MINISTRY OF EDUCATION AND TRAINING

HANOI NATIONAL UNIVERSITY OF EDUCATION

NGUYEN THI THUAN

TEACHING ORGANIZATION TO EXPLORE THE TOPIC “WATER IN LIFE”
IN ORDER TO FOSTER SCIENTIFIC LITERACY
FOR SECONDARY SCHOOL STUDENTS
Major: Theory and Methods of Teaching Physics
Code: 9.14.01.11

SUMMARY OF DOCTORAL DISSERTATION
ON SCIENTIFIC EDUCATION

HANOI - 2019


The work was completed at:
Faculty of Physics, Hanoi National University of Education

Research advisor : Prof. Dr. Do Huong Tra

Reviewer 1: Assoc. Prof - Ph.D. Pham Kim Chung
University of Education - Vietnam National University, Hanoi
Reviewer 2: Assoc. Prof - Ph.D. Nguyen Quang Lac
Vinh University
Reviewer 3: Assoc. Prof - Ph.D. Pham Xuan Que
Hanoi National University of Education

The dissertation is defended before the Board of Assessment

3.1. Research Subjects
- Topic "Water for life"
- Activities of teachers and students in the process of teaching and studying
- Scientific competency
3.2. Scope of the study
- Teaching the topic "Water for life"
- Scale: Students in Hanoi
4. Scientific Hypothesis for the topic
Based on the theoretical foundations of exploring education and scientific competence
along with the content analysis of the topic "Water in Life" in secondary school, we can design
teaching activities that stimulate students explore the topic and foster their scientific literacy.
5. Research Tasks
- Research on the theoretical foundation of exploring education and scientific
competency development.
- Practical survey on teaching knowledge about water in secondary school.


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- Practical survey on difficulties in teaching and studying the topic.
- Analyze the knowledge about water in secondary school then build the topic “Water for life”
- Create assessment tool for scientific competency and specify the detailed content of the topic
“Water for life”
- Design the teaching and studying process of the topic “Water for life” in secondary school.
- Apply to reality in accordance with planned process in order to assess the effectiveness of
the process in developing the learners’ scientific competency.
6. Research Methodology
6.1. Research methodology for theory
- Study materials on psychology, modern teaching theory, physics teaching theory,
documents of the Party congress on education reform, articles and special magazines in teaching

different approaches and terms such as competency, ability, literacy.etc with different
definitions. They all can be translated into Vietnamese as "năng lực". We can divide them
into two groups. The first group emphasizes on the ability to effectively perform actions.
The second group emphasizes competence as a category of qualities, psychology and
personal attributes.
The definition tendencies above do not fully describe fundamental characteristics of
competency. Other studies show that that it is impossible to separate competency from
psychological attributes. Therefore, many studies and educational institutions such as
SOCCOM, Quebec…defined competency with the two characteristics. So far, the concept
of comptency has been widely used especially in general education.
To sum up, competency is defined as the ability to perform actions and attitudes in
performing such actions.
* Literacy has been used by many authors and educational organizations to include
knowledge, skills and cognitive processes. PISA also emphasizes the use of knowledge and
skills accumulated in schools in the context of real life situations in order to contribute to
changing attitudes of learners.
However, according to LA, literacy refers to understanding in general and applying
the knowledge into real-world contexts to emphasize the responsibility of future citizens for
problems of society, community. When it comes to translating into Vietnamese, different
terminologies describing the concept of competency would lead to different
interpretations, different structures. Therefore, having the need to use the root word to
express competency, we chose to use the term literacy in this dissertation.
1.1.2. Studies of scientific competency and scientific competency structures

The term "scientific competency" emphasizes the refinement of the scientific
research process. This approach becomes central to educational reform in some countries
such as USA, France, Canada.
PISA and new general education gives another approach to describe “scientific
literacy”. In our study, we use scientific literacy as scientific research capacity. This way is
suitable for students in secondary schools without having to put too much emphasis on

4. the study deals with the role of the learner's conception and science teaching with
changing student perceptions in explaining phenomena in a scientific way.
5. Putting students into activities, organizing group interaction, accessing the process of
exploring science coming from life issues, linked to individuals, local, national and global
issues

are

of

interest

to

researchers

worldwide.

Research will mention discovery activities in the process of building knowledge as well as
applying the knowledge to solve issues that are linked to the real context of society to change
attitudes and responsibilities of the learner.
1.2. Research studies on discovery
The idea of inquiry-based and exploring teaching has appeared many times in history
as part of the educational philosophy of many great philosophers such as Johann Heinrich
Pestalozzi and John Deway JComenxki, JJ Rousseau (18th century) Jerome Bruner,
Saymour Paper, Roger Cosiner, Dixtervec, Education Science, J.Schwab 1960, Theather
Banchi and Randy Bell (2008), Freire [14], Hakins, Dewey, Bruner, Kath Murdoch and
David Hornsby (1997). Although different authors used different terms such as discovery
education, discovery-based education, exploration based ... but they all united in
emphasizing discovery activities in learners.

scientific literacy elements of students in teaching natural sciences as follows: The below is
the behavioral indices and quality criteria in the structure of thesis proposed and
built:
Table 2.1. Index of behavior and quality criteria of scientific competency
Element

Behavioral
index
BI 1.1. Recall
and apply

Quality criteria
L1.1. 1. Recall and apply knowledge from various sources to explain
scientific phenomena


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1. Explain
the
phenomenon
in a
scientific
way

2. Evaluate,

design and
perform the
task of

a
scientific task
and
to
distinguish
questions that
can
be
investigated by
scientific
discovery
BI2.2.
Propose
solution
to
explore
scientific
question and
choose
solution

L1.1.2. Recall and apply relevant knowledge involving two or more
steps to explain the scientific phenomena.
L1.1.3. Recall steps and apply appropriate knowledge to explain the
scientific phenomena
L1.2.1. Identify, use and create models that explain the scientific
phenomena in a synthesized way
L1.2.2. Combine two or more steps in identifying, using, and creating
models that explain the appropriate scientific phenomena
L1.2.3. Identify, use and create models that explain the appropriate

L2.2.3. Determine how to carry out the research task and find
unreasonable proposed basis without having to select the optimal
solution.
BI2.3. Make L2.3.1. Make a detailed plan , elaborate intermediate steps.
a plan on L2.3.2. Make a plan, but do not point out intermediate steps.
exploring
L2.3.3. Make a plan with guidance.
L2.4.1. Gathering lots of information involving exploring missions
from a variety of channels, updating, high reliability, and developing a
BI2.4.
number of sequential issues, including issues that arise in the process
Perform
itself do research.
exploring task L2.4.2. Gathering a lot of information is related to research topics
from a variety of up-to-date and highly reliable channels, but so far,


7
difficulties with the discovery process have not arised yet.
L2.4.3. Gathering information related to the research topic but
updating and reliability are insufficient.
BI3.1. Data L3.1.1. It is possible to convert data into many different data in a
3. Present
conversion, complex, integrated, accurate and explicit way.
and explain
data
analysis L3.1.2. It is possible to combine two or three steps in accurate,
scientific
interpretation explicit data conversion.
data

Present
research and posing questions, responding to questions, answers from
research
teachers and the other members.
results
L3.4.2.Describe the research results, identify the value of knowledge
acquired through the process of exploring scientific research but not
ask questions and respond to questions of teachers and other members.
L3.4.3.Describe the final results and compare the obtained results with
the previous ones. At this stage, students might not be able to find the
orientation to adjust and evaluate the knowledge.

Based on the components, we come up with the following quality criteria for
building Rubric as a tool for assessing the students’ scientific literacy. After the first round
experiment, we revised and consulted experts on the scientific competency structures and
competency levels. We combine performance evaluation and peer evaluation, peer review
on the principle of ensuring value, reliability, flexibility, equity, system, and especially for
evaluation in the real world.
2.4. Exploratory teaching in secondary school
In our opinion, exploratory teaching is a situational context, based on the needs of
learners and the needs of society, to engage them in choosing the way of action, explore to
find answers to the rising problems, thereby changing attitudes and responsibilities of
learners.


8

Generally, learners' exploration activities can be mapped through stages as shown
below. Depending on the teaching objective, the teacher may use all or some of these steps
and turn it into exploration tasks.


Carry out the solution and collect
the data

Data nalysis

Presentation, discussion

Conclusion, generalization
(Knowledge of Science + Attitude,
Participation)

Phase III:
Assessment and
reflection on
solutions.


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2.5. Practical investigation
In order to understand the reality of teaching with the general capacity and scientific
literacy in particular, we have conducted surveys and investigations related to thesis in some
secondary schools in Hanoi.
We explore the need to foster the elemental capacities of scientific literacy; find out
difficulties of teachers in fostering elemental capacities of scientific competence; the
readiness of teachers in fostering students’ scientific literacy; the degree of attainment of the
elemental capacities of scientific capacity and Assess student interest in natural sciences.
This gives an overview of the basic causes, pros and cons of teaching to foster students’
competence in general and scientific literacy in particular and feasible solutions.



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1.1. States
of water

1.1.2. Problem to be solved (research
question): What are the characteristics of
water when it exists in different states? Are
they different? How do you know that?
1.1.3.1.
Experiment
to
understand the characteristics
1.1.3.
(shape and volume) of the three
Suggest
states of existence of water
hypothesis 1.1.3.2. Experiment to identify
/ solution the presence of water vapor in
and
the gas state
implement 1.1.3.3. Experiment to observe
solutions
the surface of water

1.1.4. Validation, conclusions about the state of existence of
water
2. Use of
water

HV2.1. Ask exploring questions:
- How do we know the characteristics
of the volume and shape of water in
different states?
- How to identify water in gas state?
HV2.2. Suggest research plans to
characterize the shape and volume of
water in different states.
HV2.4 Conduct experiments to draw
conclusions about the shape and
volume of the three states of water
HV2.2
Proposed
options
for
recognizing water in the gas state
HV2.3; HV2.4 Select a feasible
experiment, perform an experiment to
identify water that exists in the gas
state and draw conclusions.
HV1.1. Overcome the misconception
of visible steam.
HV3.2; HV3.3. Show the results; Assess
the research results on the state of
existence of water


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3.3. Teaching process of the topic "Water in Life"

and the rest is presented in the thesis.


12
Analyze, explain the use of water in life.
Create a model of transporting water to households, a
smart and economical irrigation model.
Ask explatorary questions; Propose solutions, select and
implement research solutions to find out how to use water
at home? The role of water in agriculture, with human life,
proposed water-saving use.
Analyze and interpret the data to draw proper conclusions
about the amount of water used in the studied families.
Presenting the results of research on the role of water for
people and plants. Evaluate and adjust solutions to design
water-saving devices

The dissolution of the substances in the
water is extremely important to human
life (mixing soft drinks, taking medicine
...), plants (dissolving watering plants ...)
... From there, raises the need to
understand the use of Water.

Observe images, videos of water use in daily life (bathing, washing, cleaning ...), in
agriculture (watering plants, irrigating fields ...) ... and ask questions about the use of
water

What are the uses of water in life? The role of water in daily life? For plants? For
human body? What should be done to save water?

Find information about the
role of water, daily water
needs in the human body
(internet, books, scientific
newspapers, ask doctors ..)
Water with sports activities,
swimming,
swimming
strokes.
Learn about avoiding water
drowning ...
Design poster to call for
people to stay healthy from
the daily addition of water,
exercise ....

The experiment proves that
plants need water. If there is no
water, the plants will not survive
(seeding of bean seeds ...)
Experiment with the transport
of water and mineral salts in trees
(dip two branches of white
flowers into one cup of water and
purple ink and drink)
Experiment with water on the
tree trunk (tie plastic bags into the
leaves, observe condensation in
the bag)
Design an economical tree

through the leaf air holes. + With enough water, the tree can grow and develop properly. + Clean
water is an important component of life and is also an important component of maintaining the lives
of people and other living organisms on earth. Saving water is protecting our own lives.

Diagram of the exploration process of the state of existence of water and the
change of water states.


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2. Specific progress.
Preparation: Pictures of water use.
Activity 1. Starting situation
Prepare. Images and videos of water use in daily life, agriculture and industry
Flashcard No. 1
USE OF WATER
Observe these images and complete the following requirements:

1. . What are the uses of water in life? Let's draw a mind map with the central word
"water use" to show the role of water in life.

2. Please categorize the use of water in agriculture, industry and daily life?
Next, teachers give students a film about "When we waste water". After watching it,
ask students to present their thoughts with clean water, then think and choose the project
theme.
1. Act as a propagandist to help people understand the use of domestic water sources in
the family, work out measures to save domestic water.
2. Act as a doctor, help people understand that the role of water is important for the



collecting, and processing information skills during problem solving process in teaching
topic “What is water?”
Table 3.2: Scientific literacy assessment checklist in the topic “What is water?”
0
1. Explain
the
phenomeno
n in a
scientific
way

Specific expression of the behavioral index
- Recognize (recall) knowledge of water states and apply that knowledge to
explain related images.
Apply knowledge of the state of existence of water to explain the water cycle.
Create a model to explain the composition of water
Explain the shape and volume of water by practical example.
Explain whether steam is observable using practical examples.
- What are the characteristics of the state of existence of water? How do you
know?
- When water changes state?
- What are the characteristics of the transition state of water? (characteristics
of mass, volume, temperature ...)
Propose how to perform the task:
- The shape and volume of the three states of water.


15

2.

+ Assignment of specific tasks in the group
+ Choice of tools
+ Describe the steps
+ Make a data collection table
Successfully follow the steps of the plan
- Establish a study plan for water boiling
+ Assignment of specific tasks in the group
+ Choice of tools
+ Describe the steps
+ Make a data collection table
Successfully follow the steps of the plan
Convert the results of the experiment to change the temperature over time
when boiling water.
Comment on the volume and shape of water states through the results of the
experiments
The graph shows that the temperature of water increases with time and does
not change during the change of state
Comment on the changing state of water from solid to liquid: its mass remains
unchanged and it volume decreases. Changing from liquid to solid, at first, the
volume decreases to 40C, then the volume increases.
State
Shape
Volume
Solid
Identified
Identified
Liquid
Unidentified
Identified
Air

Figure 4.13. The information curve of the test
For this test, the curve is shown as in the figure
Look at the curve, we can see that this is a moderate test for student and this test
obtained the most information in the capability range from -1.2 to 0.8
Table 4.1. Indicators for measuring test literacy after experiment
Symbolize
Level of difficult
Questions
when
in test
Level of difficult
Error
analyzing
1
1
-0.523
0.086
2
2
-1.8
0.125
3
3
1.144
0.115
4
4
0.617
0.109
5

0.133
13
11a
-0.767
0.071
14
11b
-0.53
0.119

Suitable for the model IRT
MNSQ

Variable range

T

1.03
0.99
0.92
1.13
1.05
1.37
1.23
1.22
0.97
0.88
0.9
0.76
1.05

0


17
Symbolize
Level of difficult
Questions
when
in test
Level of difficult
Error
analyzing
15
11c
0.15
0.091
16
12
0.162*
0.4

Suitable for the model IRT
MNSQ

Variable range

T

0.84
0.87

evaluation through the observation board of teachers, peer assessment and cooperation of
students.
Step 1: Exchange and agree with students on the contents of the assessment;
Step 2: Provide specific evaluation contents. In the process of implementing
projects, the content of the scientific capacity assessment of students is built in the thesis.
Chapter 4
PEDAGOGICAL EXPERIMENT
4.1. Subjects and experimental duration
Pedagogical experiments were conducted to test the hypothesis: Based on the
theoretical foundations of exploration, the analysis of the components of scientific literacy
along with the analysis of the teaching content of the topic "water in life" in secondary
school. The experiments were conducted in two stages with students at grade 6 in some
secondary schools in Hanoi: For each school, we take the results of the first semester test
to examine how the grade is distributed. After selecting a class with standard distribution,
we divided them into two groups in equal proportion of good, average as experimental and
control class in the period from January 23rd 2017 to March 3rd 2017.
4.2 Experiment results
The quantitative analysis of data allows the research to draw initial conclusions as
follows:
4.2.1. Assess the development of students’ Scientific literacy through lessons
+ The development of Scientific literacy components
Based on the checklist demonstrating the quality criteria for Scientific literacy given
in Chapter 3, we obtained the assessment results of the 3 components

Figure 4.3: Element capacity scores: Explain the

Figure 4.4: Graphs showing the development of


19

….
Nguyen Phuong Anh
Ta Tuong Linh
Nguyen Minh Chau
Le Nguyen Hoang Minh
Nguyen Phuong Thanh
Pham Thanh Đat
Đang Quoc Khanh
Nguyen Duy Thai

Raw score
achieved

9
9
10
10
10
33
34
34
34
36

Total score

49
49
49
49

0.30
0.30
0.31

Table 4.3. Results of control and experimental classes before experimentation

Class
Experiment

Mean
-0.45

SD
0.4

Control

- 0.35

0.42

-0.4

0.41

Total

We see that the average score of the capacity assessment of the experimental class is



.225
-.10163
.08327
Lower
-.26694
Upper

NL
Equal variances not
assumed

-1.218
93.420
.226
-.10163
.08344
-.26732

.06368

.06406

Value Sig. In t> 0.05 test, we can conclude that there is NO significant difference in
average between experimental and control classes. This ensures the capacity of students in
two experimental and control classes before the same experiment.
Table 4.4 provides estimated capacity of students participating in the survey, the
results of the lowest 5 students and the highest 5 students (ranked from low to high) are
shown in the following table:
Table 4.4. Estimated capacity of students
Student

Capacity (logit
point)
-2.21
-1.43
0.64
0.85
0.97

Tolerance
0.59
0.36
0.33
0.34
0.35

Results of control and experimental classes after experimentation

Class
Experiment
Control
Total

Mean
-0.31
- 0.71
-0.5

SD
0.5
0.55

Interval of the
Upper
Difference

Equal variances not
assumed

.001
.978
3.513
87
.001
.39333

3.501
84.702
.001
.39333

.11197

.11234

.17078

.16996

.61587

.61669


6/29

3. Building a social relationship means getting better and better

4/29

4. All comments above

29/49


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Table 4.7. The results of asking students about the causes of changing social responsibility
of students
1. Educated by parents
2. Through the activity of studying the subject Water in life
3. From the propaganda of social organizations
4. From the media

5/49
19/49
13/49
12/49

CONCLUSIONS AND RECOMMENDATIONS
1. The results of the thesis
For the purpose and task of the research, the thesis has achieved the following results:
1) Theoretically:

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The levels and development lines of scientific literacy have not been given.
The above limitations of the topic may be suggestions for the authors to conduct
further study. In particular,
It is necessary to expand the scope of pedagogical experiment of planned teaching
processes in other schools and more localities.
It is necessary to design teaching systems with many different levels in order to
create flexibly in the teaching process, and at the same time organize students among classes
and schools to work together.
It is necessary to implement the socialization of education in terms of assistance,
information counseling for students from prestigious experts in society as well as agencies
and departments in the school area in the process of teaching
3. General conclusions
From the analysis of theoretical and practical basis of inquiry-based, explatorary
teaching and the pedagogical experiment results, we see that:
Designing activities of teaching water topics in the inquirty-based, explatorary
approach can foster scientific literacy for students.
Teaching topics according to the teaching process meet the requirements of
innovating teaching methods and the teaching objectives as well as create conditions for
students to practice self-study, self-investigate and develop necessary life skills in general
and scientific literacy in particular.
The structure of scientific literacy, the expression of scientific literacy is in
accordance with the secondary school students.
4. Recommendations
Research results show that planned teaching process for the topic "Water in life"
creates a great opportunity for learners to explore discoveries and apply learned techniques
to solve practice problems, thereby deepening and expanding their knowledge and
developing their scientific literacy i.e. the capacity to explain phenomena in a scientific
way. Assessing capacity and designing a scientific investigation and the data interpretation