Constructing and using recognition problem to develop capability of detecting and solving problem, creativity capability for pupils via teaching Avanced 11th organic chemistry (tóm tắt + toàn văn)

HANOI NATIONAL UNIVERSITY OF EDUCATION TRAN NGOC HUY CONSTRUCTING AND USING RECOGNITION PROBLEM TO DEVELOPE DETECTING AND SOLVING PROBLEM, CREATIVITY CAPABILITY FOR PUPILS VIA TEACHING

HANOI NATIONAL UNIVERSITY OF EDUCATION

TRAN NGOC HUY

CONSTRUCTING AND USING RECOGNITION PROBLEM

TO DEVELOPE DETECTING AND SOLVING PROBLEM, CREATIVITY CAPABILITY FOR PUPILS VIA TEACHING

ADVANCED 11 TH ORGANIC CHEMISTRY

Major : Method and theory of teaching and studying chemistry subject

Code : 62.14.01.11

SUMMARY OF PHD THESIS ON EDUCATION

HA NOI, 2014

HANOI NATIONAL UNIVERSITY OF EDUCATION

Supervisors: 1 Ass.Prof.Dr DANG THI OANH

2 Prof.Dr NGUYEN HUU DINH

First Opponent : Ass.Prof.Dr Phung Quoc Viet

Hung Vuong university Second Opponent : Ass.Prof.Dr Tran Quoc Dac

Educational institutes Vietnam

Third Opponent : Ass.Prof.Dr Vu Quoc Trung

Ha Noi national university of education

The thesis will be defended on Board of examiners at University level,

meeting at:

………

at …… o’clock, day …… , month ………, year ………

The thesis can be found in:

- National Library

- Library of Hanoi national university of education

LIST OF RELEVANT ARTICLES AND PROJECTS OF THE AUTHOR

1 Tran Ngoc Huy, Dinh Thanh Tam (2010), Recognition problem, The

V national conference proceedings of orientating innovation progam, content and teaching method – Teaching chemistry in colleges, universities, vocational training in stage from 2010 to 2020, page 230–235

2 Tran Ngoc Huy, Dang Thi Oanh, Nguyen Huu Dinh (2011), Building

some recognition problem to study new lesson in saturated hydrocarbons chapter of advanced 11 th chemistry textbook. Scientific

Magazine of Hanoi Pedagogical University Issue no.2, page 109-119

3 Tran Ngoc Huy, Dang Thi Oanh (2012), Buiding some quantitative

recognition problem of hydrocarbons part in advanced 11 th chemistry textbook Proceedings of scientific conferences of

developing professional capacibility for chemical pedagogical students

4 Tran Ngoc Huy, Dang Thi Oanh, Nguyen Huu Dinh (2012), Using

some recognition problem of advanced 11 th organic chemistry part in teaching of giving and solving problems, Applied Chemistry

Magazine

5 Tran Ngoc Huy, Dang Thi Oanh (2013), Using recognition problem

in 11 th grade organic chemistry to teach recognition and solution of problems

INTRODUCTION

1 Reasons to select the subject

Today we live in the era of information explosion, the advances of science and engineering Education is moving from providing knowledge to develop qualities and capability of learners

Besides the advantages of current general Education Program of Vietnam, it doesn’t meet the requirements of economic development, the society in the new era Trend of Vietnamese education innovation is to develop qualities, capability of learner, ensure harmony between "teaching of literacy" and

"teach human", orientate career, focusing on promoting innovation of methods and forms of educational organizing

Recognition problem is an important solution to develop capacity, especially detecting and solving problems capacity, the creativity capacity for pupils Coming from the above reasons, We have chosen the subject: "Constructing and using recognition problem to develop capability of detecting and solving problem, creativity capability for pupils via teaching Avanced 11th organic chemistry "

2 Objective of research

Research how to build and use recognition problem in teaching advanced 11th organic chemistry to develop detecting and solving problem capability, creativity of pupils, contribulting to innovate methods of teaching and

learning chemistry at high school

3 Tasks of research

– Study the theoretical basis of cognitive theory, recognition problem in teaching chemistry at high school, developing the capacity for high school pupils, the teaching method to develop capacity for pupils

– Study the reality of using recognition problem in teaching chemistry at high school

– Study content of the organic chemistry part in Avanced 11th chemistry textbook

– Study to propose processes and build systems of recognition problem in Avanced 11th organic chemistry textbook

– Study using recognition problem in teaching methods in order to develop capability of detecting and solving problems, creative capability of pupils – Carry out pedagogy experiments to evaluate effeciency and feasibility of recognition problem in teaching chemistry

4 Objects and target of research

4.1 Guests can study

Researching in teaching and learning chemistry in high school

creativity capability for pupils

6 Method for research

– Theory research method groups (analysis, synthesis, reasoning, modeling, expert )

– Practical research method groups (methods of investigation, observation, interviews, experimental pedagogy, )

– Mathematical method groups (mathematical statistical methods in educational science research, )

7 Scientific hypothesis

If we build a good system of recognition problem and use them effectively

in teaching chemistry, teaching methods can be innovated, the quality of teaching chemistry can be improved in order to develop the capacity of detecting and solving problems, the creative capacity for pupils

9 New contributions of the Thesis

– The thesis has elucidated theoretical system of recognitive problem, has given the new concept and using recognition problem in teaching chemistry – The thesis has proposed processes and constructed systems of recognition problem (qualitative, volume quantitative and practical form) of advanced

11th organic chemistry

– The thesis has studied fundamentials that constitute capacity, thence use recognition problem to develop capacity for pupils, especially the capability

of detecting and solving problems, creativity

– The thesis has studied using of recognition problem in teaching methods to form and develope the capability of detecting and solving problems, creativity – The thesis has researched to implement in practice

8 Structure of the thesis

Apart from introdution, conclusion, reference document, appendix and index, the content of thesis include 3 chapters :

Chapter 1 The theoretical basis and practice of problem cognitive and

development of capability for pupils in high school

Chapter 2 Constructing and using recognition problem to develop

capability of detecting and solving problem, creativity capability for pupils via teaching Avanced 11th organic chemistry

Chapter 3 Pedagogy experiments

CHAPTER 1

THEORETICAL BASIS AND PRACTICE OF

RECOGNITION PROBLEM AND DEVELOPMENT OF CAPACIBILITY FOR PUPILS IN HIGH SCHOOL

1.1 HISTORY OF THE RESEARCHED ISSUES

– Worldwide : About the year 400 BC, Socrat built an unique teaching method is conversation – argument It was the forerunner of the teaching method with recognition problem

Later, educational scientists such as H.J.Deway, V.Becton, Gen–tren, Vet–Jacob, Macop, M.A.Dajicob, V.Okon, They announced the research on teaching by the questions, raise issues to make the process of teaching positive – In Vietnam, there are a number of research works of authors such as : Nguyen Ngoc Quang, Nguyen Cuong, Dang Thi Oanh, Nguyen Xuan Truong, Tran Trung Ninh, Thai Duy Tuyen, Nguyen Cuong – Bernd Meier,

Le Van Nam, the authors show the teaching method of detecting and solving problems, which relates to recognition problem to improve activeness and creativity of pupils

An overview of the history of recognition problem research, we find that however teaching ideas using recognition problem is long–standing, also initial researchs on recognition problem, nobody has studied systematically and given standard concept of recognition problem, even so applied that theory to build recognition problemof organic chemistry in high school

1.2 COGNITIVE THEORY – THEORETICAL BASIS OF COGNITIVE PROPLEM

1.2.1 The psychological basis of cognitive theory

1.2.2 The philosophical basis of cognitive theory

1.2.2.1 The basical concepts

1.2.2.2 The nature of Cognizance according to dialectical materialism

1.2.2.3 Dialectical path of cognizance

1.3 INNOVATE TEACHING METHODS TOWARDS DEVELOPING CAPACITY FOR PUPILS

1.3.1 The concept of capacity

According to Pro Dinh Quang Bao : Capacity is defined in many different ways, can be divided into two main groups : one gets signs of psychological factors to define and the other gets signs of factors that constitute active ability to define

1.3.2 General capacity and specific capacity of pupils

1.3.2.1 General capability

According to Pro Dinh Quang Bao : The general capacity includes : ownership and development itself capacity group ; Capacity of social relations group ; Capacity of tool group

1.3.2.2 Specific capacity

According to Ass.Pro Dang Thi Oanh, specific capacities in chemistry : capacity of using the chemical language, chemical practice capacity, caculating capacity, capacity of detecting and solving problems through chemistry, capacity of applying knowledge of chemistry in life, creative capacity

1.3.3 Some characteristics of capacity

There is not general capacity, capacity refers to the impact of a particular individual to a specific object for a given product Capacity as a constituent

in a particular activity Capacity only exists in the advocacy and development process of a specific activity ; Capacity can be observed through the activities of individuals in a particular situation ; capacity exists

in two forms : general and specific capability

1.3.4 Some capacity need to be focused on developing for pupils in high school 1.3.4.1 Develope the capacity of detecting and solving problem

1.3.4.2 Develope creative capacity

1.4 SOME POSITIVE TEACHING METHODS TO DEVELOPE CAPACITY FOR PUPILS

1.4.1 Method of detecting conversations

1.4.2 Detecting and solving problems teaching

1.4.3 Visual instrument in teaching chemistry

1.4.4 Use chemiscal exercises in teaching

1.5 RECOGNITION PROBLEM

1.5.1 Exercises, problems and recognition problem

1.5.1.1 Concept of exercises We confirm that, exercises is assigned to

pupils to apply knowledge learned

1.5.1.2 Concept of problem We confirm that "The problem is a specific

information system that contains conflicts, including the known and the unknown (which is a theory) have no explicit relationship to each other, it need to be clarified by the new scientific method

1.5.1.3 Concept of recognition problem in teaching :

Through research and analysis theory basis of recognition problem, we propose a new concept of recognition problem as follows :

"Recognition problem in teaching is a identified information system, containing conflicts, including old ones and new knowledge that need to be achieved, we can only solve problem successfully by positive activities,

exploring, studying new solutions, meantime pupils not only acquire new knowledge but also confidence, joyfulness of a new cognitivisim”

1.5.2 Relationship between exercises, problem and recognition problem

Table 1.2 Distinction between exercises, problem and recognition problem

Problem Recognition

problem Exercises Purpose Scientists research,

find new knowledge, new

techniques, new methods, formulas, relationships, for humanity

Pupils study to find out the new knowledge, new skills, new solution methods, new formulas,

relationships for themselves

Remember and practice a skill, use

a formula, a rule competently

cognitive conflict between the known and what the scientists have not found

– Solving and the results are not available for science

– Contain cognitive conflict between what pupils known and the unknown

– Solving and the results are not available for pupils but available for science

– Not contain cognitive conflict

– Solving and the result is available

Result Research to find

new knowledge, a new invention, a new process technology, new rules,

Pupils discover new knowledge, new skills, a new solution

method, a new formula,…

Pupils remember knowledge,

practice a skill fluently, a formula or a certain method of solving,

Develope

capacity Develope human capacity especially

as detecting and solving problem, creativity

capability

Develope the capacity

of detecting and solving problem, creative capacity of pupils

Not require to develop general capacity which essential

characteristics of capacity

1.5.3 Recognition problem and development of capacity for pupils

Recognition problem fulfills the conditions for the formation and development capability for pupils :

1.5.3.1 Use recognition problem to develop the capacity of detecting and solving problems for pupils

Pupils have to conduct thinking operations such as : to detect opposites that form fundamental contradiction of problem, enounce problem Pupils give assumptions Study to give the new process, use new skills to solve recognition problem Thence pupils learn new knowledge, it is more important that through it to develope the capacity of detecting and solving problems for pupils

1.5.3.2 Use recognition problem and development of ceative capacity

Creative capacity is the capacity to create benefit new thing on the basis of what is already With the prior knowledge (as raw material), we have to combine and transform that knowledge in certain conditions to find out new knowledge (new products) Through solving recognition problem, creative capacity of pupils is formed and developed, recognition problem can be considered as the important measure to form and develope the creative capacity for pupils

1.6 THE ACTUAL STATE OF USING RECOGNITION PROBLEM IN HIGH SCHOOL IN VIET NAM

1.6.1 Planning for investigation

1.6.1.1 The purpose of the investigation

Seeing the actual state of using teaching method in high schools ; Deely analysis how to teaching and learning of chemistry organization and relation with quality of teaching ; Find out the level of understanding and applying recognition problem in teaching chemistry

1.6.1.2 Contents of investigation

Investigate using of teaching method generally ; opinion of teacher about each teaching method and innovation of teaching method ; Investigate understanding specifically some teaching method through teaching practice, especially use recognition problem in teaching method to develop capacity for pupils ; Investigate specifically understanding and the using recognition problem in chemistry teaching ; Investigate the facilities that serves to teach chemistry Advantages and disadvantages of teachers in some areas when conducting innovation of teaching method

1.6.1.3 Location of investigation

We investigated 14 high schools in nine provinces and cities are : Ha Noi (3), Bac Ninh (1), Hai Duong (1) Ninh Binh (4), Nam Dinh (1), Quang Ninh (1), Hue (1), Nghe An (1), Ca Mau (1)

1.6.1.4 Object of investigation

The chemiscal teacher at the high school ; management staff especially specialized management in high schools, chemiscal officer in the Department of Education and Training of the province and the city

1.6.1.5 Method of investigation, the investigation period

Send and collect feedback questionnaire ; meet directly, interviewed a number of chemiscal teachers of some schools and some managers ; directly conduct class observations of some teachers ; observe directly facilities that serve to teach chemistry ; Survey period from 2009 to 2010 school year

1.6.2 Conduct and the result of the survey

1.6.2.1 Two stage of investigation

– Stage 1 Extensive investigation to orient the subject We sent

questionnaires, feedback to 94 teachers of 14 high schools

– Stage 2 We inspected knowledge and using recognition problem in

teaching in high schools Directly conducted class observations 4 lectures and converse, interview directly with the teachers, Leader, Chemiscal Expert

in Ninh Binh, Hanoi, Nam Dinh, Ha Nam, Bac Ninh, We sent questionnaires to 94 teachers of 14 hight schools

1.6.2.2 Analyze the results of the survey

Through data of the survey, we see that teachers have had a change in using new teaching method, however the traditional teaching method such as presentations, conversations are still used mainly Understanding of recognition problem of teachers nationwide is very limited, therefore constructing and using recognition problem in teaching is very limited

Constructing and using recognition problem to develop capability of detecting and solving problem, creativity capability for pupils via teaching Avanced 11th organic chemistry

CHAPTER 2 CONSTRUCT AND USEING RECOGNITION PROBLEM TO DEVELOP CAPABILITY OF DETECTING AND SOLVING, CREATIVITY CAPABILITY FOR PUPILS VIA TEACHING ADVANCED 11TH ORGANIC CHEMISTRY

2.1 OBJECTIVES AND STRUCTURE OF CONTENTS PART PROGRAM ORGANIC CHEMISTRY GRADES 9 AND 11

To build approciate recognition problem and become problematic situations with pupils, we need to master the objectives, the content of knowledge and

chemiscal skills of chemistry progam in sencondary school and content

mentioned in recognition problem, especially the content of organic chemistry program in sencondary school which pupils were equipped All that knowledge

is regarded as knowledge pupils already know At the same time teachers must

master the objectives, content of knowledge of organic chemistry in high school, thence the teachers identify new knowledge as it is the unknown that pupils need to explore, study and learn from recognition problem

2.2 CONSTRUCT RECOGNITION PROBLEM IN TEACHING ADVANCED 11TH ORGANIC CHEMISTRY

2.2.1 Scientific basis of constructing recognition problem

Conflict which exists in all things, the phenomenon, it is origins, dynamics

of the development and cognizance, there will not be problem to be solved unless there is a conflict, thinking only operates when there is a conflict

2.2.2 Principles of construction, process and evaluated criteria of recognition problem

2.2.2.1 Principles of constructing recognition problem

a) Contain cognitive conflict, new knowledge

b) Ensure the accuracy of the content of chemical knowledge

c) Ensure propriety, flexibility of recognition problem

d) Promote the capacity of pupils especially capacity of detecting and solving problem, creative capacity

e) Ensure that the program's goals and skills standards

2.2.2.2 Process of constructing recognition problem

Step 1 Identify the knowledge that pupils have known and knowledge

Step 4 Verify the accuracy and science, according to the criteria of

recognition problem

2.2.2.3 Evaluated criteria of recognition problem: recognition problem

must ensure the following criterias :

Contains conflicting perceptions ; Contains new knowledge ; Ensure objectives, programs, standards of knowledge, skill ; The structure consists

of three parts: the known, the unknown and allow solution ; Absorbing medium strength, cognitive ability and resolve of HS; The language must be clear and bright

2.2.3 Construction many forms recognition problem part of advanced

11 TH organic chemistry

2.2.3.1 Construction the feature of the problem

a) Qualitative recognition problem

RP 2 Construct recognition problem of halogenated alkanes substitute reaction

Step 1 Knowledge that pupils have known and knowledge required to form

– Knowledge pupils have already known : CH4 + Cl2 ⎯⎯ as → CH3–Cl + HCl Pupils have already known this reaction in class 9th ; Tier carbon ; activity

levels of the halogen

– Knowledge is required to form : Reaction in which hydrogen in alkanes is replacing gradually the H atoms by halogen atoms (Cl, Br), substitute reactions of saturated hydrocarbon with halogen is disruptionσ(C–H) bond and Cl–Cl bond to form σ(C–Hal) bond and H–Cl bond ; factors affecting the products of displacement reaction

Step 2 Construct basic cognitive conflict

In 9th class, pupils have already known : CH4 + Cl2 only get CH3Cl, but observing drawings 5.4 in 11th chemistry textbook, they see 4 organic

Why chlorine replaces both H–C(I) and H–C(II) but bromine only prioritizes

to replace H–C(II) Conflict 3

Step 3 Construct recognition problem

– Observe the drawing 4.5 in advanced 11 th Chemistry Textbook : What products do we obtain when CH4 reacts with Cl2 ? Why do we obtain those products ? Discovered the concept of H in alkanes substitute react

– Compare the number of H–C(I) and H–C(II) in the molecule CH3–CH2–CH3and predict how many product do we get if CH3 – CH2 – CH3 reacts with Cl2(as, 1:1) ? Which are main products, byproducts ? Write chemiscal equation Which is main products, byproducts in textbook ? Why ? Make conclusion about replaced possibility of H at different levels of carbon in alkanes

– Write structural formula of products of the following reactions:

out ? Explain and make conclusion about new knowlage of the alkanes substitute react

Step 4 Check againt

Recognition problem make sure the accuracy and science, according to the

criteria of recognition problem

b) Quantitative recognition problem

RP 4 Determine volume of CO 2 and H 2 O from combustion products

Step 1 Knowledge that pupils have known and knowledge required to form

Known knowledge : The way to change organic compound into inorganic

compound is simply combustion reaction ; Concentrated H2SO4 is absorbing

; CO2 react with solution Ca(OH)2

Knowledge needs to be formed : Various processes to find the volume of

CO2 and H2O from combustion products of organic compound

Step 2 Identify cognitive conflict :

Only with two pitchers of solution Ca(OH)2 and concentrated H2SO4, sufficient laboratory equipment and experimental conditions, Which ways to determine the volume of CO2 and H2O ? Conflict !

If there are not solution Ca(OH)2 and concentrated H2SO4 in the laboratory, what may be replaced ?

Step 3 Construct recognition problem

To quantify CO2 and H2O when completely burn 8.6 grams C6H14, people prepared Ca(OH)2 và concentrated H2SO4 and full laboratory equipment

a) Construct various processes (steps) to determine the volume of CO2 and H2O b) If there are not solution Ca(OH)2 and concentrated H2SO4 in the laboratory, what may be replaced ?

2.2.3.2 Construct on the level of cognitive

We construct recognition problem on four levels : Knowledge ; Understanding ; Applying ; Creative applying

RP 8 Hydrogen bonding

Step 1 Knowledge that pupils have known and knowledge required to form

– Known knowledge : Boiling temperatue depends mainly on the mass

number (M) of the compound ; nature of the chemical bonds are due to electrostatic forces of oppositely charged particles

– The knowledge need to be formed :

The degree to know : There is hydrogen bonding between the alcohol

molecules, It make raises the boiling temperature of the alcohol than the equivalent of M but there is no hydrogen bonding

The level of understanding : The nature of the hydrogen bond formation

between the alcohol molecules, thereby generalize to the formation of hydrogen on the link between alcohol molecules