Abstract. Renovating teaching methods is one of the urgent tasks of the education sector
in Vietnam today. Along with the other active teaching methods being applied, the
hands-on method has been studied by the Ministry of Education and Training, who has
been compiling documents and organizing workshops for the Departments of Education
and Training since 2011. However, the application of the hands-on method to teaching
Chemistry in junior high schools has not been successful, or widely and solidly deployed,
and it has proved to be unsuitable for the actual conditions of Vietnamese schools. The
results survey of the application hands-on method to teaching chemistry in junior high
schools of Vietnam will be introduced in this paper.
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HNUE JOURNAL OF SCIENCE DOI: 10.18173/2354-1075.2017-0128
Educational Sci., 2017, Vol. 62, Iss. 6, pp. 53-59
This paper is available online at
SITUATION OF HANDS-ON METHOD APPLICATION TO TEACHING
CHEMISTRY IN JUNIOR HIGH SCHOOLS OF VIETNAM
Le Thi Dang Chi1, Vo Van Duyen Em1, Tran Trung Ninh2
1Faculty of Chemistry, Quy Nhon University
1Faculty of Chemistry, Hanoi National University of Education
Abstract. Renovating teaching methods is one of the urgent tasks of the education sector
in Vietnam today. Along with the other active teaching methods being applied, the
hands-on method has been studied by the Ministry of Education and Training, who has
been compiling documents and organizing workshops for the Departments of Education
and Training since 2011. However, the application of the hands-on method to teaching
Chemistry in junior high schools has not been successful, or widely and solidly deployed,
and it has proved to be unsuitable for the actual conditions of Vietnamese schools. The
results survey of the application hands-on method to teaching chemistry in junior high
schools of Vietnam will be introduced in this paper.
Keywords: Hands-on method, chemistry teaching, junior high schools, actual situation,
Vietnam.
1. Introduction
The hands-on method, in French: La main à la pâte, abbreviation: LAMAP, is a scientific
method of teaching based on researches and studies, to be applied to the teaching science.
This method was initiated by Professor Georges Charpak (Physics Nobel Prize in 1992). It is
known as a method of creating positive and active learning among students. Students have to do
their own experiments to acquire scientific knowledge. They approach scientific knowledge as a
process of doing research on their own. The role of the teacher in this method is not to transfer
scientific knowledge in form of lectures and presentations but rather to help build knowledge by
collaborating with students [1, 2, 5, 6].
Science education is one of the basic, essential tasks of general education to develop
students’ common capacities and their scientific capacities. Science education must ensure that
every student is active, and manage to learn new knowledge on their own. The knowledge and
skills they acquire will stay long-lasting and will promote curiosity, excitement and interests in
science. As a result, students will train in own methods of study and scientific research [4, 6, 8].
Therefore the Hands-on method plays an important role in developing the creative problem solving
capacity of the student.
The teacher’s role in the organization of the Hands-on method is very important, while
the teaching staff in junior high schools have not been trained properly and have not had many
training courses to enhance their teaching capacity; the number of students in a classroom
Received date: 10/3/2017. Published date: 17/5/2017.
Contact: Tran Trung Ninh, e-mail: trantrungninh@gmail.com
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Le Thi Dang Chi, Vo Van Duyen Em, Tran Trung Ninh
is overcrowded, etc. These are the difficulties and obstacles in the process of implementing
the Hands-on method. Therefore, in the hand-over conference on the Project “Implementing
the Hands-on method in general education schools in the period 2011 – 2015”, the Ministry
of Education and Training issued the Official Letter No. 3535/BGDDT-GDTrH guiding the
implementation of the Hands-on method in general education schools [3].
2. Content
2.1. Method, duration and aims of the study
To investigate the actual situation of the application of the hands-on method to chemistry
teaching in junior high schools, we collected opinions of 86 teachers of chemistry and 965 students
in 27 junior high schools in the provinces of Binh Dinh, Phu Yen, Quang Ngai, Gia Lai, and Kon
Tum by questionnaire, class observations and interviews with over 17 experienced teachers of
chemistry.
The survey lasted from March 2016 to March 2017.
The contents of the questionnaire aimed to:
- Investigate the methods of teaching chemistry commonly used in junior high schools.
- Get to know about the teachers’ interest in the Hands-on method and their comments on
this method.
- Investigate the skills required of students by the hands-on method.
The survey was conducted by questionnaire among teachers and students.
After collecting the completed questionnaires, we performed data synthesis, data processing
and analysis, and obtained the following results:
2.2. Results and comments
2.2.1. Methods of teaching chemistry commonly used in junior high schools
Table 1. Commonly used methods of teaching chemistry
Teaching methods
Frequency
Very often Often Sometimes Never
Presentation 18 54 12 2
Dialogue 34 46 6 0
Chemistry exercises 31 51 4 0
Problem based learning 6 22 56 2
Chemistry experiments 0 33 47 6
Hands-on 1 5 12 68
Team work 6 16 57 7
Project-based learning 0 9 57 20
Contract-based learning 2 18 54 12
Corner work 0 6 35 45
Table 1 shows that various teaching methods have been used. However, traditional teaching
methods such as presentation and dialogue are still often and very often used. Active teaching
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Situation of hands-on method application to teaching chemistry...
Fig. 1. Chart of commonly used methods of teaching chemistry
methods such as team work, project-based learning and contract-based learning are used at an
infrequent level or not used. In particular, most teachers sometimes or never use the Hands-on
method, which proves that the use of active teaching methods in teaching chemistry, especially the
Hands-on method, is not popular.
Fig. 2. Chart of the frequency of using the Hands-on method
2.2.2. Teachers’ concern about the Hands-on method
Many teachers already know about the Hands-on method, but most have not bravely used it
in their teaching. In the interviews, teachers agreed on the following causes:
- The equipment, tools and chemicals of the school do not meet the requirements of the
Hands-on method.
- Teachers are afraid to apply the new method because it takes time and effort.
- Lack of supporting materials.
- Crowded classes cause difficulties to group work and management.
- Poor group work skills among students.
However, most teachers claim to apply the Hands-on method to chemistry teaching,
especially for lessons that need experiments. When asked for their opinions about lessons using
the Hands-on method, many teachers expressed their preference for the new method to normal
lessons. Most of the teachers who had used this method said the Hands-on method made students
more motivated, more active, and helped develop students’ abilities such as problem solving ability
and creativity.
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Le Thi Dang Chi, Vo Van Duyen Em, Tran Trung Ninh
Table 2. Assessment of lessons using the Hands-on method
Assessments Agree Disagree
Students are more active 17 1
Students are more interested in study 17 1
Lessons are more lively and attractive 18 0
Students are more confident, active and creative 18 0
Quality of the lessons is enhanced 16 2
Students’ problem solving ability is developed 15 3
Students’ abilities for experimental practice are developed 14 4
Fig. 3. Assessment of lessons using the Hands-on method
2.2.3. Students’ learning skills required by the Hands-on method
We exchanged ideas with chemistry teachers, visited classes and conducted surveys for the
purpose of:
- Investigating students’ existing chemistry learning skills.
- Investigating students’ self-assessment of the chemistry learning skills required by the
Hands-on method.
- Having class observations, interviews, observing the process of chemistry teaching and
learning in junior high schools.
- Learning about students’ wishes in the process of learning chemistry.
- Learning about the advantages and disadvantages of teachers when applying modern
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Situation of hands-on method application to teaching chemistry...
teaching methods in general, and the Hands-on method in particular.
Setting the levels: None (1), not good (2), good (3), very good (4), when preparing the
questionnaire about the students’ learning skills required by the Hands-on method was a reference
to the Learning Activity levels on different aspects of an active learning activity [9].
The survey results are in Table 3,4 and Figure 4:
Table 3. Students’ learning skills required by the Hands-on method
Component skills
Very good
(4)
Good
(3)
Not good
(2)
None
(1)
1. Skills in taking notes in notebooks 94 488 354 29
2. Skills in group work 82 257 598 28
3. Sills in expressing ideas 55 382 503 25
4. Skills in suggesting research
questions in learning
37 129 550 249
5. Skills in proposing experimental
alternatives in doing research
28 232 507 197
6. Skills in performing experiments 63 421 387 94
7. Skills in drawing new knowledge 57 317 491 100
8. The skill in comparing newly
drawn knowledge with the original
symbol
54 386 388 137
Fig. 4. Chart: Students’ learning skills required by the Hands-on method
In spite of the common tendency of self-assessment as higher than the actual results, most
of the chemistry learning skills by the Hands-on method are not good. This shows that the use
of active teaching methods such as the Hands-on method in chemistry teaching is necessary to
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Le Thi Dang Chi, Vo Van Duyen Em, Tran Trung Ninh
develop learning skills in particular, and to develop abilities among students in general, especially
problem solving ability and creativity.
Through investigations, surveys and class observations, we found that students begun to
discuss among themselves, answer teachers’ questions, use some tools, and do some simple
experiments.
However, in addition to certain advantages, chemistry teaching also revealed weak points.
In quality. Most children do not master the required knowledge after each lesson.
To the question “What do you do if you come across a hard chemistry problem?” The
common answer was: Wait for the teacher or friend to answer. This shows that problem solving
ability and creativity of the majority of students is limited.
Table 4. Students’ attitudes to problems in study and in reality
Attitudes
Number of
students
Thinking over, using and looking up for information to explain or
find out solutions.
276
Feeling hard and refusing to think 54
Waiting for teachers or friends’ answers 607
Indifferent 28
Fig. 5. Chart: Students’ attitudes to problems in study and in reality
During class observations we saw the lessons were not lively with dull atmosphere. Students
were not willing to search for knowledge so many of them lacked concentration. They rarely asked
questions and were very confused about chemical phenomena. Their practical skills were awkward
and did not know how to use many experiment tools. It was quite a distance between knowledge
collected and practices because they lacked experimental skills. Students did not have the habit of
recording what they observed, and they were weak at determining the purposes of the experiments
and the purposes of observation. Therefore their ability to explain the problem was limited.
2.3. Global assessment of the actual situation
From the above analysis, we have come to the following remarks:
- The modern teaching methods have been put into practice by teachers in their chemistry
lessons but most teachers are still confused about how to manage with their lessons so much that
they tend to go back to the methods of explanation and presentation. As for students, the main
reason that children are not interested in the lessons is that they cannot speak up their minds,
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Situation of hands-on method application to teaching chemistry...
have few chances to do experiments but have to memorize a lot of knowledge. This limits the
development of students’ existing abilities, such as problem solving ability and creativity.
Therefore, the use of new teaching methods allowing students to express their opinions in
the respect of the class and protect their views by proposing and conducting experiments on their
own will be able to develop in the students important skills and encourage creativity in study as
well as in real life. This is also the process and goals of the Hands-on method.
3. Conclusion
The surveys showed that the implementation of new teaching methods should be considered
in various aspects. It is particularly necessary to apply modern teaching methods to chemistry
teaching to help students develop comprehensive skills as required. The Hands-on method has
been applied in many countries around the world, but at present in Vietnam it is implemented
only in some provinces. According to our survey, many teachers knew about this method, but they
were not confident enough to apply it to their lessons as they felt it difficult to implement. In
addition, the students’ learning skills in the Hands-on method were also very limited. Therefore, it
is necessary to take sound measures to help teachers and students manage this method conveniently
and effectively in teaching and learning so as to develop fully students’ abilities, especially the
creative problem solving capacity.
REFERENCES
[1] Nguyen Thi Minh An, 2015, Using the Hands-on method in teaching chemistry for 8th grade
of junior high school, Journal of Science, Ho Chi Minh City University of Education, No. 8
(74), pp. 94-102 (in Vietnamese).
[2] Georger Charpak (chief editor) (Translator: Dinh Ngoc Lan), 1999, Hands-on method –
Science in Elementary School, Education Publishing House, Hanoi (in Vietnamese).
[3] Ministry of Education and Training, Official Letter 3535 / BGDDT-GDTrH (in Vietnamese).
[4] Cao Thi Thang, Le Ngoc Vinh, 2014, Designing assessment tool set for the Hands-on
teaching method applied to chemistry teaching, Journal of Education, 341, September 1,
pp. 51-53 (in Vietnamese).
[5] Do Huong Tra, 2013, Lamap, a modern teaching method, Publishing House of Hanoi
National University of Education, Hanoi (in Vietnamese).
[6] Thai Duy Tuyen, 1992, Some modern issues of teaching theory, Vietnam Institute of
Educational Sciences, Hanoi (in Vietnamese).
[7] Le Ngoc Vinh, Cao Thi Thang, 2014, Designing and organizing active chemistry teaching
activities of the Hands-on teaching method to improve teaching effectiveness. Journal of
Educational Sciences, Vol. 109, pp. 52-55 (in Vietnamese).
[8] Dang Tran Xuan, 2013, Applying the “Hands-on method” to chemistry teaching in junior
high schools, Vietnam Journal of Chemistry and Applications, 5 (21), p. 14-18 (in
Vietnamese).
[9] Innovative Teaching and Learning Research, 2012, ITL LEAP21 Learning activity rubrics,
2012, www.itlresearch.com.
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