Carrying out the course of vietnamese socio - Economic geography through project-based learning

64 
HNUE JOURNAL OF SCIENCE DOI: 10.18173/2354-1067.2019-0132 
Educaitional Sciences, 2019, Volume 64, Issue 12, pp. 64-77 
This paper is available online at  
CARRYING OUT THE COURSE OF VIETNAMESE SOCIO - ECONOMIC 
GEOGRAPHY THROUGH PROJECT-BASED LEARNING 
Trinh Chi Tham 
School of Education, Can Tho University 
Abstract. This study analyzes the results of teaching and learning the course of Vietnamese 
socio – economic Geography through the project. The research results are based on 
pedagogical experiment, interview and observation in order to collect enough data for the 
research. The research results have presented 04 steps and effectiveness in carrying out the 
course of Vietnamese socio – economic Geography through project – based learning. 
Thereby, a number of solutions are also proposed in relation to changing students’ 
awareness and providing more help in order to promote teaching and learning the course 
through the project more effectively. 
Keywords: Can Tho University, Geography Teacher Education, project – based learning, 
Vietnamese socio – economic Geography. 
1. Introduction 
Since the early years of the 20th century, American educators have built the first theory 
for project – based learning called the project method (1). At that time, there were a lot of 
educators who have considered the project – based learning as an important method as it can 
support to implement learner – based learning. After a few years, the project – based learning 
was popularly used not only in the United States but also in European countries, Australia, 
Singapore and many other countries in the world. The project – based learning is a form of 
learner - centered learning that aims to activate learning activities. It helps to develop learners' 
competencies through taking specific tasks as well as encourages learners to explore and 
realize what can be learned. Lessons is designed according to the project contain a lot of 
different teaching and learning techniques and aids which can appeal to all learners. During the 
time of conducting project, many different assessment methods can be used to help students 
create good learning products (2). 
In Vietnam, the project – based learning has been concerned and applied in recent years; 
however, this teaching and learning method is mainly used in higher education and high 
school, especially in higher education. In other words, the implementation of the project – 
based learning is not popular in other educational levels. More specifically, the project – based 
learning can be implemented in general fields or educational levels. In other words, it can not 
be applied in particular courses regularly. There were some researches that have focused on 
studying the project – based learning such as Project-based learning – from theory to practice 
(3), Project – based learning is a method that has a dual function in training teachers (4). In those 
Received September 11, 2019. Revised October 4, 2019. Accepted November 5, 2019. 
Contact Trinh Chi Tham, e-mail address: tctham@ctu.edu.vn 
Carrying out the course of Vietnamese Socio-Economic Geography through project – based learning 
65 
studies, the authors just have presented basic background about the project – based learning 
such as definition, function, form of the project – based learning as well as strategies in carrying 
out the lectures through project. 
In fact, Vietnamese socio - economic Geography is a course with broad and applicable 
knowledge in teaching and learning; therefore, implementing the project – based learning to link 
theoritical understanding with practical knowledge is a necessary demand. Specifically, this 
application helps learners to develop their competencies as well as apply what they have learned 
thanks to their practical experiences (4). This also helps to ensure the output objectives in 
training the student in Geography Teacher Education in general and in the course of Vietnam 
socio - economic Geography in particular. However, there have not specific studies on the 
application of the project – based learning to the above course. Therefore, the results of this 
study will provide both educators and teachers with a practical basic and experience for the 
application of this teaching and learning form in conducting the course of Vietnam socio - 
economic Geography. 
2. Content 
2.1. Data collection 
2.1.1 Documentary study methods 
To acquire a theoretical and practical basis for this research, academic documents in the 
field were collected and studied. Specifically, the collecting resources related to some different 
issues such as project – based learning (definition, features, the implementation of the project – 
based learning in education as well as in teaching and learning Geography), introduction about 
the major of Geography Teacher Education, and the course of Vietnamese socio – economic 
Geography. The writer has obtained the basic information about those issues from international 
and national books, journals, magazines, scientific yearbooks, and online forums which 
provided the author with extensive and profound information. It cannot be denied that such 
understanding helped the writers to approach research object easier. 
2.1.2 Pedagogical experimental and observation methods 
In order to obtain teaching and learning results in the course of Vietnamese socio-economic 
Geography through the project, pedagogical experimental and observation methods were 
conducted in 2 different semesters consisting of the first semesmer of the 2017 – 2018 school 
year and the first semesmer of the 2018 – 2019 school year. In the first semester of the 2017 – 
2018 school year, this pedagogical experiment has conducted for 41 students within the 
discipline of Geography Teacher Education. Similarly, in the first semester of the 2018 – 2019, 
it was experimented for 37 students at the same m ... ling and teaching in the class 
Training objectives should be closely linked to the needs of the society and the training 
results need to meet the job requirements; therefore, changing the organizing, controlling and 
teaching methods is inevitable. It implies that the learners need to understand and apply what 
they have learned into practical contexts. It is true that teaching this module through the project 
has contributed to changing teaching methods, so it shapes and develops some necessary 
competencies for the students. In addition, the classroom is no longer within the school or class 
but rather in society or in a specific community. Teaching is not only lecturing, listening, taking 
notes but also experiencing, contemplating, reflecting on what have observed. The learners have 
good chances to think, assess and debate with their classmates and teachers critically. Thus, the 
knowledge is highly practical and reliable so that such understanding can support the students to 
achieve more success in their working life after graduating. 
- Changing the teachers’ roles 
Carrying out the course of Vietnamese Socio-Economic Geography through project – based learning 
73 
In teaching the course of Vietnamese socio - economic Geography through the project, the 
lecturer can demonstrates leading role in the class. In particular, they base on their own 
knowledge and experience to help, advise, orient and construct their learners during the time of 
implementing project. At the same time, the learners do not depend on lectures; they can 
actively build and demonstrate their own truths in the learning and researching process. 
Therefore, the fundamental role of teachers and students in the traditional perspective of 
education is changed completely. 
- Having good opportunities to experience and improve knowledge 
When conducting teaching task through projects, the lecturer has good chances to improve 
and actualize knowledge based on all projects’ results or products. On the one hand, this helps 
the teacher to gain more new and innovative understanding which can help to better their 
teaching in the future. In addition, updating information through the project work is necessary as 
it enables the lecturer to improve their knowledge authentically. 
In carrying out the course of Vietnamese socio - economic Geography through the project, 
the researcher has found that the teaching results directly impacted on the quality of training. 
Specifically, this implementing of project – based learning can contributes to improving the 
quality of teaching and learning. This also means that it can support the Deparment of 
Geography Education, School of Education and Can Tho University to train and educate more 
students with practical capabilities that can meet the society's and employers’ requirements. In 
other words, if this implementing can be continued, it will contribute to maintaining and 
improving the quality of training in Geography Teacher Education at Can Tho University. 
2.4.3.3. Some obstacles and proposed solutions 
- Some students who are not aware of studying this course through the project are essential. 
To solve this problem, the lecturer should help the learners to realize that the change of learning 
styles and methods plays an important role in ensuring the outputs of this module in general and 
of the training program in particular. Besides, the lecturers also encourage students to carry out 
their project as well as provide their learners with necessary information on how to conduct the 
project effectively. 
- In some cases, the students have difficulties in asking for information, experience and 
research. In order to support students, the lecturer needs to care about the situation as well as 
advice and work with the project team in necessary. On the other hand, the lecturer can write 
recommendation letters which can help the students to contact the local people or organizations 
implementing the project. 
- Some students are not good at research skills; therefore, the lecturers need to share or 
provide the learners with helpful experiences and advice which can support the learners to 
choose good method and strategies in implementing the project. In addition, it can let the 
students to refer to previous projects so that they can learn and adjust for their projects. 
- The students are still unfamiliar with the project – based learning because in the previous 
modules they were less learned with this method and form. Therefore, the lecturer should guide 
and instruct the students step by step in doing specific plan and task, especially focusing on how 
to carry the tasks. Thus, the students can be used to and perfect their ability in implementing 
academic projects. 
2.4.4. A typical example of conducting the project – based learning for the course of 
Vietnamese socio – economic Geography 
Step 1: Determining the topic and objectives of the project (week 1) 
Topic: Current situation of local people's livelihoods in An Giang province when floods are 
late and erratic in order to propose solutions to improve local livelihoods; 
Trinh Chi Tham 
74 
Objectives: 
- Assess the the current situation of developing livelihoods of local people in An Giang 
when the flood is late or erratic; 
- Analyze the relationship between flood and local livelihoods in An Giang; 
- Propose solutions to stabilize livelihood development and increase income for the local 
residents. 
Step 2: Making plan for the project (week 1) 
The following is a project plan that can enables the project team to carry out specific tasks 
oriented track. 
 SHOOL OF EDUCATION Socialist Republic of Vietnam 
GEOGRAPHY EDUCATION DEPARTMENT Independence - Freedom - Happiness 
THE PLAN FOR PROJECT IMPLEMENTATION 
Title: Current situation of local people's livelihoods in An Giang province when floods are 
late and erratic in order to propose solutions to improve local livelihoods 
I. Objectives: 
- Assess the the current situation of developing livelihoods of local people in An 
Giang when the flood is late or erratic; 
- Analyze the relationship between flood and local livelihoods in An Giang; 
- Propose solutions to stabilize livelihood development and increase income for 
the local residents. 
II. TIME, PLACE, PARTICIPANTS 
1. Time: from September 3, 2019 to September 24, 2019. 
2. Places: in 5 different hamlets are heavily influenced by flood. 
3. Participants: 5 group members 
III. RESEARCH METHODS 
1. Data collection 
- Collecting and learning for previous documents 
- Surveying by questionnaire 
- Conducting in-depth interview 
2. Data recording: questionnaires, interview questions, notebooks, recorders, 
cameras and telephones. 
3. Data analysis 
- 23rd version SPSS (Statistical Package for the Social Science) 
- Adobe Photoshop for making infographic 
IV. MAIN CONTENTS OF THE PROJECT NEED TO BE STUDIED 
1. Overview about the flood 
2. Livelihoods are related to flood 
3. The impacts of flood on local livelihoods 
4. The proposed solutions to the problem 
V. ASSIGNMENT OF RESPONSIBILITIES 
The project 
member 
Learning 
from previous 
documents 
Making 
plan 
Carrying 
out the 
project 
Making 
infographic 
Conducting 
the 
presentation 
Nguyen Do Thao Vi * * * 
Carrying out the course of Vietnamese Socio-Economic Geography through project – based learning 
75 
Truong Thi Cam Van * * * 
Ho Cam Luyen * * * 
Nguyen Thi My Kieu * * * 
Ho Nhat Minh * * * 
VI. THE PROCESS OF THE PROJECT IMPLEMENTATION 
Week Date/dates The work needs to be done 
1 
September 3, 2019 Presenting the project plan 
September 4, 2019 Revising the project plan 
From September 5 to 
September 7, 2019 
- Collecting related documents 
- Finishing literature review 
2 
September 11, 2019 Setting up the research data collection 
From September 12 to 
September 14, 2019 
Collecting data for the project by surveying and 
interviewing (The specific plan for field trip have 
Attached) 
September 15, 2019 Preparing for analyzing the project data 
September 16, 2019 Analyzing the project data 
3 
From September 18 to 
September 21, 2019 
Making infographic 
September 22, 2019 Presenting the project result 
September 23, 2019 Revising the project result 
September 24, 2019 Handing the final project result 
VII. THE PROJECT PRODUCTS NEED TO BE SUBMITTED 
- The project plan 
- All photo, video and related documents 
- All data collection recording and analysis 
- The infographic that presents the project result 
- The outcome of self-assessment and peer assessment 
VIII. THE LECTURERS’ COMMENTS ON THE PROJECT PLAN 
... 
.................................................................................................................................... 
Step 3: Implementing the project (week 2) 
- The project was carried out in 5 hamlets are heavily influenced by flood; 
- The participants have finished the survey with 12 local people and conducted indepth 
interview with five local residents and leaders; 
- The project team also has experienced some real activities that are related to the local 
livelihoods in the localities; 
- All works have been done as they were mentioned in the project plan; 
- The team leader and secretary have provided the lecturer with all photos and videos 
related to flood and livelihoods in An Giang dirung the time that they are taking their field trip 
in the selected areas; 
Trinh Chi Tham 
76 
- The lecturer has also checked to make sure that all works were done in the right track; 
Step 4: Presenting and assessing on project results (week 3) 
The project result was presented through infographic which has made by Adobe 
Photoshop. 
Besides infographic, the project team has to present all pictures, videos, models, 
materials, in order to approve for the project result. 
Table 1. Criteria for formative assessment toward the project 
 Student 
Criteria 
1 2 3 4 5 
Working attitude 
Cooperative ability 
The scale of work completion 
The performance scale of work 
The scale of contribution to the project result 
Overal score 
Table 2. Criteria for summative assessment towards the project 
Criteria Score 
The project product 
(Infographic) 
Form of 
infographic 
Formatted scientifically and beautifully 
Layouted reasonable 
Presented creatively 
Content of 
infographic 
Have enough contents as planned 
Be accurate and scientific 
Be high reliable in the project result 
Be new or independent in project result 
Presentation skills 
Managing time well 
Presenting effectively (concise, clear,) 
Colaborating effective among members 
Good answer and feedback 
Be creative in presenting 
Overal score 
Step 5: Rethink about the conducted projects (week 3) 
- The field trip should be done at the most critical time of the flood in An Giang; 
- It should be more time to experience livelihood activities; 
- There should be a more specific explanation of the assessment criteria. 
3. Conclusions 
- The project – based learning is one of teaching methods or styles that can activate both 
teaching and learning activities, especially learning activities. Implementing the project – based 
Carrying out the course of Vietnamese Socio-Economic Geography through project – based learning 
77 
learning in conducting the course of Vietnamese socio - economic Geography is an actual 
demand as it is appropriate to current educational policies in Vietnam. 
- The application of the project - based teaching to the Vietnamese socio - economic 
Geography course has brought some positive and encouraging results such as helping students 
to deepen their knowledge; making learning activities more active and positive; leading the 
students to more practical experience, developing a lot of necessary specialized competencies,... 
- There are still some difficulties in applying this projects – based learning in the selected 
course. Therefore, both teachers and students need to consciously and actively overcome some 
obstacles. Besides, the stakeholders should be responsible in essential situations in order to 
suppor both teachers and learners on time. 
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