The integration An integration Self-discovered integration problem could problem problem not be detected Full self- can but not fully detection be introduced, integrated integration but problems students problems of must ask for guidance Integrated Unable to Synthesize knowledge synthesize integrated synthesis integrated knowledge but knowledge, but knowledge, knowledge students need some guidance Synthesize Synthesize integrated integrated information missing new complete is information, that solve problems can solve the problem 12 CHAPTER BUILDING THE INTEGRATING THEMES PLAN FOR TEACHING PART "ATOMIC AND NUCLEAR PHYSICS" TO DEVELOP COMPETENCY OF INTEGRATING NATURAL SCIENCE KNOWLEDGE FOR STUDENTS PEDAGOGY PHYSICS 3.1 Integrated topics to develop the competence of integrating natural science knowledge for students pedagogy Physics We propose the following theme: Theme Fluorescent Theme Applications of X-rays in medical imaging Theme Irradiated food Theme Radioactivity and Radioisotopes Theme Applications of nuclear physics in various fields of life 3.2 Tiến trình dạy học chủ đề “Tia X chẩn đốn hình ảnh tia X” a The purpose of the theme - Analyze and propose a set of questions to solve the posed situation of the topic "Xray and X-ray imaging" - Explain the operation of the Coolidgo tube or Crookes tube, the mechanism that produces X-rays - Stated that X-ray spectrum consists of two components: line spectrum and continuous spectrum - Describe and explain the Auger effect - It is predicted that chemical elements with large atomic masses will be strongly absorbed X ray - Proposing a verification test on insoluble substances to be applied in the standard stomach and soft tissue diagnosis - Conduct experiments and correctly comment on the relationship between X-rays and elements with large atomic masses, the more massive the element, the stronger the X-ray absorption b Theme ideas Study the curriculum for students of Physics pedagogy, author Thai Khac Dinh mentioned X-rays and X-ray spectrum X-ray photons, when carrying enough energy, can ionize atoms and break molecular bonds This makes it a type of ionizing radiation, which in turn damages living body tissue Application of X-rays and combined with 13 some discoveries about X-ray absorption chemistry will be further explored when teaching integrated topics to students Analysis of the content of the new general education program and the general education program of Physics (the new program deals with the application of Physics knowledge in Medicine), with an integrated theme "X-ray" to teach knowledge of Xrays and its application in practice This topic gives students the opportunity to apply their knowledge of many fields such as X-rays (Physics), BaSO4 salts (Chemistry), gastroscopy (Biomedicine) and the elemental components that make up the body c Graph of the integrated theme teaching progress We propose grap to teach X-ray topics as follows: X-rays of soft tissues in the human body to diagnose certain diseases X ray Understand and identify questions around the situation - Why is soft tissue that X-rays pass through? Can a compound be used to increase x-ray uptake? How you know that? - Is barium sulfate salt a harmless and beneficial salt in radiological diagnosis? How you know if this is true or not? Finding of scientific literature and answer questions based on evidence and scientific foundations - The creation, properties and applications of X-rays - Salt absorbs X-rays: experiment test to assess the safety of salt - Compare the difference between the structure of the elements inside the body, draw conclusions as to why the salt absorbs X-rays X-rays are a type of electromagnetic wave with high energy and cannot penetrate soft tissues The salt containing Ba has Z = 137, which is higher than the other elements that make up the body Salt has the ability to precipitate, insoluble in water and acid, so it will be excreted, so it is not harmful to humans Present and point out the impact of science and technology on production life: - The diagnosis of soft anesthetics in medical practice is possible but adjuvant chemistry is required - The salts are not good for those with internal trauma, which can leave blurriness for later diagnoses X-rays are radiation with short wavelengths, which can damage healthy cells End of theme: - Salt contains Barium, this element has a higher atomic quantity than the elements that create soft tissue (hydrogen, carbon, nitrogen, oxygen), so it can absorb X-rays many times more than soft tissue of the body - Barium sulfate (BaSO4) is a water-insoluble metal salt, used in gastrointestinal X-ray examination because it is not absorbed by the body nor does it affect the secretion of the stomach and intestines Figure 3.1 Graph to teach X-ray theme 14 d Detailed description of the teaching process Activity Understand and identify questions around the situation Table 3.1: Summary of activity teaching process Organiz Discuss, propose the correct solution ed activities Complete the questionnaire around the topic for students Teachin Video, questionnaire g facilities Target Why does soft tissue pass through the X-rays? Can a compound be used to increase X-ray uptake? How you know that? Is barium sulfate salt a harmless and beneficial salt in radiological diagnosis? How you know if this is true or not? e Detail plan Lecturer: Show a video of X-ray Clip content involves taking X-rays of hard tissues such as the bones of the hands, feet, and spine: the clip does not mention shooting soft tissues.(Source:https://www.nibib.nih.gov/science-education/science-topics/x-rays) After finishing the video, the lecturer directed the whole class: “What you think about X-rays when photographing parts of the human body? Please respond to your comment by choosing the correct option from the following A Currently in hospitals, X-ray technology to diagnose hard tissue injuries such as neck bones, hands, feet B Currently in hospitals, X-ray technology to diagnose soft tissue lesions such as stomach and intestines C Both A and B Teachers finish the statement and give minutes for class time to discuss, then call about to students to say options of choice A, B or C Teacher concludes that the correct answer is C Student's choice may be very different, maybe A, B, C (Predict the student who will choose A the most) So teachers prepare questionnaires to record their students Name: 1)…………………………2)……………………………3)……………………… The correct answer is that does C conflict with my understanding of X-rays? If I think so, where is the conflict? …………………………………………………………………………………… Figure 3.2 Handouts to students stating unknown issues on option C 15 Teacher calls 1,2 students to speak The teacher collects student votes, creating an opportunity for the students to ask questions of the topic Teacher continued by another situation: “Mr M has stomachache, although he took medicine for a long time but does not get better, M is suspected to have a stomach tumor To take X-rays of stomach for Mr M, the doctor fed patient M a salt called Barium sulfate (BaSO4), while patient N who was in the same room with M took X-ray of bone did not need to eat this substance? Explain why? Teacher asks students to find a series of questions about the situation Expected question: What are the X-ray properties? What are the properties of BaSO4 salts, and how are they related? Is barium sulfate salt a harmless and beneficial salt in radiological diagnosis? How we know if this is true or not? Activity Finding of scientific literature Table Summary of activity teaching process Organized - Draw a mind map about X-rays activities - Experiment with BaSO4 salt and complete learning materials for - Write in the learning materials to find out the relationship between students elements with large atomic number and the ability to absorb X-rays Teaching - Links provided to students to assist them in drawing the mind map A4 facilities blank paper - BaSO4 salt, beaker, stirring rod - Learning materials about experimental results - Learning materials instructing students to find out the relationship between Z number and X-ray absorption capacity Target -Synthesis knowledge of X-rays: X-ray creation technique and explanation of the mechanism of operation of Cooligio machine, X-ray was discovered in 1895 by Wilhelm Rongthe, the effect of X-ray in medicine and some other areas -Synthesis of knowledge of BaSO4: BaSO4 salt is a precipitate, insoluble in acidic environment, common elements that make up the body with low atomic masses: for example, C, N, O, H The relationship between the Xray resistance and the mass of the constituent element inside the body, the greater the mass, the greater the X-ray resistance  Detail plan Teacher gives A4 paper to groups of students each 16 Students record documents collected and drawn in the form of thinking diagrams on A4 paper.Information in support: https://vi.wikipedia.org/wiki/Tia_X Figure Experimental equipment Students observe and touch experimental equipment Teacher asks the question: If you put salt in water or lemonade, what would they observe? Some students will answer the precipitate of a cup, two cups or others may not know it will say it is milky Students perform experiments, analyze help information and record the observation results and collect them into learning materials Name: 1)…………………….2)…………………….3)………… a Experiment with barium sulfate salt, observe and complete the learning materials b Based on the information sheet, comment on the relationship between the effect of X-ray absorption on chemical elements in the body c Tell some applications of radiology in medicine Do radiography of the stomach affect health? Why? Information in support: https://www.slideshare.net/Lanng3/to-nh-bng-tia-x Figure Handouts to students conduct experiments 3.3 Matrix design criteria to assess students' competence Table Description of students' competence levels in teaching X-ray theme Criteria Scale Scale Scale Scale C.1 Understand Could not Ask Ask the Identify and record questions question if X- correct identify question about X-rays rays will pass correct questions about X-ray with help through soft question around the tissue? But I situation don't know if I the and 17 will ask questions about the chemicals to use as support C.2 Finding of Finding of Finding has Finding scientific the document some results document literature has no but results requires some help answers physical service for questions not yet learning Self- about X-rays combined into a answer and BaSO4 complete teacher answer questions questions solve to Solve the Solve the Solving the the the situation, but situation, but the situation, on problem: must rely on explanation is explaining very evidence How X-rays help not clear, know clearly, stating and penetrate soft the chemical use specific scientific tissue of foundations X-ray scientific absorption not why C.4 to practical but integrated topic Unable to and questions Answer based results accurate major the has right material, Answers Wrong C.3 the Finding Presenting Expression integrated does Expressions not make topics in a make the listener but evidence, know proposing it is experiments absorbed for testing Good Excellent the expression, clearly expression, stated, clear logical, listener understand accurate understand but not yet the ability to use logical and the scientific the manner rapporteur matter express wants present logic but not logical, presentation, the scientific terminology not to connection, is correct reasonable scientific in sections some terminology 18 C.5 Point out The harm Assess the impact and the harms of science advantages the Evaluate Comprehensive and whether X-rays effect of disadvantages cause damage to radiology with and of using X- but seek help cells, but not soft technology rays in this know how to diagnosis (X- on case assess BaSO4 production be assessed cannot ras tissue and BaSO4) life Chapter conclusions The teaching topic has content oriented to develop students' capacity, especially the topic that starts with problem situations that students have not encountered if they follow the old program, so this is a traditional method of teaching achieve attractiveness for students, thereby making students love and have more motivation to study this subject Students are trained in modern study skills in learning activities such as identifying lesson questions (through receiving, monitoring and analyzing situations, stating problems around situations) , synthesize integrated information (through activities such as analyzing information sheets, doing experiments, accessing teaching websites, drawing structural diagrams and explaining the operation of devices), from data collected, ask students to propose answers to the problem of the situation/hypothesis, prove the hypothesis with specific scientific evidences, argue and chain previously studied problems It can be seen that the learning activities of students are oriented to develop the ability to integrate natural science knowledge 19 CHAPTER PEDAGOGICAL EXPERIENCE 4.1 Purpose and object of pedagogical experiment Purpose of pedagogical experiment to test the scientific hypothesis of the thesis topic: If teaching General Physics "Atomic and nuclear physics" under integrated topics, it will develop integrative capacity knowledge of natural sciences of physics pedagogical students We chose the subject of pedagogical experiments to organize the teaching of the "Nuclear Physics" part, who are 3rd year Physics pedagogical students of Ho Chi Minh City University of Education and Can Tho University , the experiment was conducted in two semesters corresponding to two rounds The results of the first pedagogical experiment are the basis for us to draw experience, edit and perfect to conduct the second pedagogical experiment 4.2 Evaluation of pedagogical experimental results a Results of the assessment through the test After finishing the second pedagogical experiment, we gave students both groups a test The test results are graded and processed according to statistical theory and are presented in tables 4.1, 4.2 and 4.3 Table 4.1: Frequency distribution of scores of experimental and control classes after the second experiment University Lớp Xi 10 Tổng Can Tho Ex f 0 45 Co f 9 45 Ex f 1 12 50 Co f 5 12 11 HCM city Pedagogical 50 Table 4.2: The cumulative frequency distribution of backward convergence of the experimental and control classes after the second experiment University Lớp Xi Can Tho Ex wi 0,0 0,0 2,2 11,1 26,7 44,4 64,4 82,2 97,8 100 Co wi 0,0 2,2 8,9 22,2 42,2 62,2 80,0 88,9 95,6 100 Ex wi 0,0 2,0 4,0 12,0 22,0 36,0 54,0 78,0 92,0 100 Co wi HCM city Pedagogical 10 0,0 4,0 12,0 22,0 32,0 56,0 78,0 90,0 100 100 20 Figure 4.1: The graph depicts the cumulative frequency of backward convergence of the experimental and control classes The learning quality of experimental class group is higher than that of control class group At Can Tho University, in the experimental class, the total score of or more in the experimental class accounted for 35.6% while this figure in the control class was only 20% Ho Chi Minh City University of Education, the total % score of or more in the experimental and control classes was 46% and 28%.Kết số thống kê sau: Table 4.3: Statistical table of experimental and control class test results Cantho University Class HCM city Pedagogical University Ex Co Ex Co Medium score 6,71 5,96 7,00 6,06 Variance 3,03 3,46 3,67 3,53 Standard deviation 1,74 1,86 1,92 1,88 p-value 0,0496031 0,0149604 Thus, it can be concluded that the difference between the mean values of the experimental and control groups in both fields is significant with high confidence b Qualitative results We conducted qualitative surveys with questionnaires and received the students' self-assessment results as follows Table Self-assessment results of students Soaring(%) Increase(%) Stable(%) around the situation 3.6 82.1 14.3 Finding of scientific literature 3.6 82.1 14.3 and scientific foundations 3.6 82.1 14.3 Presentation 10.7 39.3 50.0 Understand and identify questions Answer questions based on evidence 21 Assess the impact of science on life 14.3 75.0 10.7 Based on the table shows, students rated themselves more advanced than before, specifically 82% of students said that competence “Understand and identify questions around the situation; Finding of scientific literature; Answer questions based on evidence and scientific foundations” has increased, and 3.6% significantly increased (Soaring), only 14.3% of students said that they still felt that they had not made progress Most of the students are still hesitant and not confident in assessing the presentation, 50% of them have not improved this competence, the reason may be because they have not had many opportunities to present (by lecturers only sending representatives of groups) In general, the students have had positive changes, the component competencies have been improved, the thematic teaching method has brought very reliable results Research results for individual students Table 4.5: Results of competency levels of research students Le Nguyen Nhut T Theme Theme Theme Theme Theme Competence 1 2 3 Competence 2 3 Competence 3 Competence 2 3 Competence 3 3 Tran Mai T Theme Theme Theme Theme Theme Competence 1 2 Competence 2 2 3 Competence 2 Competence 2 3 Competence 2 3 Danh A Theme Theme Theme Theme Theme Competence 3 4 Competence 2 3 Competence 2 3 22 Competence 2 3 Competence 3 3 Vo Thi Ngoc H Theme Theme Theme Theme Theme Competence 2 Competence 2 3 Competence 3 3 Competence 2 3 Competence 2 3 Thiem Thị K Theme Theme Theme Theme Theme Competence 1 3 4 Competence 2 3 Competence 3 3 Competence 4 Competence 3 4 Nguyen Ngoc H Theme Theme Theme Theme Theme Competence 1 3 4 Competence 2 4 Competence 3 3 Competence 4 4 Competence 3 4 Bui Hong V Theme Theme Theme Theme Theme Competence 4 Competence 3 4 Competence 3 4 Competence 3 4 Competence 3 4 23 Chapter conclusions We draw the following conclusions The assessment of competence for experimental class students using the scale has shown that students have made significant progress, the scales are increase Analysis of students' products during the experiment shows that: Students actively participate in group discussions, planning, and product design at the request of lecturers About students' attitudes when learning integrated topics: Students show attention and interest in the content of the integrated topic Students focus on group discussions and lively debates when giving their opinions in front of the class 24 CONCLUSION AND RECOMMENDATIONS • Conclusion The thesis has the following theoretical and practical contributions: Theoretically: - Contributing to clarifying the theoretical basis for developing the ability to integrate knowledge of natural sciences of Physics pedagogical students in the process of teaching General Physics Developing the capacity to integrate knowledge of the natural sciences is a necessary condition for fostering integrated teaching capacity in the training program for high school physics teachers - Building the integrated teaching capacity structure of Physics teachers and the capacity structure integrating knowledge of the natural sciences; Building a scale of capacity to integrate knowledge of natural sciences of physics pedagogical students in general physics learning - Propose the process of developing/designing an integrated topic teaching plan in General Physics in stages On the practical side: - Investigated the actual situation of teaching General Physics for Physics pedagogical students in the direction of developing integrated teaching capacity - Built teaching plans by topic integrating the "Nuclear Physics" part in the General Physics program in the direction of developing the ability to integrate natural science knowledge of Physics pedagogical students • Request - Develop the General Physics program for students of Physics pedagogy in the direction of capacity development, need to pay attention to developing the students' ability to integrate knowledge of natural sciences by means of active topic-based teaching fit This capacity is a necessary condition for fostering the integrated teaching capacity of physics pedagogical students in training high school physics teachers - The teaching staff should be fostered and self-improve their teaching capacity to integrate the sciences 25 LIST OF PUBLICATIONS Nguyen Đinh Thuoc, Tran Thi Kiem Thu (2016), Integrating inter-subjects curriculum to general physics for occupational competency development, Educational Equipment Magazine, No 132, pp 25-26,50 Tran Thị Kiem Thu (2017), Analyzing several topics regarding integrating scientific subjects in the General Physics program for pedagogical students, Educational Equipment Magazine, No 142, pp 4-6 Tran Thi Kiem Thu, Le Phuoc Luong, Pham Thi Phu (2018), Contemporary issues on integrated teaching and developing program of mentoring integrated teaching for physics education students at Can Tho university, Journal of science, Vinh university, N 46, pp 54-61 Trần Thị Kiểm Thu (2018), Situation and some solutions to train integrated teaching skills for pedagogical students of physics, department of Education, Can Tho University, Journal of education, No 422, pp 44-46 Tran Thi Kiem Thu, Nguyen Truong Long, Tang My Linh (2018), Designing the scale of integrated teaching competence for pedagogical physics in Can Tho University, Journal of science, Science and Education, The University of Da Nang University, No.29, p 105-110 Tran Thi Kiem Thu (2018), Compose the topic of integration to foster the competence of integrating natural science knowledge for students of Cantho University’physics pedagogy with webquest method, Hnue journal of science, Volume 63, Issue 9, pp 97102 Tran Thi Kiem Thu, Nguyen Đinh Thuoc (2019), Competence scale of integrated natural sciences for physical pedagogical studennts, Hnue journal of science, Volume 64, Issue 1, pp 149-156 Tran Thi Kiem Thu (2019), Compose “Food Irradiation” Topic to Foster the Competency of Integrating Natural Science Knowledge for Students of Cantho University’s Physics Pedagogy with Webquest_method, IOSR Journal of Research & Method in Education, Volume 9, Issue Ser II, pp 31-35 Tran Thi Kiem Thu, Nguyen Đinh Thuoc (2019), Organizing the curriculum of general physics subjects towards fostering science intergration teaching skills for pedagogy students of physics in high school, Hnue journal of science, Volume 64, Issue 4, pp 186-197 10 Tran Thị Kiem Thu (2019), Training pre-service teacher competency to integrate interdisciplinary knowledge to solve problems in practice through the integrated topic in general physics module, Hnue journal of science, Vol 64, Issue 9, pp 200-210 ... Radioisotopes Theme Applications of nuclear physics in various fields of life 3.2 Tiến trình dạy học chủ đề “Tia X chẩn đốn hình ảnh tia X” a The purpose of the theme - Analyze and propose a... planning, and product design at the request of lecturers About students'' attitudes when learning integrated topics: Students show attention and interest in the content of the integrated topic Students... discover, select and arrange organize the content but content to solve reasonable, related content, clutter have to rely on problems integration the contents guidance but clear, not completely completely