VINH UNIVERSITY NGUYEN THI PHUONG LIEN COMPILING AND USING SELF-STUDY EXERCISES IN GENERAL CHEMISTRY MODULE TO FOSTER SELF- STUDY CAPACITY FOR HIGH SCHOOL STUDENTS Major: Theory and Te
Trang 1VINH UNIVERSITY
NGUYEN THI PHUONG LIEN
COMPILING AND USING SELF-STUDY EXERCISES IN GENERAL CHEMISTRY MODULE TO FOSTER SELF- STUDY CAPACITY FOR HIGH SCHOOL STUDENTS
Major: Theory and Teaching Methodology of Chemistry
Code: 9140111
SUMMARY OF DOCTORAL THESIS OF SCIENTIFIC EDUCATION
NGHE AN - 2020
Trang 2The thesis was completed at Vinh University
Supervisors:
1 Assoc.Prof., Dr Cao Cu Giac
2 Assoc.Prof., Dr Nguyen Xuan Truong
Reviewer 1: Assoc.Prof., Dr ………
Reviewer 2: Assoc.Prof., Dr ………
Reviewer 3: Assoc.Prof., Dr ………
The thesis will be defended in front of the University Thesis Evaluation Council at
Vinh University at … am/pm on …, 2020
The thesis can be found at Vietnam National Library or Nguyen Thuc Hao Library – Vinh University
Trang 3INTRODUCTION
1 Rationale
Resolution of the 8th Central Conference Session XI confirmed: “ Focusing on teaching how to learn, thinking, encouraging self-study, creating a basis for learners to update and renew their knowledge, skills and develop their ability by themselves”
To response that training goal, it is necessary to renovate the teaching method in the education strategy follow orientation of developing ability, focusing on fostering self-study capacity for students
In current practical teaching, students' awareness and motivation are not high Students are also passive, lack of self-awareness in acquiring knowledge In addition to the factors such
as overload of knowledge, the program content is still heavy in theory, in favor of academic knowledge, lacks of applicability, etc, measures to help students be proactive and positive promote maximum capacity for students
One of the measures to foster self-study capacity for students is using chemistry exercises
In the High School Chemistry program, general knowledge in Chemistry is mainly concentrated in the 10th and 11th grade programs and plays an important role in helping students explain the molecular structure and physical and chemical properties of inorganic and organic substances as well as their preparation and application methods However, these are complex and abstract knowledge for junior high school students, requiring students to have to memorize, understand and apply well to promote the effectiveness of learning about substances and specific chemical compounds
Stemming from the above reasons, we choose the topic: "Compiling and using study exercises in general chemistry module to foster self-study ability for high school students"
self-2 Purpose of the research
Fostering self-study capacity for high school students through the compilation and using self-study exercises in general chemistry module
3 Task of the research
- Research theoretical and practical basis of the topic:
+ Theoretical basis of self-study, capacity, self-study capacity, and Chemistry exercises; Active learning and experience; Bloom's cognitive competence scale;
+ The practical basis of self-study in Chemistry of students at high schools today and the levels of using chemistry exercises of teachers in the teaching process to foster student's self-study capacity as well as the teacher's understanding of self-study exercises in Chemistry; Studying the levels of expression of self-study capacity through Chemistry self-study exercises of high school students
+ Researching and proposing measures to foster self-study capacity in chemistry through chemistry self-study exercises of high school students: Researching to identify the content of the general Chemistry module in the program of basic high school chemistry;
Trang 4Building the self-study capacity framework in Chemistry through Chemistry self-study exercises and the standards of component competencies; Studying to identify the principles and processes of formulating self-study exercises; Establishing the Chemistry self-study exercises system in general chemistry module for fostering self-study ability for high school students; Proposing some measures for fostering self-study ability for high school students through the Chemistry self-study exercises at high schools; Designing a toolkit to assess for self-study ability through the Chemistry self-study exercises
- Pedagogical experiment to assess the effectiveness and feasibility of the built study exercises system and the proposed measures
self-4 Object and subject of the research
4.1 Object: The process of teaching chemistry in high school
4.2 Subject: The compilation and use of general chemistry self-study exercises system to foster self-study capacity for high school students
5 Scope of the research
5.1 Content of the research
Compiling and using self-study exercises in general chemistry (general base chemistry knowledge part) which belong to the basic program, to foster self-study ability for high school students
5.2 Research area
Some high schools in Dong Thap, Dong Nai, Ho Chi Minh City, Quang Ngai, Nghe An,
Ha Tinh, and Thanh Hoa
5.3 Research time: From December 2015 to February 2020
6 Research Hypothesis
If the self-study exercises in general chemistry module are compiled and used appropriately, effectively, they will foster self-study ability for students, thereby improving the quality of current chemistry teaching at high schools
7 Research methods
Used theory research methods (analysis, synthesis, classification, systematization), practical research methods (survey method, interview, experimental research method, and expert method), information processing method (Statistical method)
8 Contribution of the thesis
8.1 On the theory side
- Systematize and clarify some theoretical and practical issues as a basis for fostering self-study ability for high school students through the self-study exercises system in general chemistry module
- Proposing the concept of self-study exercises in Chemistry
8.1 On the practical side
- Developing a framework of chemistry self-study capacity, identify the expressions, criteria, and indicators of the level of developing self-study capacity through the self-study exercises system in general chemistry module
Trang 5- Designing a toolkit to assess for chemistry self-study capacity through self-study exercises at high schools
- Establishing the Chemistry self-study exercises System in general chemistry module for fostering self-study ability for high school students
- Proposing 3 measures to use study exercises in teaching chemistry to foster study capacity for high school students
self-9 Structure of the thesis
In addition to the introduction (4 pages), conclusions, suggestions (2 pages), references, the thesis is presented in 3 chapters:
Chapter 1 Theoretical and practical basis for self-study capacity and chemistry exercises (36 pages)
Chapter 2 Compiling and using the self-study exercises in general chemistry module to foster self-study capacity for high school students (98 pages)
Chapter 3 Pedagogical experiment (22 pages)
Chapter 1 THEORETICAL AND PRACTICAL BASIS FOR SELF-STUDY CAPACITY AND
CHEMISTRY EXERCISES 1.1 Overview of the research situation
In the history of education in the world, the problem of self-study was researched by scientists early At present, it is still a hot issue for current and future educational researchers because self-study is very important, determining every academic success, which is a guarantee for efficiency and quality of all educational and training processes Some scientists study typical self-study issues such as John Dewey (USA), T Makiguchi (Japan), Rubakin (Russia), Cark Rogers (USA), Klas Mellander (Netherlands), Gordon Green Jr (USA), Alina Gil (Poland), etc
Up to now, in Vietnam, there have been many seminars, thematic reports, training for teachers on renovating teaching methods in the direction of developing capacity for students including primary students Several studies of domestic scientists on self-study are also concerned Since 2014, the Ministry of Education and Training has implemented the Teaching Innovation program under the orientation of developing students' capacity, in which, the primary energy is one of the top focuses Besides, many types of research on developing mathematical representation for students have also been interested in all subjects and levels
In the field of teaching chemistry, some studies are also interested in fostering the mathematical competence of students such as proposing “Methods of self-study and self-study for students to meet the requirements of institutional training credits ”by author Cao
Cu Giac; the book "Self-study good chemistry in grades 10, 11 and 12" by author Cao Cu Giac; some doctoral theses of authors Duong Huy Can, Nguyen Thi Nga, Nguyen Thi Kim Anh, Le Trong Tuan, etc
Through researching materials in Vietnam and other countries, we realize that the
Trang 6problem of self-study and developing self-study has been concerned in all subjects and levels
In the field of chemistry teaching, researches on self-study and developing self-study focus
on designing tools to support self-study such as designing application software, electronic lessons, preliminary school supplies or using chemistry exercises However, researches on using chemistry self-study exercises in general chemistry modules at high schools to foster self-study capacity for students has not been paid enough attention
1.2 Self-study
1.2.1 The concept of self-study
Self-study is a process of individual discipline, activeness, independence acquiring knowledge in a certain area of life by one's actions to achieve a certain purpose 1.2.2 Forms of self-study
self Selfself study without guidance
- Self-study with instruction
- Self-study with direct instruction
1.2.3 The self-study process of students
Self-study cycle of students is a 3-time cycle: Self-study; Self-expression; Self-test, regulation
self-1.2.4 The role of self-study
1.3 Fostering self-study capacity for students
1.3.1 Capacity
Capacity is a combination of psychological attributes of an individual, formed and developed in a specific field of activity The concept of capacity used in our thesis is understood as the ability to perform, know and do (know-how), not just know and understand (know-what)
1.3.1.5 Developing a student’s capacity
1.3.2 Self-study capacity and self-study capacity in Chemistry
The concept of self-study capacity is the ability of learners to conduct self-study activities Self-study capacity in Chemistry is the self-study capacity of learners formed and developed through Chemistry
1.3.3 Theoretical background for teaching to develop student’s capacity
1.3.3.1 Lev Vygotsky's Theory of Development Zone (1896 – 1934)
1.3.3.2 The theory of response to the question of Rasch
1.3.3.3 Robert Glaser's capacity development path (1921 – 2012)
Trang 71.3.3.4 Cognitivism Theory
1.3.3.5 Constructivism Theory
1.4 Active learning and experience
1.5 Bloom's cognitive competence scale
1.6 Chemistry exercises
1.6.1 Concept of chemistry exercises
Chemistry exercises are exercises include questions or chemical problems, while completing them, students can grasp and perfect a certain knowledge or skill
1.6.2 The function of chemistry exercises
1.6.3 Classification of chemistry exercises
1.6.4 Stages of the process of solving chemistry exercises
1.6.5 Some positive teaching methods and techniques are often used in conjunction with chemistry exercises
1.6.5.1 Group teaching method
1.6.5.2 Contract-based learning
1.6.5.3 Flipped Classroom
1.7 The survey of students’ self-study at high schools today
We surveyed 72 teachers teaching chemistry and 1268 students at high schools in the provinces of Dong Thap, Dong Nai, Ho Chi Minh City, Quang Ngai, Quang Binh, Nghe An,
Ha Tinh
1.7.1 The reality of students’ self-studying Chemistry at high school today and the levels
of using chemistry exercises of teachers in the teaching process to foster student's ability
as well as an understanding of teachers about Chemistry self-study exercises
According to the survey data, the current system of chemistry exercises in student books and workbooks is in moderate quantities but still not diversified to respond better for teaching chemistry Teachers still face many difficulties in using chemistry exercises in teaching mainly due to the limited time, the levels of students in the class is not equal and due to the low ability of students' self-studying Students also face many difficulties when solving chemistry exercises because most of the exercises have no answers, no sample answers, there
is not a diversified system of chemistry exercises, lack of information to solve the exercises Teachers often use chemistry exercises in teaching chemistry, especially in fostering self-study ability for students Students spend a lot of time on self-studying Chemistry, they mainly learn by themselves through reference materials or the chemistry exercises system compiled by teachers
91.67% of teachers said that the self-study exercises are the exercises that contain the necessary information to help students can solve the exercises These exercises help teachers
in all stages of the teaching process from teaching new lessons, reviewing, strengthening, to checking and assessing student learning results The current trend of compiling chemistry exercises systems is mainly compiled in chapters or thematic sections
1.7.2 Studying the levels of expression of the self-study ability of high school students
Trang 8The most teachers and students (over 50%) think that chemistry self-study ability in high schools includes 4 levels: Collecting and selecting materials; Read and understand materials; Analyze the data from materials; Applying the data from materials Each level includes 4 expressions
Summary of chapter 1
In chapter 1, we have reviewed the research situation in Vietnam and other countries
We have studied the theoretical basis of self-study capacity and chemistry exercises
We have also conducted a survey of the reality of students' self-studying Chemistry at high schools and the level of using chemical exercises of teachers in the teaching process to foster self-study ability for students as well as teacher's knowledge about Chemistry self-study exercises and studied the levels of expression of the self-studying ability of high school students The survey data shows that the needs of students, as well as teachers, are the need for a diverse chemistry exercise system, which contains the necessary information to solve,
as well as the necessary guidance to suggest for students can do chemistry exercises well 91.67% of teachers said that the self-study exercises are the exercises that contain the necessary information to help students can solve the exercises The current trend of compiling chemistry exercises systems is mainly compiled in chapters or thematic sections The most teachers and students think that chemistry self-study ability in high schools includes 4 levels: Collecting and selecting materials; Reading and understanding materials; Analyzing the data from materials; Applying the data from materials
The research results of theory and practice have confirmed the compilation and use of self-study exercises in teaching chemistry to foster self-study capacity for high school students is an urgent issue, meeting the requirements of innovation current general education The above research results will be the basis for us to propose the self-study capacity framework through self-study exercises, a compilation of self-study exercises system and proposing measures to use self-study exercises to improve self-study ability chemistry for high school students which are presented in Chapter 2
Chapter 2 COMPILING AND USING THE SELF-STUDY EXERCISES IN GENERAL CHEMISTRY MODULE TO FOSTER SELF-STUDY CAPACITY FOR HIGH
SCHOOL 2.1 Analysis of objectives and structural characteristics of the general chemistry program in high school
In the high school chemistry program, the general chemistry part is concentrated mainly
in grade 10 and is further supplemented in grades 11 and 12 General knowledge is applied inherited and developed The mainstream theories provided to students also through the General Chemistry section such as atomic-molecular theory, chemical structure theory, electrolyte theory, etc These are abstract knowledge, students are difficult to access But it is
Trang 9the knowledge that affects directly the acquisition of inorganic and homologous ranges of organic compounds
2.2 The framework of study capacity and criteria for assessment chemistry study capacity through chemistry self-study exercises in high school
self-2.2.1 Principles of construction
The framework of self-study capacity in chemistry through chemistry self-study exercises built should ensure 5 principles: (1) accuracy and science; (2) objectivity; (3) pedagogy; (4) practicality; (5) comprehensiveness
2.2.2 Construction process
The framework of self-study capacity in chemistry through chemistry self-study exercises is built in 5 steps: (1) Studying materials as a basis for building a framework of self-study capacity in chemistry; Surveying teachers' opinions on the manifestations of self-study capacity in chemistry at high school; (2) Identify component competencies and assessment criteria; (3) Develop the evaluation level of each TC; (4) Consult, consult experts; (5) Revise, supplement and finalize the mathematical framework and description of criteria to assess 2.2.3 The framework of self-study capacity in chemistry through chemistry self-study exercises
Table 2.1 The framework of self-study capacity in chemistry through chemistry self-study
exercises
1
chemical materials (books,
Trang 10Table 2.2 The criteria to assess study capacity in Chemistry through Chemistry
chemical knowledge but not yet to select
as well as be able to classify
To list and to collect
classify
Finding online materials
learning content but the scope of search
is too wide due
Presenting the knowledge of chemistry
materials
chemical knowledge written
Trang 11knowledge in materials
knowledge in the materials
Analyzing the data from chemical materials
information of materials through many channels
The argument to affirm the correct
To arrange in ascending order
of necessity of information to solve problems
of interest
To summarize the data which
research purposes
Applying the data from chemical materials
difficulties in the process of memorizing and applying
To summarize key chemical knowledge for
process in the form of a mind map, a system
tables, charts, graphs, so very easy to remember and use flexibly
chemistry exercises based
knowledge that
synthesized but the solution is not complete to the maximum
chemistry exercises completely, including difficult ones based on data
Trang 12self-study materials
different options to solve
chemical problem
self-study materials
different options to solve
chemical problem
self-study materials;
To proposing more difficult
there is no plan
to solve or incomplete solution
options to solve a
problem through self-study
difficult problems and accompanying
2.3 Chemistry self-study exercises
2.3.1 Concept of self-study exercises
Chemistry self-study exercises are structured questions or problems with two parts:
- Introduction part: Providing additional information in the form of text and picture channels concisely and vividly, helping students have the necessary data to solve problems
by themselves
- Question part: It consists of many questions (at least 3 questions) which are compiled
in many different forms (essay and objective test) with levels from easy to difficult in which focus on developing self-study capacity and applying knowledge of students (knowledge, comprehension, application, and creative application)
2.3.2 Characteristics of Chemistry self-study exercises
- Providing necessary information and chemical facts for students to solve the problem
by themselves
- Helping students occupy knowledge of Chemistry by themselves
- There is a differentiation about levels in each question to help students self-assess their learning results so that they can adjust learning methods to achieve the best results
2.3.3 Principles and process of building self-study exercises
2.3.3.1 Principles
The construction of self-study exercises should ensure 5 principles: (1) accuracy and science; (2) fit and differentiated students; (3) consistency with stated program objectives and content; (4) relevant knowledge, inheritance, and development; (5) requirements, characteristics of self-study exercises and criteria for self-study ability
2.3.3.2 The process of building self-study exercises
Trang 13Chemistry self-study exercises are built according to the following steps:
Step 1 To determine the exercise goals
Step 2 To prepare the knowledge and skills related to the exercise
Step 3 To write the exercise, in which, to write the lead of the exercise including extensive and advanced knowledge facts, using illustrations to increase attractiveness for students; write questions (multiple choice or essay) on a scale of levels of perception from easy to difficult (know, understand, manipulate, create)
Step 4 To remove unnecessary data, correct the contents of the introduction part and questions, correct spelling errors, rewrite the lead and questions, to complete the exercise
To re-solve the exercises in different ways (if any), analyzing the meaning and effect of each question as well as the whole exercise
Step 5 To assess self-study ability for students after doing the exercises
An example illustrating steps to build self-studying exercises about the content
"Factors affecting the reaction rate" in grade 10 Chemistry program
Step 1 To determine the exercise goals: The exercise help students self-study about the factors that affect the reaction speed
Step 2 To prepare the knowledge and skills related to the exercise:
- Factors that affect the reaction speed
- Apply the formula to calculate the reaction rate
Step 3 To write the exercise:
Exercise: To increase the speed of a reaction, we need to change factors such as increasing concentration, increasing temperature, increasing pressure, increasing contact area and adding appropriate catalysts
1 (Knowledge level) In the following each pair of reactions, which reaction has greater speed than the other one?
a) Fe + CuSO (2M) and Fe + CuSO (4M)
b) Zn + CuSO (2M, 25 C) and Zn + CuSO (2M, 50 C)
c) Zn (grain) + CuSO (2M) and Zn (powder) + CuSO (2M)
2 (Comprehension level) Explain the difference in reaction rate in the above cases?
3 (Application level) Indicate the speed of the reaction Fe + CuSO (2M)by how many times the reaction Fe + CuSO (4M)when both reactions occur at the same temperature? You are given the formula for calculating the speed of a reaction A + B C + D is V = kCA.CB
4 (Creative application level) Give factors increase the speed of reaction in the following cases:
- Cooking in a pressure cooker faster than cooking in a normal cooker
- People often chop wood before cooking
- To blow air into the stove to make the fire burn bigger
Step 4 To remove unnecessary data, correct spelling mistakes, rewrite the introduction part and questions, etc, to complete the exercise Re-solve the exercise in different ways,