Vận dụng phương pháp dạy học tích cực bồi dưỡng năng lực giải quyết vấn đề cho học sinh trong dạy học chương từ trường vật lí 11 trung học phổ thông

--- NGUYEN LAM DUC APPLYING POSITIVE TEACHING METHODOLOGIES TO DEVELOPING STUDENTS’ ABILITY IN SOLVING RELATED PRACTICAL PROBLEMS WHILE TEACHING THE CHAPTER “MAGNETIC FIELD” IN THE TEXT

-

NGUYEN LAM DUC

APPLYING POSITIVE TEACHING METHODOLOGIES TO DEVELOPING STUDENTS’ ABILITY IN SOLVING RELATED PRACTICAL PROBLEMS WHILE TEACHING THE CHAPTER

“MAGNETIC FIELD” IN THE TEXTBOOK OF PHYSICS GRADE 11

Major: Theory and Methods of teaching Physics

Code: 62.14.01.11

BRIEF OF THE DOCTORAL THESIS IN SCIENTIFIC EDUCATION

Nghean, 2016

INTRODUCTION

1 The reason for choosing the project

Strong renewal and innovation in education is the modern tendency of the world in the twentieth century, in order to continuously improve the quality of human resources In Vietnam, this quality is still in the low level, and not yet satisfied the requirements from the need for developing the country in the age of international integration

To address this problem, the 9th Central Committee of the Communist Party

of Vietnam, at the 8th plenum, issued the resolution 29 – NQ/TW 04/11/2013 about essential and comprehensive innovating the education of Vietnam One important solution in this resolution is that it firmly determines “continuously, strongly, profoundly innovate and synchronize the fundamental elements of the education following the direction of developing the virtue and ability of students”

Positive teaching methodologies is the terminology that appeared in the latter half of the 20th century, which was imported into Vietnam (in the theoretically perspective) at around 1960s Especially, in the first decade of the

21st century, regarding the movement of innovating the teaching methodologies, there was no scientific research that had been conducted to relatively arrange and summarize all the new ideas in a systematic way to provide teachers a complete picture of this problem

In practical teaching generally and in physics particularly, a teacher normally teaches students each chapters in the book respectively The content in this subject includes different knowledge with different particular purposes The problem of choosing and using the positive teaching methodologies in a correct way to accord the corresponding content and purpose is a crucial question that needs to solve, and to the best of our knowledge, there has been no research towards this problem

Innovating the teaching methodologies is to acquire the new education purpose: build and improve the virtue and the ability of students Teaching in general and in physics in particular need to pursue this goal It is a new problem, important and necessary for innovating the education in an essential and complete manner

Besides, choosing an appropriate content is a chapter in the program of Physics in high schools It needs to be diversified in knowledge and typical enough to apply the corresponding positive teaching methodologies

Because of this, we decide to choose our thesis topic as “Applying positive

teaching methodologies to developing students’ ability in solving related practical problems while teaching the chapter “Magnetic Field” in the textbook of Physics grade 11”

2 Research purpose

Research and apply positive teaching methodologies in Physics in high schools for improving the students’ ability of solving practical problems

3 Research objects and scope

Research objects: teaching methodologies; positive teaching methodologies; solving problems ability; Physics teaching in high schools

Research scope: positive teaching methodologies in high schools; magnetic topic in the textbook of Physics grade 11

4 Research hypothesis

Applying the positive teaching methodologies, including preparing students for solving practical problems along the way, to improve the quality of teaching and studying Physics in high school

Specify the constructing elements of the problem solving ability in students

Define a correct logic in developing the teaching content of the magnetic chapter for according with the positive teaching methodologies

Choose a specific positive teaching methodology for improving the problem solving ability in students

Prepare conditions and facilities for teaching the magnetic following the research direction

Design processes of teaching magnetic following the research direction Conduct experiments

6 Research methodologies

The thesis uses reasoning approach: survey and analyze results; acquire experts’ advices; conduct experiments and summarize statistics

Propose a process of applying positive teaching methodologies to a chapter

of Physics content in high school, in order to improve student’s problem solving ability

* Practical perspective:

Point out the difficulty of the logic in content development of the chapter

“Magnetic Field” in the current version of 11th

grade Physics textbook; propose

a new logic to overcome this problem

Describe the current process of applying positive teaching methodologies

in several high schools in Nghe An province

Prepare necessary conditions and facilities for applying the positive teaching methodologies:

+ Complete three experiments of investigating magnetic in circuits that have special shapes, with auxiliary equipment;

+ Build two models to perform the force on the frame’s edges, and to perform the induction vector of straight electric current

+ Create one video about an experiment with Cotton scale that examines the amount of the magnetic force

+ Create 10 practical situation with magnetic-related content

+ Select 10 practical exercises

+ Design 4 courses for improving the problem solving ability for students

8 Thesis structure:

Introduction (6 pages)

Chapter 1: The overview of the research problem (15 pages)

Chapter 2: Apply the positive teaching methodologies to improve student’s problem solving ability in teaching Physics (44 pages)

Chapter 3: Apply the positive teaching methodologies to improve student’s problem solving ability in the chapter “Magnetic Field” – Physics 11th

grade (46 pages)

Chapter 4: Pedagogical experiments (37 pages)

Conclusions and discussion (2 pages)

List of author’s research studies (1 pages)

References (6 pages)

Chapter 1 THE OVERVIEW OF THE RESEARCH PROBLEM

In this chapter, we describe our survey about the current state of applying the positive teaching methodologies in the world generally and in Vietnam particularly We then go deeper about how to make use of these methodologies

to improve the problem solving ability in students From there, we define our research problem

1.1 Current state of applying positive teaching methodologies in the world

One of the difficulties in teaching is how to connect the theoretical content

to practical situations, so that it can inspire students to apply what they have been taught to solve daily problems According to the materials, we see that positive teaching focuses on the needs, aspirations, and psychological characteristics of the students It brings an open opportunity for them to not reluctantly but voluntarily get involved to the course In the theoretical perspective, positive teaching methodologies are started developing since the middle of the 20th century, with the invention of psychological theories, such as Radical Constructivism, Theory of Multiple Intelligences, Theory of Activities, etc This is the background for the creation and development of the modern teaching opinion: teaching with the focus on the students, so that the positive teaching methodologies have been created and rapidly developed from the latter half of the 20th century to now

1.2 Results of researches about the positive teaching methodologies in Vietnam

From the 1960s, the positive teaching has been mentioned, in both direct and indirect ways, in the textbooks of education, psychology, and so on Currently, the positive teaching methodologies appeared almost in all the materials related to the teaching methods improvement and innovation for high school teachers In there, authors presented the correct methodologies for each subjects in each situation, and they have all agreed on one specific point:in the context of positive teaching, students are inspired to voluntarily participate in practical activities, which are created by the teachers, so that they discover by themselves new knowledge and new abilities

In teaching Physics particularly, the authors said that in order to apply positive teaching efficiently, teachers should conduct more practical experiments, organize activities, etc

1.3 Results about improving problem solving ability in students

According to the materials we have researched, the education program about orienting and improving abilities in students has been widely discussed since 1990s, and now it has become a trend in the international

education.Researches both outside and inside Vietnam has listed: define concept

of ability, describe the education program that focuses on improving the student’s ability, classify abilities (general abilities and specific abilities), research about how to teach and evaluate abilities efficiently The problem solving ability, following the original meaning, is the capability of producing correct solutions to tackle different obstacles Researches about this ability has been received special considerations from researchers, especially after the resolution 29 – NQ/TW 04/11/2013 about essential and comprehensive innovating the education of Vietnam

Researches in the world and in Vietnam particularly about teaching and improving student’s ability has been shown that the methodologies that can be used in teaching for inspiring students and developing their problem solving skill is a trend in education since the beginning of the 21st century To the best of our knowledge, there has been no open research conducted towards the problem

of analyzing the structure of problem solving ability and proposing an efficient approach for combining developing this skill in teaching Physics in high school The results of our survey has affirmed the importance and necessity of constructing a program for teaching subjects, in that teachers concentrate on shaping and developing essential abilities in students, including problem solving skill However, no research has been published about this problem in teaching Physics in high school

1.4 Future work

The positive teaching methodologies are interested by researchers, and it has been disseminated widely in both theory and practice perspectives Almost all the researches so far affirm that using positive teaching methodologies helps students promote their positivity in learning, from that they can reach higher goal in their academic career Thus, our big question in our thesis is that how to use the positive teaching methodologies in teaching Physics in high school, so that it can bring out students’ problem solving skill and moreover, enhance them

Our thesis aims to clarify the following points:

1) Determine the connotation and the extent of the terminology “positive teaching methodologies”;

2) Construct the order of positive teaching methodologies to meet the requirement of enhancing students’ problem solving ability in studying Physics

in high school;

3) Determine the process of deploying and applying the positive teaching methodologies to teaching Physics in high school that can bring out and improving students’ problem solving ability;

4) Concretize this process to satisfy the goal of teaching

Chapter 2 APPLYING THE POSITIVE TEACHING METHODOLOGIES TO IMPROVE HIGH SCHOOL STUDENTS’ PROBLEM SOLVING

ABILITY IN TEACHING PHYSICS 2.1 Teaching methodologies

2.1.1 Concept introduction

After reading researches from different authors about teaching methodologies, our understanding is that teaching methodologies are ways and approaches of teaching actions, in that the goal is to transfer knowledge to students The teaching methodologies can be understood in three levels, which are (i) an approach of deploying multi-layer and polyhedral teaching system that imbues with strategy and includes reasoning argument element; (ii) an approach

of deploying a particular teaching process, which is called model, direction or strategy in practice; (iii) an approach of conducting activities of teachers and students in order to perform a teaching content that is defined in advance

2.1.2 Structure of teaching methodologies

a) A particular teaching methodology is a multi-layer framework that includes multiple elements with cause and effect relationships among them They are described as below:

b) Approaching taught objects: The opinion or approach towards who are being taught decides the decision of choosing appropriate teaching methodology

c) Reasoning content of methodology: This includes the description of the teaching methodology, from the rationale to corresponding approaches

d) Teaching techniques of the methodology: This includes the interactive activities during the teaching process, through that the teachers can transfer knowledge to their students

Other artistic techniques: A teacher must not only organize well their teaching abilities, but also be aware of how to use them in the best efficient way This is called artistic techniques

2.1.3 Classify teaching methodologies

Teaching methodologies are elements of a diversified system In order to use them effectively, a classification is necessary

The definition of the relationship between teachers, studentsis important with positive teaching The different interacting levels ofthis relationship give us four types of teaching methodologies, including (i) classic type, (ii) traditional type, (iii) positive type, and (iv) self-study type

2.2 Positive teaching methodology

2.2.1 Concept

Positive teaching methodology is a short terminology, used to indicate methodologies that appreciates self-consciousness, positivity, and independent awareness of students under the guides and directions from teachers

2.2.2 Specific indications of positive teaching methodology

The indications of positive teaching methodology include (i) teaching via organizing practical activities for students, (ii) teaching with concentration on enhancing student’s self-study, (iii) reinforcing the ability of study both individually and in group, and (iv) combining evaluation from both teachers and students

2.2.3 A comparison between positive teaching methodology with others

The positive teaching methodology’s the connotation is focus on student’s study activities with being self-conscious, positive, independent, and creative It

is different from other traditional methodologies in that they concentrate only on the role of teachers

2.2.4 Positive teaching methodology classification

To have this classification, we define the teaching goal, functions and content of the teaching activity After that, we classify methodologies that have close connections to one group, based on some certain criterias

Table 2.2: Positive teaching methodology classification Indication Positive teaching methodologies

Strategy level Problem solving teaching, theoretical problem

2.3.The problem solving ability of students in study

2.3.1 The concept of ability

In this research, we understand the terminology “ability” is a personal psychological characteristic, with the combination of innate factor and skills obtained in life It is to perform an activity or solve a problem under a specific circumstance in an efficient and effective way

2.3.2 Problem solving ability of students in studying Physics

The main obstacle in teaching Physics is to transfer the knowledge that students (or people who are being taught) have not known how to solve it yet Problem solving in teaching Physics is to let students gather all their knowledge and skills needed to think and experiment for finding answers Through that, students acquire new knowledge by themselves

The problem solving ability in studying Physics is a collection of skills that allow students to analyze and use them to solve the problem in a positive attitude, through that learning and obtaining new knowledge

The problem solving ability in studying Physics of students include: (i) the ability of understanding a problem, (ii) the ability to find appropriate solutions for the problem, (iii) the ability of presenting the solutions and results, and (iv) the ability of evaluating the solutions and results

2.4 Applying the positive teaching methodology to improve students’ problem solving ability in studying Physics

2.4.1 Approach

We propose four approaches for applying the positive teaching methodology as below:

(i) Teachers put students in the position of a Physics scientist, and teach them

to solve problems following specific approaches in Physics

(ii) Teachers combine research methodologies to other traditional approaches

2.4.2.Applying the positive teaching methodology to teaching Physics

2.4.2.1 Teaching problem solving ability in Physics

Teaching through concrete examples is the methodology that many educators researched and applied in the middle of the 20th century, in order to make students be more curios and creative in learning process Researchers have agreed that there are three main phases in this methodology: creating situations/examples contains the problem and make related questions; teach students how to solve the problem; evaluate the results

Applying efficiently this methodology, we determine that this is an important approach in teaching but not only a particular methodology We call this one a strategy in teaching students how to solve problems

2.4.2.2 Teaching problem solving ability by experiment methodology

We propose the process of teaching problem solving ability by the experimental methodology has three main phases:

Phase 1: Creating situations containing problems

Phase 2: Solving problems:

- Proposing theoretical solutions (constructing answers based on observation and prediction)

- Finding logical reasoning

- Designing experiments to verify the logical reasoning

- Conducting experiments

- Confirming the correctness of the solutions

Phase 3: Concluding and applying new knowledge

2.4.2.3 Teaching problem solving ability by theoretical approach

We propose the process of teaching problem solving ability by the theoretical approach has three main phases:

Phase 1: Creating situations containing problems

Phase 2: Solving problems:

- Building the theory model

- Predicting logical reasoning

- Verifying the reasoning; concluding the reasoning; if the conclusion is correct to the problem then the theory model can be represented as the researched objective

Phase 3: Generalizing and defining the problem in the theoretical level

2.4.2.4 Organizing teaching problem solving ability activities in “Working corners” methodology

a) Concept of Working corners

Working corners is a teaching methodology in that students perform different missions in different positions in the classroom space, to achieve a common content in lecture In other words, this approach allows students to understand a common knowledge in their own different ways

b) Characteristic of Working corners

In Working corners, teachers can strengthen the participation, inspiration and positivity of students in studying It helps students get interested in trying to understand deeply the problem, and it also provides teachers with an opportunity

to classify their students Through learning stations methodology, teachers and students are able to get in touch better, and the relationship among students also can be improved

c) Approaches in organizing Working corners

Approach 1: Grouping stations based on learning styles: 1/ Experiment station;

2/ Observation station; 3/ Analysis station; 4/ Application station

Approach 2: Dividing a general problem into specific tasks and assign

them to different corners

d) Preparation for Working corners

- Choosing content and determine briefly about the number of stations and names

- Designing the flow of the lecture: 1/ Define the goal of the lecture; 2/ Prepare facilities and tools for teaching; 3/ Define tasks for each station; 4/ Prepare plan for supporting stations

e)Process of teaching problem solving ability by Working corners approach

+ Step 1: Designing situations containing the main problem of the lecture

+ Step 2: Defining theory or predict solutions for the problem

+ Step 3: Introducing stations and corresponding tasks

+ Step 4: Dividing stations

+ Step 5: Organizing activities in each station and instruct students to rotate stations

+ Step 6: Evaluating study activities

2.4.2.5 Organizing teaching problem solving ability activities in project learning methodology

a) Concept of project learning

Project learning (so-called project based learning) is understood as a teaching methodology that can be used to teach students with the focus on activities and experiments This methodology helps students apply what they

have learned in class into practical activities, so that it improves their thinking and problem solving ability

b) Characteristic of project learning

Project learning has several characteristics: practice oriented, student inspiration oriented, activity oriented, product oriented, skill oriented, complexity, social reality oriented, collaboration

c) Process of project learning

Project learning methodology has three main phases: design the project plan; proceed the plan; and summarize the results Each phase has a number of particular steps

d) Document of project learning

A teacher has to have a document about the process of teaching in a scientific way, and it reflects the preparation phase of the teacher: the knowledge that students have to achieve by the name of the project and oriented questions; introduction about the project and its basic content; project plan; project process diary for recording students’ acitivies, in order to help the teacher check and evaluate their process

e) Evaluate in project learning

Evaluating students’ results in project learning is to combine checking their knowledge and skills about the content of the project and their attitude in participating activities and collaborating with others

2.4.2.6 Teaching problem solving ability through physics exercises

To solve an exercise, it requires students to apply the theoretical knowledge, skills and experience to pass through a new obstacle This is a main approach for students to practice and acquire experience in order to improve their problem solving ability, and it also plays an important role for teachers to evaluate this ability in their students To satisfy these elements, the exercises have to:

+ Be new and interesting (students have no experience in solving this type

of problems before)

+ Contain practical content, often related to daily problems to bring students the necessary joy and inspiration, so that they can try their best to solve them

Design exercises in teaching physics:

Step 1 Choose the content, phenomenon, practical situation that are directly related to the given goal of the lesson

Step 2 Determine the knowledge that students already have, and the one that is about to teach

Step 3 Construct the contradictory awareness

Step 4 Design exercises and expression Choose data that is from the prepared situations and express them in a way that contains the problem that needs to be solved

pre-Step 5 Construct answers and verify the correctness, scientificness, expression and presenting method

Step 6 Carry out experiments

2.5 Process of applying positive teaching methodologies to improve students’ problem solving ability in studying one chapter of physics

There are steps to apply positive teaching methodologies to teaching one chapter of physics in high schools These steps are as following:

Step 1: Determine what students already have about problem solving

ability and their attitude towards the problem

Step 2: Organize the content of the lesson with suitable problems and

situations to teach problem solving ability

Step 3: Construct situations that are related to the content of the lesson Step 4: Choose methodologies, equipments, and experiments

Step 5: Design content for the lesson

Step 6: Teach students with pre-prepared lesson

Step 7: Evaluate the result of the method after finishing the teaching

process

Step 8: Review and take experiences for the future teaching activities 2.6 Study the current state of applying positive teaching methodologies in teaching physics in Nghe An province high schools

We have designed oriented questions and have surveyed this problem in 8 different schools (in two months April and May, 2014), with 45 survey sheets and some other related questions in each school We also observer live 16 lessons from teachers of these schools to have a better statement The content

of the survey includes: 1/ Knowledge level and attitude of teachers towards the problem applying positive teaching methodologies in teaching physics; 2/ Activities for students in a lesson; 3/ State of applying various teaching methodologies in a lesson; 4/ Frequency of using each of these methodologies

in a lesson; 5/ Teaching in class of teachers; 6/ Existing problems and difficulties in applying positive teaching methodologies in reality

And below are our results:

Most of the teachers have a good knowledge and awareness about problems related to the positive teaching methodologies; and improving students’ ability and knowledge is the teachers’ priority However, the actual state shows that there are still several problems because of the lack of reasoning foundation

Developing students’ abilities, especially the problem solving ability, is a priority of the teachers during teaching activities Nevertheless, the problem of

how to do it in an effective and efficient manner is still a question, and it needs

to be researched and solved From the current state, including teachers’ knowledge and attitude towards the problem, facility in teaching activities, and other elements, we have researched and improve the positive teaching methodologies in order to gain students’ problem solving ability efficiently, by that improving the quality of teaching and studying physics in high school program

Conclusion

In this chapter, we present the reasoning basis and the current state about the problem of applying positive teaching methodologies in order to improve students’ problem solving ability in teaching physics in high school program They are concluded as below:

1) Define a particular teaching methodology is a structure of multiple levels, including elements that have causality relationships with each other.These levels are: approaching students level, describing and reasoning the content of the method, applying particular approaches and artistic skills (language, actions)

2) State a connotation and a denotation of positive teaching methodologies, construct a classification table of positive teaching methodologies that are used

in teaching physics

3) Study a definition of the terminology ”ability”, the structure of the problem solving ability; define five main elements of the problem solving ability

of students in studying physics

4) Establish 4 standpoints and state a solution of applying positive teaching methodologies to teaching physics activities in order to improve students’ problem solving ability

5) State a process of applying positive teaching methodologies in physics that it contains eight steps

6) Propose a process of teaching problem solving in both practical and theoretical manners, and in project learning, learning station approaches, etc 7) Study and survey the current state of applying positive teaching methodologies in high schools in Nghe An province: lack of reasoning basis, lack of practice; hesitation and confusion from teachers in changing and innovating new methods, etc From this survey, be aware that it is necessary to propose solutions in a particular way to design and prepare teaching process in order to improve problem solving ability for students