To acquire scientific knowledge after each lesson, teachers need to help students develop their positivity and initiative, avoiding passivity, laziness in thinking, and laziness in brainstorming.
1.5.3. Facilities and teaching equipment
In addition to the human factor, facilities also play an important role in applying the BTNB method to the teaching and learning process.
In today's classrooms, desks and chairs are often arranged in rows, one after another, which is not convenient for organizing group activities (The number of schools applying the VNEN model is very small). When teachers use the BTNB method, teachers must prepare for students to conduct experiments to demonstrate scientific knowledge in that lesson. Students need to control and conduct their own experiments to suit the phenomena and knowledge that students are interested in researching and related to the lesson content. Students will discover and demonstrate knowledge themselves, which will help them master knowledge. But in reality, to do that is still very difficult because almost all primary schools do not have laboratory classrooms to serve the teaching of science. Equipment is not adequate for experiments or some teaching equipment does not ensure scientific, accurate and difficult to use. To meet the requirements of PP, schools need to have synchronous investment in facilities and equipment for experimental practice.
1.5.4. Class size
The number of students in a class at schools is quite large (from 35 - 50 students/class), so organizing group study is very difficult. Students sitting close together will easily observe and exchange with each other. This also makes it difficult to organize students to visit, do experiments... to serve the lesson. The appropriate number of students is only from 25.
- 30 students/class but that is the number of students in remote schools with few students, and the facilities are not licensed. In schools in the center, the facilities and professional qualifications of teachers are guaranteed, but the number of students is too large, which does not ensure the use of methods in the teaching process.
1.5.5. Program and Textbooks
The program has integrated the contents of natural sciences, social sciences with health sciences. The program content is practical, close and meaningful to students. The program focuses on forming and developing skills in learning science such as observing, predicting, explaining simple natural objects and phenomena and skills in applying knowledge to real life. The above characteristics of the Natural Sciences and Social Sciences program are suitable and facilitate teaching according to the BTNB method.
However, according to the program distribution in the school weeks, Social Science and Science subjects in grades 4 and 5 are often considered less important than other subjects, so they receive less investment from teachers; Teachers have to teach 4-5 subjects in a session, and the time for each lesson is not much, making it difficult to prepare lessons using the BTNB method. Normally, the time for each lesson in elementary school for Science is only 35-40 minutes, so the time constraint makes the lessons often rushed. Therefore, when teaching using the BTNB method, teachers often immediately suggest experiments that need to be done or do them for students (not leaving time for them to think and practice on their own).
In some lessons, the amount of knowledge provided to students in a period is relatively large, and in a short time, students can hardly absorb all of it and understand the nature of that scientific knowledge. Lesson content has necessary experiments that need to be practiced, which are often presented in the textbook, affecting the ability to think and propose experiments to discover new knowledge for students when applying the BTNB method to the lesson.
To apply the BTNB method to teaching, it is necessary to innovate the program and textbooks to suit and minimize the current shortcomings.
Chapter 1 Conclusion
BTNB is an active and modern teaching method. Teachers using BTNB method can maximize students' self-study and creativity, helping students discover and solve problems by conducting experiments, observing, researching documents or investigating. Students develop the ability to reason by research methods from a young age, contributing to the formation of the working style and methods of a scientist when they grow up.
The goal of applying the BTNB method is to create curiosity, stimulate students' ability to explore, love and be passionate about science. In addition to focusing on scientific knowledge, teachers also pay much attention to practicing expression skills through spoken and written language for students. Therefore, this method is very suitable for the content of the Science program for grades 4 and 5. Although the BTNB method still has certain limitations, if teachers apply it appropriately, it will bring very high efficiency in the teaching process.
Chapter 2
CURRENT STATUS OF ORGANIZING SCIENCE TEACHING FOR GRADE 4,5 BY USING THE HAND-Kneading Dough METHOD AT PRIMARY SCHOOL, THAI NGUYEN CITY
2.1. Overview of the current situation survey
2.1.1. Some features of the survey area
Doi Can Primary School has 1,930 students, divided into 41 classes, Gia Sang Primary School has 770 students, divided into 21 classes, Phuc Triu Primary School has 480 students, divided into 15 classes. The schools are located in Hoang Van Thu ward, Gia Sang ward and Phuc Triu commune of Thai Nguyen city, so they have advantages in terms of facilities to serve teaching hours. Most of the students have similar family circumstances, most of their parents are workers and civil servants, so their educational level is high, and communication between the school and the family is very convenient.
The majority of the teachers in the schools are young, with above-standard professional qualifications, always active and creative in their teaching work. The management staff of primary schools always pay attention to and promote training to improve the professional qualifications of the teachers in the school. Recently, teachers have been exposed to modern teaching methods, including the BTNB method. Through research through training courses and seminars, teachers have flexibly and creatively applied them to their own teaching process.
2.1.2. Purpose, objects and methods of survey
2.1.2.1.Purpose of the survey
Conduct a survey to collect data related to the current status of using the BTNB method in teaching Science in grades 4 and 5 in primary schools.
2.1.2.2 . Survey subjects
Over 28 teachers teach Science for grades 4 and 5, 83 students in grades 4 and 82 students in grades 5 at Doi Can Primary School, Phuc Triu Primary School, Gia Sang Primary School, Thai Nguyen city - Thai Nguyen province.
2.1.2.3 . Survey content
Survey on teachers' teaching activities and students' learning activities in Science lessons.
* For students:
- Learning activities usually take place in Science class.
- Positive, enthusiastic and self-motivated learning when studying Science with experiments, exploration and research.
* For teachers:
- Theoretical approach and research of BTNB method.
- Ability to apply BTNB method in teaching subjects, especially Science.
- Frequency of using BTNB method in teaching Science.
2.1.2.4. Survey methods and tools
With a large-scale investigation, the subjects of the investigation include students and teachers, so we chose the method of direct data collection using a survey form as a tool.
2.2. Current status of organizing teaching and learning in the direction of applying the BTNB method
2.2.1. Current status of awareness of organizing science teaching in grades 4 and 5 in the direction of applying the BTNB method
To find out the current awareness of teachers about the concept of BTNB method? We conducted a survey of teachers through Question 1 - Appendix 1. The results are shown in the table below:
Table 2.1. Teachers' awareness of the concept of "BTNB method"
STT
Content | Quantity | Ratio | |
1 | BTNB method is an active teaching method based on the process of exploration - research, application for teaching natural sciences. | 2 | 7.2 % |
2 | The BTNB method is an active teaching method in which teachers organize students to use different senses to perceive objects and phenomena in a purposeful, planned, and focused manner, thereby draw scientific conclusions. | 24 | 85.7 % |
3 | The BTNB method is a teaching method in which teachers use words, combined with gestures, expressions, and images. Visual images to help students form knowledge. | 1 | 3.6% |
4 | The BTNB method is an active teaching method in which teachers use a system of suggestive questions. open to guide students in forming knowledge. | 1 | 3.6 % |
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The survey results show that: The majority of teachers (85.7%) of teachers surveyed believe that: The BTNB method is an active teaching method in which teachers organize students to use different senses to perceive objects and phenomena in a purposeful, planned, and focused manner, thereby drawing scientific conclusions. This shows that most teachers have approached the understanding of BTNB in teaching.
To study teachers' perceptions of the significance of using the BTNB method in teaching, using a questionnaire (Question 2 - Appendix 1), the results are shown in the table below:
Table 2.2. Current status of the significance of applying the BTNB method in teaching
S TT
Meaning | Level of effectiveness | ||||||||
Very high | High | Medium | Short | ||||||
Number quantity | Ratio % | Number quantity | Ratio% | Number quantity | Ratio % | Number quantity | Ratio % | ||
1 | Create curiosity, desire to explore and passion for science for students | 4 | 14.2 | 10 | 35.7 | 11 | 39.2 | 3 | 10.7 |
2 | Help students practice speaking skills through spoken and written language | 2 | 7.1 | 11 | 39.2 | 9 | 32.1 | 2 | 7.1 |
3 | Stimulate interest student learning | 6 | 21.4 | 13 | 46.4 | 8 | 28.6 | 1 | 3.6 |
4 | Help students remember longer and deep understanding | 9 | 32.1 | 9 | 32.1 | 7 | 25 | 3 | 10.8 |
The survey results show that using the BTNB method in teaching brings great significance. Stimulating students' interest in learning accounts for the highest percentage of 46.4% at the High level; helping students remember for a long time and understand knowledge deeply at the Very High and High levels are both chosen equally by teachers, accounting for 32.1%. This shows the teachers' interest in using the BTNB method to maximize effectiveness for primary school students.
To study teachers' perceptions of the characteristics of the BTNB method, a survey of teachers using a questionnaire (Question 3 - Appendix 1) yielded the following results:
Table 2.3. Current awareness of the characteristics of the BTNB method
STT
Characteristic | Quantity | Ratio (%) | |
1 | BTNB is a teaching method based on on students' existing knowledge. | 0 | 0 |
2 | BTNB is a teaching method using Practice - Experiment. Teachers organize for students to operate on real objects. | 3 | 10.7 |
3 | BTNB is a teaching method in which students work in groups, increasing interaction between students, thereby developing their ability. communication skills for students | 1 | 3.6 |
4 | BTNB is a teaching method that teachers using learning projects. | 0 | 0 |
5 | BTNB is a diverse teaching method. on participating resources including forces inside and outside the school. | 0 | 0 |
6 | BTNB is a teaching method that includes includes the above 5 characteristics. | 24 | 85.7 |
The survey results show that up to 85.7% of teachers choose all the characteristics of the BTNB method. This shows that teachers' awareness of the characteristics of the method is relatively high, only a very small number of teachers (10.7%) choose the typical characteristics of the method but not fully.