1 OPENING
1. REASONS FOR CHOOSING THE TOPIC
The world is entering the 21
st
century, the century of a rushing
development of science and technology. The Knowledge economy requires
education sector to innovate to meet the need of training human resources,
which is in line with the development of the society. In the comprehensive
education reforming progress, reforming teaching methods receives
significant decisions in all subjects and grade levels. One of these is applying
active teaching methods, which have been the world's advanced practices, to
the case of Vietnam. Those are the modern learner–centered teaching
methods to promote awareness capability, independent creative ability to
detect and solve the problem of the learners.
Project–based Learning (PBL) is a modern teaching method, fully meets
the requirements that need advanced education, in accordance with Article
28.2 of the Education Law of Vietnam and can be applied in our schools in
the present conditions.
In Vietnam, Intel Vietnam and the Ministry of Education and Training of
Vietnam officially put PBL into implementation in high schools from 6
December, 2005. Vietnam – Belgian Project had been launched in 4.5 years
from 2004 to 2009 in 14 northern mountainous provinces.
Chemistry subject has links with other science subjects such as Biology,
Geography, Physics, so the application of chemical knowledge is very rich
in life, involving many sectors of society. These are favorable conditions for
the application of PBL through the integration of knowledge of this subject.
However, at present, the application of PBL in teaching chemistry at high
school has not been commensurate with its importance. So far there is no

SUBJECTS OF THE STUDY
The process of teaching chemistry in High school.
4. RESEARCH SUBJECTS
Applying PBL in the teaching adInorChe–HSch.
5. SCOPE OF STUDY
The advanced inorganic chemistry 10, 11-grade in High school.
6.
SCIENTIFIC HYPOTHESIS
If we can build a system of suitable and diversified projects, and build a
number of varied teaching materials, if we coordinate PBL with other
teaching methods reasonably to organize and carry out effectively projects,
we will be able to enhance the positive independence and develop the
capacity to work together, solve complex problems, creative energy, improve
learning interest/ motivation for students, contribute to innovative teaching
methods, improve the quality of teaching chemistry in high school.
7. RESEARCH METHODS
7.1. Group of theoretical research methods
– To look at the documentation of domestic and foreign–related topics.
– To use coordinately: analyzing, evaluating, synthesizing, systematizing,
generalizing methods in the study of materials related to the innovation of
teaching methods and active teaching techniques, and PBL.
– To analyze the chemical content of the program adInorChe–HSch to
suggest ways to apply PBL appropriately and effectively.
7.2. Group of practical research methods
– To inquire reality the application of active teaching methods and PBL in
teaching chemistry in high schools.
– To get expert advices on the suitability of projects and teaching
materials, the effectiveness of the application of PBL for high school student.
– To experiment to assess the relevance and feasibility of proposals.
3

divided into five major periods: 1590 – 1765 (The beginnings of project work
at architectural schools in Europe), 1765 – 1880 (The project as a regular
teaching method and its transplantation to America), 1880 – 1915 (Work on
projects in manual training and in general public schools), 1915 – 1965
(Redefinition of the project method and its transplantation from America
back to Europe), 1965 – today (Rediscovery of the project idea and the third
wave of its international dissemination).
Nowadays, PBL is very common in use in all levels of education in
developed countries of the world, in many different subjects.
1.1.2. The project–based learning in Vietnam (
1
)
Knoll, M. (1997). The project method: Its vocational education origin and international development. Journal of Industrial
Teacher Education, 34(3), 59 – 80.
4 In Vietnam, PBL has been used in technical colleges and universities via
students’ graduation thesis. Through the Vietnam – Belgian Project, Intel
Program and Universities of Education, PBL has come to teachers and pupils
in secondary schools, but high school students do not have access to PBL and
PBL is also considered as a new teaching method.
The academic research on PBL has included several authors mentioned in
some articles and books such as Nguyen Van Cuong, Nguyen Thi Dieu Thao,
Tran Viet Cuong, Do Huong Tra, Nguyen Lang Binh, Pham Thi Phu, Nguyen
Thi Huong, Tran Van Thanh, However, researches applied PBL in each
subject is still limited, particularly in chemistry. Some graduation thesis,

(1) Nguyen Lang Binh, Do Huong Tra, Nguyen Phuong Hong, Cao Thi Thang (2010), Teaching and
learning actively, some teaching methods and technicques, Publishing House of Education University.
(2) Tran Ba Hoanh, Cao Thi Thang, Pham Lan Huong (2003), Applying active teaching in teaching
Chemistry, Vietnam – Belgium Project.
5 learning is closely related to independent thinking. Thinking and
independence are the seeds of creativity, thereby develop self–awareness,
foster the excitement and motivation to learn.
1.3.2. Active teaching methods in teaching chemistry
1.3.2.1. The concept of active teaching methods
Active teaching methods in teaching chemistry are holding learning
activities to develop learners' creative ability, problem solving ability and
through the operation of the school, to dominate the knowledge and build
qualities of workers. The teacher plays the role of a facilitator, who guides
students and coaches learning activities efficiently.
1.3.2.2. Features of active teaching methods in teaching chemistry
1.4. PROJECT–BASED LEARNING – AN ACTIVE TEACHING METHOD

The term “project” is derived from Latin, means a proposal, a draft or a plan
which should be implemented to achieve its goals. In education, in the early
20
th
century, American educators had developed the theoretical basis for PBL
and considered this approach to be important to point out “student–centered”.
Today, PBL is widely used in schools and universities around the world,
particularly in developed countries.
1.4.1. The concept of project–based learning
PBL provides complex tasks based on challenging questions or problems

Based on activity theory, PBL is with primary thesis “Human psychology
is formated and revealed through operation”, and based on the theory of
tectonic perspective “through self–action, students can self–absorb and create
knowledge”.
1.4.3.5. Differentiated viewpoint in project–based learning
Differentiated teaching is a teaching philosophy, allows teachers to design
lessons that appropriate to the needs, capacities, different learning styles of
each student in the class to make all students become interested in learning
and achieve the highest efficiency.
Differentiated teaching is primarily in PBL at the micro level, centered on
student's excitement and capability.
1.4.4. Characteristics of project–based teaching
– Real world orientation – Orientation for learner's interest
– Action orientation – Multiple presentation
– Flexible skills orientation – Learner's self–studying
– Complex tasks – Collaboration
1.4.5. Framework
– According to the documentation
(1)
, PBL process consists of 6 steps:
+ Step 1. Choosing project work topic
+ Step 2. Scheduling
+ Step 3. Gathering information
+ Step 4. Processing Information
+ Step 5. Demonstrating
+ Step 6. Assessing results
Generally, three phases can be suggested in conducting PBL: planning,
creating and implementing, and processing.
– This thesis chooses PBL process in 5 steps by Dr. Do Huong Tra.
1. Choosing project work topic

process project, b) project monitoring book (Book of PBL), c) checklist
evaluation study, d) attitude scale.
1.4.7. Advantages and challenges of project–based learning
1.4.7.1. Advantages
* Learners: – Encouraged learning interest
– Combined theory and practical learning
– Promoting self–reliance, responsibility, creativity
– Increased problem–solving ability
– Increased collaboration and communication skills
– Increased persistence, patience
– Improved media research skills
– Improved assess skills
– Encouraged friendship
* Teachers: – Improved assess skills (observation, questioning):
assessment for learning, in learning and results.
– Concerned and engaged student's potential.
– Improved media research skills.
– Increased knowledge and studying
8 1.4.7.2. Challenges
– PBL cannot be applied to all lessons.
– PBL is a form of supplement to the traditional teaching methods, not a
substitution for the oral and practice method.
– PBL often takes longer than usual.
– Classroom management: In order for students to work productively,
teachers must balance the need to allow students to work on their own with
the need to maintain order.
(1)

1
Thomas, J. W. (2000), A Review of Research on Project–Based Learning. Autodesk Foundation.
9 1.6. THE REALITY OF USING PROJECT–BASED LEARNING IN
TEACHING HIGH SCHOOL CHEMISTRY NOWADAYS
1.6.1. The survey conducted on teachers
Survey in 185 teachers of 51 provinces, conducted 3 times, from 8/2010 to
8/2012 showed that:
– These teachers in survey all have university degree (69.73%) and
postgraduate (25.95%). Almost all of them are at the age of qualified good
information technology and it is convenient to apply modern teaching
methods using information technology: 35.14% of them over 5 year work,
50.27% of 10 – 20 years and 11.89% over 20 years of experience.
– 71.35% teachers have understood and applied PBL, but not often.
– 80.77% teachers said projects make learners be excited and very
interested in. 28.65% teachers still have not known about PBL, more than
half of them (16.98%) are 20–year experienced teachers. 98.92% teachers
have desired to learn and apply PBL in teaching chemistry in high schools.
From the resulted show should continue broadly popular PBL for teachers
and students.
1.6.2. The survey conducted on students
The survey on 331 students, 35 teachers of 5 high schools in Hanoi city
and Hai Duong province from 2009 to 2012 shows the results as follows:
– Awareness of PBL: 100% of students did not know about PBL.
– Some skills needed to apply PBL in learning: those skills were still weak
and lacking, shown in both teachers and students' self–assessment.
– Students's attitudes: Awareness
of the importance of chemistry with the

grade, after studying the dispersion.
2.2. CONSTRUCTING SYSTEM PROJECT WORKS
* Principles to select learning contents to build chemistry project works
All the project words in adInorChe–HSch must be ensured objectives of
Chemistry and general education.
(1) Knowledges must be included in the program of general education,
integrated of the natural science subjects and environmental education.
(2) The project works have social practices deeply, topically, in line with
the interest of the student, facilitate for students' development, expansion of
knowledge.
(3) The contents have abundant data resources and are in accordance with
the conditions of local facilities to create meaningful products.
(4) The contents make favorable conditions to organize active activities for
students by individual or team, thus make them form and improve capacity of
self–learning.
2.2.1. Constructing a system projects in type
2.2.1.1. Topics of substances
(1) History of finding elements, substances.
(2) Normal state and physical properties of substances.
(3) The nature of substances.
(4) Preparation/manufacturing substances.
(5) Application, storage and using of substances.
(6) Integrate contents of environmental education in teaching Chemistry.
11 2.2.1.2. Topic of theory, the basic laws of chemistry and chemical concepts
(1) The laws, theories in research chemistry, the periodic law.
(2) The periodic table of chemical elements.
2.2.2. Constructing a system projects in scale

, HNO
3
, nitrates, ammonium salts, P, H
3
PO
4
,
phosphate salts, C, CO, CO
2
, carbonate, Si, SiO
2
, silicate salts,
b. The main objectives: Finding the physical or chemical properties or
application of the A substance (listing level); Understanding the basis of
theoretical profile and the contents of those applications; Train skill gathering
information from the data resources; Designing mindmap; Presenting project
works in simple diagrams and reports.
c. The driving questions
n Topic: The nature of the substance A
+ What type of substance A? Are there common physical properties of that
type?
+ Which physical properties of A might recognize it?
+ Which chemical properties does A has? What kind of substances can A
react with? Products? Why does A have these properties?
+ Which substances known does A have the same chemical properties?
Why is this the same?
+ Which special properties does A have? Can those properties be used to
identify and differentiate A with others?
+ Write the chemical equations to show the chemical properties of A.
What kind of chemical reaction do those occur? Why?

handout) ⇒ Divice students into groups with duties for every individual ⇒
Students work in groups by planned ⇒ Present project works.
The project work of Group 2, 11A2 Phạm Hồng Thái high school, Hanoi:

2.2.2.2. System medium projects
a. The contents to build medium projects
Topics of medium projects are normally associated with the lesson content,
the same as basic themes of small projects, but bigger in scale and duration,
including: the natures of A; roles of A in practical, produced life; methods of
processing, preservation and using of A; influences toward environmental
quality of air, water, soil, and remedies. (A is the inorganic substance and
compounds as similar as in small projects)
13 b. The main objectives: Finding the physical, chemical properties or
applications of A at deep level; Understanding theoretical basis and the
contents of the applications and natures; Train gathering skills information
from the data resources outside the textbook; Designing mindmap subject
content; Presenting products applied information technology.
c. The driving questions
n Topic: The nature of the substance A: The same as small projects.
o Topic: Roles of A in practical life and production
− The main objectives: Finding the applications of A, not listing only but
also showing theoretical basis and the specific contents of each application in
practice. Adding and clarifying applications of A by other sources or from
practical life.
− The driving questions: Similar to small projects, the number of questions
is much more with higher of cognitive level, analysis, commentary, personal
opinion, recommendation and execution time: + How do you evaluate the


2.2.2.3. System subject large projects
a. The contents to build large projects
Some examples for large projects can rise from program adInorChe–HSch:
Program/Project Ideas
Grade 10
Chapter 5 – Unit
32: Compounds
of chlorine
+ Javel: Preparation and application in life.
+ KClO
3
and fireworks
+ The common disinfectants
+ Chlorine and water
+ NaClO
3
and herbicides
+ Color detergent – benefits and effects on the
environment
Grade 11
Chapter 2 – Unit
10: Nitrogen
+ Nitrogen and applications in medicine and life
+ The role of nitrogen to life
+ The biological role of nitrogen
+ Nitrogen and Archeology
+ Urea production in Vietnam
+ How liquid nitrogen can do?
15
2.3. ORGANIZING AND ASSESSING ACTIVITIES BY PROJECT–
BASED LEARNING
2.3.1. Preparations of teachers and students for an project
2.3.1.1. Deploying the lesson content to the project, determining standards
of knowledge and establishing goals
For applying PBL, teachers should pay attention to the stage of a school
organization with preparing for the following activities: Introduction to PBL;
Training some techniques are applied in the PBL; Presenting a few samples.
And students discuss in groups to know all.
2.3.1.2. Designing lesson plans
2.3.2. Designing tools and assessments outcomes of students
2.3.2.1. Designing assess toolkit
a. Observers, including observers checklist process group activities;
observation checklist project implementation group (Table 2.1, 2.2).
b. Assessment checklist, including checklists multimedia presentations;
checklist self–introduces the group (team); checklist assessment record Book
of PBL; assessment member form (Table 2.3, 2.4, 2.5, 2.6).
c. Attitude scale, including questionnaire about the interested activities of the
project in the form “Looking back on the process of implementation of the
project" (Table 2.7).
d. General assessment of project results
Table 2.9. Form to assess results of group
(form for teachers who teach directly)
Items
The maximum
rating
Results
(1) The process of group activities 12

M+
n+m

Among them: M
OP
is observed by the classroom teacher assessment;
∑∑
i=n k=m
iTeachers kGrou
p
s
i=1 k=1
i.M + k.M is total points by all others teachers and (n
teachers) and other groups (m group) cross–assessment; M
AG
is maximum of
100 points, the equivalent of 10.00.
b. The individual: The individual =
St
AG
M
M
18
×

Among them: M
St
which students self–assessment and evaluation of
students in the group table 2.6, rounded to 0.5.
2.4. MATERIALS FOR STUDYING: BUILDING AND USING

assessment tool.
* Round 2 experiments, conducted in the year 2011 – 2012, in 8 schools, 8
teachers, 39 projects to complete the assessment checklists, the assessment
tool.
* Round 2 experiments, school year 2012 to 2013, 6 schools, 7 teachers,
27 projects.
3.3.4. Conduct pedagogical experimental
3.4. RESULTS AND ANALYSIS OF RESULTS OF EXPERIMENTAL
PEDAGOGICAL
3.4.1. The pedagogical experimental results
We conducted 3 pedagogical experimental rounds within the 11 high
schools, with 36 groups 10–classes, 47 groups 11–classes, the total 1165
students. The experimental results obtained: 102 assessments of student–
groups from teachers, 249 assessments by student–groups about the
conducted projects, 83 member assessments, 996 notes of “Looking back on
the process of project implementation", 83 students' project works that are
multimedia presentations; recording 4 teachers interview who are directly
participate pedagogical experiment. We evaluated 2230 experimental classes
marks and 2146 control marks.
19 3.4.2. Analyze and evaluate experimental results
3.4.2.1. Qualitative analysis
a) To assess the effectiveness of the teaching process for promoting students'
activeness in learning
– Students select and discuss questions by themselves. Designing ideas
and drawing mindmap, ideas for introduction group video, assigning tasks are
contributed by all members lively. Students found actively information
related to content of projects by books, the Internet, etc.

real specimens and products, A group plays acting properly brushing
20 instructions, at the right time, There are groups after the project
presentation, ask the question test, quiz related to project content,
– For small and medium projects, students do not do group video, or the
teacher and groups do the PBL approach at first. 65.57% of students said that
the group video needed. By PowerPoint presentation, students also expressed
a high creative competence with color, effects, backgrounds, 55.48% of
students selected step building out product is the most creative in the phase of
presenting products.
– Collecting, processing information and planning activities were periods
that the most students selected are able to achieve the highest creative
competence, shown in Figure 3.1.
0.00% 10.00% 20.00% 30.00% 40.00% 50.00%
Level 1
Level 2
Level 3
Level 4
Level 5
Presenting
Gathering information
Planning
Making group video
Drawing mindmap

Figure 3.1. Diagram showing students' the creative competence
c) Evaluate the effectiveness of PBL for enhancing interest in Chemistry
courses at high school

Important
factor levels
Means of individual devices (computer, projector, camera,
phone); Internet and resource books (students can access);
Solidarity in group; The teacher's help
37
Driving questions; The role of team leader and secretary in
group; Presentation skills of student; Using computer software
35
The proper timing for implementation 32
Money for students' activities 29
Available studying results (affect the quality of the project);
The labs; The student's level of English
27
Duration (short, long); family's support; the support of
professional teachers' groups, school
24
3.4.2.2. Quantitative analysis
(Control object’ class: C ; Experimental class: E)

Test Class Mode Median Mean
Standard
Deviation
p value ES
C 6 6 6,25 1,70
1/Round
1
E 7 7 6,78 1,66
6,4.10
–

2
E 7 7 7,36 1,76
C 5 5 5,46 1,73
1/Round
3
E 6 6 6,26 1,67
1,61.10
−
11
0,46
C 6 6 6,47 1,57
2/Round
3
E 7 7 7,60 1,48
6,83.10
−
25
0,72
Analysis results shows that the average output of the experimental classes
is higher the control object’ class, the standard deviation of the experimental
class is lower than the control object’ class, demonstrate that dispersion
around the average value of the marks in experimental class are lower than
control object’ class. Cumulative line of the experimental class is completely
separated on the right. The p value between experimental class and the
control object’ class < 0.05 shows that the significant deference of the
average marks of the output tests of the experimental class and the control
object’ class has no possibility of accident. 0.31 < ES < 0.72 demonstrates the
impact of the study was to create a positive impact for better experimental
classes and better in the next round.


results.
Comparing the results with the hypothesis shows that PBL can be widely
applied in teaching general chemistry, adInorChe–HSch in particular.
2. Next development direction of the topic
– Designing PBL towards differential teaching: the same topic, the group
of students with different levels will have different scale projects.
– Studing differences in gender affect the results of each project.
– Researching disadvantages when applying PBL to teaching chemistry in
general, and teaching adInorChe–HSch at High school in particular.
– Researching to improve the assessment tool to evaluate student's
capacities objectively and accurately.
– Designing process to assess teacher applying PBL in teaching.
3. Proposal
– Leaders of high chools should encourage and create conditions for
teachers and students to apply PBL; distribute subjects to each year in
accordance with physical conditions, students’ conditions and with integrated
projects on a large scale and long term.
– Improve the application of information technologies for teachers and
students to develop student's researching ability, and modernize teaching
process.
– Equip appliances, furniture, modern teaching conditions to help teachers
innovate their teaching methods.
– Create the best conditions for students to acquire and express their
thoughts, develop creativity, self–discovery and create new knowledge and
develop attitudes of cooperation, train necessary competences and skills.
– Teachers need to coordinate multiple teaching methods to perform
educational tasks.
24
chemical at high school. Journal of Educational No. 315, p. 45 – 47.
SCIENTIFIC RESEARCH TOPICS
Pham Hong Bac (Chairman) (2011) Project based-learning in 10-grade
inorganic chemistry at High school. Science and technology topic, Hanoi
National University of Education: Code: 10–589–SPHN–NCS. Acceptance
of 12/2011.

25 
MINISTRYOFEDUCATIONANDTRAINING
HANOINATIONALUNIVERSITYOFEDUCATION



PHMHONGBAC


APPLYINGTHEPROJECT–BASEDLEARNING
INTEACHINGINOGANICCHEMISTRY
INHIGHSCHOOL

Major:TheoryandMethodsofTeachingChemistry
Code: 62141011
SUMMARYOFPHDTHESIS



Hanoi–2013