Vận dụng quan hệ nhân quả để phát triển năng lực nhận thức tính quy luật của hiện tượng di truyền cho học sinh lớp 12 THPT tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION NGUYEN THI HA APPLICATION OF CAUSAL RELATIONSHIP TO DEVELOP COGNITIVE COMPETENCE ON GENETIC REGULARITY OF GRA

MINISTRY OF EDUCATION AND TRAINING

HANOI NATIONAL UNIVERSITY OF EDUCATION

NGUYEN THI HA

APPLICATION OF CAUSAL RELATIONSHIP TO

DEVELOP COGNITIVE COMPETENCE ON GENETIC REGULARITY OF GRADE-12 HIGH SCHOOL STUDENTS

Major: Theory and Methodology of Teaching Biology

Code: 9.14.01.11

SUMMARY OF THE DOCTORAL DISSERTATION ON

EDUCATIONAL STUDIES

HANOI – 2020

THE DISSERTATION WAS FINISHED AT:

HANOI NATIONAL UNIVERSITY OF EDUCATION

Supervisor: Assoc Prof Dr Nguyen Duc Thanh

Reviewer 1: Assoc Prof Dr Nguyen Phuc Chinh

Reviewer 2: Assoc Prof Dr Mai Van Hung

Reviewer 3: Dr Hoang Hu Niem

The dissertation is defensed before the Reviewer panel at institutional level at

Hanoi National University of Education

LIST OF PUBLISHED WORKS

1 Nguyen Thi Ha (2016) Building Content Graphs to systematize information

in teaching “Genetics” section (Biology 12) Journal of Education, Ministry

of Education and training, ISSN: 23540753, No 376, Session 2 -2/2016, pg.51 - 53

2 Nguyen Thi Ha (2016) Integrating Mathematics in guiding students to solve

Genetic problems (Biology 12) Journal of Science, Hanoi National University, ISSN 0866-8612, Book 32, No 1 (2016), pg.68-72

3 Nguyen Thi Ha (2019) Application procedures of causal relationship in

teaching to improve student‟s cognitive competence on genetic regularity, Biology 12 – High school Journal of Education, Ministry of Education and training, ISSN: 23540753, No 453, Session 1 -5/2019, pg 40-45

4 Nguyen Duc Thanh, Nguyen Thi Ha (2019) Causal relationship in Genetics,

Biology 12 in High school program and orientation of teaching activities Journal of Education, Ministry of Education and training, ISSN: 23540753,

No Special, 4/2019, pg 222-226

5 Nguyen Thi Ha (2019) Developing procedures, criteria and tools to assess the

cognitive competence on laws of genetic phenomenon, Biology12 – High school Journal of Science, Hanoi National University of Education, ISSN 2354-1075, Book 64, No 9C (2019), pg 45-52

INTRODUCTION

1 Rationale

1.1 The issue of education reform has been included in the resolutions of the 9th,

10th and 11th Party Congress implemented by the Ministry of Education in the Universal Education Program, which emphasizes capacity development for learners, which helps learners to actively acquire and master knowledge

1.2 Studies on cognition and cognitive competence have been invested for a long time Along with the society development, the issue of cognitive competence improvement is particularly concerned Under the Comprehensive Universal Education Program, the competencies that students shall acquire include the general and professional competencies To achieve those competencies, the first competence to be developed is the cognitive one

1.3 In the current program of Biology 12 - High school, the logical content of genetics part starts from the nature of genetic materials, which are genes and chromosomes, to the process of transmitting these genetic materials at different levels, then comes the regularity of genetic phenomena However, the unity of this movement logic has not been thoroughly shown in

“Chapter II Regularity of genetic phenomenon” Most genetic rules in each lesson in Chapter II are discovered through hybridization, which means that the process is from phenomenon to nature, that is, induction methodology Teaching following this process will take more time, while important information will not be fully deploited, especially it makes learners to be passive in the process of acquiring knowledge, hard to understand the core nature of all rule, and difficult to decide which concepts necessary for acquiring other ones to be placed as priority As a result, it will make it impossible to promote the cognitive competence of learners

In addition, when genetics has developed to the theoretical level, teaching genetic regularity following induction methodology will take a lot of time while being unable to cover the increasingly huge amount of information Therefore it is necessary to find other ways to help students easily grasp the increasing amount of genetic knowledge, ensuring their self-learning ability, creativity, active learning, and even ability for practical application To do that, the right way to follow is from nature to phenomenon, that is the interpretation methodology That is, starting from the mechanism of genetic material transmission with specific regularity, the mechanism of interaction among differernt genes in the genotype and between genes and the environment to form regular traits

1.4 From the analysis of the content of genetics and teaching methodology from nature to phenomenon, learners need to be equipped with intellectual development at a certain level For high school students, their perception has reached a high level, their ability to memorize, to think,

to logical reason has well developed, thus the implementation of interpretation learning methods, from nature to phenomenon, from cause to result, is perfectly suitable to develop their cognitive competence

* From the aforementioned points, with the desire to contribute to the success of the educational innovation in general, to contribute to the innovation and improvement

of teaching quality on genetics in high school in particular, this dissertation chooses the

topic: “Application of cause-effec relationship to develop cognitive competence on

genetic regularity of Grade-12 High school students”

2 Research purposes

To define cause-effect relationship of genetic phenomena in living organisms, to determine the structure of cognitive competence on genetic phenomena, thereby to apply cause-effect relationship on teaching genetics to develop cognitive competence on the regularity of genetic phenomena for students, contributing to improving the quality of acquiring knowledge of this subject

3 Research subjects and objects

5 Research limit

Based on the research on “regularity of genetic phenomena”, to determine the causal relationship of these genetic phenomena in living organisms, to define the structure of cognitive competence on genetic phenomena, then to apply causality in teaching genetics to improve cognitive competence of students on genetic phenomena, to enhance teaching quality and at the same time, to contribute to better knowledge acquisition on this subject

6 Research tasks

6.1 To study theoretical and practical basis for the application of causal relationship in teaching genetics in general and “Chapter II The regularity of genetic phenomena” in particular to develop the cognitive capability on the regularity of genetic phenomena of Grade-12 High school students

6.2 To analyze the structure and content of the current genetics study programs in High schools to determine the study targets and the core content of genetics lessons in high schools, thereby to determine the causal relationship in genetics and identify teaching methodology on genetics in general and “Chapter II The regularity of genetic phenomena” in particular according to causality

6.3 To specify the structure of cognitive competence on regularity of genetic phenomena 6.4 To define the principles and procedures to identify causality

6.5 To define the teaching principles and procedures when apply causality 6.6 To specify assessment criteria on cognitive competence on regularity of genetic phenomena when applying causality in teaching and studying

6.6 Xác định tiêu chí đánh giá năng lực nhận thức tính quy luật của hiện tượng

di truyền ở học sinh trong dạy học vận dụng quan hệ nhân quả

6.7 To conduct pedagogical practical experiment following the orientation of the dissertation to confirm and evaluate the mentioned hypothesis

7 Research methodology

7.1 Theoretical research method

7.2 Practical research method

7.3 Consultance of specialists

7.4 Pedagogical practical experiment

7.5 Mathematical statistical method

8 New contributions of the dissertation

8.1.Choosing and specifying some points to be the theoretical basis regarding: Cause; Effect; Causality; cognitive competence; cognitive competence on regularity

of genetic phenomena

8.2 Identifying the scientific basis and causality of genetic phenomena in genetics, in general and in genetics contents in High school study program, in particular

8.3 Defining the structure of cognitive competence on genetic phenomena Developing assessment criteria, tools, and tables and development lines of cognitive competence on regularity of genetic phenomena of students

8.4 Specifying the ways and methods to organize study activities to improve cognitive competence on regularity of genetic phenomena

9 Structure of the dissertation

In addition to the Introduction, Conclusion, Recommendation, References, Published works and Appendice, this dissertation includes 3 chapters:

- Chapter 1: Theoretical and practical basis of the reseach topic

- Chapter 2: Causality application to improve cognitive competence on regularity of genetic phenomena of Grade-12 High school students

- Chapter 3: Pedagogical practical experiment

Chapter 1 THEORETICAL AND PRACTICAL BASIS OF THE RESEARCH TOPIC

1.1 Domestic and foreign researches relevant to the research t opic

* Regarding cause, effect and causality

Causality is one of the central themes of early philosophy, scientific philosophy as well as current modern science From ancient times to the beginning of the twenty-first century, philosophers, educators, and scientists have all affirmed that causality is an indispensable rule of the objective reality

A number of authors have mentioned causality as an indispensable relationship in many fields The study of causality gives us the methodology of the existence and development of different things and phenomena in nature The causal relationship has been mentioned by different authors in many different fields of science In the field of Biology in general and in genetics in particular, the cause-effect relationship is particularly important, good cognition of the causal relationship helps learners improve and develop

their cognitive competence on the regularity of genetic phenomena, which is the main content of this dissertation

*Regarding cognitive competence and development of cognitive competence

Competence development for learners, especially cognitive competence has been focused for a long time Ever since ancient times, the issue of cognition, and learning/studying has been concerned, it appeared with the emergence of humankind Cognitive competence and development of cognitive comptence is a great concern

of the whole world, including Vietnam Studies on the competency of learners have been

of particular interest in recent years There have been many studies on cognitive competence These works focus on the research on cognitive competence in general, cognitive competence in basic sciences in particular This shows that cognitive competence is the most necessary competence to study basic science subjects, including Biology Therefore, the dissertation studies to develop developing that cognitive competence on the regularity of genetic phenomena, which is highly practical

* Regarding genetics and teching methodology in genetics

Modern genetics and information about genetic process appeared in the end of 19thcentury By the 20th century, the doctrines of Mendel, Morgan were taught in schools The teaching of genetic laws follows the historical process, starting from Mendel‟s genetic laws to Morgan‟s laws Each genetic law is taught following an inductive manner (Experiments  Experimental explanation and interpretation  Statements  Cytological basis) However, to date, genetics has exploded with a huge amount of information, it can be said that genetics has evolved to the theoretical level, so in order

to help students to grasp such a huge amount of genetic information and at the same time

to develop their ability to discover and to perceive the regularity of genetic phenomena, interpretation teaching methodology (Cytological basis  Statements  Experiments)

1.2.1.4 Concept of causal relationship

A causal relationship is a reciprocal interaction between a cause and an effect, of which a cause is the factor affecting things, phenomena that results in the emergence of new things or phenomena

1.2.2 Cognitive competence

1.2.2.1 Concept of competence

Competence is the ability of an entity to flexibly and rationally organize information and

skills with such attitudes, values, and motivation to meet the complex requirements of an activity, to ensure good results shall be achieved in a given context (situation)

1.2.2.2 Concept of cognition

Cognition is the process of reflection and regeneration a reality in human thinking

1.2.2.3 Concept of cognitive competence

Cognitive competence is the ability to reflect and regenerate objective reality in human thinking, through the process of problem solving in a definite logic

1.2.3 Cognitive competence on regularity of genetic phenomena

1.2.3.1 Concept of law

A law is the result of the cognition of the intrinsic, natural, popular and sustainable relationship of things and phenomena manifested in their movement and development That is, its development movement trend is reflected in scientific terms

1.2.3.2 Concept of regularity

Regularity is the tendency to manifest the inevitable and inherent movement in the objective reality due to the intrinsic, natural, popular and sustainable relationships of prescribed things and phenomena

Therefore, regularity shows 2 main following points:

- The manifestation of the inevitable trend

- The cause of the inevitable trend

1.2.3.3 Concept of regularity of genetic phenomena

Regularity of genetic phenomena is a type of regularity expressed in the process of passing genetic materials through different generations

1.2.3.4 Concept of cognitive competence on regularity

- Cognitive competence on regularity is the ability to perceive the intrinsic relationships of things and phenomena showing the inevitable trend of their movement and development

- From this concept of “Cognitive competence on regularity”, it can be defined that the structure of regularity cognitive competence consists of 5 skill components including: (1)Recognizing inevitable tendency of expression; (2)Indicating the cause of that inevitable tendency of expression; (3)Explaining the relationship between causes and effects; (4)Expressing regularity by propositions; (5)Applying these information of regularity to practical life or study

1.2.3.5 Cognitive competence on regularity of genetic phenomena

- Cognitive competence on regularity of genetic phenomena is the ability to explore and apply regularity of genetic phenomena

- From this concept of “Cognitive competence on regularity of genetic phenomena”, it can be defined that the structure of cognitive competence on regularity of genetic phenomena consists of 5 component skills including: (1)Recognizing inevitable tendency of genetic phenomena; (2)Indicating the cause of that inevitable tendency of genetic phenomena; (3)Explaining the relationship between causes and effects of genetic phenomena; (4)Expressing regularity of genetic phenomena by propositions; (5)Applying these information of regularity to explain different genetic phenomena

1.3 Practical basis

1.3.1 Current situation of teacher’s cognition on causality in genetics in grade 12 –

High school and teaching methodology of “Chapter II Regularity of genetic phenomena”

According to the investigation of the current situation, the following conclusions can be drawn:

- Most teachers of Biology at high schools are aware of the core knowledge of genetics However, they are still generally confused about causality in genetics

- In “Chapter II Regularity of genetic phenomena”, most of these teachers are able

to define the causes of regularity of each lesson However, they are still confused and unable to generalize these information into common cause of the whole chapter

- Regarding their teaching methodology, they keeps following such method starting from specific events, or experiments  tendency  cause of that tendency A few of teachers apply such teaching methodology from the motor mechanism of genetic materials in which the cause and effect are well defined  tendency  explanation by experiments

1.3.2 Current situation of students on causality expressed in “Regularity of genetic phenomena” and their ability to apply causality to recognize “Regularity of genetic phenomena” in Grade 12 – High schools

According to the investigation on current situation of student‟s cognition, it can be concluded that:

- Currently, the number of students losing their interest in Biology in general and Genetics section in particular is very high

- When studying “Chapter II Regularity of genetic phenomena”, students are able

to understand the nature of different laws based on their grasp of cytological basis However, it is still difficult for them to generalize the causality expressed in “Regularity

According to the analysis of the structure of cognitive competence on regularity of genetic phenomena, it is possible to identify skill components of this competence that need

to be trained and assessed to determine the cognitive development of students These

component skills of cognitive competence on regularity of genetic phenomena include: the skill to recognize genetic phenomena with regularity; skill to identify the causes of regular genetic phenomena; skill to express the relationship between causes and effects of genetic phenomena; skill to interprete regular genetic phenomena; skill to apply rules to explain genetic phenomena

These are important orientations for further study to propose suitable procedure and organization to apply causality to develop the capacity to recognize cognitive competence

on regularity of genetic phenomena

We have conducted a survey on the current situation of teachers with some issues

as follows: The conception of the Biology teachers on the core knowledge of genetics; Awareness of teachers about the causes and results in genetics; Measures and ways that teachers use to teach “Chapter II Regularity of genetic phenomena” The survey results show that most teachers have proper perception of the core knowledge of genetics, the causes of the results of the genetic phenomenon in particular, but they are not active to teach “Chapter II Regularity of genetic phenomena” following the path from cause to effect to shorten teaching time, and to improve cognitive capacity of students

We have carried out an investigation on the situation in students with a number of issues

as follows: Student‟s consciousness with Biology in general and genetics in particular; Student‟s perceptions of causality shown in “Chapter II Regularity of genetic phenomena”; The ability of students to apply causality to perceive “regularity of genetic phenomena” The survey results show that students are not interested in Biology in general and genetics in particular Their ability to perceive the regularity of genetic phenomenon following causality

is limited, the ability to apply causality to perceive the regularity of genetic phenomena is not yet available These above issues require teachers to find proper ways to help students interested in Biology in general and genetics in particular, while improving their cognitive competence on the regularity of genetic phenomena

Chapter 2

APPLICATION OF CAUSALITY TO IMPROVE COGNITIVE COMPETENCE

ON REGULARITY OF GENETIC PHENOMENA

OF GRADE-12 HIGH SCHOOL STUDENTS

2.1 Analysis of the goals and content structure of genetics section in High school 2.1.1 The goals of genetics section in High school

Specific objectives of genetics section:

- Define that each organism‟s characteristics are determined by genes located on chromosomes, and genes located in cytoplasm

- Present structures of genes and chromosomes (genetic materials)

- Describe genetic mechanisms, including mechanisms of genetic material transmission through different cell generations, body generations, population and mechanisms of expression of genetic characteristics

- Identify trends of inevitable expression of genetic characteristics and their causes

- Present different experiments to prove genetic mechanisms

- Explain the causes and mechanisms of variations

- Present applications of genetic information in daily life and production

- Present medical genetics, genetic counseling, and gene therapy

From these contents, the core objectives of genetics in Biology 12 are identified as follows:

According to these objectives, the core objectives of teaching genetics in Biology 12 are:

- Students are able to identify that genetic phenomena with regularity are determined by genetic materials (genes) in cells and passed on to the next generation through strict mechanisms

- From mastering genetic mechanisms, students can apply in many fields such as production, daily life, and medicine, etc Thereby improving their study competence

2.1.2 Structure of the genetics section in the current program of Biology 12 – High school

The genetics section in the current program of Biology 12 consists of 5 topics which are presented as follows:

Topic 1: Genetic mechanisms and variation

There are 2 main problems in topic 1, which are:

- Structure and functions of genes (regulating body characteristics), mechanism of genetic information transmission, mechanism of regulation of gene activities, and mechanism of gene mutation

- Structure and functions of chromosomes, chromosomal transmission mechanism among differetnt generations, and chromosomal mutation mechanism

Topic 2: Regularity of genetic phenomena

Main content of topic 2 is “The inevitable tendency (regularity) to transmit genetic characteristics from parents to their descendants” and “Causes (mechanism) of the inevitable tendency

Topic 3: Genetics in population

Main content of topic 3 is to identify the tendency of inevitable expression of the genotypic composition of specific populations in each generation, according to different reproductive characteristics

Topic 4: Applications of genetics

Main content of this topic is to apply the movement of genetic materials to the creation and selection of new varieties for production purposes

Topic 5: Genetics in human being

In topic 5, although the main criterion is Genetics in Human being, but this topic mainly focuses on Medical Genetics, which is the application of the understanding of human genetics to medicine, to explain and diagnose, prevent, limit and treat certain medical conditions, or to provide information about the possibility of inherited diseases, thereby giving appropriate medical advice

According to the content of these 5 topics in the current program as well as in the new program, the fundamental and core study contents are:

- All body characteristics are regulated by genes in cells

- All characteristics inherited by parents to their children and grandchildren following a certain trend are due to the mechanism of genetic material transmission and the mechanism of expression of genetic materials with the effects of prescribed circumstances

* To help learners grasp such two important core issues as: Genetic characteristics are manifested according to an inevitable tendency (regularity) and the causes for the expression of that inevitable tendency of genetic characteristics, it is possible to choose the path from genetic phenomenon  comment on the trend of inevitable expression  determine the cause of that regularity, or vice versa: From the main cause  tendency of expression  examples to prove

According to the teaching objectives and characteristics and contents of genetics section as mentioned above, it can be said that the path from genetic mechanism (causes)

to tendency of expresson of that genetic phenomenon shall prevails

2.2 Determine causality in Genetics section in Biology 12 – High school

2.2.1 Procedures to determine causality in Genetics section in Biology 12 – High school

2.2.1.1 Principles to develop the procedures

- Properly reflex the pair of categories “Cause – effect”

- Reflex the level of outline, generalization

- Ensure systematicity

2.1.1.2 General procedures

There are generally 4 steps: (1)Define teaching objectives of genetics section; (2)Specify core contents of genetics section; (3)Determine causes and effect in pairs; (4)Present the relationship between causes and effects

2.1.1.3 Explanation of the procedures

Step 1: Define teaching objectives of genetics section

The most common objective is to discover the movement laws of genetic materials and the mechanisms of that regularity; The regularity of expression of biological characteristics and the cause of that trend Applying different knowledge to study and solve practical problems

Step 2: Specify core contents of genetics section

- Core content is the generalized content, dominating the others

- To identify the core content of genetics section, it is necessary to determine: Content of each topic, thereby generalizing the theme of main contents in all topics in genetics section; then defining the content theme of the whole genetics section On that basis, the core knowledge of the whole genetics section is determined In essence, the core knowledge of genetics section in Biology 12 is the transmission tendency of genetic materials from parents to their offspring and the expression tendency of genetic information contained in genetic materials

Step 3: Determine causes and effects in pairs

To determine causes and effects in pairs is to identify that “this mechanism shall result in which effect”

- Analyze each core content of genetics section to determine original factor (cause) and effect of defined expression tendency, or vice versa, from defined expression tendency, to determine its cause

- After determining the effect pair in each core content, generalize all effect pairs and arrange them into a system of causality

cause-Step 4: Present the relationship between causes and effects

Each cause-effect pair shall be presented in clauses to connect a cause and an effect

into one causal relationship

2.1.1.4 Explanation examples

The explanation examples are presented in such pages from 63 to 64 in the disseration

2.2.2 Result of determination of causality

2.2.2.1 Causality in the genetics section in Biology 12 – High school in general

There are many different types of causes with corresponding effects This dissertation only focuses on causes of genetic phenomena and their corresponding effects which are inevitable expression trends (regularity) of genetic phenomena Therefore, a cause is the mechanism and an effect is the expression trend of genetic phenomena determined by the corresponding mechanism

Regarding causality in philosophy as well as in genetics, there can be the following expressions:

- Expression of causal chains, such as the relationship between genes (a segment of the DNA molecule) and the trait

- Expression in a causal pair, such as a fecal reduction mechanism - each allele in a gene pair coming to a gametes

The expression in series or in pairs depends on the scope of consideration In this dissertation the causal relationship in transmitting genetic information through generations will be studied

2.2.2.1 Causality expressed in “Chapter II Regularity of genetic phenomena” in particular

The causal relationship shown in chapter 2 is exactly two types of successive relationships The first type is the relationship between the transmission mechanism of genetic materials from the previous generation and the effect which is the genetic materials created in the next generation The second type is the relationship between the mechanism of interaction among alleles in the genotype and between alleles with the environment, and the effect being a specific phenotype expressed in an inevitable trend

In the transmission of genetic information, the causal relationship is expressed in the mechanism of transmitting genetic information from the core to the cytoplasm, the mechanism of transmitting genetic information from parents to children (in sexual reproduction type), and the mechanisms of interactions between genes in the genotype and genes with the environment

2.3 Applying causality in teaching to improve cognitive competence on regularity

of genetic phenomena

2.3.1 Orientation in teaching genetics section in Biology 12 – High school

- The first orientation in teaching genetics in Biology 12 - High School is to organize

proper learning activities for students to master the most common, most general and most nature of causal pairs that govern all genetic phenomena mentioned in Biological 12 textbook, which is “genetic mechanisms - genetic characteristics expressed in certain trends” In genetic mechanisms, two sequential mechanisms to be focused are the mechanism of transmitting genetic information (genes) to create a gene combination in the next generation and the mechanism of interaction among different genetic information (which are actually genetic products) and between genetic information with the environment resulting in body characteristics in the next generation