MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATIONLE THI DANG CHI APPLYING HANDS ON METHOD IN TEACHING CHEMISTRY TO DEVELOP THE CAPACITY OF SOLVING PROBLEMS AND CR
Trang 1MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION
LE THI DANG CHI
APPLYING HANDS ON METHOD IN TEACHING CHEMISTRY TO DEVELOP THE CAPACITY OF SOLVING PROBLEMS AND CREATIVITY FOR STUDENTS IN SECONDARY SCHOOLS
Speciality: Reasoning and teaching method of chemistry
Code: 91.40.111
SUMMARY OF EDUCATIONAL SCIENCE PH.D THESIS
Supervisor: ASSOC.PROF PH.D TRAN TRUNG NINH
PH.D VO VAN DUYEN EM
HA NOI, 2020
Trang 2Research has been completed at: Chemistry Faculty – Ha Noi National University
of Education
Supervisor 1: ASSOC.PROF PH.D Tran Trung Ninh
Supervisor 2: PH.D Vo Van Duyen Em
Review 1: ASSOC.PROF PH.D Phung Quoc Viet
Review 2: ASSOC.PROF PH.D Pham Van Hoan
Review 3: PH.D Pham Thi Bich Dao
The thesis will be defended by the University-level thesis evaluation committee at Hanoi National University of Education at hour date month year
The thesis can be found at these libraries: National Library, Hanoi
or Library of Hanoi National University of Education
Trang 31 Selecting topic’s reasons
In accordance with the development’s trend of this era and industrial revolution 4.0,meeting the requirements of a rapidly and strongly growing society, in addition tochanging the institution of management, our country's education system must beinnovated in approach: changing from approaching content to approaching capacity;appreciating ability to working of students The basic and comprehensive renovation ofgeneral education according to Resolution No 29-NQ/TƯ with an aim to changingteaching methods, from imparting knowledge to guiding organizations, orientatingdevelopment of cognitive capacity for students; Resolution No 88 of the 13th NationalAssembly about reforming curriculum and textbooks also poses a great challenge forteachers in Secondary schoolss
Chemistry in Secondary schools plays an important role in contributing to thedevelopment of common and specialized competencies, including solving problems andcreativity, this is one of the most important competencies, the core should be formed anddeveloped for students to meet the requirements of renovating general education, capacity
of solving problems and creativity helps students succeed in learning and becomingdynamic, modern in life
Actual situation in recent years shows that general education has been actively innovatingcurriculum and teaching methods towards modernization to approach the world Together withother active teaching methods which are being implemented, Hands on method has beenselected by the Ministry of Education and Training to invest in researching, compilingdocuments, training step by step to deploy and apply Hands on method is a scientific teachingmethod based on the fundamental of enquiry and applied to teaching natural science subjects.This method was initiated by Professor Georges Charpak (Nobel Prize in Physics in 1992).This method’s goal is to create curiosity, desire to explore and indulge in science of students,paying much attention to practice expressive skills through spoken and written language,teaching using Hands on method aims to help students being active, self-sufficient indiscovering and suggesting problem solving solutions, improve students' creativity in researchactivities, these characteristics create favorable conditions for forming and developing capacity
of solving problems and creativity for students
Trang 4Based on the results of the Conference on handing over the project "Deploying
Hands-on method in high schoolss from 2011 to 2015", the Ministry of EducatiHands-on and Trainingpromulgated Official Dispatch No 3535 / BGDĐT-GDTrH guiding some contents whichcontinue to apply Hands on method in high schoolss However, applying Hands onmethod to teaching chemistry in secondary schools is still limited, especially application
of this method to develop some necessary skills for students such as capacity of solvingproblems and creativity
For those above reasons, we choose the research topic " APPLYING HANDS ON METHOD IN TEACHING CHEMISTRY TO DEVELOP CAPACITY OF SOLVING PROBLEMS AND CREATIVITY FOR STUDENTS IN SECONDARY SCHOOLS"
3.1 Research the theoretical basis of the topic: Innovating teaching method of
chemistry, general issues of Hands on method, capacity of solving problems andcreativity
3.2 Research the actual situation of applying Hands on method and developing capicity of solving problems and creativity for students through teaching chemistry using Hands on method at secondary schools.
3.3 Create the process of developing capicity of solving problems and creativity for students in teaching Chemistry by using Hands on method.
3.4 Design teaching topics using Hands on in Inorganic Chemistry section at Secondary School.
3.5 Suggest the principles, processes, design directions of beginning situations in teaching Chemistry using Hands on method at secondary schools.
3.6 Suggest the principles, design processes, usage of practical exercises in teaching Chemistry using Hands on method at secondary schools.
3.7 Create a toolkit to evaluate capicity of solving problems and creativity for students in teaching Chemistry using Hands on method.
Trang 53.8 Pedagogical experiment: in order to test the feasibility and effectiveness of this
The object of the thesis’s research is the application of Hands on method in teaching
Chemistry at secondary schools and developing capicity of solving problems andcreativity for students
5 Research’s scope
- Some secondary schools in the South, the Central and the Central Highlands.
- Approving content of Inorganic Chemistry section at Secondary Schools
- Research period from 2015 to 2019
6 Sciencetific hypothesis
If teachers use Hands on method in teaching Chemistry reasonably, suitably, students’capicity of solving problems and creativity will be developed and contribute to improvethe quality of teaching Chemistry
7 Research’s methods
Using topic feature with these researches:
7.1 Group theoretical research methods
7.2 Group of practical research methods
7.3 Statistical processing method
8 Research’s new contributions
- Researching the reasoning’s basis of Hands on method and capacity of solvingproblems and creativity
- Investigating, assessing actual situation of applying Hands on method and developingcapacity of solving problems and creativity in teaching chemistry in Secondary schools
- Forming a process of developing capacity of solving problems and creativity forstudents by teaching chemistry using Hands on method
- Recommend principles, procedures, design directions of beginning situations inteaching chemistry using Hands on method in secondary schools
Trang 6- Designing some topics about teaching inorganic chemistry section based on Hands onmethod in order to develop capacity of solving problems and creativity for students byusing Hands on method.
- Recommend principles, design processes, usage of system of practical exercises inteaching chemistry using Hands on method in Secondary schoolss
- Designing toolkit to assess capacity of solving problems and creativity in teachingchemistry using Hands on method in Secondary schoolss
Trang 7CHAPTER 1 Reasoning’s bases and practises about applying Hands on method in teaching
chemistry in secondary schools
1.1 History of research’s issue.
1.1.1 About Hands on method.
Hands on method, in French is La main à la pâte abbreviated as LAMAP; in English is Hands-on,
is a science teaching method based on researching, application in teaching natural science
subjects This method was initiated by French Professor Georges Charpak (1992 Nobel Prize in Physics)
1.1.1.1 Hands on methods in the world
1.1.1.2 Hands on methods in Vietnam
1.1.2 About developing capacity of solving problems and creativity for students by teaching Chemistry.
1.1.2.1 In the world
1.1.2.2 In Vietnam
1.2 Innovating teaching chemistry method in secondary schools.
1.2.1 Orientation for innovating teaching Chemistry method in current period.
1.2.2 Scientific bases of teaching to develop capacity.
1.2.3 Innovating teaching Chemistry method in Secondary schools.
1.3 Capacity of solving problems and creativity.
1.3.1 Definition of capacity.
1.3.2 Definition of capacity of solving problems and creativity.
In our opinion, for students, capacity of solving problems and creativity in learning is that
students know how to solve problems to find new things to some extent In order to have capacity
of solving problems and creativitystudents must be in a problematic situation, finding how to solve the contradictory cognitive or action and resulting in a new and effective solution
1.3.3 Structure of capacity of solving problems and creativity.
1.4 The basic reasoning about Hands on method.
1.4.1 Scientific bases of Hands on method
1.4.2 The basic principles of Hands on method.
1.4.3 Teaching by Hands on method.
1.4.3.1 Process of teaching using Hands on method.
Including 5 stages:
Stage 1: Beginning situations and suggesting experimental questions
Trang 8Stage 2: Forming experimental questions
Stage 3: Forming experimental theories and experimental solutions
Stage 4: Implementing experimental solutions
Stage 5: Inferring, legalizing new knowledge
1.4.3.2 Role of Hands on method in developing capacity of solving problems and creativity 1.4.3.3 Practical exercises and development of capacity of solving problems and creativity for students in teaching using Hands on method.
1.5 Teaching by subject
1.5.1.Conception of teaching by subject
1.5.2 The process of developing teaching by subject
1.6 Actual situation of applying Hands on method and developing capacity of solving problems and creativity in teaching Chemistry in Secondary schools.
1.6.1 Actual situation of applying Hands on method in teaching Chemistry in Secondary schools.
1.6.1.1 Teaching methods used by teachers in teaching Chemistry in Secondary schools.
Thuyết trình Đàm thoại
Sử dụng bài tập hóa học
Giải quyết vấn đề
Sử dụng thí nghiệm hóa học
Bàn tay nặn bột Hợp tác theo nhóm
Dạy học dự án Bản đồ tư duy Dạy học hợp đồng, theo góc
Mức độ sử dụng Rất thường xuyên Mức độ sử dụng Thường xuyên Mức độ sử dụng
Ít sử dụng Mức độ sử dụng Không sử dụng
Figure 1 1 Chart of teaching methods used by teachers in teaching chemistry.
Figure 1 2 Pie chart of the level of using Hands on method of teachers.
1.6.1.2 Teacher’s assessments about Hands on method.
Table 1 4 Assessments of lesson time using the Hands-on method
Never Rarely Often Always
Trang 9Assessments Agree Disagree
Students become more creativity and braver 289 46
Kích thích hứng thú học tập của học sinh
Giờ học được sinh động hấp dẫn hơn
Học sinh tự tin, mạnh dạn, sáng tạo hơn
Chất lượng giờ học được nâng cao
Phát triển năng lực giải quyết vấn đề
Phát triển năng lực thực hành thí nghiệm
Không đồng ý Đồng ý
Figure 1 3 Chart of assessments about classess applying Hands on method.
1.6.2 Actual situation of capacity of solving problems and creativity of students in Secondary schools.
1.6.2.1 Results of teachers’ surveys
solving problems and
creativity for students is:
Very necessary
Necessery Not necessery
now
Not necessery
212 (63,28%) 119 (35,52%) 4 (1,2%) 0 (0%)2
Average Good Execellent
218 (65,07%) 67 (20.0%) 32 (9,55%) 18 (5,38%)3
Does Hands on method
help to form capacity of
solving problems and
creativity?
Disagree Agree
Improving solving problems ability
Improving experiment ability
Classes become more lively
Stimulating students’
interest
Students
become
more actice
Improving classes’
quality
Students become more creativity and braver
Trang 10Figure 1.4: Chart of the necessity to form
capacity of solving problems and creativity for
secondary school students Figure 1.5: Chart of the real situation of
capacity of solving problems and creativity for secondary school students.
1.6.2.2 Results of students’ surveys
Table 1 5 Necessary chemistry study skills of students
Skills
Very good (4)
Good (3)
Not good (2)
None (1)
1 Taking notes on notebooks
8 Comparing new knowledge to initial
Not necessary
Necessery Very necessary
Not necessary now
Need to improve Average Good Exellent
Trang 110 200 400 600 800
1 Kĩ năng ghi chép vào vở thực
hành
2 Kĩ năng hoạt động nhóm
3 Kĩ năng trình bày ý kiến
4 Kĩ năng đề xuất câu hỏi nghiên
cứu trong học tập
5 Kĩ năng đề xuất phương ánthực
nghiệm – tìm tòi nghiên cứu
6 Kĩ năng thực hiện thí nghiệm
7 Kĩ năng rút ra kiến thức mới
8 Kĩ năng so sánh giữa kiến thức
mới rút ra với biểu tượng ban đầu
Không có Chưa tốt Tốt Rất tốt
Figure 1 4 Chart of students' necessary learning skills using Hands on method
Table 1 6 Attitude of students when encountering learning and practical problems
students
Thấy khó, không muốn tìmhiểu
Chờ thầy cô hoặc bạn bè giảiđáp
Không quan tâm
Figure 1 5 Pie chart of students' attitudes when encountering learning or practical problems.
8 Comparing new knowledge to
Thinking, using, finding knowledge to solve Find difficult, do not want
to solve
Waiting for teachers’ or friends’ solutions
Do not care
Trang 121.6.3 Actual situation of applying Hands on method and developing capacity of solving
problems and creativity in teaching Chemistry in Secondary schools.
Table 1 7 Actual situation of using Hands on method in developing capacity of solving problems
and creativity in teaching Chemistry in Secondary schoolss.
Step
Level of developing capacity of solving problems and creativity Experiment’s objects Level Teache r %Teache r Objects Teache r %Teacher
Verry good 73 52,52 Teachers 97 69,78
Good 62 44,6 Teachers and students 33 23,74
2 Forming
experimental
questions
Not good 3 2,16 Students working ingroups 32 23,02
4.
Implementing
experimental
solutions
Not good 4 2,88 Students working ingroups 87 62,59
5 Inferring,
legalizing new
knowledge
Not good 8 5,76 Students working ingroups 36 25,9
1.5.4 General assessment of actual situation.
Renovating teaching methods needs to be considered in many different aspects Especially, it is necessary to apply modern teaching methods in teaching Chemistry to comprehensively develop necessary skills for students It is necessary to study features of Chemistry and the physiological characteristics of Secondary schools students to have suitable process of applying Hands on
method to improve quality of teaching Research and application of Hands on method is not only necessary for current curriculum but also very necessary for 2018 general education curriculum
Trang 13Chapter 2 Applying Hands on method to develop capacity of solving problems and creativity for students in teaching Chemistry in Secondary schools.
2.1 Analyzing Inorganic Chemistry section’s curriculum in Secondary schools.
2.1.1 Aim of teaching Inorganic Chemistry in Secondary schools.
2.1.1.1 About knowledge
2.1.1.2 Skills
2.1.1.3 attitude
2.1.1.4 Capacity development’s orientation
2.1.2 Content of Inorganic Chemistry section in Secondary schools.
2.1.3 The basic principles of Inorganic Chemistry section-teaching method in Secondary schools.
2.2 Research the process of developing capacity of solving problems and creativity for students in Secondary schools by using Hands on method.
2.2.1 Process of applying Hands on method in teaching Chemistry.
2.2.2 Process of developing capacity of solving problems and creativity for students at
Secondary schoolss by using Hands on method.
Table 2 3 Process of applying Hands on method to develop capacity of solving problems and
- Prepare teaching tools
- Making teaching plan
- Prepare teaching tools as teachers required
- Receiving issues -Recognizing new
ideas
Step 2: Forming experimental questions
- Organizing for students to express initial notions
- Organizing for students to suggest experimental questions
- Expressing initial notions-Discussing and unifying initial notions
-Suggesting experimental questions
.- Discussing and unifying experimental questions
- Detecting and clarifying problems
- Forming and implementing new ideas
Step 3: Forming experimental theories and experimental solutions
- Organizing for students to suggest experimental theories
- Suggesting experimental theories
- Discussing and unifying
- Suggesting, choosing solutions
Trang 14- Organizing for students to suggest experimental
solutions
experimental theories
- Suggesting experimental solutions
- Discussing and unifying experimental solutions
Step 4: Implementing experimental solutions
- Providing experimentaltools
- Experimenting
- Discussing the results
of experiments
- Implementating andassessing solutions
Step5: Inferring, legalizing new knowledge
- Asking groups to report the results, help students accurate and finalize key knowledge
- Presentators report results, the whole class exchanged to infer new knowledge
- Compared to initial notions
- Independent thinking
III Assessing - General assessment - Self assessment - Independent thinking
2.2.3 Designing beginning situation.
2.2.3.1 The standard of beginning situation
2.2.3.2 The process of designing beginning situation
Step 1: Defining teaching goals
Step 2: Analysing content
Step 3: Finding teaching ideas, searching for related information to design beginning
situations
Step 4: Developing a starting point
2.2.3.3 Design direction of beginning situation
a Exploiting the incorrect initial conceptions of students
b Exploiting the diversity in the suggestions of students
c Exploiting students' creative ideas in designing their experimental plans
2.3 Selecting teaching topic to apply Hands on method to develop capacity of solving
problems and creativity for students.
2.3.1 Selecting’s principles.
2.3.1.1 Teaching topics must be close to the life that students can easily understand and already known
2.3.1.2 Teaching topics has moderate amount of knowledge, not too much compared to the time
to implement the topic
2.3.1.3 Selected topics should be organized into a system from simple to complex
2.3.1.4 Choose simple and easy experiments for experimental topics
2.3.2 Topics in Inorganic Chemistry section in Secondary schools that can be applied Hands
on method
Table 2 2 Teaching topics that can be applied Hands on method in Secondary Inorganic
Chemistry section.