Vận dụng mô hình blended learning trong dạy học phần Hóa học hữu cơ lớp 11 nhằm phát triển năng lực tự học cho học sinh Trung học phổ thông.Vận dụng mô hình blended learning trong dạy học phần Hóa học hữu cơ lớp 11 nhằm phát triển năng lực tự học cho học sinh Trung học phổ thông.Vận dụng mô hình blended learning trong dạy học phần Hóa học hữu cơ lớp 11 nhằm phát triển năng lực tự học cho học sinh Trung học phổ thông.Vận dụng mô hình blended learning trong dạy học phần Hóa học hữu cơ lớp 11 nhằm phát triển năng lực tự học cho học sinh Trung học phổ thông.Vận dụng mô hình blended learning trong dạy học phần Hóa học hữu cơ lớp 11 nhằm phát triển năng lực tự học cho học sinh Trung học phổ thông.Vận dụng mô hình blended learning trong dạy học phần Hóa học hữu cơ lớp 11 nhằm phát triển năng lực tự học cho học sinh Trung học phổ thông.
Trang 1HANOI NATIONAL UNIVERSITY OF EDUCATION
NGUYEN VAN DAI
APPLYING BLENDED LEARNING MODEL IN TEACHING ORGANIC CHEMISTRY OF GRADE 11 TO DEVELOP SELF-STUDY
CAPACITY FOR HIGH SCHOOL STUDENTS
Major: Theory and methods of teaching Chemistry
Code: 9.14.01.11
SUMMARY OF THE DOCTORAL THESIS OF EDUCATION SCIENCE
Hanoi - 2022
Trang 2Hanoi National University of Education.
The thesis will be defended in front of the School-level Thesis Judging Committee
at Hanoi National University of Education at… hour… date… month……
The thesis can be found at the National Library, Hanoi, or the Library of Hanoi
National University of Education
Trang 31 Nguyen Van Dai, Dao Thi Viet Anh (2019), “Developing framework of self-study competency
of high school students in chemistry teaching using blended learning model”, Education Journal,
No 458 (2), pp 45-50
2 Nguyen Van Dai, Dao Thi Viet Anh and Vu Quoc Trung (2020), “The reality of self-study,developing self-study capacity and applying blended learning model in teaching chemistry athigh schools”, Scientific Journal of Hanoi National University of Education, 65(9), pp 203-217
3 Nguyen Van Dai, Dao Thi Viet Anh and Vu Quoc Trung (2020), “Some measures used tostrenghthen students’ self-study activities through using Microsoft Teams in Chemistry at highschools”, Scientific Journal of Hanoi National University of Education, 65(4), pp 185-196
4 Nguyen Van Dai, Dao Thi Viet Anh, Vu Quoc Trung, Kieu Phuong Hao (2020), “Designingtools for assessing self-study capacity of students at high school in teaching projects based onblended learning model”, Scientific Journal of Hanoi pedagogical university 2, No 69 October
7 Nguyen Van Dai, Truong Thi Trang, Bui Thi Quynh Anh, Ha Thi Tuyet (2021), “Developingstudents' self-study capacity through project-based teaching about saturated hydrocarbons(Chemistry 11) according to blended learning model”, Scientific Journal of Vinh University, 50
(3B/2021), pp 16-27
8 Van-Dai Nguyen, Quoc-Trung Vu, Van-Tiem Chu, Phuong-Hao Kieu, Thi-Viet-Anh Dao (2021),
“Project-Based Teaching in Organic Chemistry through Blended Learning Model to Develop Study Capacity of High School Students in Vietnam”, Education Sciences, 11, 346 https://doi.org/10.3390/educsci11070346 (The Journal belongs to the category Scopus - Q2)
Self-SCIENCE RESEARCH TOPICS
9 Nguyen Van Dai, Dao Thi Viet Anh (2019), Applying the blended learning model in teachingHydrocarbon, Chemistry 11 to develop self-study capacity of high school students, Grassrootstopic of the Hanoi Pedagogical University 2, tested and rated Good
10 Nguyen Van Dai, Dao Thi Viet Anh, Kieu Phuong Hao (2021), Applying project-basedteaching based on blended learning model in teaching Organic Chemistry 11 to develop the self-
Trang 51 Reason for choosing a research topic
Educational innovation is an urgent issue and a global trend to meet the requirements
of the 4.0 revolution In Vietnam, education is entering a period of fundamental andcomprehensive reform, with a sharp shift from focusing on knowledge transfer to thecomprehensive development of learners' qualities and capabilities This is to train a high-quality labor force to serve the cause of industrialization and modernization of the countryand international integration The General Education Program 2018 has identified self-study capacity as one of the core competencies of students Therefore, developing self-studying competence is an urgent and long-term task at high schools
Blended learning (BL) describes teaching models with a flexible combination of to-face teaching in class and online teaching in close relationship and mutualcomplementarity to improve teaching quality BL has been implemented quite effectively inmany countries worldwide, especially countries with advanced education such as the US,
face-UK, Australia, Canada, Japan , and is expected to become the primary teaching in thefuture In Vietnam, BL was initially interested, but researches are still limited compared tothe development requirements of education in the new period
The Organic Chemistry section has a fairly large amount of knowledge that requiresstudents to invest much time in self-study This section also has much content related to reallife, creating good conditions for teachers to organize students' self-study through learningprojects
The survey results on the situation of self-study show that students' learning is stillpassive and depends heavily on the requirements of teachers; many students do not knowhow to self-study Active teaching methods to develop self-study capacity have not beenused regularly However, almost teachers and students have basic skills to access theInternet and tools used to access the Internet have become popular These are favorableconditions for implementing blended learning model teaching at Vietnamese high schools
Stemming from the above reasons, we have chosen and researched the topic:
"Applying blended learning model in teaching organic chemistry of grade 11 to developself-study capacity for high school students"
2 Research purpose
Research on measures to apply BL model in teaching organic chemistry of grade 11 todevelop the self-study capacity of high school students
3 Objects, subjects, and scope of research
Research object: The process of teaching chemistry at high schools.
Trang 6Research subject: Self-study capacity of high school students and measures to apply
the blended learning model in teaching chemistry to develop self-study capacity for highschool students
Scope of research: Content (Section 11th grade organic chemistry at high schools),
location (high schools in 3 regions of the North, Central, and South), time (from November
2016 to June 2021)
4 Scientific hypothesis
If teaching according to the flipped classroom model and teaching projects according
to the BL model in the organic chemistry of grade 11 are reasonable and suitable forstudents, the self-study capacity of high school students will be developed
If applying the flipped classroom model and project-based teaching according to theblended learning model in organic chemistry of grade 11 is reasonable and suitable forstudents, the self-study capacity of high school students will be developed
5 Research mission
- Synthesize and analyze documents on competence, self-study, and self-study capacity,blended learning, active teaching methods, and assessment of students' capacity… to overviewthe theoretical basis of the topic
- Conduct investigation to clarify the current self-study situation, develop self-studycapacity and apply the BL model in teaching chemistry at high schools
- Build a framework of self-study capacity of high school students in teachingaccording to the BL model
- Analyze the objectives, structures, contents, and characteristics of teaching methods
of organic chemistry of grade 11
- Propose measures to apply the BL model in teaching to develop the self-studycapacity of high school students
- Design a toolkit to assess the self-study capacity of high school students in teachingaccording to the BL model
- Conduct pedagogical experiments at several high schools to confirm the feasibilityand effectiveness of the proposed instructional designs
6 Research Methods
The study uses a combination of the following research methods:
- Group of theoretical research methods: Analysis, synthesis, evaluation,systematization, generalization in the overview of the theoretical basis of the topic
- Group of practical methods: Observation, investigation, interview, exchange of ideaswith experts, teachers, students… Conducting pedagogical experiments according to the BLmodel in teaching organic chemistry in grade 11 to develop self-study capacity for students
at some high schools
Trang 7- Information processing method: Using mathematical-statistical methods in
educational science to process experimental data and make conclusions
7 New point of the thesis
- Contributed to systematizing and clarifying the theoretical basis of applying theblended learning model to develop self-study capacity for high school students
- Investigate and clarify the current self-study situation, develop self-study capacity,and apply the BL model in teaching Chemistry at high schools
- Building a framework of self-study capacity of high school students in teachingaccording to the BL model
- Proposing 02 measures to apply the blended learning model to develop self-studycapacity for high school students, including (1) Applying the flipped classroom model and(2) Applying project-based teaching according to the BL model Built 02 specific teachingprocesses with 08 teaching lesson plans to illustrate, select, and design tools and content tosupport teaching organization according to BL models in the organic chemistry section ofgrade 11 (including Microsoft Teams, 05 electronic lectures, 05 teaching games, 30practical exercises and 28 project topics)
- Proposing 05 activities to manage and improve students' self-study effectiveness inteaching according to the BL model
- Designing tools to assess the self-study capacity of high school students in teachingaccording to the BL model, including assessment form according to criteria of teachers andself-assessment form of students
8 The structure of the thesis
In addition to the introduction (4 pages), conclusions and recommendations (2 pages),references (118 documents), the thesis content has 3 chapters:
Chapter 1: Theoretical and practical basis on applying the blended learning model todevelop self-study capacity for high school students (43 pages)
Chapter 2: Methods of applying the blended learning model in teaching the organicchemistry part of grade 11 to develop self-study capacity for high school students (61 pages).Chapter 3: Pedagogical experiment (28 pages)
CHAPTER 1: THEORETICAL AND PRACTICAL BASIS ON APPLICATION OF BLENDED LEARNING MODEL TO DEVELOP SELF-STUDY CAPACITY FOR
HIGH SCHOOL STUDENTS 1.1 History of problem research
1.1.1 Research on applying blended learning in teaching
In the world, blended learning is a new educational trend and a new research direction
Trang 8of educational scientists Various studies have clarified the fundamental theoretical issues ofblended learning (definitions, characteristics, factors, benefits, future trends ) and evaluatedthe results of applying blended learning in teaching at both the university and high schoollevels The studies all agree quite uniformly about the positive effect of blended learning onthe cognition and learning outcomes of learners, but to be suitable for each learner andlearning conditions, it is necessary to have different specific blended learning models.
In Vietnam, blended learning has initially been interested, but it is still a new model,and its application is still limited due to many factors Researches on applying blendedlearning in teaching chemistry are still few, not systematic, not focused on the goal ofdeveloping students' self-study capacity, and supporting materials for teaching according tothe blended learning model have not been done rich in meeting the needs of educationalinnovation today
1.1.2 Research on developing students' self-study capacity
The issue of self-study and self-study capacity development for high school studentshas been mentioned in a number of books and research works of domestic and foreignauthors, the authors all affirm the important role of self-study, and there are some proposedmeasures to develop self-study capacity for students
Through research by domestic and foreign authors on teaching according to the BLmodel and developing students' self-study capacity, we find that the research andapplication of BL models are suitable for the organic chemistry section of grade 11, studentsand teaching conditions in Vietnam, especially towards the goal of developing self-studycapacity is still a new research direction that is meaningful in both theory and practice
1.2 Capacity and capacity development teaching for students
1.2.1 Overview of capacity
1.2.1.1 Capacity concept
Capacity is an individual attribute formed and developed thanks to inherent qualitiesand the process of learning and training, allowing people to synthesize knowledge, skills,and other attributes such as interest, belief successfully perform a certain type of activity,achieving the desired result under specific conditions
1.2.1.2 General structure of capacity
There are two approaches to determine the capacity structure, including: according tothe component resources (1) and according to the departmental capacity (2) In the thesis,
we use the approach according to the departmental capacity when building the self-studycapacity framework of students
1.2.1.3 Capacity assessment
Trang 9The assessment of capacity uses different tools that are methods, means, andtechniques used throughout the process to achieve assessment purposes such asobservational assessment, self-assessment, mutual assessment, assessment of academicrecords, test, assessment of learning products.
1.2.2 Some fundamental theories for teaching and developing students' capacity
We identify a number of theories: (1) cognitive theory, (2) constructivism theory, (3)connection theory, (4) zone of development theory as the methodological basis to guideteaching methods to develop capacity, especially applying blended learning to develop self-study capacity for students
1.3 Self-study and self-study capacity of high school students
1.3.1 Overview of self-study
1.3.1.1 Self-study concept
Self-study is the process by which students self-consciously, proactive, and activelyoccupy knowledge by their actions in order to achieve the set learning goals Actions hereinclude intellectual and muscular actions and other personal attributes such as motives,emotions, human outlook, worldview, etc
1.3.1.2 Types of self-study
There are 3 forms of self-study: Self-study without guidance, self-study with indirectguidance, and self-study with direct guidance In the thesis, we focus mainly on theorganization of guided self-study activities Students' self-study process emphasizes self-study and inquiry activities; self-execution; self-assessment and adjustment; correspondingrole-direction; organization; support, mentoring, and teacher evaluation
1.3.2 Self-study capacity
1.3.2.1 The concept of self-study capacity
Self-study capacity is an individual attribute that allows students to actively useexisting resources (including knowledge, skills, motivation, emotions…) to successfullyimplement learning plans, evaluate the results achieved, and adjust to achieve the definedlearning objectives
1.3.2.2 Structure and manifestations of self-study capacity of high school students
The students' self-study capacity is not only expressed through skills and self-studymethods but also through attitude and personality factors We have identified 4 essentialcomponents of self-study capacity: (1) determining learning goals, (2) making a learningplan, (3) implementing a learning plan, (4) assessing assessment of learning outcomes andadjusting
Trang 101.4 Overview of blended learning
1.4.1 Blend learning concept
There have been many views in defining and defining the components of blendedlearning In this thesis, we conceive:
Blended learning refers to teaching models with a harmonious and complementarycombination of online teaching methods via the internet and face-to-face teaching in theclassroom to create good conditions for students to achieve their learning goals proposedwhen occupying the same content in the learning program Combining the above twoteaching methods in different sequences and proportions reflects the steady internalrelationship between goals - content - teaching methods, which will create different blendedlearning models
1.4.2 Characteristics, roles, and levels of blended learning
1.4.2.1 Features of blended learning
Blended learning has several outstanding features: Teaching is open and flexible interms of space and time; Teaching self-study and output-oriented; Teaching based ontechnology platform; Teaching through connection; Teaching through interaction
1.4.2.2 The role of blended learning
Applying blended learning in teaching at high schools offers the following benefits:
- Contributing to innovating the content and form of teaching organization
- Create opportunities for students to work more
- Developing students' competence
1.4.2.3 Levels of blended learning
Blended learning has different levels depending on different approaches Based oncontent, blended learning occurs at four levels: (1) Activity level; (2) Course level; (3)Program level and (4) Institutional level In this thesis, we will also focus on blendedlearning at the activity and course level
1.4.3 Pros and cons of blended learning
For high school, the application of blended learning in teaching demonstrates thefollowing advantages:
(1) Increase opportunities for more diverse, coherent, and effective learning activities.(2) Bring new learning experiences to students
(3) Create conditions for students to use multimedia and be more creative in presenting content.(4) Allow students to control the speed, time, and place when studying
(5) Increase the quantity and quality of interaction between teachers and students, andstudents with students
Trang 11(6) Increase opportunities for students to self-study and self-assess before, during, andafter the learning process.
1.4.4 Blended learning models:
Intel proposes 6 models: Face-to-face driver model; Rotation model; Flex model,Online lab model, Self-blend model, Online driver model
Staker, H., & Horn, M B propose 4 models: Rotational model (includes 4 smallermodels: Station - rotational model, Lab - rotational model, Flipped classroom model,Individual - rotational model); Flex model, Self-Blend model, and Enriched-Virtual model For applying Blended learning models effectively, it is necessary to indicate specificteaching steps suitable for each content/lesson and identify teaching objectives
1.5 Several active teaching methods, teaching techniques and tools to support the organization of teaching according to the blended learning model to develop students' self-study capacity
Students' learning is partially done online when applying blended learning, whichshould facilitate the deployment of active teaching methods in the classroom In addition,some active teaching methods deployed in the form of blended learning will bring betterresults in teaching Therefore, in the thesis, we have analyzed and selected to use a number
of active teaching methods/techniques and tools to support teaching organization according
to the blended learning model, including Project-based teaching, Collaborative teaching,Using teaching games, KWL techniques, Puzzle techniques, Using mindmaps, Microsoft
Teams, Practical exercises
1.6 The current situation of self-study, self-study capacity development, and application of blended learning at high schools
To find out and evaluate the current self-study situation, develop self-study capacityand apply the blended learning model in teaching Chemistry at high schools, therebyproposing some measures to apply the blended learning model to develop students' self-study capacity We surveyed 1279 grade 11 students and 136 Chemistry teachers from 28high schools in the provinces and cities of the North, Central, and South regions of thecountry in the period 2017-2020
Through statistical data and analysis of survey results, we found:
(1) On the situation of self-study and self-study capacity development for students inteaching chemistry: Most high school students have correctly realized the role of self-study.However, students' self-study time is not much; many of them do not know how to self-study Self-study activities have not come from the needs and habits of students but stillmainly from the requirements of teachers In teaching chemistry, teachers often usechemistry exercises; other active methods are rarely used According to current program
Trang 12implementation requirements, the assessment of student learning outcomes mainly usestraditional methods and tools such as tests, quizzes, and notebooks.
(2) About the actual situation of applying BL at high schools: Most teachers do notknow about BL and BL models Online teaching has been initially implemented, but therehas not been a close and effective combination with classroom lessons Most teachers andstudents have basic skills and access the internet regularly, every day The internet has beenused for learning and teaching purposes Technical tools for accessing the internet havebecome popular In addition, students also have positive attitudes to the combination ofonline learning and classroom learning These are favorable conditions for applying blendedlearning in teaching at high schools In addition, Microsoft Teams is one of the onlineplatforms with many outstanding features and is increasingly used to organize onlineteaching at high schools Therefore, we oriented to choose Microsoft Teams as thefoundation for organizing teaching according to the blended learning model in this research.The theoretical and practical basis of the topic is an important basis for us to build aframework of students' self-study capacity and propose teaching processes according to theblended learning model to develop self-studying capacity for students in Chemistry subjectssuitable for teaching conditions in Vietnam
CHAPTER 2: METHODS TO APPLY BLENDED LEARNING MODEL IN TEACHING ORGANIC CHEMISTRY OF GRADE 11 TO DEVELOP SELF-STUDY
CAPACITY FOR HIGH SCHOOL STUDENTS 2.1 Framework of self-study capacity of high school students in teaching according to the blended learning model
2.1.1 Principles of building self-study capacity framework
2.1.2 The process of building self-study capacity framework
2.1.3 Framework of self-study capacity of high school students in teaching according to the BL model
Based on 4 principles and a 5-step process, we have built a framework of self-studycapacity of high school students in teaching according to the blended learning model,including 4 components and 10 expressions Each expression has 3 levels described in detail
in the thesis; this is the basis for the design of tools to assess students' self-study capacity
Trang 132.2 Analyzing the program of organic chemistry of grade 11
2.2.1 Goal
2.2.2 Structure and characteristics of content knowledge
2.2.3 Features of teaching methods
The structure of grade 11 organic chemistry has helped students have a basis foranalyzing the structure of substances and deducing the properties of the substance, from theproperties related to its application, the following research substances have similarproperties or have some similar properties to the previous research substances, so studentscan compare and analyze the structure of substances to infer, thus facilitating the formation
of natural methods Study, self-research, and develop students' self-study capacity
In addition, the organic chemistry section of grade 11 has a lot of useful knowledgecontent, so it is suitable for teachers to organize learning projects for students However, this
is where many organic chemistry thinking skills must be formed and practiced, so it isnecessary to have specific guidance from teachers for students to learn independently Theonline environment in the BL model will create good conditions for teachers to transferthese instructions and support to each student, personalizing learning activities
2.3 Tools to assess the self-study capacity of high school students in teaching according
to BL model
2.3.1 Assessment sheet according to the criteria of teachers
2.3.2 Self-assessment form of students
Trang 142.4 Some measures to apply the blended learning model in teaching grade 11 organic chemistry to develop self-study capacity of high school students
2.4.1 Basis for proposing measures
2.4.2 Measure 1 Applying the flipped classroom model in teaching Grade 11 Organic Chemistry to develop self-study capacity of high school students
The flipped classroom is a typical blended learning model, suitable for teaching someorganic chemistry lessons in grade 11, meeting the goal of developing students' self-studycapacity
In the flipped classroom model, students learn new knowledge through lectures andlearning materials provided by teachers through the learning management system or othertechnological means Lectures become homework that students must prepare before going
to class All class time will be spent on discussions and answers about new knowledge,applying it to solving problems, conducting practical activities
2.4.2.1 The process of teaching according to the flipped classroom model
Figure 2.4 The teaching process according to the flipped classroom model
Online learning activities (at home) of
students
Direct learning activities (in class) of students
Developing study capacity Step 1: Determine the learning task
self-2 Students read and identify lesson
objectives provided by the teacher along
with the electronic lecture through MS
Teams
1 The students receive
problems, self-study tasks,and requirements to beachieved by the teacher
Identify learningobjectives andcontent;
Determine means