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ENVIRONMENTAL EDUCATION BY PROBLEM BASED LEARNING
METHOD (PBL) - BENEFITS AND REMAINING ISSUES - APPLY IN
TEACHING CLEANER PRODUCTION SUBJECT IN HO CHI MINH CITY
UNIVERSITY OF TECHNOLOGY

Vu Hai Yen
Department of Environment and Biotechnology,
Ho Chi Minh City University of Technology, Vietnam

TÓM TẮT
―Ngƣời ta chỉ bảo vệ những gì mà họ yêu, chỉ yêu những gì mà họ hiểu, chỉ hiểu
những gì mà họ đƣợc học‖. đó là một câu châm ngôn khôn ngoan trong lĩnh vực giáo
dục, đặc biệt là trong lĩnh vực giáo dục môi trƣờng. Cốt lõi của vấn đề truyền thông,
giáo dục ý thức bảo vệ môi trƣờng của sinh viên, học sinh đều nằm ở việc giáo dục tình
yêu, lòng hăng hái, và trách nhiệm của giới trẻ đối với cuộc sống.
Trong thời gian vừa qua, giáo dục đại học đƣợc xem nhƣ những kiến thức ở tầm
vĩ mô, xa rời thực tiễn, vì thế mà sinh viên khó có thể áp dụng vào thực tiễn. Vài năm
trở lại đây, giảng dạy đại học bằng phƣơng pháp đặt vấn đề (Problem Based Learning)
thƣờng đƣợc nhắc tới nhƣ một phƣơng pháp giáo dục kiểu mới đem lại nhiều hiệu quả.
Phƣơng pháp này phát huy tính tích cực, chủ động trong học tập, ngƣời học đƣợc rèn
luyện các kỹ năng cần thiết, sớm tiếp cận những vấn đề thực tiễn và biết cách tổ chức
vấn đề, bài học đồng thời đƣợc nhớ sâu hơn. Phƣơng pháp còn giúp giảng viên không
ngừng vƣơn lên để học hỏi không ngừng. Phƣơng pháp đã giúp giảng dạy thành công
các môn học kỹ thuật vốn khô khan từ trƣớc đến nay, trong đó có các bộ môn Kỹ thuật
Môi Trƣờng. Tuy nhiên, ngoài những lợi ích dễ dàng nhận thấy, phƣơng pháp này vẫn
có những bất cập nhất định. Nội dung bài tham luận là tổng quát về những thuận lợi và
khó khăn trong công việc giảng dạy các môn học môi trƣờng.
Trong các môn học trong chuyên ngành Môi Trƣờng, môn học Công Nghệ Sản

difficulties in teaching this method.
- Apply in teaching the subject Cleaner Production Technology: subject characteristics, by
applying the teaching methods into question how teaching this course.
- Finding on the advantages and disadvantages when using this method to teach Cleaner
Production Technology.
RESEARCH CONTENTS
The study focused on two directions as follows:
+ Learn teaching methods question (Problem based learning): definition, purpose, methods,
benefits, meaning, scope, advantages and difficulties in teaching this method.
+ To apply these teaching methods in teaching subjects Cleaner Production Technology:
-Understanding of the course requirements in each field of study, course duration for
-Select-level teaching
-From the number of students, selected teaching methods
-Distribution of time, select the appropriate topics for student
-Lessons learned from practical

TEACHING METHODS
Definitions
Teaching problem-based learning (PBL: Problem based learning) is an overall approach to
education, at both angles curriculum learning process: curriculum includes selected issues and
carefully designed kidneys to help the school to receive knowledge is a critical way, strengthen
problem-solving skills, self-study and group work skills, the learning process as systematic problem
solving process or may face challenges in life. Learning problem is based on teaching methods to
help students receive the knowledge and skills through a learning process is based on the questions,
problems and practical tasks that have been built up.
Objectives
- Awareness: helping students have the opportunity to grasp the breadth of knowledge.
- About skills: helping learners to develop reading ability, scientific research skills, problem-
solving skills, social skills such as teamwork, presentations, debates, negotiations,
- On attitude: helps students feel close and loved the subject and learn, see the value of group

for all subjects, although it can be widely applied. In fact the subject close to reality as much to
build, the more likely problem, and thus applicability of the method is higher.
- Difficult to apply to large classes: Classes are more crowded more and more small groups so
that the organization, management will become more complex. A teacher is difficult to monitor and
guide the discussion for a dozen study groups. In this case, the role of teaching assistants will be
essential.

FEATURES OF THE SUBJECT OF CLEANER PRODUCTION (CP)
Objectives of the course
-Knowledge: The objective of the course is to introduce students method, a new approach to
prevention has just had its high environmental pollution. This approach not only helps
manufacturers and service providers to reduce the amount and toxicity of waste in the production
process again just to bring high economic efficiency.
- Skills: implementing the cleaner production projects for the manufacturing industry.
- Attitudes, attendance: need serious learning attitude, diligence. Industrial environments
always require strict working style, and progressive responsibility.
Course Content
The program teaches cleaner is designed to give students the scientific environment with basic
knowledge on cleaner production technology, skills implementation of cleaner production, the
technical solutions to reduce waste and toxic calculation of waste at source and integrate the
implementation of energy efficiency in the CP, the attitude required when implementing cleaner
production.
+ Part 1: Introduction of cleaner production: a) Overview of environmental protection; b)
The concept: cleaner production; Productivity Ecology, Pollution Prevention, Clean Technology; c )
The similarities and differences in concepts, approaches, d) The purpose and significance of the
application of cleaner production; f) Difficulties and advantages in the application of cleaner
production in Vietnam and the world; f) practical application of cleaner production in HCMC City
from 1996 to present.
+ Part 2: implementation of cleaner production techniques and tasks or steps in the
implementation of cleaner production: a) Establish CP group; b) List the processes; c) Determine

Name & chapter headings outline of teaching
6
Course Introduction
Part 1: Overview and Methodology cleaner
production approach (6 steps, 18 tasks)
Introduction: environmental
pollution and levels of
environmental management
The method presented Illustrations
+ Question
3
Part 2: Technical implementation of cleaner
production
 Internal management of the factory
 Change inputs
 Improved production technology
 Efficient use of energy
 Changes, product redesign
 Recycling and reuse in the plant
 Utilization of waste products into useful
materials
Theory
Presentation + example illustrates
Question
3
Topic 1: Cleaner Production Methodology for
Tanning Industry
Assignment: Material Balancing for CP
Performing experience
Background

Table 2 The CP problem given lessons in the course
Contents
Issues
Part 1: Methodology CP
- Businesses  cause environmental pollution are not aware of the role of
environmental protection alongside economic development. There is not a
comprehensive perspective on the relationship between environment and
economy.
- There are five approaches in environmental management: lack of access,
approach of passive and active low, active high and active. What exists in
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Vietnam is any approach, its strengths and weaknesses  environmental
approach to access in any direction? If a developing country, there should be
a passive approach (treatment end of pipe) is not?
Part 2: Technical
implementation of cleaner
production
– Tungkuang Company: "No sewage treatment, reducing costs from 90 to
100 million, used to restore the economic crisis." Do want to protect the
economic environment must be sacrificed? Fact, Waste disposal costs are
just floating icebergs of the problem and waste in the new production is the
source of "cash burn" of the business.
- Settlement of waste from? Is the consideration of the product value chain:
from the reduction of waste materials and energy to reducing toxicity,
reduction in waste products,
Topic 1: Typically cleaner
business
-

any effect in the product?
Topic 5: CP and CDM
-Vietnam is a country of rice and water, because salt water intrusion from
sea to land.
Japan would not be proud "to have the spring cherry blossom", because
climate change is causing any warm season  Kyoto Protocol allows
countries to exchange emissions rights.
-In 2004, Vietnam's first CDM project, but why not a reality? But the
trouble?
Feedback from the faculty and students on methods of placing the subject matter for Cleaner
Production
Table 3 Surveys of students who are attending courses on cleaner production methods PBL
Reviews
The opinions of the people surveyed (%)

Good
Satisfactory
To overcome some
No
comments
Provide an overview of knowledge
68
32
0
0
Understand the objectives and requirements
clearly
59
36
0

Answers students' questions
68
32
0
0
Effective means to teach
73
27
0
0
Source: Chamber Testing and Quality Control, HUTECH, 2010.
Table 4: Surveys of students on teaching methods subject CP
Contents
Opinion (%)
Teaching methods most used
41% held faculty
Teaching methods questioned: 59%
Time for seminars
30% of the time: 50%
20% of the time: 50%
Time of discussion, study groups
Always: 41%
Frequently: 59%
The effects of teaching methods
Very good: 50%
Meet: 50%
Type of exam application form
50% reported
50% oral
Source: Chamber Testing and Quality Control, HUTECH, 2010.

document links the group to draw knowledge; c) General document; d) Making plans, schedules, e)
Discussion, group work; f) Brainstorming and thinking; f) Propose a solution; g) Review the
technical feasibility / economics of the solution; h) use technology better; i) Hone presentation
skills before the crowd and protect the interests of his points have.
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Before preparing lessons, teachers identified teaching objectives and level of teaching in
which teachers want students vien.Nhung the faculty is desired in students the skills that students
achieve after complete the course.

Level
Contents
Knowledge
While learning about cleaner production, students must learn by heart the expression,
definition and data, etc They must be able to remember or get the information. Can
just learn without understanding, without thinking. This is a low level of knowledge.
When teaching about cleaner production at this level students must learn, know and
apply certain expressions without thinking.

Understanding
At this level, we expect the students to grasp the deeper problem is learning. When
discussing a specific issue CP, the student must be able to express their own language. If
a person has the ability to define a particular expression he surely must understand the
problem.
Applications
Students can apply knowledge. For example, they know the process how a machine.
For example, students learn how to use a computer or know how to use a tool how to
solve a specific problem cleaner.
Analysis

their teaching. This work will help us see clearly what content should be put on lectures
and not content. May include an analysis, one that reflects the needs and the methods
used.
Using the
teaching goals

This section indicates what students know more after the lecture comes to results. It
could be a new awareness, new strategies or new skills to use etc

The goal was
to use
teaching
Describe activity. After listening to lectures, students will react in different ways
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A goal of good teaching is targeted to meet these criteria: i) The student orientation; ii) A
description of the study results will be achieved; iii) To establish clear objectives and easy to
understand; iv) use the easy target of teaching observations.
Know how to ask questions
If you want students to be proficient using new skills, teachers should be obliged to find and
think of situations in which students can test their new skills. If the instructor to point, students can
base on which to know their progress. You can do this by asking questions. When you ask
questions, send messages together. "I will support you to become a true expert." The activities of
teachers, including: i) Bringing out the exercises; ii) The exercise includes questions to answer. The
article was very important for students; iii) Requires students to write down the questions / issues
arise in the lesson and discuss the validity of the test questions. Trainers must ask questions to elicit
the views of students. The requirements of the question:
create images, graphics, ii) establish definitions; iii) Copy; iv) recognize the problem from a
different perspective together; v) Comparing; vi) Classification; vii) Developing new ideas; viii)
Conclusions; ix) Evaluation.
Record personal factors in teaching methods
From level 1, level 2, level 3 and the Foundation, we have spent 15,000 lessons in the
classroom. We have been in contact through various teaching methods of teachers. But have you
ever questioned why they were teaching that way of teaching them yet? Did you ever think about
Create conditions
for students to
express their
opinions
Assessing the
quality of student
Questions must be
clear
Clarify the accuracy
of the questions
Turn the question
into a habit
Requirements
of the
question
Teachers'
expectations must be
clear
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their subject teachers do not? What makes a teacher?
The individual characteristics

question as to shorten the gap between reality and theory, helping students closer touch with real,
complete knowledge, skills and attitude. And the fact that, in applying the method of teaching
subjects in CP Engineering Technology University City was a major positive signal. The following
students were crestfallen time gradually acquainted, and know how to adapt organizational learning,
explore materials, self-study and discussions effectively.
Currently, most universities have turned to forms of credit, the courses on the environment
and reduce the number of lower class to class time. Therefore, the method of teaching performance,
monologue, read the copy was no longer promote its effects. Measures to promote positive thinking,
put learners in a central location such as teaching methods are being questioned as a prospective
measures need to expand on the model training credits.

REFERENCES
Chamber Testing and Quality Control, Lecturer ‗s Analysis, Ho Chi Minh City University of
Technology, 2010.
Judith Lloyd Yero, Teaching in Mind, MindFlight Publishing Hamilton, MT, 2010, available at

LW Anderson, International Encyclopedia Of Teaching And Teacher Education, University of
South Carolina, USA, 1996.
Vu Hai Yen, Lecture of Cleaner Production Technology, Ho Chi Minh City University of
Technology, 2009.