Vuong Cam Huong 2017, Developing self-study capacity of high school students in teaching chemistry through contract teaching method, Journal of Science and Technology Pham Van Dong Unive
Trang 1MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION
VUONG CAM HUONG
DEVELOPING SELF-STUDY ABILITY FOR STUDENTS
Trang 2Scientific Instructors: Prof Dr Nguyen Cuong
Reviewer 1: Assoc Prof Dr Nguyen Thi Suu
Reviewer 2: Assoc Prof Dr Phung Quoc Viet
Reviewer 3: Assoc Prof Dr Nguyen Quang Tung
This thesis will be presented and defended at the Thesis Examination Board
meeting at Hanoi National University of Education at
The thesis is available at:
National Library of Vietnam, Hanoi
or Hanoi National University of Education’ Library
Trang 3LIST OF SCIENTIFIC WORKS RELATED TO THE DISCLOSURE OF THE THESIS
1 Vuong Cam Huong (2016), Developing self-studying ability of students of
Chemistry Pedagogy in teaching Organic Chemistry at university, Science journal of Hanoi Pedagogical University, No 6A, pp 198-206.
2 Vuong Cam Huong (09/2016), Current situation of students 'self-study
capacity of Chemistry pedagogy students and development of students' study capacity, Proceedings of National Scientific Conference, pp 369-376
self-3 Vương Cẩm Hương (09/2016), Classroom teaching procedures for developing
students' self-learning capacity at university, Proceedings of international scientific
conference, Rajabhat Maha Sarakham University, pp 166-172
4 Vuong Cam Huong (2017), Developing self-study capacity of high school
students in teaching chemistry through contract teaching method, Journal of
Science and Technology Pham Van Dong University, No 12, pp 148-155
5 Vuong Cam Huong (12/2017), Developing students' self-study capacity through
designing activities related to Chemistry in High School, Proceedings of the
University's International Science Conference Hanoi Pedagogy, pp 516-526
6 Vuong Cam Huong (03/2018), The process of building lessons in the subject
of chemistry orientating students' self-study ability development, Science
journal of Pedagogy University - Da Nang University, No 27 (01), pp.80-84
7 Vuong Cam Huong (10/2018), Designing self-study activities in the subject of
chemistry to develop self-study capacity for high school students, Journal of
Education, No 439, pp 39-44
8 Vuong Cam Huong (11/2018), Development status of students' self-study
chemistry skills and the design of Chemistry self-study guides for students in High School, School Science Magazine Hanoi National University of
Education, No 8, pp 156-166
9 Vuong Cam Huong, Nguyen Cuong (06/2019), Developing students'
self-study capacity through designing courses on moodle learning management system, Proceedings of International Conference on Education University, pp.
284-296
Trang 41 The reason for the topic chosen
The 21th century is the era of IT, communication and intellectual economy withthe 4.0 technology revolution Facing that trend, many countries in the world haveidentified: Innovation in education and training is a fundamental factor determining thesustainable development of the nation Besides the trend of internationalization, theCommunist Party and the Government have considered capacity development as aleading task in educational innovation in upcoming school years Particularly,educational action plan in which Government's Action Plan is deployed to implementResolution 29-NQ / TW also points out: “Education and training institutions shouldpromote the innovation of teaching methods in the direction of developing theindividual's study capacity, positive teaching methods and techniques application andfocus on practicing self-study methods ” Therefore, the principal goal of teaching inhigh schools these days is not just to provide students with a system of knowledge, butmore importantly is to “Continue to innovate teaching methods following:comprehensive development in the capacity and quality of learners; to promotepositivity, proactive mindset and creativity; to foster self-study methods, learninginterests, cooperation skills, ” Thus, it can be seen that self-study capacity is animportant skill that needs to be developed so that students can adapt to the constantchanges of life, integrate with the world of technology and learn how to raise theirlevels In addition, the general education program also determines that self-study ability
is one of three common competencies that needs to be formed and developed forstudents with the target “High school education curricula helps learners continue todevelop necessary qualities and competencies for workers, citizens' awareness andpersonality; self-study ability and sense of life-long learning; ability to choose a careerthat matches their competencies and interests” Based on that, Chemistry curricula alsoidentifies the competencies needed to be developed in teaching general chemistry as
"Awareness to Chemistry, ability to understand the natural world from a Chemistryperspective, ability to apply knowledge learnt” To achieve the above-mentioned goal, itrequires learners to be able to self-study Chemistry in a comprehensive and completemanner through various teaching facilities In other words, learners are independentsubjects in learning Chemistry & its activities Therefore, developing self-studycapacity for high school students is an important and urgent task
Organic Chemistry is the science of organic compounds with a large amount ofknowledge and is difficult compared to the curricula delivery and level of awareness inthe age of high-school students [13] Therefore, learners need to make great efforts
Trang 5throughout the learning process However, students’ self-study process is still facingmany difficulties such as: Being unable to find suitable documents, receiving noguidance from teachers in order to self-study effectively, lack of guidance fromtextbooks, From the above practice, the development of case study in teachingOrganic Chemistry in high schools is an important and urgent task and serves as a long-term important strategy.
From the above reasons, the topic "Developing self-study ability for students
through teaching grade 11 th Organic Chemistry in high school" is practical, up-to-date
and also meets both theoretical and practical requirements in renovating current methods
of teaching Chemistry
2 Purpose of the research
To propose some measures in developing self-study capacity for high school studentsand contribute to improve the quality of teaching Organic Chemistry at high schools
3 Object, subject, scope of the study
- Research object: The process of teaching Organic Chemistry at high schools.
- Research subject: self-study capacity and measures to develop self-study
capacity for high school students in teaching Organic Chemistry at high schools
5 Tasks of the research
5.1 Research theory and practice as the basis of the topic
Theoretical research: Studying theoretical issues related to self-study, self-study
capacity, signs of self-study, self-study capacity development, methods and organizationalforms teaching: contract teaching method, self-study guidance materials, course design onMoodle learning management system, blended learning model
Practical research: Researching practical issues related to developing self-study
capacity in teaching Organic Chemistry at high schools, analyzing curricula andChemistry textbooks of grades 11 and 12; investigating the current situation of developing
Trang 6self-studying capacity for students in teaching Organic Chemistry at high schools.
5.2 Developing self-studying capacity of students in teaching Organic Chemistry at high schools
- Proposing the structure of self-study capacity of high school students
- Proposing some measures to develop self-study capacity for high school students:Measure 1: Design and utilize Organic Chemistry self-study guidancedocuments for grade 11th high school students
Measure 2: Design an online course on Moodle system and apply the Blendedlearning model in teaching Organic Chemistry of grade 11th high school students
- Design and use self-study capacity assessment toolkit for high school students
5.3 Pedagogical experiment: Define purpose, content, object, plan and
conduct pedagogical experiments at some high schools and process empirical data toevaluate the feasibility and effectiveness of the proposed measures
6 Research method
Use a combination of the following methods:
6.1 Methods of theoretical research: Analyzing, synthesizing, systematizing,
generalizing documents and materials on developing and evaluating self-studying abilityand capacity; a number of teaching methods that contribute to the development of self-study skills such as: Using self-study materials, contract teaching methods, designingcourses on moodle learning management system, Blended learning model
6.2 Practical research methods:
- Survey the practice of teaching chemistry of teachers and students in highschools in developing self-study capacity
- Expert method: Exchange and consult experts on the structure of self-studycapacity
- Pedagogical experiment: Conduct pedagogical experiment on measures todevelop self-learning capacity of high school students
6.3 Mathematical methods: Using mathematical statistical methods to
process experimental data collected during the investigation and pedagogicalexperiment to draw conclusions
7 New contributions of the topic
- Contribute to an overview of theoretical basis related to the topic on thefollowing issues: Competence and self-study ability of high school students; Anumber of teaching methods and teaching models contribute to developing students'self-study capacity (contract teaching method; Using self-study materials; Blendedlearning model)
- Investigate and assess the current status of developing self-study capacity in
Trang 7teaching Chemistry from 131 teachers and 1150 students in 19 high schools.
- Identify the 6-step basis and process of building self-study capacity structurefor high school students The structure of self-study capacity framework has 3component competencies and 8 criteria
- Proposing 2 measures to develop self-studying capacity for students inteaching grade 11 Organic Chemistry: Designing and using guidance materials forteaching Organic Chemistry for students; Designing online courses on Moodlesystem and applying Blended learning model in teaching
- Design and use a set of tools for assessing self-study capability in teachingOrganic Chemistry including: Assessing students 'ability to answer questions forteachers, self-assessment questionnaire of students' questions, questions of teachers
8 The structure of the thesis
- The thesis has 3 parts: Introduction (04 pages); Content (138 pages); Generalconclusions and recommendations (02 pages) In which the content consists of 3chapters:
- Chapter 1: Theoretical and practical basis for developing self-study capacityfor high school students (41 pages)
- Chapter 2: Measures to develop self-study capacity for students throughteaching grade 11 organic chemistry in high schools (72 pages)
- Chapter 3: Experimental pedagogy (25 pages)
- With 107 references and 9 published works
- Appendix (100 pages)
CHAPTER 1 THEORETICAL AND PRACTICAL BASIS ON CAPACITY DEVELOPMENT
SELF-STUDY FOR STUDENTS AT HIGH SCHOOL
1.1 History of research issues on developing self-study capacity for high school students
1.1.1 Studies in the world
Foreign research works have all confirmed the role of self-study in learners’learning activities, which point out some basic self-study skills and note down therole of teachers in organizing teaching process to promote independence, self-awareness, creativity of learners, Through typical studies of self-study and self-study capacity from educators and psychologists in the world, we realize that self-study is a decisive factor for the life-long learning trend of every individual in thismodern society The development of self-study capacity is extremely necessary,
Trang 8greatly and directly affects learners' learning while studying in high school as well asthroughout their later lives.
1.1.2 Domestic research works
Thus, the issue of self-study and self-study capacity development for students hasbeen mentioned in a number of books, research works and theses Most of the authorsaffirmed the important role of self-study in general and the development of self-studycapacity for students in particular in improving the quality of learning, practicing theability to think independently and increasing creativity in learners At the same time, theauthors propose measures to improve the quality of self-study This is a valuableresource for us to continue in-depth study and to find solutions to develop self-studycapacity for students in the process of teaching Chemistry at high school However, therehas not been any specific research project on developing self-studying capacity forstudents through teaching Organic Chemistry at high schools, so we affirm that this is anew and valuable direction in terms of theoretical and practical aspects
1.2 Competence and self-study ability of high school students
1.2.1 Overview of capacity
1.2.1.1 Capacity concept
In the thesis, we put forward the concept of competency as follows: “Capacity
is the ability to mobilize knowledge, skills, attitudes and apply them appropriately
to successfully carry out an activity in a certain context”
1.2.1.2 Structure of capacity
1.2.2.2 The purpose of capacity assessment
1.2.2.3 Several capacity assessment tools
1.2.3 Overview of self-study
1.2.3.1 Concept of self-study
In summary, when summarizing the conception of self-study of the authors and
in accordance with the research direction of the thesis, we give self-study this
following direction: Self-study is being thinking, conscious, active, reliant and is to possess knowledge purpose, to form skills and learning attitudes.
self-1.2.3.2 Forms of self-study
1.2.4 Self-studying ability of high school students
1.2.4.1 The concept of self-study capacity
We define the research-oriented self-study capacity for the thesis as follows:
Self-study capacity of high school students is the ability to plan self-study activities scientifically, and implement them effectively, then self-assess the achieved results and adjust the process with the support of teachers.
1.2.4.2 The structure of self-study capacity
Trang 91.3 Some learning theories guide the development of self-study ability 1.3.1 Some basic learning theories guide self-study capacity development
1.4.1 Teaching method by contract
1.3.2.1 The concept of teaching by contract
1.3.2.2 Teaching process by contract
1.3.2.3 Advantages and limitations
1.4.2 Using self-study materials
1.4.2.1 Definition of self-study guide
1.4.2.2 Develop self-study guide
1.4.3 Blended learning model
1.4.3.1 The concept of "integrated teaching"
1.4.3.2 Combined teaching model
1.4.3.3 Moodle learning management system
1.5 Situation of self-studying and developing self-studying capacity for students in teaching Organic Chemistry in High School
1.5.1 Purpose of investigation
1.5.2 Investigated subject
We conducted surveys at 19 high schools in the Central and Southern regions withthe number of 131 high school teachers and 1150 students in grade 11 and grade 12
1.5.3 Content and method of investigation
1.5.3.1 Content of the investigation
1.5.3.2 Investigation method
1.5.4 Survey results
1.5.4.1 Survey results for teachers
- The frequency of regular use of teaching methods and techniques towardsdeveloping self-study capacity in chemistry teaching
- The frequency of using assessment tools in teaching chemistry
- Organizational methods for students to self-study in teaching Chemistry (forteachers who use teaching methods to develop self-study capacity)
- Teachers' awareness of self-study capacity in teaching Chemistry
- The reality of students' self-study capacity is assessed by teachers
Trang 101.5.4.2 The survey results for students
We used the questionnaire on students' self-study method in learning Chemistry andcommon difficulties of students during self-study process, specifically as follows:
1.5.5 General comment
Most teachers realize that the development of self-study capacity for students isvery necessary and important, but the use of positive teaching methods to develop self-study capacity for students is still limited Actual results stem from the following reasons:
- The volume of Chemistry knowledge is quite huge added with new knowledgemake it difficult to for teachers to teach due to the time constraint, so students have a lot ofdifficulties in learning Chemistry
- Teachers still limit the use of positive teaching methods in the teaching process
- Students still do not have the habit of study as well as have any effective study methods Also, lack of guidance from teachers and self-study materials can makethem feel difficult in self-study
self-Thus, to overcome the current situation for teachers, it is necessary to think of somemeasures to develop self-study capacity effectively for students so they may not have anydifficulty in the process of self-study This may also help them form and practice the habit
of self-study and which contributes to improving the quality of teaching
CONCLUSION OF CHAPTER 1
Upon the overview of the research situation across the country and in the world,
we realize that the development of self-study capacity in teaching chemistry for highschool students is an important and urgent issue in meeting the needs of educationalinnovation and training as a whole
Following that direction in chapter 1, we have studied the theoretical basis ofdeveloping self-study capacity for high school students and systemize sometheoretical issues on: self-study, study capacity, self-study capacity, assessment ofcapacity, teaching methods and teaching models contributed to the development ofself-study capacity for students We also conducted a survey on 131 teachers, 1150students in grade 11 and grade 12 at 19 high schools in the central and southernregion of Vietnam, which shows that the use of positive teaching methods to thedevelopment of self-studying capacity for students is still limited and students stillhave difficulty in self-studying Chemistry These are important theoretical andpractical basis for us to propose the structure of self-study capacity as well as to takemeasures to develop self-study capacity for high school students in Chapter 2
Trang 11CHAPTER 2 MEASURES FOR DEVELOPING SELF-LEARNING CAPACITY
FOR STUDENTS THROUGH TEACHING GRADE 11 TH
ORGANIC CHEMISTRY IN HIGH SCHOOL 2.1 High school Organic Chemistry program analysis
- The ability to implement a self-study plan is the ability to find self-studyinformation sources, analyze and process information and apply knowledge and skills
to solve learning situations / tasks
- The ability to assess self-study results and adjust the self-study process is theability to analyze, compare and contrast self-study results with the requirements ofknowledge achievement standard, skills and self-study capacity Then move to self-evaluate and adjust the self-study process
The structure of self-study capacity framework of students is described inTable 2.1 as follows:
Table 2.1 Structure of self-study capacity of high school students
Numerical
order The component capacity Expressing self-study ability
1 Capacity to design
self-study plans
1 Define goals and content to self-study
2 Identify methods and means of self-study
3 Determine time for self-study and expectedresults
2 Capacity to implement 4 Collecting / Searching self-study
Trang 127 Evaluate the results of self-study on a scale
of self-study ability and standard ofknowledge and skills
8 Adjust and draw lessons for the next study task
self-2.2.3 Criteria for evaluating self-study capacity in teaching Organic Chemistry of high school students
2.2.4 Levels of expression self-study ability of high school students
2.3 Some measures to develop self-study capacity in teaching Organic Chemistry in grade 11 th high school
2.3.1 Measure 1 Design and use the guidance materials to teach Organic Chemistry for students of grade 11 th high school students
2.3.1.1 Orientation for designing self-study materials
2.3.1.2 The process of developing self-study materials
2.3.1.3 Design a system of questionares to guide students to self-study according to the materials
a Principles of designing self-study guide question system
b Designing a system of questionares and Chemistry exercises to guide students to self-study new materials
Based on the structure organic compounds as analyzed in combination with theexpression of students' self-study ability, we divide the types of self-directed studyquestions in the following order:
(1) Questions guiding self-study of concepts and definitions of organic substances
(2) Self-study guide questions about homology, isomers and general formulas of organic substances
(3) Questions to guide self-study in nomenclature of organic substances (4) Questions to guide self-study in physical properties of organic matter
For solubility, color, smell of organic matter, teachers can design questions toguide students to do experiments themselves to draw conclusions about the solubility,color, smell of the substance according to the research method Teacher asks students
to read instructions for conducting experiments and performing experiments Through
Trang 13this activity, students develop self-study capacity such as:
- Capacity to set up a plan to conduct experiments: determine the objectives,methods, means and duration of experiment
- Capacity to carry out experiments plan: prepare chemicals, tools and conductexperiments Observe, describe and make conclusion on solubility, color and odor oforganic matter
Or teachers can ask questions for students to relate the actual solubility, color,smell of some common substances in life
For example:
Question 1 Do research experiments on
solubility, color, smell of alkanes: Conduct
experiment for 5 ml of gasoline (including a
mixture of saturated hydrocarbons) in 50 ml of
water and add 2 (g) lubricant in 5 ml of gasoline.
From the results of the experiment, we can
comment on whether the alkane solubility in
water and whether alkanes can dissolve oil or fat.
Question 1.
- Capacity to develop self-study plans: + Determining goals and self-learning content: Test the solubility of gasoline
in water and grease in gasoline.
+ Identify testing methods and facilities: Take gasoline and lubricant at home or buy at the store Chemicals: gasoline, grease, water Tools: glass cup, stirring rod.
+ Determining time for experiments.
- Capacity to implement self-study plan + Search information source: Prepare the above chemicals and tools.
+ Analysis and information processing: Conduct experiments according to the instructions.
+ Solve learning tasks: Observe, describe the phenomenon and draw conclusions about the solubility, color, smell of gasoline.
(5) Questions to guide self-study about the chemical properties of organic matter
(6) Self-directed questionnaire on application and modulation
c Designing a system of questions and chemical exercises to guide students
in self-study and practice
In the study, we designed a system of questions and chemical exercises toguide students in self-study exercises and review according to the learning contract