activate cognition activity of student in physics teaching via using experiment with the aid of computer (demonstrated via chaptercurrent in different environment 11th grade advanced pro

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN NGOC LE NAM ACTIVATE COGNITION ACTIVITY OF STUDENT IN PHYSICS TEACHING VIA USING EXPERIMENT WITH THE AID OF COMPUTER DEMONSTR

MINISTRY OF EDUCATION AND TRAINING

VINH UNIVERSITY

NGUYEN NGOC LE NAM

ACTIVATE COGNITION ACTIVITY OF STUDENT IN PHYSICS TEACHING VIA USING EXPERIMENT WITH THE AID OF

COMPUTER (DEMONSTRATED VIA CHAPTER "CURRENT IN DIFFERENT ENVIRONMENT" 11TH GRADE ADVANCED PROGRAM)

Major: Reasoning and physics teaching method

Code number: 62 14 10 02

SUMMARY OF DOCTOR OF PEDAGOGY’S THESIS

VINH - 2012

2

THE THESIS IS COMPLETED IN VINH UNIVERSITY

Instructor:

1 Assc Prof Doc Mai Van Trinh

2 Assc Prof Doc Nguyen Quang Lac

Counter - argument 1: Assc Prof Doc Ta Tri Phuong

Counter - argument 2: Assc Prof Doc Le Van Giao

Counter - argument 3: Assc Prof Doc Do Huong Tra

The thesis will be put before the council to protect school-level thesis Vinh University, at o’clock date month year 2012

LISTS OF PUBLISHED WORKS RELATED TO THE THESIS

1 Nguyen Ngoc Le Nam- Mai Van Trinh (2008), Designing virtual physics experiment for

Electrics with software Crocodile Physics Education magazine, number 183 (pg.47-pg.48)

2 Nguyen Ngoc Le Nam- Mai Van Trinh (2008), Simulation and virtual experiment in

Physics teaching in high school Education magazine, edition 189 (pg.56-pg.58)

3 Nguyen Ngoc Le Nam (2008), Activate cognitive activities of students in Electrics teaching

(Physics 11) with the aid of IT Education Magazine, edition 9-2008 (pg.39-pg.41)

4 Nguyen Ngoc Le Nam- Mai Van Trinh (2009), Using physics experiment to activate

students’ thinking Education Magazine, edition 10-2009 (pg.41- pg.42,pg.53)

5 Nguyen Ngoc Le Nam (2010), Using computer to support physics experiment to enhance

positive cognition of students Education Magazine, edition 9-2010 (pg.64-pg.66)

6 Nguyen Ngoc Le Nam (2010), Using computer in physics teaching to enhance teaching

quality in high school Education Magazine, edition 9-2010 (pg.66-pg.68)

7 Nguyen Ngoc Le Nam (2011), establish teaching process of “electric current in metal” via

simulation experiment to activate cognitive activities of students Education Magazine, edition

10-2011

8 Nguyen Ngoc Le Nam (2011), Simulation of experiment on computer to cooperate with real

one in teaching of chapter “Current in different media” Physics 11 HS Education Magazine,

edition 10-2011

9 Nguyen Ngoc Le Nam - Mai Van Trinh (2010), Effectively use experiment results in

teaching process to solve the issue to contribute to enhancing physics teaching in high school

Vinh Science Conference, 12/2010

10 Nguyen Ngoc Le Nam - Nguyen Quang Lac (2011), Design, install and use experiment

coupled with computers to establish ohm’s law for current in electrolyte

11 Nguyen Ngoc Le Nam - Mai Van Trinh, Establish and usage of simulation experiment

software to teach “Current in different media” (physics 11) National conference in physics

teaching, 10/2011

12 Nguyen Ngoc Le Nam (2010), Head of Science & Technology thesis "Use experiment and

virtual experiment to activate cognitive activities of student in physics class ", Code NCS 2010 –

45

13 M.A Nguyen Ngoc Le Nam – Dr Assc.Prof Mai Van Trinh (2011), Designed and

applied experiments on the computer connection basis with GQY connecting assembly for teaching purpose of the physics targeted at the 11th grade students of secondary school, chapter

“currents in various environments” ДОСТОЯНИЕ НАЦИИ, No 4/2011

INTRODUCTION

1 Reason to select the topic

Direction no 40/CT/TW made by Secretariat of the Central Party has addressed the task of:

"Actively and basically renovating education method to get rid of one one direction, theoretical teaching which does not facilitate creative thinking, enhancing self-learning, self-studying, self- problem solving, creative practicing capacity of students…Actively employing advanced, modern method and information technology in teaching and learning "

Recently, Political report made by the XI Party Congress has clearly stated: Basically renovate the complete education by standardization, modernization, socialization; renovate curricula, teaching contents and method Focus on education quality, concentrate on moral, way

of life, creation and practicing skills training

Activate awareness of students (St) is an urgent requirement in teaching method renovation

in all level, especially High School (HS)

Renovation must be implemented to develop creation ability, scientific thinking, problem solving skill for students

So as to do that, Education – Training sector must implement many activities, one of which

is completely renovate teaching to be best suitable with scientific studying process enabling participation of students in problem solving process (PS) Simultaneously try teaching modules

to address specific problem in each lesson, teaching means play important roles in cognitive skill activities organization during teaching However, in real practice they are still limited and does not meet requirements, modern means shall be used

Today, the development of information technology (IT) in general, Computer (Com) and teaching software (TS) in particular has bring great chances for teaching renovation In physics, experimenting with the aid of Com enable trainer (Tr) to activate cognitive activities (CA) of students, enhancing teaching quality However in HS the usage of Com during experiment has not brought desired results

In physics for 11th grade (advanced), there is basic electrics However the theory is abstract and hard to understand for students, especially in chapter “Currents in different environment” Therefore, Tr has coped with many difficulties to enable student understand the nature of electric current, correlation between current and voltage Therefore, experiments with the aid of Com shall enable better better understanding of student for the lesson in particular and 11th grade physics in general

Therefore I conduct the study of “Activate cognitive activities of students in physics via experimenting with the aid of computer (demonstrated with chapter “Currents in different environment " advanced 11 th grade program)”

2 Purpose of the study

- Study experiments with the aid of Com to teach chapter “Currents in different environment " (advanced 11th grade program) to activate CA of students, and consequently improve physics teaching quality in HS

3 Objects and scope of the study

- Objects:

+ Physics teaching process in HS

+ Experimenting with the aid of Com and Cognitive activities activation of students

- Scope of the study: experiments with the aid of Com to teach chapter “Currents in different environment " in 11th grade (advanced) to activate CA of students

4 Scientific hypothesis

Via Experimenting with the aid of Com students will be inspired, activate CA of students, and consequently improve physics teaching quality of chapter “Currents in different environment" in particular and the advanced curriculum in general

5 Study objective

- Teaching methodology in general, physics teaching in particular and activation method for CA of student

- Investigate current status of experimenting with the aid of Com in HS

- Study the usage of experimenting with the aid of Com in 11th grade “Electrics” advanced program

- Establish and utilize simulation experiment to facilitate teaching of “Currents in different environment " chapter to activate CA of students

- Establish and utilize usage of Experimenting with the aid of Com to teach “Currents in different environment " chapter to activate CA of students

- Propose the usage of Experimenting with the aid of Com in teaching process of some specific lesson of chapter “Currents in different environment " in 11th grade (advanced)

- Conduct teaching test to evaluate performance of the new method

7 Contribution of the thesis

- Study, use experimenting with the aid of Com to teach PS some lessons of chapter

“Currents in different environment " in 11th grade advanced program, to activate CA of students

* In terms of practical activity:

- Study 5 experiments with the aid of Com via GQY connection system and propose usage procedure to use these experiments to facilitate training of “Currents in different environment " chapter in 11th grade advanced program to activate CA of students

- Establish 5 SE relating to currents in different environment and propose usage in teaching

of chapter “Currents in different environment " in 11th grade advanced program to activate CA of students

- Design teaching procedure for 5 lesson of chapter “Currents in different environment " in problem solving orientation with experiments with the aid of Com to facilitate participation of students in physics class

* The thesis contribute to renovating physics TM, proving the feasibility of activating CA

of students via experimenting with the aid of Com, enhancing quality and performance of

physics teaching in HS

8 Structure of the thesis

Introduction (5 pages), overview (8 pages), chapter 1 (34 pages), chapter 2 (64 pages), chapter 3 (21 pages), conclusion (4 pages), table of contents (1 pages), references (8 pages), appendix (23 pages, 10 appendices)

OVERVIEW OF THE ISSUE

* Teaching under the orientation of activating CA of students

The issue of renovating teaching method under the orientation of facilitating participation, self-working of students has been existing for a while However, so far the renovation has been going slowly, traditional methods are still mostly employed

Since the XX centuries many education researchers has proposed the method of “problems proposing”, including A.V.Muraviep, V.Ôkôn, I.Lêcne, I.F.Kharlamoop, N.M.Zvereva, Nguyen Ngoc Quang, Pham Huu Tong… There is one common thing in the above mentioned studies which is the importance of establishing the issue to be the centre of the method, and students are encouraged to find the solutions and knowledge themselves

The second approach which has been discussed widely is positive teaching method which considered the students the centre The authors are Tran BA Hoanh, Nguyan Ky, Thai Duy Tuyen… The idea of this method is the teacher organize, aid student to creatively cooperate to solve the problem on their own to develop their minds

* Experimenting with the aid of Com with a view to activating CA of students

The use of Com in particular and IT in general in teaching has become a special characteristics of modern schools

In Vietnam, since the mid 80s of the 20th century, Science and Education Institute has experimented IT training in high school In recent years, on magazine of education and higher learning facilities there are articles relating to the uses of Com in teaching and designing of TS Those articles are written by Le Cong Triem, Nguyen Quang Lac, Ha Van Hung, Pham Xuan Que, Nguyen Xuan Thanh, Mai Van Trinh…

However so far there is no study mentioning in detail how to activate CA for students in physics teaching with the aid of Com and TS for the chapter “Currents in different environment" Therefore, we conduct this study, experimenting with the aid of Com and establish SE software in process of teaching PS to activate CA for students in teaching chapter “Currents in different environment " in 11th grade advanced program

Chapter 1 REASONING AND PRACTICAL BASES OF ACTIVATION OF

COGNITIVE ACTIVITIES IN PHYSICS TEACHING VIA EXPERIMENTING WITH

THE AID OF COM 1.1 Activate cognitive activities for students in teaching

In the development process of mankind, we continuously learn and improve the

environment Cognition is an activity, a basic aspect of people’s psychological lives to reflect the essence of objects, phenomena into their mind

Cognitive activities include many different processes with different reflection levels

According to opinion of Marxist, any cognitive activities follow a common mechanism: “From vision to abstract mind and from abstract mind to practice – that is the dialectic path of cognition of universal and objective truth”

The essence of learning and cognition process is selective and creative reflection of positive ideas

* Positiveness: Reflection of individual attempt (via attitude, emotion, will ) in the process

of having impact on the object to obtain good result in cognitive activities and improving it

* Negativeness of cognition: definition demonstrating the attempt of the subject during the process of learning, demonstrated by the psychological function to address cognitive objectives, contribute to development of the subject personality

According to Thai Duy Tuyen, cognitive positiveness is demonstrated under the following will aspects:

+ Students have high attention to issues of the lesson

+ Students have determination, patience to complete learning objective

+ Students have no giving up when facing difficulties

+ Students have emotional reactions

- Cognition positiveness according to M.N Scatkin consists of: internal and external positiveness

Demonstration of internal positiveness:

+ High mental working frequency, mobilization of actions and thinking (analyzing, synthesizing, comparing, generalizing )

+ Demonstration of stable demand towards recognition objectives (this object triggers learning task) Indication of mind readiness, demand, desire, inspiration

+ Independently making decision for cases proposed, choosing of paths and methods to reach the target, exclusiveness in problem solving

In reality, cognitive positives comes from not only cognition demand but also biological, moral – aesthetic, culture interaction demand Fundamental core of cognitive positiveness is personal thinking activities, created by the learning mechanism, even though they are closely related In some cases learning positiveness only illustrate external but not internal positiveness

* Activate CA for students:

Activate CA for students is a collection of Tr’s activities to make student active, from

knowledge transferring object to knowledge receiving subject to enhance learning performance Signs of positiveness are various and activation of cognitive activities is very complicated Activation must bring visible results in an increase in intensity, speed, frequency of the activity

as well as sustainability of cognition process This explain the opinion that positiveness is high degree of cognition It brings educational efficiency and improve cognition objects

According to Thai Duy Tuyen: " Activate CA for students is a collection of Tr’s activities

to make student active, from knowledge transferring object to knowledge receiving subject to enhance learning performance"

It is a great challenge to turn students from laziness to activeness and hardworking But this

is an important task, because if the students are not involved, and attempt to learn it will not work no matter how talented the Tr is Therefore activation of cognition must be the main target

of attention from researcher and practical activists Some issues to be addressed in the activation process:

- Cognition objects are different: From child to grownups

- Schooling types are different: From nursery to higher learning

- Subjects are different: Mathematics, Physics, Chemistry

- Regions are different: Mountainous, lowland, urban

- Activation must be made for each separate stages, factors of teaching process like contents, methods, means, mode of organization

All those issues can be regarded internal issues of cognitive activities Positiveness itself has relationship with other properties of personality and other social factor and there are many proposed issues

According to Nguyen Huu Chau and on the bases of generalization of study from other authors, with approach from methodological aspect, we see that the main method to activate cognitive activities is:

- Teaching must be done at high level; attention must be made to instruct students understand theory well; materials study during teaching, obtained knowledge will be reinforced when there are new study; actively look after the development of all students, including poor ones; students must be aware of his own level during learning process

- Knowledge of each section, chapter must be arranged in local order The contents are new

to students but not too far from natural development, closely related to old knowledge and shall

be used and developed in the future The knowledge shall be practical, close related to normal lives and thinking Practical as well as theoretical meaning shall be proposed, so as importance

of studied matters Practice, using the knowledge in real practice and new possibilities

- Using TM in various ways: Mentioning the issue, create , use comparison, organize discussion, seminar and use them together The knowledge shall be presented in dynamic method, and contradicting to each other, focusing on key issues, maybe in a sudden way Different mode of teaching shall be used: individually, group, visit

- Using different teaching means from traditional to modern ones Using more IT in general, Com and TS in particular Develop living skills in learning via public media and social activities

- Encourage students via attitude, behavior between trainers and students Regular check, assess, reward, punish promptly and reasonably Create competitiveness in the class, school, value learning and praise students having good performance There must be encouragement from

family and the society

1.2 Renovation of TM under the orientation of activating CA of students

* Teaching method (TM) renovation requirements:

Teaching method renovation is vital to the development of the Education of our country in recent years Resolution of the 2nd Central Government Session VIII has stated: “Education and training method must be renovated, one direction teaching must be got rid of, creative thinking

to be encouraged Step by step employ modern teaching process to ensure learning time and conditions for each students ”

In Article 5, Education Law (2010): “Teaching method must facilitate creative and self

thinking of learner; practicing, inspiration and determination to develop must be enhanced”

Rapid development of the country during renovation period is requiring education to continuously reform and enhance its quality The aims of education in the modern time is not only transfer knowledge but also build up creation and problem solving skill There must be changes in both contents, objectives and teaching methods Traditional TM when trainer only gives student available knowledge without urging them to discover the knowledge themselves should be limited TM must be reformed to to educate creative workforce for the cause of industrialization and modernization of the country

* Reformation orientation for TM:

Orientation for education method reform has been determined in Resolution of 4th Central Government Session VIII, stipulated in Education Law, and in direction from Ministry of Education and Training

Education specialist such as Pham Huu Tong, Thai Duy Tuyen, Nguyen Huu Chau, Tran Kieu, Tran Ba Hoanh, Nguyen Ba Kim, has identified reform direction of the current time:

"Teaching method should aims towards self-learning, creative and active participation of the

students "

The orientation holds the following meaning: Determining student subject, ensure learning, creative and active participation of students; Teaching process is establishing incidents for students to learn from action; Making and exploiting all means facilitating teaching process; Creating learning encouragement on working result of the students; Determining new role of trainer as designer, authorizing, managing

self-According to Pham Huu Tong, orientation to facilitate independent, creative learning as well as nurturing scientific consciousness of students must be based on fundamental opinion,

which is: Teaching of certain subject does not mean just providing students certain knowledge, what counts is they must be equipped with capacity to continue the study, as well as problem

solving skill to meet diversified requirement of continuously developing practical activities

* Active teaching method (for TM reform now): active TM is a terms to indicate methods

to value self-working, active, independent cognition of learner with orientation and organization

of trainer Signs of active TM are:

- Teaching via organizing activities for students

- Teaching facilitate self-studying

- Improve independent learning, together with team work

- Assessment from trainer is used along with self-assessment from learner

1.3 Orientation and method to facilitate active cognition in HS teaching

* Orientation to facilitate active cognition from students must be established based on

teaching contents, maintenance of positive emotion during learning of students and impacts of modern teaching means

* Classification of textbook knowledge: Educators think teaching process consists of different factors: Teaching purpose – content - method Teaching purposes determine method and content; Teaching content is also influenced by subject content logic and CA logic of students

Therefore, to classify teaching contents of physics, we can base on internal logical structure

of the subject or cognition path (study method) of physics itself, and at the same time on suitable cognition ability of student age

In teaching of physics, the teacher can restructure knowledge on the text book to have suitable subject logic and the TM selected to activate CA for students

* Creating, maintaining method of positive learning emotion during studying PS in physics:

To create and maintain positive learning attitude for students during class, trainer can use modern TM under the spirit of students as the centre like: proposing and PS method, project teaching However, within scope of the thesis, after studying contents, experiment equipment, facilities of HS, we see that TM PS is suitable method and there are more advantage, as it always brings problems, issues for students to solve When students cope with an interesting problems they will be attracted and put into learning to discover new things

- PS teaching stage in the coorelationship with establishment process, according to author Pham Huu Tong, Nguyen Xuan Thanh is illustrated as un diagram 1.1

Figure 1.1 Diagram of DH PS stages according to knowledge construction and protection

process in SR

* Using experiment during problem solving teaching:

In physics, experimenting is creating conditions that can be controlled to investigate relationship, properties of an object Experiment brings information of visible things and phenomena in specific conditions Metal process like analysis, synthesis, comparison, generalization shall be done to address relationship between those phenomena and things Each

First stage:

task assignment,

guessing, method implementation

Checking, cerifying result: consider conformity of

kmowledge and practice Present, notify, discuss, protect results

Use newly obtained kowledge for the next problem

experiment only indicate phenomena of a specific condition Induction method must be used if generalization is to be employed Therefore, if we want to draw natural properties, objective relation, two activities are to be implemented simultaneously: experiment to see external phenomena and induction to figure out abstract notion inside

Reform is being implemented for both content and method of teaching nowadays For scientific subjects in general and physics in particular the reform must be done along with using experiments How to make the most use of them will bring important effect So as to do that, we must be well aware of the role of experiment in organizing cognitive activities for students Experiment is a teaching means Therefore, it has function to facilitate the purpose of the experiment

* Modernizing teaching means via using Com to establish SE and aid experiment to activate CA for student in physics learning

- There are teaching methods to enhance positive cognitive activities of student in physics However, in those methods, there are just some method where com can be used to facilitate activeness, independence, creativity of student is presented clearly in the thesis

1.4 Usage status of Com and TS in HS of Ha Tinh

Ha Tinh is a poor province, with 12 districts, town and city, 4 of which is mountainous There are 45 public and private HS in the province Recently, all HS are equipped with internet – connected Coms Some schools have specialized classroom with modern equipment like Com and TS

The observation and investigation has shown that, when students learns on Com, works with TS they are inspired, attracted and eager to learn However, learning equipment in HS of the province is insufficient and asynchronous On the other hand, inappropriate use of computers and TS has bring limited results, which has not meet reform requirement of TM

Chapter 2 EXPERIMENTS WITH THE AID OF COM IN DESIGNING TEACHING PROCESS FOR SOME KNOWLEDGE IN CHAPTER “CURRENT IN DIFFERENT ENVIRONMENT” – PHYSICS TEXTBOOK OF 11TH GRADE ADVANCED

PROGRAM 2.1 Contents, aims and structure of chapter “Current in different environment” 11th grade advanced program

Chapter "Current in different environments” presented macro phenomena related to

electric currents in environment like heating wire, superconductivity, electrolysis, electronic discharge in air environment so that students can tells different phenomena, conditions to trigger the phenomena, application and negative impacts of those phenomena in technical fields and nature

* The thesis has analyze objectives, contents of chapter "Current in different environments”, then go into the structure of that contents

* Main contents of chapter "Current in different environments” in the textbook is illustrated via the following diagram:

Diagram 2.1. "Current in different environments” chapter structure

*Using methods to activate positiveness of students in teaching chapter "Current in different environments”:

In teaching chapter "Current in different environments” 11th grade physics (advanced program) we use three method in chapter 1 to facilitate positiveness, independence and creativity

of students

After having analyzed contents, objectives and getting to know teaching means in chapter

"Current in different environments” we go into renovate, construct experiment with the aid of Com and GQY connection system Moreover, we also analyze and build SE software to aid the teaching Therefore teaching means will be modernized and used in PS teaching (as in the above mentioned method to activate CA of student during teaching process

Based on contents and purpose of chapter "Current in different environments”, we establish teaching method in interpretation method, an important cognition path of physics To facilitate teaching of chapter "Current in different environments” according to the method to activate CA

of student when useing experiment with the aid of Com, we has established chapter forming logic according to diagram (Figure 2.2) and add one more lesson the the chapter, which is:

“Studying current in different environment” At the same time we study requirements of method during teaching this chapter

Teaching method of chapter "Current in different environments” according to interpretation method is as follows:

Lesson 3: Current in electric environment Lesson 4: Current in air

Lesson 1: Current in metal Lesson 2: Current in vacuum

Lesson 5: Current in conductive materials

Figure 2.2 Knowledge structure in chapter "Current in different environments”

2.2 Using experiment in teaching of chapter "Current in different environments” in HS nowadays

After investigating the current status of using experiment in HS, we see that the equipment has some following strong and negative points:

* Advantages: They can be used to conduct some experiment regarding current in different environment These experiment basically meet teaching demand of chapter "Current in different environments”

* Drawbacks:

- When using experiment sets to investigate dependence of metal resistance according to temperature, current shall change when adjusting voltage of the bulb Therefore, it is difficult to identify Volt-Amp characteristics just with voltmeter and ammeter, when the current in metal follow Ohm Law

- The experiment of "Current in electrolysis” has not enable student to understand the essence of current, and it is time-consuming There is high tolerance when measuring voltage and current in the case positive electrode resolve or not, therefore it is hard to identify the Volt-Ahm characteristic and establish Ohm Law for the case of resolved positive terminal

- In the experiment of current in air environment the Teacher tries to prove that electricity

is not conducted in reality, but when the air is excited (heated) it can be conductive However, it

is difficult that the experiment succeed and it cannot also enable student understand the essence

Lesson 4:

Current in vacuum

Lesson 5:

Current in air

Lesson 6:

Current in semiconductive materials

- What is electric charges, how it travels under electric field?

- What is the essence of electric current? Understanding of V-A

characteristics

- Is there application in real life