PUPIL: International Journal of Teaching, Education and Learning

ISSN 2457-0648

Tran Thi Kiem Thu, 2023

Volume 7 Issue 1, pp. 15-24
Received: 04th November 2022
Revised: 02nd January 2023, 13th January 2023, 28th January 2023
Accepted: 03rd February 2023
Date of Publication: 15th March 2023
DOI-https://doi.org/10.20319/pijtel.2023.71.1524
This paper can be cited as: Thu, T. T. K. (2023). Building A Scale of Competence to Apply Interdisciplinary
Integrated Knowledge into Practice for Student. PUPIL: International Journal of Teaching, Education and
Learning, 7(1), 15-24.
This work is licensed under the Creative Commons Attribution-Noncommercial 4.0 International License.
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BUILDING A SCALE OF COMPETENCE TO APPLY

INTERDISCIPLINARY INTEGRATED KNOWLEDGE INTO
PRACTICE FOR STUDENT
Tran Thi Kiem Thu
Ph.D., Education, Lecturer, School of Education, University of CanTho, CanTho City, VietNam
[email protected]

Abstract
Vietnam began to implement a new general education program to replace the previous one in
2018. According to the new program, the content has many topics that integrate interdisciplinarity.
Therefore, teachers need to be able to teach in the direction of interdisciplinary integration to
develop students' competence. The current situation in Vietnam shows that teachers are still not
confident because they do not have much interdisciplinary integrated knowledge in applying
integrated knowledge into practice to the teaching process. This leads to the consequence that
when they teach topics related to real life, it will not be feasible, reducing the effectiveness of
teaching in schools, and difficult to achieve the goals required by the Ministry of Education and
Training. For the above reasons, universities that train pedagogical students also need to make
appropriate adjustments to foster and train pedagogical students’ competence in applying
interdisciplinary knowledge into practice. The article presents the research results on the process
of building and designing the scale, which are specific criteria to measure and evaluate the

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competence to apply knowledge in the practice of physics pedagogical students. In addition, we

also propose an illustrative example to contribute to improving the quality of training for students
of Physics pedagogy.
Keywords
Competence, Scale, Physics, Apply, Integrated Teaching, Knowledge

1. Introduction
Interdisciplinary teaching is an important means of solving practical problems (Klein,
1990). Students study many separate subjects but the lack of connection makes it impossible for
students to apply their knowledge in life (Elvin, 1977). Integration can satisfy three needs in
education: authenticity, meaningfulness, and efficiency” (Gavelek, et. al., 1999).
Integrated teaching offers some benefits to learners such as Increased understanding,
retention, and application of general concepts, creative thinking and synthesis of knowledge beyond
the normative, enhanced competence to identify, evaluate, and transfer critical information needed
for solving new problems, encouraging collaborative learning and better attitudes (Roegiers, 2001;
Sandra & Melissa, 1998).
Physics, biology, and chemistry subjects in the science discipline are not isolated from one
and others (Wiyanto, et. al., 2018). Teaching students in the traditional method (teaching subjects
separately) has risks in that Vietnam is implementing integrated teaching of the new general
education curriculum in 2018. For example, teachers lack the competence to teach the knowledge
of other subjects, Physics pedagogical students do not have access to knowledge of Biology and
Chemistry (Hai & Tra, 2017). As a result of the above analysis, some of the problems identified are
as follows:
• Integrated teaching has interested researchers since the early decades of the 20th century,
aiming to combine the knowledge of many different subjects to solve real-life problems.
• Teachers are still confused when implementing teaching integrated content into schools,
this is a barrier leading to difficulties in implementing Vietnam's 2018 general education program.
This article focuses on developing the competence to apply knowledge to the practice of
physics pedagogical students, specifically answering the following questions:
• The competence to apply interdisciplinary integrated knowledge into practice
for physics pedagogical students includes what components?

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• How to apply the scale when teaching physics pedagogical students?

From the above analysis, we proceed to build and use the scale of competence to apply
integrated knowledge into practice, giving specific examples to illustrate the use of the scale. The
assessment of students through classroom learning activities, students' skills of applying
knowledge, reducing assessment through testing in the form of memorization and memorization.

2. Methodology
To build a scale, first of all, it is necessary to clarify the definition of competence to apply
knowledge into practice. From the concept, we describe some behavioral manifestations of
students. In addition, we analyze the teaching process of students, the process is built so that the
assessment of component competencies is done clearly, and students are assessed through
classroom activities. The purpose of teaching is to develop students' abilities, so it is necessary to
assign challenging tasks (Wang & Hazari, 2018). We choose active teaching methods such as
problem-solving, group work, and experiments to teach physics to students. Designing detailed
lesson plans and teaching activities.
Students self-assess the progress of their ability to apply interdisciplinary integrated
knowledge into practice from the lecturer's questionnaire. The experimental subjects included 30
students studying in the second year at Can Tho University.

3. Literature Review
Raven J. proposed the competence table as a two-dimensional matrix. Horizontal content
lists a series of criteria for component competence. The vertical describes skills, perceptions, and
experiences (Raven, 1986).
The competence to apply knowledge into practice is the ability of learners to synthesize
learned knowledge with a positive attitude to effectively solve practical problems related to nature,
personal life, and community (Bao & Hoa, 2020)
Interdisciplinary integration increases the process of establishing interactions between
disciplines to lead to the unity of knowledge, and promote the useful use of knowledge to answer
questions about problems of practice (Tra, 2015)

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In this article, the competence to apply interdisciplinary integrated knowledge into practice
is the skill of learners to synthesize interdisciplinary integrated knowledge to solve problems
related to practice.
According to the authors Raymond Lynch, Niall Seery, and Seamus Gordon (2008)
students' learning process generalizes into several specific stages which are:

Presage Process Product

Characteristics of
students Student’ Teaching & Student
Perceptions Learning Learning
Previous Knowledge & of Context Approaches Outcomes
Experiences

Figure 1: Diagram of The Student Learning Process

(Source: Raymond, et. al., 2008)
Based on the concepts mentioned in Section 3. combined with the process of teaching
students in figure 1, we analyze the 4 stages of forming the competence to apply interdisciplinary
knowledge into practice for students as follows:
Stage 1: The competence to search and synthesize interdisciplinary integrated knowledge:
Synthesize and search for integrated documents is a time-consuming stage because it requires
readers not only to look up information in books, and textbooks but also to know how to look up
documents in other majors such as biology, chemistry.
Stage 2: Competence to connect knowledge of science majors to solve real-life situations: After
searching, synthesizing, analyzing, and selecting integrated scientific knowledge, students need to
must arrange the integrated knowledge in a logical sequence, "string" them together to clarify and
explain problems in nature, this is called the competence to understand scientific problems.
Stage 3: Exchanging, speaking, and presenting knowledge on integrated topics in a logical
sequence, accurately, and scientifically: Lecturers need to create opportunities for students to
speak and discuss topics. The problem revolves around the learning content, helping students
develop presentation skills
Stage 4: Competence to assess the impacts of science on the natural world: It is the competence
to apply students' understanding to assess the positive and negative influences, limitations, and
risks of science. This assessment is based on evidence (including fundamentals, basic concepts,

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research methods, or processes), and this competence plays an important and relevant role. directly
to decision-making, has the effect of training life skills for students.

4. Findings
In teaching languages, mathematics, or sciences, it is necessary to start from an appropriate
learning situation, to lead to a pedagogical process consisting of several stages (Robillard &
Marcel, 1994). Based on the analysis of teaching and learning activities, it can be seen that in order
to achieve the objective of forming the competence to apply interdisciplinary integrated knowledge
into practice for students, lecturers need to combine a series of activities different teaching and
learning activities, these activities are arranged by the lecturer in a logical and scientific sequence.
4.1. Competence To Apply Interdisciplinary Integrated Knowledge into Practice for Physics
Pedagogical Students:
Physics teaching becomes more interesting with learning activities such as answering
questions, doing experiments, looking up information, solving problems, giving presentations, and
discussing lessons learned. This will reduce the assessment of learners through the test of
memorized knowledge for students. From the analysis of the stages of competence formation to
apply interdisciplinary integrated knowledge into practice, the criteria for competence include:
- Synthesize interdisciplinary integrated documents
- Connect knowledge to solve practical problems
- Present
- Assess the impacts of science on the natural world
Table 1: Table Describing Competence Levels to Apply Interdisciplinary Integrated Knowledge
into Practice
Criteria Scale 1 Scale 2 Scale 3 Scale 4

Synthesize Know how to Know how to Know how to Synthesize

interdisciplinary synthesize integrated synthesize integrated synthesize integrated accurate integrated
integrated knowledge but there knowledge but have knowledge related to knowledge,
documents are a lot of errors to rely on instruction the integrated topic to without instruction
solve the problem of
practice, without
instruction
Connect Know how to Arrange the content Arrange integrated Arrange the
knowledge to arrange the relatively logically knowledge to solve content logically,
solve practical integrated knowledge but must rely on real-world problems, clearly, accurately,
problems content but there are instruction but still not and without
a lot of errors completely accurate instruction

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and logical, without

instruction
Present Know how to present Presenting when Present when students Present accurately,
but there are a lot of asked for help or receive instruction, confidently, and
errors instruction without instruction creatively, without
instruction
Assess the Know how to assess Assess the impact of Assess the impact of Assess the impact
impacts of the impact of science the natural world but science on the natural of science on the
science on the on the natural world must rely on world accurately and natural world
natural world but there are a lot of instruction provide scientific accurately and
errors evidence provide scientific
(incomplete), without evidence
instruction (complete),
without instruction
(Source: Self)
In, the levels are explained as follows: Level 1: Poor/ Weak (Grade D); Level 2: Average (Grade
C); Level 3: Good (Grade B); Level 4: Excellent (Grade A)
4.2. Applying The Scale to Design the Topic Teaching Process “Photoluminescence
Phenomenon of Some Chemicals in Food”:
Question for students: “Eating some foods made from rice such as vermicelli, and noodle
soup, we should not choose white but should choose brown because they have a lot of potentials
to cause cancer, why is that?”. The graph to teach this topic is as follows:

Some foods made from rice such as vermicelli,

Photoluminescence phenomenon
noodles with optical whitening agent (tinopal)

T
Activities 1: Discuss and suggest relevant questions
What is the phenomenon of shiny noodles in sunlight and how is it explained? Why is brown vermicelli safer
than shiny vermicelli? Shiny vermicelli is caused by mixing toxic ingredients? What is that ingredient? How
do I know?

Activities 2: Synthesize interdisciplinary integrated documents

- Atomic structure according to Bohr theory, the energy levels in the stationary state of the hydrogen atom.
- The excitation, ionization of the atom occurs by two mechanisms: mechanical and optical.
- Atomic radiation and absorption mechanism, Stock.'s theorem
- Explain the phenomenon of luminescence of some substances by experiment.
- Tinopal: Its composition, effects and harm when mixed in food

Detailed description of student activities

- Look up documents, observe diagrams and graphs, complete content such as Bohr radius, binding
energy, radiation number. Students tabulate the system according to the quantum number n possible
orbitals of the electron according to Bohr theory. From this, deduce the formation of line spectra of the
hydrogen atom.
- Describe the electron excitation, find out why a chemical substance can occur photoluminescence.
- Analyze experimental graphs to infer and find out the relationship between excitation light and
luminescent light. Stock theorem.
- Do experiments to test some luminescent substances.
- Search literature to learn tinopal. Experiment with noodles.
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Activities 4: Present

to Teach
Activities
Figure 2: Graph 5:The “Photoluminescence
Assess Phenomenon
the impacts of science of Some world
on the natural Chemicals in Food”
Tinopal is an optical whitener used only inTopic
fabric, paper, and washing powder technology
to make the product surface shiny, smooth and beautiful. This substance must not be used
in the food processing process, causing(Source: Self)
cancer and other diseases.

Figure 2: Graph to Teach The “Photoluminescence Phenomenon of Some Chemicals in Food”

Topic
(Source: Self)
4.3. Matrix Design Criteria to Assess Students' Competence:
Synthesize interdisciplinary integrated documents:
Scale 1: Define the photoluminescence phenomenon, and know Stock's theorem.
Scale 2: Define the photoluminescence phenomenon, and know Stock's theorem. Learn
about problems in biology and chemistry that fall under the extended application of Stock's
theorem.
Scale 3: Chemical structure Tinopal has the structural formula. Suggest ways to test
vermicelli by expanding it, and reading about documents affecting human health.
Scale 4: High School Physics Program, Physics 12, photoluminescence phenomenon
proposes a new topic (or proposes an example of teaching by experiment to verify the
accuracy of the theory).
• Connect Knowledge To Solve Practical Problems
Scale 1: The explanation of the photoluminescence phenomenon is unknown based on the
quantum theory of light.
Scale 2: The toxic effect can be explained but not understood why the substance can be
luminescent.
Scale 3: Explain the phenomenon of shiny substance is due to any chemical composition
inside, some problems are extended such as luminescence of scorpions, fluorescent lamps.
Scale 4: Explain the luminescence problem clearly, expanding the problem based on the
theory of energy levels in atoms.
• Present
Scale 1: Embarrassing statements, wrong knowledge.
Scale 2: Speech is awkward, and some knowledge is not clearly expressed.
Scale 3: Speak confidently, clearly, and accurately with knowledge.
Scale 4: Good presentation, accurate knowledge, confidence.
• Assess The Impacts Of Science On The Natural World

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Scale 1: Students do not know how to answer the lecturer's topic questions, unable to solve
the problem raised ("Why shouldn't you buy noodle soup with shiny color?)
Scale 2: Students received suggestions from the lecturer and presented that they should not
buy shiny products such as vermicelli and pho, but could not explain why.
Scale 3: Students think that they should not buy noodles and noodles with shiny colors
because they have been mixed with toxic chemicals, including chemical elements, which
are not good for their health.
Scale 4: Students think that they should not buy noodles and noodles with shiny colors
because they have been mixed with toxic chemicals, including chemical elements, which
are not good for their health. Proposing to do verification experiments and make
conclusions based on experiments.
Based on the criteria in Section 4.3 and the teaching process graph shown in Figure 2, the
lecturer organizes classroom learning activities that contribute to improving students' ability to
apply knowledge in practice (Figure 3).

120
100
80
60
40
20
0
Synthesize interdisciplinary Connect knowledge to solve Present Assess the impacts of science
integrated documents practical problems on the natural world

Soaring(%) Increase(%) Stable(%)

Figure 3: Chart of Students’ Self-Assessed Competence to Apply Interdisciplinary Knowledge

into Practice
(Source: Self)

5. Conclusions
The article presents a scale of competence to apply interdisciplinary integrated knowledge
into the practice of physics pedagogical students. Interdisciplinary integration ideas are rarely
learned in school but are fundamental to solving problems in our lives. Therefore, the article has
contributed to promoting the teaching process towards solving problems requiring
interdisciplinary knowledge, helping students acquire integrated knowledge and use it in high
school teaching effectively.

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The results of student self-assessment have shown a positive effect and teachers need to
expand this teaching model in schools. However, the study did not conduct expert interviews to
comment on the competence structure and the levels of the scale. Therefore, in future studies, we
plan to use more questionnaires from education experts to adjust for the current correct and reliable
scale.
In this study, there is a limit on the number of students over 30 students, so the survey data
on the results of students' self-assessment in Figure 3 has reliability and cannot be used as a
representative for all students. Therefore, in the future, it is necessary to organize teaching on a
larger number of students and expand it to many other schools and regions in Vietnam.

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