International Journal of Pure and Applied Researches; 2016 Vol.

2(1), ISSN: 2455474X

Modulize the practicing and experiment in the curriculum of biology: To

Date of revised paper submission: 10th May 2016; Date of acceptance: 5th June 2016
Date of publication: 25th June 2016; Impact Factor: 3.598; Quality Factor: 4.39
*First / Corresponding Author; Paper ID: B16202

Abstract
The research presents the reality of teaching practicing biology in VNU, University of Education. The teaching
practicing and experience on biology has shown that: the old method has not paid due attention to the ability gap
between students, thus cannot promote students potential skill of self-study. With new method of instructing students
in practicing, biology based on a modern teaching technology teaching module. This form of teaching is
particularly helpful in forming the habit and skill of self-study for students, and especially suitable and effective in the
context that Vietnamese universities apply the system of credits in training. So that Modulize the practicing and
experiment in the curriculum of biology can enhance the effectiveness in training the habit and skill of self-study for
students.
Keyword: Experiment, Practicing method, Modulize, Student, Biology.
1. Introduction
Nowadays, to set - up the habit and skill of self-study is very importance at every school in Vietnam.
The system of skills includes: self study skill, occupational skill and research skill is one of the four targets of the
tertiary educations curriculum (1.knowledge, 2.skill system, 3. creative activities experience system and 4. standard
attitude to nature, society, human and ones self), especially in the biology is a practice science.
In order to complete the training mission successfully, beside to research into improve the quality of
knowledge, there have also been research into improve students self - study skill. This researchs focus is to develop
methods to form the biology students habit and self-study skill based on modern teaching technology achievement
teaching module in teaching biology.
2. The reality of teaching practicing biology in the VNU, University of Education
Table-1: Current method in teaching practicing on biology
Teachers

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Students

Notes

International Journal of Pure and Applied Researches; 2016 Vol. 2(1), ISSN: 2455474X
Show documents relating to the
practice

or

experiments

Get documents, remember the task This step should be taken some

on and perform them

certain time ahead of the lesson.

biology; assign the task: study the

steps

to

Practicing

implement;

documents

usually

consist of only practicing targets,

prepare specimen, tools

tools and practice on biology

Check the students preparation:

Present

steps

to

carry

out Perform at the beginning of the

specimen, steps to implement

experiments on biology; introduce practice biology lesson

experiments on biology

the prepared specimen (if any)

Confirm and note the steps of each

Remember the notes when carrying

experiment on biology.

out each experiment on biology.

Divide students into groups

Each group go to its own site

In some cases, it is not necessary to

Observe, adjust, guide students

Carry out the experiments on

Students carry out experiments in

to carry out the experiment on biology; write down and try to groups or individually
biology

explain the results in the report

Ask the representative of each

- Report and explain the results of

group or a random student in the

the experiments on biology

students to hand in report sheets

group to report and explain the

- Self-check, judge and explain

Some

teachers

may

require

before other students and teachers

some

other

students

to

comment and then the teacher

- Finally comment, judge and to write their report sheets at home

(if

any)

in

each

experiment.

Teaching practicing and experience has shown that students often split into 2 groups:
-

The 1st group includes students who are really serious and active in studying, thus get good progress.

However, the superfluous time in each laboratory class often makes some students belonging to this group become
impatient. It means that this method has not pay due attention to the ability gap between students, thus cannot
promote students potential skill of self-study; activeness and constructiveness in studying.

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International Journal of Pure and Applied Researches; 2016 Vol. 2(1), ISSN: 2455474X
- The 2 nd group includes students who learn unwillingly or lack self-awareness (use experiment results of other
students or wait until teachers make comment on experiment results and give explanation to copy into their report
sheets). Consequently, the study progress of this group is often poor or not objective.
3. Modulize the practicing in the syllabus
The concept of teaching module is derived from technical module and is defined as a part of the
syllabus which is built to meet a particular goal or to study a particular subject.
Besides the typical features of a technical module, a teaching biological module also has some
distinguishing ones: It comprises of a set of study cases related to the subject of biology to be studied. It has a system
of clear, detailed, feasible, measurable teaching goals. It enables learners to progress at different rates to the goals
through providing them with numerous acquiring methods. It is comparatively independent in terms of syllabus.
Therefore, when approaching a module, students must be able to meet some certain prerequisites on knowledge, skills,
and attitude. It can be at either big, medium or small level, depending on the number of periods. It has a testing system
at its end to classify advancement. In terms of structure, a teaching module has three parts:
Input: comprising of modules title, role, importance; knowledge, skills required of learners; modules targets and
pretest. Body: comprising of all the teaching contents organized in a clear structure; necessary instructions about
learning methods enabling learners to self acquire the knowledge and have independent learning skill. A body has
sub-modules (each sub-module has three parts: introduction, contents and learning methods, mid-test). In some cases,
a body is supplemented by extra-module to help learners with consolidation and revision. Output: including a general
summary, a final test and a system of instructions for further learning depending on the results of the self-study
module.
Reality has shown that biological modules forms are not necessarily the same but can be distinctive
in terms of profession. What is important is that a module fulfills the following tasks: assign clear duties to learners;
design studying activities which create opportunities for learners to self-seek the knowledge; have diversified
measures of assessment to help students control and evaluate the level of success in doing their studying activities by
themselves. However, it should be noted that in biological modules, there must be unity in structure and forms of
presentation right form the first draft.
With the above-mentioned features, teaching biology module is really an effective self-study means,
especially in the system of credits in training.
4. Modulize the practicing biology in training the habit and skill of self-study
The teaching module on biology included 3 steps:
Step 1: Definition of the teaching objectives
The objectives of the biology are to provide scientific knowledge on the structural characteristics and the living
activities of an animal Plan, human being. To reach these objectives, besides the traditional didactic auxiliaries (as

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International Journal of Pure and Applied Researches; 2016 Vol. 2(1), ISSN: 2455474X
tables, photos, plastic models, samples, equipment for experiments and practical exercise...), our schools are in great
and pressing need of didactic aids in applies informatics technologies, to renovate our teaching methodology.
So that the target of practicing on biology is for build and develop skills for the students. To reach this
goal, teachers need to arrange and instruct students to work independently and make them take the responsibility.
Therefore, a teaching method must be a method of instructing students individually (Students must take the initiative
in studying materials; experimenting independently)
Step 2: Analysis of the teaching content
Choosing a teaching method is largely dependent on teaching target; contents and facilities. Analyzing these
factors in the practicing on biology, we can see that:
Contents of experiments in each practice lesson; practice lessons in each unit of study are comparatively
independent including subjects: genetic, physiology, Human biology, cell, ecology, Anatomy, etc.
Step 3: Modulize the practicing and experiment biology adapt to the teaching requirements
Teaching modules requires lecturers to have deep knowledge of the structure of a teaching module and the process of
designing a teaching module.
- The teacher must search and collect or made biology pictures, photos, tables and scientific films on biology.
- The teacher must search and do experiment-modelling or practicing - modelling.
- The teacher must gather appropriate material use to experiment-modelling pieces.
- Processing and technical treatment of illustrating aids and teaching on practicing and experiment-modelling.
- Specimen, chemicals, experiment tool are mostly prepared and arranged individually.
5. Conclusion
These analyses show that modulizing the practicing part is feasible and in accordance with the trend of renovating
teaching methods in order to form the habit and skill of self-study for students. Modulizing the syllabus in the
practicing biology is one of the directions to innovate the way to organize teaching based on a modern teaching
technology. This method is particularly appropriate and useful when universities apply the system of credits in
training. Hope to teaching modules, lecturers teaching method and students learning method will be innovated;
teaching and learning quality on biology will be enhanced.
References
[1]. Hoat D.V. et al. (2010); Theory of teaching in university, Education Publishing House, Hanoi.
[2]. Huan. D. (1992); Some insights into modulized vocational training worldwide, Journal of Education and
Technology.
[3]. Vinh N.Q. et al. (2004); Manual of Biology of the 8th Form, Education Publishing House, Ha Noi.

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International Journal of Pure and Applied Researches; 2016 Vol. 2(1), ISSN: 2455474X
[4]. Hung D.M et al. (2004); Document on Biology of the 8th Form, Education Publishing House Ha Noi.
[5]. Cat T.D et al. (2005); Practical exercises of the Manual of Biology of the 8 th Form, Education Publishing House,
Ha Noi.

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