VẬN DỤNG LÍ THUYẾT TƯƠNG TỰ TRONG DẠY HỌC TÍCH HỢP

Abstract

Integrated teaching and learning fosters holistic and in-depth knowledge construction among students, simultaneously enhancing their practical application skills. However, teaching scientifically complex concepts such as the human locomotor system, which necessitates the integration of knowledge from various scientific disciplines, often presents significant pedagogical challenges. This paper proposes leveraging the theory of analogy (or analogous reasoning) as an effective pedagogical strategy for implementing integrated teaching of the Locomotor System.

The primary objective of this study is to establish a viable process for utilizing analogous reasoning within integrated Natural Sciences instruction, and subsequently applying it to the "Locomotor System" unit. This involves using mechanical principles (e.g., pressure, the lever system, elasticity) to establish analogies with the musculoskeletal system, thereby facilitating understanding of its structure and function in relation to body movement (e.g., bone rotation around joints, elasticity of muscles and ligaments). Consequently, students not only acquire a profound understanding of the Locomotor System's structure and operational mechanism, but are also empowered to apply this knowledge to practical activities—such as maintaining proper posture and executing safe movements in sports and daily life—to ensure musculoskeletal safety. This instructional methodology contributes significantly to the comprehensive development of students' Natural Science competence.