Dạy học vật lí đại cương cho sinh viên đại học khối ngành kĩ thuật theo tiếp cận CDIO.Dạy học vật lí đại cương cho sinh viên đại học khối ngành kĩ thuật theo tiếp cận CDIO.Dạy học vật lí đại cương cho sinh viên đại học khối ngành kĩ thuật theo tiếp cận CDIO.Dạy học vật lí đại cương cho sinh viên đại học khối ngành kĩ thuật theo tiếp cận CDIO.Dạy học vật lí đại cương cho sinh viên đại học khối ngành kĩ thuật theo tiếp cận CDIO.Dạy học vật lí đại cương cho sinh viên đại học khối ngành kĩ thuật theo tiếp cận CDIO.Dạy học vật lí đại cương cho sinh viên đại học khối ngành kĩ thuật theo tiếp cận CDIO.
Trang 1MINISTRY OF EDUCATION AND TRAINING
VINH UNIVERSITY
TA THI KIM TUYEN
TEACHING GENERAL PHYSICS
TO UNIVERSITY STUDENTS OF ENGINEERING BY
CDIO APPROACH
Major: THEORY AND TEACHING METHODOLOGY OF PHYSICS
Code: 9140111
DOCTORAL DISSERTATION ON EDUCATION SCIENCES
Instructors: 1 Assoc Prof., Dr PHAM THI PHU
2 Assoc Prof., Dr PHAM KIM CHUNG
NGHE AN PROVINCE - 2022
Trang 2The dissertation was completed at Vinh University
Scientific Instructors:
1 Assoc Prof., Dr PHAM THI PHU
2 Assoc Prof., Dr PHAM KIM CHUNG
Counterargument 1:
Counterargument 2:
Counterargument 3:
The thesis will be defended under the review of the University’s Thesis
evaluation Council at Vinh University
Location: Vinh University
The dissertation is available at:
- Vietnam National Library;
- Vinh University Library.
Trang 3INTRODUCTION
1 Reason for choosing the topic
The output products of the university curriculum in engineering are engineers who willtake up employment in production facilities with the role of designing and manufacturingengineering products to serve society Engineers need to be able to participate in part or all
of a product manufacturing cycle or an engineering process/system Any engineeringproduct/process or system goes through four stages, namely (1) Conceive, (2) Design, (3)Implement, (4) Operate, abbreviated to CDIO It is the CDIO capacity that engineeringuniversities need to form and develop for learners The training program that identifiestraining goals according to the above orientation is called as teaching by CDIO Approach.The CDIO Initiative is a major international project established in the early years ofthe 21st century, aimed at reforming engineering training programs at universities andhelping to bridge the gap between training institutions and the labor market This ensuresthat learners develop comprehensively in terms of knowledge, professional skills andqualities, and adapt well to a professional and ever-changing working environment Overthe past two decades, many universities around the world and in Vietnam have applied theCDIO methodology to improve their training programs to better meet the 21st-centuryknowledge economy's demand for high-quality human resources
The actual CDIO application has two levels: (1) the training program level which iscalled CDIO-based training and (2) the subject level which is called CDIO-based teaching.The level of subject applies to training institutions that have not yet developed andimplemented a CDIO-based program but wish to improve the quality of the training based
on CDIO Approach.
Teaching by CDIO Approach is considered to implement a standard group of trainingmethods, facilities, and conditions of a CDIO-based training program This is the mostimportant factor that creates the real quality of the output - young engineers that enter therapidly changing engineering labor market
General Physics is a compulsory subject of the university training program inengineering and belongs to general education knowledge, which is the basis of many othernatural sciences General Physics is supposed to equip students with basic knowledge andskills in physics, serving as a basis for continuing to study and research technologies andtechniques, while contributing to the personality formation for future engineering staff.There have been theoretical and practical studies on teaching by CDIO Approach inVietnam at the level of training programs, but there has been no research at the subject level
in general and subjects of general education knowledge in particular The question is, bywhat process should the CDIO application at the subject level be implemented? How can theteaching of General Physics be designed and organized to improve the quality of the training based on CDIO Approach at the subject level?
Therefore, we choose the topic of the doctoral dissertation as "Teaching general physics to university students of engineering by CDIO approach".
Trang 4in engineering with CDIO approach.
4 Scientific hypothesis
If some General Physics content is designed into learning projects and teaching isorganized according to the flipped classroom model, this will ensure the standards ofteaching methods and learning conditions of the training based on CDIO approach, therebycontributing to meeting the outcome standards of the university engineering trainingprogram right in the general education stage
5.3 To determine the objectives and three-level outcome standards of teaching GeneralPhysics by CDIO approach;
5.4 To select teaching methods and develop a (general) process for teaching GeneralPhysics to meet the objectives according to the results of 5.3 (developing CDIO standards
-Theoretical research methods
+ Researching theoretical documents related to the topic Analyzing, synthesizing, andsystematizing the theoretical basis of CDIO in teaching at universities for engineeringmajors
+ Researching the training program, General Physics syllabus, the textbooks andmaterials of this subject at some engineering universities, related references to determine theoutcome standards of the subject, the level of content and the competence required ofstudents
- Practical research: Investigating, surveying, interviewing, observing the teaching
practice of General Physics in several universities and evaluating its effectiveness
+ Proposing the process for teaching General Physics in the university training program
in engineering with CDIO approach
* Regarding application
+ Developing and operating a support website for the teaching of the Electricity part ofGeneral Physics in the university training program in engineering according to the flippedclassroom model at https://www.vatlydaicuongcdio.edu.vn/;
+ Designing the process for teaching the chapters "Electrostatic field" and "Staticmagnetic field" in the Electricity part of General Physics according to the flipped classroommodel for university students in engineering with CDIO approach;
+ Designing 8 learning projects in the Electricity part of General Physics according to
Trang 5the flipped classroom model for university students in engineering with CDIO approach;+ Designing a toolkit to evaluate the learning outcomes for some contents of theElectricity part of General Physics in the university training program in engineering withCDIO approach.
8 Dissertation structure
Introduction (06 pages)
Chapter 1 Overview of studies related to the dissertation topic (23 pages)
Chapter 2 Theoretical bases for and teaching practice of General Physics to
engineering students with CDIO approach (59 pages)
Chapter 3 Teaching some general physics content with CDIO approach in university training programs in engineering (38 pages)
Chapter 4 Pedagogical experimentation (35 pages)
Conclusions and recommendations (02 pages)
List of works by the author (01 page)
References (10 pages)
Appendix (72 pages)
Trang 6CHAPTER 1 OVERVIEW OF STUDIES RELATED TO THE DISSERTATION TOPIC
1.1 Studies on the teaching of General Physics to engineering students
1.1.1 Overseas studies on the teaching of General Physics to engineering students
From the early years of the 20th century up to now, there have been many studies onthe teaching of General Physics to engineering students In the dissertation, we choose toresearch and cite more than 10 studies abroad on this issue Some typical works includeWilliam S Franklin (1903), Teaching Physics to engineering students; A William DuffGeorge V Wendell (1922), Teaching Physics, with special reference to teaching Physics forengineering students; Van der Veen, J (2019), Trends in physics teaching for engineeringeducation; etc In the studies that we have learned about the teaching of General Physics toengineering students, it has been shown that: physics plays a big role in the training ofengineers; the labor market has raised the requirements for professional qualifications ofengineering graduates; it is necessary to strengthen the approaching of practical engineeringproblems; the learning materials are changed from simple textbooks to multimediadocuments on an e-learning system; problem-based and project-based learning (PBL) isorganized to enhance students' creativity and application of new products as well as
independent and group learning abilities.There is a lack of studies on formulating an integrated process of organizing teachingactivities, close to the engineering design process
1.1.2 Vietnamese studies on the teaching of General Physics to engineering students
In Vietnam, the number of studies on teaching General Physics at universities ingeneral and to engineering students in particular is still quite modest A number of doctoraldissertations have been dedicated to researching the teaching of General Physics: Pham VanLam (1994), Improving the quality of General Physics practice in engineering universities
by the self-study method with module guidance; Le Phuoc Luong (2002), Studying a modelfor predicting student learning outcomes through the correlation and regression of testscores, thereby proposing a process for teaching some topics of General Physics (A1);Nguyen Hoang Bao Thanh (2003), Research on the making and use of a combination ofobjective multiple- choice questions and constructed-response answers to improve testassessment and assessment of physics learning outcomes at the university level; Tran DucKhoan (2016), Developing and using self-study materials with module guidance for the
"electricity" part of General Physics to partly foster the self-study ability for engineeringundergraduates; Tran Ngoc Dung (2020), Developing the ability to detect and solveproblems for engineering students in the teaching of Thermology of General Physics
The above-mentioned studies and a number of other studies on teaching GeneralPhysics published in scientific articles have shown the contents and competencies that need
to be formed for students in studying the subject of General Physics and how to organize theteaching according to problem-solving teaching, project-based teaching, etc However, therehas not been any research on the teaching of General Physics according to the CDIOapproach
1.2 Studies on training engineering students with CDIO approach
Trang 71.2.1 Overseas studies on CDIO
CDIO started as an initiative in engineering training in the form of a joint convention
in cooperation of four universities, namely Chalmers University of Technology, RoyalInstitute of Technology, Linkoping University (Sweden) and Massachusetts Institute ofTechnology (USA), to find solutions to improve engineering education
The result of applying the above initiative has formed a training model, called teaching
by CDIO Approach The CDIO-based training model quickly spread to other universities,especially in the West, in the field of engineering Besides, the CDIO-based trainingphilosophy has become a methodology to create and develop training programs for manyuniversities in general inside and outside of the CDIO Association The theory of CDIO-based training and CDIO methodology is summarized in the work of E Crawley, JMalmqvist, S Ostlund, D Brodeur, 2007, Rethinking Engineering Education: The CDIOApproach, Springer
To date, more than 180 universities on all continents have become full members of theWorld CDIO Association, and thousands of research works have since been published onthe application of the CDIO approach In our research, we have studied typical works such
as Crawley et al (2009), Updating CDIO outline: updating and expanding leadership skillsand entrepreneurship; Ingunn Saemundsdottir et al (2011) Learning to cope with disaster bydoing at the University of Reykjavik; Crawley et al (2011), Updating CDIO Syllabus Level2: Updating Engineering Education Objectives; Wen-li GUO et al (2019), How tosuccessfully promote the reform of university-level engineering education by CDIO; etc.1.2.2 Vietnamese studies on CDIO
In Vietnam, the policy of research on the CDIO application has been started since
2008 It was initiated by two major universities (Vietnam National University, Hanoi andVietnam National University Ho Chi Minh City) And it is now more and more widelyimplemented
The work of E Crawley et al as mentioned above were translated into Vietnamese by
Ho Tan Nhut and Doan Thi Minh Trinh in 2009, and became a manual for universities tocreate and develop training programs under CDIO Present (2021), about 30 universities andnearly 400 training majors at all levels in Vietnam have implemented the training based on CDIO Approach Two national conferences on higher education by CDIO were held inVietnam, with 38 reports at the 2012 conference and 38 scientific reports at the 2016conference In addition, dozens of articles were published in domestic scientific journalswhich announced research on CDIO Approach in teaching at universities The content of theresearch revolved around three aspects: (1) interpreting the teaching theory by the CDIOApproach, (2) applying the teaching theory by the CDIO Approach to create trainingprograms (program level), (3) applying CDIO Approach to the teaching of some subjects inthe CDIO-based training program In the third aspect, the majority discussed the teaching ofsubjects of specialized knowledge and engineering introduction
The research dissertations on the CDIO approach has the following works: NguyenKieu Oanh (2013), Managing pedagogical refresher activities for university lecturersaccording to
Trang 8the CDIO approach; Do The Hung (2015), CDIO-based teaching in training engineeringteachers at the university level (research on the CDIO approach at the training programlevel); Tran Van Hoan (2016), CDIO approach in teaching probabilistic statistics foreconomics students at Lac Hong University towards meeting outcome standards (research
on the CDIO approach at the level of general subjects in the training program with CDIOapproach)
Up to now (2021) there are no published research results on teaching by CDIOapproach subjects in a training program without CDIO approach
In the traditional training program (without CDIO approach), how can the CDIOmethodology be applied to the subjects to promote the advantages of teaching subjects byCDIO approach? It is an open question which the dissertation topic is going to answer.1.3 Research questions of the dissertation topic
General question: How can the CDIO methodology be applied at the subject level ofgeneral education knowledge to traditional university training programs (not yet followingCDIO) in engineering?
Specific questions: For university training programs in engineering that have not yetapplied CDIO
1 According to the CDIO approach, what is the process for teaching General Physics (in particular), and subjects of general education knowledge (in general)?
2 According to the CDIO approach, what teaching model is suitable for teaching General Physics (in particular) and the subjects of general education knowledge (in
general)?
3 What will be the specific results of applying such process and model to design and organize the teaching of some knowledge of General Physics (the Electricity part)?
Trang 9CHAPTER 2 THEORETICAL BASES FOR AND TEACHING PRACTICE
OF GENERAL PHYSICS FOR ENGINEERING STUDENTS WITH CDIO
APPROACH
2.1 University training according to CDIO approach
2.1.1 Basic concepts of CDIO
Teaching by CDIO approach has the following basic concepts: CDIO initiative, CDIOoutline, CDIO standards, CDIO-based training
CDIO initiative (CDIO methodology) is an overall solution for training qualityimprovement to meet social needs on the basis of determining outcome standards to designtraining programs and methods according to a scientific process, ensuring the outputproducts have CDIO capacities
CDIO outline is a detailed description of the outcome standards of the trainingprogram, developed by the training institution in consultation with employers; used as abasis for developing, implementing and evaluating the training program A CDIO outlinehas 4 levels Level 1 includes 4 core competencies; level 2 concretizes 4 core competenciesinto 19 specific
competencies; level 3 separates 19 specific competencies into 97 criteria; and level 4quantifies 97 criteria according to the level to be achieved based on Bloom's taxonomy.CDIO standards are a set of principles to provide guidance on the design anddevelopment of training programs, and also a tool for evaluating training programs,including 12 standards in 5 groups: (1) training philosophy, (2) program development, (3)methods, means and conditions for training, (4) lecturers, (5) accreditation
It is clear that the CDIO-based training program is built, implemented and evaluatedaccording to clearly detailed and quantified criteria and standards, which ensuresscientificity and limits the subjectivity and sentimentality in the evaluation of educationaland training products found in traditional training programs
Teaching by CDIO Approach is a term used to denote the application of CDIO training
in certain factors For example, this dissertation topic only applies CDIO at the subject level,that is, applying the standards of methods and means of learning space conditions; otherfactors are still implemented according to the traditional training program
2.1.2 Developing training programs according to CDIO
Program development is the process of designing, adjusting and modifying the trainingprogram based on its regular and continuous evaluation There are three approaches indeveloping a training program, namely content approach, target approach, developmentapproach Developing a training program according to CDIO belongs to the third approach.According to Doan Thi Minh Trinh (2012), from the development practice according
to the CDIO approach in Vietnam, in order to reform the current CDIO standards, it isnecessary to carry out a 6-step process as described in Figure 2.4 below
Trang 10Figure 2.4 Flow chart of training program design according to CDIO
Similar to the traditional training program, the CDIO-based program also consists of 6components: (1) Objectives, (2) Outcome standards, (3) Design ideas, (4) Program Structure,(5) Subject Matrix, (6) Subject syllabuses However, there are three distinct differences in theCDIO- based training program: (1) The objectives of the program must be consulted withemployers, (2) The outcome standards of the training program must reach 4 levels, (3) Thesubject outcome standards must be referenced with the outcome standards of the trainingprogram
2.1.3 Subject outline according to CDIO
The CDIO-based subject outline is also composed of the same elements as thetraditional one The difference of the CDIO-based outline is the close connection betweenoutcome standards of subjects and those of the training program at all 4 levels, see Table 2.1for details
Table 2.1 Differences in CDIO-based subject outline Subject
outline Not based on CDIO Based on CDIO
Target
Including (1) knowledge,(2) skills, (3) autonomy and responsibility
Including (1) technical knowledge and reasoning, (2) personal and professional skills and attributes, (3) communication andcooperation skills, (4) CDIO skills
Outcome
standards
The level of detail depends
on each training institution
Details are categorized into 4 levels and haveclose contact with outcome standards of thetraining program (Level 4 is detailed up tothe
level to be achieved by learners according toBloom's taxonomy)
Content Content of subjectsyllabus Each content of subject syllabus is associatedwith outcome standards of the subjects.Modes of
implementati
on
Usually by definingmethods of teachingsubject content
Defined by CDIO Standards 7 and 8:proactive learning through integrated learning experiences
Integrated training programs
Expected outcome standards Training objectives and training program modifications
Detection and changes Current conditions
Comparing current training programs Designing training program structure and order of skill education Allocating order of skill education to training program structure; designing subject education
Assessing student capacities Assessing training program
Trang 11Evaluation
method
Usually focusing only onassessing the results oflearning the subject
knowledge
Including a plan to evaluate the achievement
of all outcome standards of the subject indetail, especially for objectives (2), (3), (4)
Trang 122.2 Teaching methods according to the CDIO approach
The CDIO-based teaching methods emphasize learning based on active and experientiallearning methods Therefore, the following modern teaching methods and models need to beused
2.2.1 Flipped classroom model
Flipped Classroom is a form of classroom organization that completely reverses thetraditional way of teaching New knowledge is learned by learners first through videolectures Classroom hours are dedicated to solving content that was previously considered ashomework and spending more time discussing and deepening knowledge
The overview of the flipped classroom model is taken from the book “The Flippedclassroom: full picture Class” and applies Kolb's learning model
Figure 2.7 Overview of the flipped classroom
2.2.2 Project-based Learning
Project-based learning is a teaching model in which learners can perform a complexlearning task, build a strong rapport between theory and practice, carry out practicingactivities, and create many recommendable products
Project-based learning consists of 3 phases:
decide to choose a topic suitable for the learning purposes, program and actual conditions todevelop the group's plan The output at this stage is the project plan;
performing assigned tasks with activities such as proposing solutions and tests, studyingdocuments, conducting experiments, discussing and cooperating with team members;
front of the class, students peer-evaluate it, and the lecturer evaluates it in summary
To ensure CDIO standards for teaching methods, we use the flipped classroom model
to organize the teaching of applied content of Physics in the form of learning projects
2.3 Facilities, conditions and learning space according to CDIO approach
The learning environment for a CDIO-based program includes traditional workspacessuch as classrooms, lecture halls, conference rooms, and even engineering workspaces,where students can learn from each other and interact with other groups, are exposed tomodern engineering tools, software or laboratories, have the opportunity to expand theirknowledge and improve their skills in developing products, processes and systems This isstandard no 6 of the 12 CDIO standards
Besides the engineering workspace, self-study is a significant part of teaching byCDIO Approach, so learning materials play a particularly important role in training quality.Different from traditional training, teaching by CDIO Approach needs to include bothtraditional learning materials (print materials: textbooks, workbooks and other referencematerials), and
Project implementation Feedback on lectures Video creation
Audio/video lectures Websites with rich content Online talks
Stage 2 New knowledge discovery and acquisition Stage 3 Meaning creation
Stage 4 Demonstration and application Stage 1 Fascinating experiences
Interactive and simulation games Experiences
Assignment of tasks in form of projects
Presentation Demonstration of project products Creative products
Trang 13electronic materials (lectures in form of video, audio, PowerPoint, etc.) that are posted onthe internet so that students can proactively learn anytime and anywhere.
2.4 Assessment of learning outcomes according to the CDIO approach
CDIO-based assessment is an assessment according to learners' abilities It aims toencourage proactive and experiential learning, and promote the development of skills toachieve outcome standards
In teaching General Physics according to the CDIO approach, it is necessary todiversify forms of assessment: regular, periodic, criterion-based, standard-based, peer-to-peer
The methods of assessing learning outcomes according to the CDIO approach includeobservation, constructed-response tests, objective multiple-choice tests, oral tests,coursework, essays and projects
The tools to conduct an assessment in CDIO-based teaching include written tests,study sheets for regular assessment, objective multiple-choice tests and rubric
2.5 Proposal of the process for organizing the teaching of General Physics to university students in engineering with CDIO approach
2.5.1 Basic arguments on proposing the process for organizing the teaching of General Physics to engineering undergraduates according to the CDIO approach
1.The subject outcome standards must integrate both knowledge and skills according
to the CDIO outline;
2 To achieve the integrated outcome standard, it is necessary to proactively teach through integrated experiences;
3 Teaching General Physics associated with engineering equipment will contribute to ensuring the achievement of integrated outcome standards
2.5.2 The process for organizing the teaching of General Physics to university students
in engineering with CDIO approach
Figure 2.10 CDIO-based teaching process with the flipped classroom model at the
subject level Conclusion of Chapter 2
Step 2 Make subject outlines according to the CDIO approach
Step 3 Build a website to support subject learning
Step 4 Make a plan to teach some specific content according to the flipped classroom model,including 4 stages
Step 5 Organize the teaching of some specific content according to the plan in step 4 in
combination with project-based teaching
1 Accepting the learning task and the conditions for performing it (face-to-face learning) and
preparing the project
2 Doing individual/group self-study with the learning resources built in step 3 (self-study on the
website), implementing the project
3 Discussing, deepening, validating and systematizing new knowledge/skills (face-to-face learning)
4 Demonstrating results and applying them in practice (face-to-face learning), conducting
acceptance of project products
Step 6 Evaluate learning results and compare them with outcome standards
Step 1 Establish subject outcome standards according to CDIO approach
Trang 14The CDIO Initiative is a method of developing tertiary education programs so thatoutput products can better meet the high requirements of the ever-changing labor market,with two core concepts, namely CDIO Outline and CDIO Standard For traditionaluniversity programs (not yet following CDIO), the CDIO approach can be applied at thesubject level to exploit the advantages of CDIO-based programs General Physics is asubject of general education knowledge in university programs for most engineeringdisciplines It is selected to apply the subject-level CDIO To achieve the outcome standards
of this subject according to CDIO, it is necessary to arrange the contents of engineeringapplications of Physics into learning projects and organize the teaching according to the 4-phase flipped classroom model (Figure 2.7) To do so, we recommend that lecturers carryout a 6-step process (Figure 2.8)
Chapter 3 of the dissertation will realize this process to prove the above conclusion