HANOI METROPOLITAN UNIVERSITY FACULTY OF EDUCATION BUI THI PHUONG THAO IMPROVING STUDENTS' SELF-STUDY ABILITY THROUGH TEACHING THE TOPIC "MATERIAL AND ENERGY" IN GRADE 5 SCIENCE GRADUATION THESIS Primary education HANOI – 2023 HANOI METROPOLITAN UNIVERSITY FACULTY OF EDUCATION BUI THI PHUONG THAO IMPROVING STUDENTS' SELF-STUDY ABILITY THROUGH TEACHING THE TOPIC "MATERIAL AND ENERGY" IN GRADE 5 SCIENCE GRADUATION THESIS Primary education Instructor: Dr. Pham Ngoc Son MA. Trinh Phan Thi Phong Lan (Teacher’s signature) (Teacher’s signature) HANOI – 2023 2 DECLARATION OF AUTHORSHIP I hereby declare that this thesis was carried out by myself under the guidance and supervision of Dr. Pham Ngoc Son and MA.
Trinh Phan Thi Phong Lan; that the work contained and the results in it are true by the author and have not violated research ethics. The data and figures presented in this thesis are for analysis, comments, and evaluations from various resources by my own work and have been duly acknowledged in the reference part. In addition, other comments, reviews, and data used by other authors, and the organization has been acknowledged, and explicitly cited. I will take full responsibility for any fraud detected in my thesis.
Hanoi, May 2023 Author (Signature and full name) Bui Thi Phuong Thao 3 ACKNOWLEDGEMENT In order to complete this graduation thesis, first of all, I would like to express my sincere and deepest gratitude to my supervisor - Dr. Pham Ngoc Son and MA. Trinh Phan Thi Phong Lan for enthusiastically guiding and helping me throughout the process research and implement the topic. I would like to thank the teachers of Hanoi Metropolitan University, especially the teachers of the Faculty of Education – major Primary Education for equipping me with knowledge and imparting valuable experiences in the process I study at school, and creating conditions that help me in the process of implementing this topic.
Although there have been many efforts, due to limited research time and limited ability, this graduation thesis cannot avoid shortcomings and limitations. We look forward to receiving the contribution, guidance and supplement of teachers and friends. Thank you sincerely! Hanoi, May 2023 Student Bui Thi Phuong Thao 4 List of tables Table 1. Structure of components of self-study ability.
Science curriculum for Grade 5, Subject “Material and Energy”. Students' interest in Science. Students' attitudes towards self-studying Science. Students' self-study level in Science 5.
Students' self-study level assessment on the basis of components of self- study ability. The importance of self-study ability for students. The level of organization of activities to improve self-study ability for students. Assessment results on the importance of components in self-study ability.
42 5 List of figures Figure 1. Students’ activeness in class………………………………………. Self-management ability of students ………………………………. Student's ability to cooperate ………….
Student's Physical Ability …………………………………………. Student's ability to use information and communication technology. 23 6 List of charts Chart 1. The importance of self-study ability for students.
The level of organization of activities to improve self-study ability for students. 42 7 TABLE OF CONTENTS List of tables. 5 List of figures. 6 List of charts.
Reasons for choosing the topic. Research tasks and scopes. Research object and subject. Theoretical research method group.
Practical research method group. Significance of the study. 16 CHAPTER I: THEORETICAL AND PRACTICAL BASIS OF SELF-STUDY ABILITY FOR PRIMARY SCHOOL STUDENTS. Self-study ability.
Psychological characteristics of primary school students. Objectives and content of the topic Material and Energy in Science Grade 5. Situation of formation and development of self-study ability in Grade 5. 34 Sub-conclusion of chapter I.
44 8 CHAPTER II: SOME SOLUTIONS TO IMPROVE STUDENTS’ SELF-STUDY ABILITY THROUGH TEACHING THE TOPIC "MATERIAL AND ENERGY" IN GRADE 5 SCIENCE. Principles of proposing measures to develop self-study ability for students through teaching the topic of Material and Energy in Science subject 5th Grade. The principle of ensuring unity between science and education. The principle of ensuring unity between the concrete and the abstract.
The principle of ensuring the consistency between uniformity and differentiation 45 2. The principle of ensuring the consistency between feasibility and development requirements. The principle of ensuring the consistency between the leading role of the teacher and the self-discipline, positivity and initiative of the students. Some solutions to develop self-study ability for students through teaching the topic of Material and Energy in Grade 5 Science.
Improving the motivation and purpose of self-study for students through teaching the topic of Material and Energy in Grade 5 Science. Improving some self-study skills for students through teaching the topic of Material and Energy in Grade 5 Science. Some other methods to improve students' self-study ability through teaching the topic of Material and Energy in Grade 5 Science. Designing lesson plans applying a number of measures to improve self-study ability through teaching the topic of Material and Energy in Grade 5 Science.
56 Sub-conclusion of Chapter II. 63 CHAPTER III: CONCLUSIONS AND RECOMMENDATIONS. Reasons for choosing the topic We are living in the 21st century, the century of scientific knowledge with the rapid development of information technology. Along with the development of the world, Vietnam has been entering the period of industrialization and modernization of the country, the economy, culture and society are having very strong changes.
This requires that in all industries and especially Education and Training there must be fundamental and comprehensive changes from philosophy, objectives to content, methods and forms of teaching organization,… towards the goal of creating generations of qualified and capable workers to effectively participate in the domestic and international labor market. Education not only provides knowledge but also helps learners to form and develop necessary skills and abilities. Ability- oriented educational programs have been discussed a lot since the 90s of the twentieth century and today have become an international educational trend. With regard to Vietnamese education, the Resolution of the 8th Plenum of the Party Central Committee, term XI on fundamental and comprehensive reform of Education and Training defines the task of innovation as: “Continuing to innovate strongly and synchronously with all elements of education and training.
The basic element of education and training in the direction of attaching importance to the development of learners' qualities and abilities", "the revolution in educational methods must be directed at learners, training and developing the ability to self-study dynamically, independently and creatively right in the learning process at high school”. Circular 22 of the Ministry of Education and Training also mentioned a number of abilities that need to be developed in primary school students, including: self-service and self-management; cooperation ability; self-study and problem- solving abilities. In the system of abilities that need to be formed and developed for students, Self- study ability is one of the most important and necessary abilities for students. Self- study ability helps students maximize their positivity, initiative and creativity.
Once students have formed this ability, they will automatically acquire knowledge by self- discovery and discovery through many information channels both inside and outside of school acquired to solve problems that occur in life. Especially in the trend of integration with a constantly changing society, people often face problematic situations in life. People need to learn how to deal with and solve problems skillfully, 10 intelligently and creatively to maintain good social relationships. Therefore, the issue of educating students' abilities and especially self-studying ability is extremely important.
Accordingly, teaching is not about "creating knowledge ", "transferring knowledge", but must enable learners to learn how to effectively meet the basic requirements related to learning subjects, know how to self-investigate, discover and have the ability to make connections outside the subject area to actively adapt to life later. Primary school is the foundation level in the national education system, with the task of equipping students with the knowledge, the initial basis, and the foundation for them to study the next level of education. Primary education is the first step to build a solid foundation for the development of morality, personality and thinking as well as skills of children in the future. Primary school is an extremely necessary level of education to train and build children a solid foundation of knowledge and necessary abilities to lead them to maximum development in the next time.
Therefore, the development of abilities and especially the ability to self-study for primary school students is an essential issue. Along with subjects in primary school such as Math, Vietnamese, Ethics, etc., the formation and development of self-study ability in Science is an important content. In the Science program at Primary School, the knowledge in the subject Material and Energy is rich, diverse and close to students’ real life. The knowledge in this topic is not only related to the knowledge of the next level of education, but more importantly, it helps students to explain many phenomena that will be encountered in real life.
Therefore, the use of teaching the topics of Material and Energy in the 5th Grade science program to develop self-study for primary school students is an urgent issue that needs to be researched. From the above reasons, I decided to choose the topic: " Improving students' self-study ability through teaching the topic "Material and Energy" in Grade 5 Science". Research history In the world, since the end of the twentieth century, along with the strong development of science and technology, pressure has been created to increase labor productivity; along with the strong development of information technology, human knowledge has constantly increased strongly. Therefore, it is no longer appropriate to teach in the style of a teacher who imparts knowledge to learners.
Teachers have to play the role of organizers, guiding students on how to learn effectively in today. A typical example of this research is Raja Roy Singh, he studied the self-study role of students and emphasized the role of the learner's expert advisor [1]. The term 11 ability was born along with the trend of education-training ability in the US in the 1970s. Self-study ability continued to be studied and described along with the introduction of ability models (Framework ability) such as England and Wales have National Quality System Ability Frameworks for Vocational Training; New Zealand promulgates Quality Ability Frameworks for Vocational Training; Australia promulgates Training Ability Standards; The United States Council of Secretaries promulgates Essential Skills Acquired and National Skills Standards [2], [3].
In the past 10 years, researchers on self-study ability are focusing on research on the components of typical self-study ability such as Anthony, 1994 [4]; Boekaerts, 1997 [5]; Carr, 1996 [6]; Malone & Smith, 1996. Most recently, York University, USA published a study on students' self-study ability, the influence of self-study ability on students' learning ability by Mutlu Cukurova, 2014 research [7]. In Vietnam, studies on self-study ability have only been discovered in the past 10 years, such as: In 2018, the Ministry of Education and Training issued a Circular to assess the formation and development of students' ability. The Circular has specified three main groups of ability, which are self-service and self-management; cooperation; self-study, and problem-solving.
One of the important ability assessment levels is self-study ability. This is an important legal basis for building a model of self-study ability for students in primary schools. In the direction of research on teaching self-study to form self-study ability, there are studies such as Tran Phuc Trinh (1974), Teaching thinking, teaching the brain through Mathematics [8]; Pham Trong Luan (1998), Teaching students to self-study and learn creatively [9]; Nguyen Ky (1999), Teaching and maximizing internal resources in education. [10] Studies in the direction of teaching to foster and develop self-study ability can be mentioned by author Dang Thanh Hung.
The author believes that education to form self-study ability for learners is a difficult and long-term task. Self-study is not about conducting self-study sessions in class or studying at home. Teaching must radically change and overcome the habit of depending on books.