Teaching Process of Science Subject Using Btnb Method

day. The program focuses on forming and developing learning skills and skills in applying learned knowledge to life.

With the above characteristics, the Science program has advantages for applying the BTNB method in teaching. Specifically as follows: the program content is built according to the perspective of integrating natural science, social science and health science content. The program content is practical, close to the life around students, convenient for finding materials for students to manipulate and experiment. The concentric structure of the program often equips students with knowledge from simple to complex, with continuity and interrelationship, which is very advantageous when applying the BTNB method because the method has the outstanding feature of teaching based on students' existing knowledge. In the process of exploration and research, students also form and develop simple skills in scientific research such as: Observation, prediction, explanation and application in real life. Thus, the above characteristics of the subject program are very suitable and convenient for applying the BTNB method in teaching the subject.

1.4.3. The process of teaching Science subject by applying BTNB method

1.4.3.1. Teaching process according to BTNB method

The BTNB method proposes a pedagogical process that prioritizes the construction of knowledge (understanding, knowledge) through exploration, experimentation and discussion.

It is the practice of science through action, questioning, research, experimentation, and team building, not the re-statement of existing knowledge derived from pure memorization.

Students conduct experiments, think and discuss on their own to understand the knowledge for themselves.

Students learn by doing, engaging themselves in action; Students learn progressively by questioning themselves; Students learn by asking and answering questions with other students.

class (in groups of 2 or with a large group), by presenting your personal views, contrasting them with your peers' views and the experimental results to test their validity and effectiveness.

Depending on the situation, teachers can propose situations that allow for rational exploration from a student's question; teachers guide students, not do it for them; teachers help students clarify and discuss their views, while paying attention to language acquisition; teachers let students express meaningful conclusions from the results obtained, comparing them with scientific knowledge; teachers direct and guide students to practice to gradually improve.

Classroom sessions are organized around process-oriented themes that simultaneously help students acquire knowledge, understand the process, and practice written and spoken language. Sufficient time is needed to allow for sustained grasp, reproduction, and assimilation of the content.

Based on the above foundations, we can clarify the pedagogical process of the BTNB teaching method in the following 5 specific steps:

Step 1: Starting situation and problem statement

A starting situation or problem situation is a situation that the teacher proactively introduces as an introduction to the lesson. The starting situation must be short, familiar, and easy for students to understand. The starting situation aims to incorporate a problem question. The clearer the starting situation, the easier it is to introduce the problem question. However, there are cases where it is not necessary to have a starting situation to propose a problem question (depending on each specific knowledge and case).

The problem-posing question is the big question of the lesson (or the knowledge module that students will learn). The problem-posing question needs to ensure that the requirements are appropriate to the level, cause cognitive conflict and stimulate curiosity, exploration and research.

of students to prepare students' mindset before exploring and acquiring knowledge. Teachers must use open questions, absolutely must not use closed questions (yes or no answers) for problem-posing questions. The more the problem-posing questions ensure the requirements stated above, the easier it is for the teacher's teaching intention to be successfully implemented.

Step 2: Reveal the original symbol

Forming initial symbols is an important and characteristic step of the BTNB method. This step encourages students to express their initial thoughts and perceptions before learning the knowledge. To form initial symbols, teachers can ask students to repeat previously learned knowledge related to new knowledge of the lesson. When asking students to present initial symbols, teachers can ask for many forms of expression from students, which can be verbal (through personal statements), by writing or drawing to express their thoughts.

Step 3: Propose questions and research options

From the differences and richness of the initial symbols of the students, the teacher helps the students propose questions from those differences. Pay attention to focusing on the differences related to the core knowledge of the lesson (or knowledge module).

In this step, the teacher needs to skillfully select some different initial symbols in the class to help students compare, thereby helping students ask questions related to the lesson content. This is a rather difficult step because the teacher needs to quickly select typical initial symbols from dozens of student symbols according to the teaching purpose, and at the same time flexibly control student discussions to help students propose questions from those differences according to the teaching intention. Choosing poor initial symbols will lead to difficulties in comparing and proposing questions for students.

From the proposed questions, the teacher asks students to propose experiments to explore and research to find answers to those questions.

After students propose a research experiment, the teacher makes general comments and decides to carry out the prepared experiment. In case students cannot come up with a suitable research experiment, the teacher can suggest or propose a specific plan.

Note that the experimental research method here is understood as the methods to find the answer. There are many methods such as observation, practice - experiment, document research...

Step 4: Conduct research

From the research and practice options that students propose, teachers skillfully comment and select experiments for students to conduct. Priority is given to conducting experiments directly on real objects. In some cases where experiments cannot be conducted on real objects, models can be made, or students can observe drawings.

Conduct experiments corresponding to the knowledge module. Do the experiments in turn if there are many experiments. After each experiment is completed, stop so that students can draw conclusions (find answers to the corresponding problems).

Step 5: Conclusion, legalization of knowledge

After conducting research and practice, the answers are gradually solved, knowledge is formed, but still not systematic or scientifically accurate. The teacher has the task of summarizing, concluding and systematizing for students to write in their notebooks as the knowledge of the lesson.

1.4.3.2. Teaching process of Science subject using BTNB method

The process of teaching Science using the BTNB method can follow the following sequence:

Student's mission

Teacher's duties

Step 1: Starting situation and problem statement

- Observe, think.

- The teacher proactively presents an open situation related to the scientific problem posed.

- The questions must be concise, familiar, easy to understand, appropriate to the level, cause cognitive conflict and stimulate curiosity and exploration.

study…

Step 2:

Revealing students' initial ideas

- Express initial ideas, state thoughts, and form questions, hypotheses, etc. in many ways: speaking, writing, drawing.

 This is a typical important step of the BTNB method.

- Teachers need to: Encourage students to express their thoughts... in many ways: speaking, writing, drawing.

- The teacher quickly observes to find the different drawings.

- Teachers do not necessarily have to pay attention to correct concepts, they need to focus on the

misconception

Step 3: Propose a question or hypothesis and design

experimental plan

a. Suggest a question

- From the differences and richness of the initial symbols, students propose questions related to the lesson content.

- Teachers help students propose questions related to the lesson content.

- Control students' speech, question structure, and vocabulary.

Maybe you are interested!

Steps

Student's mission

Teacher's duties

b. Propose experimental plan

- Starting from the identified scientific problems, students build hypotheses.

- Students present their ideas and compare them with those of other students.

- The teacher asks questions and asks students to propose experiments to research and answer that question.

- The teacher records the students' suggestions (do not repeat).

- The teacher makes general comments and decides to conduct the prepared experimental method.

(If students have not yet proposed, the teacher can suggest or propose a specific solution. Pay attention to clarifying and paying attention to the differences.

difference of opinion).

Step 4: Conduct exploratory experiments

- study

Students can imagine testing hypotheses by:

- Experiment (Priority is given to direct experiments on real objects).

- Observe

- Investigate

- Research documents.

- Students record experimental materials, layout, and experiment performance (describe in words or drawings).

- Clearly state the requirements and purposes of the experiment before distributing experimental tools and materials.

- The teacher covers and reminds groups that have not done it, or done it wrong...

- The teacher organizes the comparison of opinions after a sufficient amount of time for students to think.

- The teacher reaffirms the opinions on the hypothesis verification method proposed by the students.

- Teacher does not edit

pupil

Steps

Student's mission

Teacher's duties

- Students verify their hypotheses using one or more of the methods envisioned above (experiment, observation, investigation, research).

research documents).

- The teacher gathers experimental conditions to verify the proposed research ideas.

Collect results and record

copy for presentation

- Teachers help students with methods

present the results.

Step 5:

Conclusion and Validation

knowledge

Students check the reasonableness of the hypotheses they put forward.

* If the hypothesis is false: go back to step 3.

* If the hypothesis is correct:

Then conclude and take note of them.

- The teacher encourages students and asks them to start the research process again.

- Teachers help students choose theories and form conclusions.

- After conducting research, questions are gradually resolved, hypotheses are gradually verified, but still not systematic or scientifically accurate.

- Teachers are responsible for summarizing, concluding and systematizing for students to write in their notebooks as lesson knowledge.

- Teachers deepen knowledge by comparing diagrams.

original image

Steps

1.5. Factors affecting the application of BTNB method in teaching Science

1.5.1. Teacher's methodological capacity

To successfully apply the BTNB method in teaching, primary school teachers must have the ability to use this method. Each primary school teacher must have knowledge of the method and solid professional knowledge to be able to design lesson plans in the direction of applying the BTNB method. Organizing classes according to the progress of the lesson plan mentioned above, including the stage of organizing and guiding students to conduct experiments, research, and explore to discover new knowledge requires teachers to prepare, invest time, and materials for students so that the experiments are successful.

To promote the effectiveness of the method, teachers need to have the ability to predict situations and students' answers that may arise in the lesson; predict pedagogical situations that may arise in the classroom process to always be proactive and play a leading role in teaching and learning activities.

1.5.2. Student cognitive characteristics

The cognitive level and ability to express spoken and written language of students are not equal, students do not have the habit of using "Laboratory Notebooks" in the learning process. And with the BTNB method of learning, taking notes in the laboratory notebook is very necessary. Because the ability and cognitive level of each student is different, in the learning process, especially in Science, not all students know how to ask questions that are close to the content of the lesson. There may be questions that are too far or too broad for the knowledge of the lesson. Some inappropriate questions also affect the teacher's teaching progress.

In each lesson, interaction between students - students, teachers - students, students - teachers is very necessary. In reality, not all students have good communication skills and are confident in communicating. When expressing their opinions, many students are still shy and do not dare to debate with others to defend their opinions... Wanting students to

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