Phát triển năng lực hợp tác giải quyết vấn đề của học sinh trong dạy học phần hóa học phi kim trung học phổ thông tt tiếng anh

The purpose of the research Research on designing and implementing teaching topic-based integrated subjects accordance with Kolb‟s experience models on non-metallic chemistry with topic

MINSTRY OF EDUVATION AND TRAINING

HANOI NATIONAL UNIVERSITY OF EDUCATION

VU PHUONG LIEN

TEACHING NON-METALLIC CHEMISTRY AT HIGH SCHOOLS

Major: Theory and Methologody in Teaching Chemistry

Code: 91.40.111

DOCTORAL THESIS SUMMARY

HA NOI - 2020

The thesis was completed at Faculty of Chemistry, Hanoi National

University of Education

2 Asso.Prof.Dr Le Kim Long

Reviewer 1: Associate Professor Le Van Nam

Vinh University

Reviewer 2: Associate Professor Dang Thi Oanh

Hanoi National University of Education

Reviewer 3: PHD Cao Thi Thặng

The VietNam National Institute of Educational Sciences

The thesis is defensed in front of the Council at

Hanoi National University of Education at … … … … …

The thesis can be found at The National Library, Hanoi

or the library of Hanoi National University of Education

INTRODUCTION

1 Rationale

Globalization and modernization are creating an increasingly diverse and connecting world The knowledge explosion together with the rapid development of science and technology poses great demands and challenges to human resources In this context, the competencies that individuals need to meet the requirements of work and life become more complicated Therefore, the basic goal of education today is to train people who are adaptable and creative in all working places and complex conditions of modern life More and more new capabilities of the 21st century citizens are mentioned in teaching and assessment

In Vietnam, the 8th Plenum of the 11th Session Resolution on basic and comprehensive innovation of education and training clearly stated: “Continue to vigorously renew teaching and learning methods towards modernization; promote positiveness, initiative, creativity and apply learners‟knowledge and skills; overcome one-way transmission, memorizing automatically Focus on teaching how to learn, how to think, encourage self-study, create a basis for learners to update and renew their knowledge, skills, capacity development ” The curriculum of general education for Chemistry issued under Circular No 32/2018 / TT-BGD ĐT also mentioned in detail the chemical competence elements, including: cognitive chemistry competence, nature exploration through chemistry and knowledge and skills application in practice competence

In the published competence system of the general education program, collaborative problem solving competence has been completely mentioned but not the students‟ collaboration and problem solving Problem solving collaborative compentence is very important in the 21st century Studying the overview of materials and current state of teaching

at high schools, the author found that the collaborative problem solving competence and the organization of evaluating these competences are still new in Vietnam From the above

analysis, the author has chosen the PhD thesis "Developing the students’ collaborative problem-solving compentence in teaching non-metallic chemistry at high school", with the

desire of improving and developing students' capacity through chemistry teaching, contributing

to the comprehensive renovation of education and training in the country

2 The purpose of the research

Research on designing and implementing teaching topic-based integrated subjects accordance with Kolb‟s experience models on non-metallic chemistry with topics to develop the students‟ collaborative problem solving competence, thereby contributing to innovating teaching methods and improving the quality of teaching chemistry in high schools according to the orientation of developing students' capacity

3 The research tasks

(1) Research theoretical basis on issues related to the topic: teaching topic-based integrated subjects and Kolb‟s experience model to develop students' competence, problem solving competence, collaborative problem solving competence (concept, structure, rating scale )

(2) Investigate and assess the current state of teaching Chemistry at some high schools today on developing students‟ collaborative problem solving competence

(3) Study output standards, capacities that should be formed for students; analyze the content, the structure of high school chemistry program, especially further research non-metallic chemistry Concretize the students‟ collaborative problem solving competence in teaching chemistry

(4) Research and propose two measures to form and develop the students‟ collaborative problem solving competence in teaching non-metallic chemistry at high schools

4 The object and subject of the research

- Research object: The process of teaching chemistry at high school

- Research subjects: Students' collaborative problem solving competence and two measures to develop the students‟ collaborative problem solving competence by integrated scientific natural subjects teaching and experience Kolb model

5 The scope of research

- Non-metallic chemistry in high school chemistry program

- The students„ collaborative problem solving competence in chemistry

- Survey and pedagogical experiment at some high schools representing three regions

of North, Central and South

6 Scientific hypothesis

If the topic-based non-metallic chemistry teaching integrated with other subjects according to Kolb's experience model is applied scientifically and the assessment tool of collaborative problem solving competence is built appropriately, this will form and develop the students‟ collaborative problem solving competence, contributing to improve the quality

of teaching chemistry at high schools according to the orientation of developing capacity

7 Research approach

The thesis used 03 main groups of research methods, including: theoretical research methods; practical research methods; data processing methods

CHAPTER 1 THEORETICAL AND PRACTICAL BASIS ON TEACHING TO DEVELOP STUDENTS’ COLLABORATIVE PROBLEM SOLVING

COMPETENCE IN TEACHING CHEMISTRY

1.1 Overview of research issues

1.1.1 Research on problem solving competence

The problem solving cabpacity is the ability to bridge the gap between a problem and

a solution by using information (knowledge) and theories In addition, research used Demuth‟s five steps to solve a physic problem (2007): focusing on the problem, physic description, planning solutions, implementing the plans, and performing solutions Two tools: Testing problem solving ability in Physics and testing of results in Physics were used for research Testing problem solving capacity in Physics requires students to solve problems in physics and is used to determine their problem solving capacity It contains twenty items, ten of which are to test students' attitude towards problem solving and the remaining ten are based on basic principles to solve problems in physics Research results showed that student's problem solving competence is a factor affecting students' academic performance in Physics

1.1.2 Research on problem-solving collaborative competence

Collaborative problem solving competency (abbreviated as CPSC) is one of the essential competencies of modern humans in the 21st century Many studies have shown that learning with frenquent cooperation can improve the learners‟ learning records The formation and development of learners‟ CPSC will enable them to identify strengths and weaknesses and to collaborate to solve tasks that learners are unable to perform alone and thereby improve themselves The CPSC has been officially included in the 2015 PISA evaluation program by the OECD and has been very interested in researching in teaching and testing in the world in recent years

1.1.3 Research on teaching and testing collaborative problem solving

In the past years, researching and implementing teaching to develop students' capacity, including problem solving competence has been particularly interested in most educational levels due to the general trend of comprehensive innovation in education and training In the study "Applying project-based teaching in teaching Organic Chemistry to develop the students‟ problem-solving competence in Northern High School", the author Nguyen Thi Phuong Thuy designed project-based teaching plan to develop the students‟ problem-solving competence in the Organic Chemistry Results assessed by the proposed toolkit have confirmed the effectiveness of project-based teaching on developing problem-solving competence

In general, the researches have built common theoretical basis for competence, collaborative problem solving competence Some studies have been conducted experimentally beside the theory and initially gained some results However, in Vietnam at present, there are not many studies on teaching and evaluating collaborative problem solving competence, especially evaluating the collaborative problem solving competence in chemistry

1.2 Teaching capacity development

1.2.1 Concept and competence structure

Competence can be defined as ability, the performance demonstrated by actual results It relates to knowledge, skills, attitudes and personal traits Competency is built on the knowledge base, established through values as capabilities, formed through experience, reinforced through experience, materialized through the will (John Erpenbeck, 1998) Sigmund Freud proposed a model of "3 levels of brain thinking: cognition - supernatant, pre-cognition-middle and unconsciousness, lower part."

1 (Behaviour) Action

(observable)

2 (Thoughts)

Knowledge Skill

Attitude Standard, value, belief

3 (Willingness) Motivation

Personality Virtue

Figure 1.1 Iceberg model of competence structure 1.2.2 Psychological basis of competence development teaching

1.2.2.1 Piaget's theory of cognitive development

The sensory-motor phase (from 0 to 3 years), is the period when a child identifies

the world through a combination of sensation and movement The specific

pre-manipulation phase (from 3 to 7-8 years old) is when children can recognize the world

through symbols, especially symbols in language In the specific manipulation phase (from

7-8 years old to 11 years old), children can understand the world in theory rather than

simple perception through the concept of external objects In the manipulation or logical

thinking phase (from 11 to 14-15 years old), children have the ability to generalize ideas

and structure abstractions They are more likely to draw conclusions from hypotheses than rely entirely on actual observation The child's intelligence has reached full development

1.2.2.2 Vygotsky’s social and cultural theory in the process of creating knowledge

L.S Vygotsky and the former Soviet psychologists studied Marxist-Lenin writings

and used this doctrine as a methodology to build the Macxism psychology This psychology branch stated that people are social existence, historical existence, rational existence, labor existence, emotional existence Activities are the key to understanding, evaluating, forming and controlling psychology Consciousness was formed by the social relationships between people and the world around and it is the result of these relationships and that life Exchanging activities create psychology, consciousness and language

Collaborative teaching is one of L.X Vygotsky's major contributions to the modern

teaching theory system In his research works, he has repeatedly affirmed that children cannot directly perceive social-historical experience by themselves but indirectly through adults, through collaborative activities between children and adults For him, collaborative teaching is always more effective than the children's self-study to access the knowledge Practically, collaborative teaching can take place in the form of exchanging between teachers and individual students or exchanging in groups of students

1.2.2.3 Howard Gardner’s multi-intelligencel theory

According to Howard Gardner, this multi-intelligence theory shows that every learner is capable of expressing his knowledge in 9 different ways and once you know what types of intelligence you have, you will know how to learn the most effectively Howard's theory is highly influential and is widely used in education This theory does not only help children to be more confident in their own abilities but also profoundly changes the learning methods of children around the world Today the developed educational institutions have adopted the theory of multi-intelligence, creating opportunities for every child to explore their competences through learning music, exercise, expressing their thoughts, interacting with friends and natural learning environment When directly exposed, they will reveal their strengths and limitations and draw their own learning method that is most suitable for themselves

1.2.3 Some approaches in competence development teaching

1.2.3.1 Integrated subjects teaching

Integrated subjects teaching is teaching the content related to two or more subjects

"Integration" refers to the method and goals of teaching activities, while "integrated subjects"

refers to the content of teaching To ensure the effectiveness of integrated subject teaching, it

must be towards the integrated goal Topic-based teaching is a teaching model in which content

is formulated into practical topics and demonstrates in different subjects and in interdisciplinary relationships so that students can develop ideas completely In each activity of this integrated subject learning process, students can form and develop skills, can know how to apply integrated skills and knowledge to solve problems in the real life related to the knowledge in subjects This is an opportunity for students to achieve the competency criteria which is the component of the common competencies as well as specific competencies for each subject

1.2.3.2 Teaching under Kolb's experience model

Experience teaching is an activity that takes place in a social process including dialectical relationship between experience activities (teachers‟ instructions, guide, orientation) and experience learning activities with the students‟ knowledge and specific experiences to affirm and systematize knowledge, skills, techniques to meet teaching objectives Experientcel teaching focuses on training students through exchanging, group collaboration to know how to exploit learning materials, scientific information, know how

to rediscover existing knowledge, thinking to explore and discover new knowledge The process of exchanging, discussing and practicing in groups is an opportunity for students to form common competences and some specialized competencies Through performing each learning task, teachers can guide students to detect problems, propose solutions and together select the optimal solution to solve problems

1.3 Collaborative problem solving competence

1.3.1 Definition of collaborative problem solving competence

We can approach the definition of collaborative problem solving competence based

on the collaborative competence and problem solving competence, There are a number of definitions of the collaborative problem solving competence (such as O'Neil et al, Salas, Dickenson, Converse, & Tannenbaum have the similarity that (a) learners are composed of

at least two or more people, (b) assume that there is a problem to be solved and a common goal the group of learners needs to achieve, and (c) to solve the problem the group of learners does not only need perceptive competency but they also need social competence and communication competence The collaborative problem solving competence is a combination of skills, knowledge and attitudes of learners needed to participate in solving a problem that cannot be solved, and we need to have collaboration and exchanging with people who work together to achieve common goals.Therefore, it can be seen that to evaluate the collaborative problem solving competence, teachers need to give complex tasks which can only be solved with the participation of many members

The collaborative problem solving competence assessment framework should be based on the previous assessments of addressing individual issues with these cognitive processes The criteria for evaluating the competencies in the framework are based on other assessments such as the CRESST teamwork model, Salas and colleagues‟ team work model

1.3.3 Tiêu chí đánh giá năng lực hợp tác giải quyết vấn đề

Trên cơ sở nghiên cứu mô tả NL HTGQVĐ của PISA, nghiên cứu này đã đề xuất bộ

36 chỉ báo sử dụng thiết kế các công cụ đánh giá (Bảng 1.4):

1.3.3 Criteria for evaluating collaborative problem solving competence

Based on the description of PISA‟s collaborative problem solving competence, this study has proposed a set of 36 indicators using the design of evaluation tools (Table 1.4):

Table 1.4 Proposed indicators for evaluating collaborative problem solving competence

Establising and maintaining general knowledge

Selecting the suitable solutions to solve problems

(A2) Identify types of collaborations to achieve requirements and set goals

(A3) Describe the principles of problem solving

A1.1 Identify advantages and disadvantages of team members related to the problem

A1.2 Assign work to members

A3.1 Identify the problem

A2.1 Provide some forms

of collaboration A2.2 Choose from a variety of group meetings A3.2 Frequency, work efficiency during group meetings

A3.1 Identify the problem

A3.2 Analyze a number of reasons A3.3 Given the main cause

Description

and statement

(B1) Develop a general description and be aware

of the implications of the problem

(B2) Identify and describe the goals that need to be formulated

(B3) Describe the group's principles and organization

B1.1 Describe the relationship of the problem to the subject knowledge

B1.2 Describe the importance of problems in

B2.1 Identify and describe the goal of subject knowledge and social knowledge needed

to solve the problem

B2.2 Identify and

B3.1 Electing a team leader

B3.2 Develop common principles for group work

Establising and maintaining general knowledge

Selecting the suitable solutions to solve problems

Maintaining group

work

life

B1.3 Identify the relationship between theoretical knowledge and social knowledge related

to the problem

describe the goal of the subject's skills and problem-solving skills

B2.3 Identify and describe the attitude goals for the lesson and the attitude to the problem to be solved

B3.3 Implement the group's rules

Plan and

implementation

(C1) Communicate with team members about activities

(C2) Implement the plan (C3) Monitor the given

principles C1.1 Attend team

meetings C1.2 Learn and present views on issues related to nitrogen-phosphorus pollution

C1.3 Communicate actively to find common ideas

C2.1 Propose a solution

to the problem C2.2 Adjust the solution based on members' opinions

C2.3 Agree on choosing

a solution

C3.1 Take notes, follow up the group work

C3.2 Remind and give comment to members who are not yet active C3.3 Adjust the rules in accordance with

reality

Supervision

and reflection

(D1) Correct shared knowledge

D2) Monitor the outcome

of the action and evaluate the problem solving effectiveness

(D3) Supervise, provide feedback and adapt to group

principles D1.2 Detect errors in

common knowledge

D1.3 Accept, adjust the behavior according to common understanding

D1.3 Revise statements and solutions in

accordance with changing conditions

D2.1 Monitor the problem-solving process

to group principles

1.3.4 Methods to assess collaborative problem-solving competence

Teacher’s observation-based evaluation This method is often used when teachers

need to provide the qualitative information to supplement the quantitative information in

investing and collecting the evidences to evaluate the criteria Record-based evaluation:

Learning records are documents that demonstrate the progress of students, in which students evaluate themselves, state their strengths, weaknesses, interests, record their results in the learning process, self-assessing, comparing with the learning objectives to realize what is in

progress or not yet progress, and then find the causes and solutions in the future

Product-based evaluation: can be the evaluation through the reports, presentations, seminars or

research products Product-based evaluation requires the use of rubric to have specific, clear

criteria that help with accurate assessment Self-evaluation: is a form of evaluation that students connect the tasks performed with the objectives of the learning process Peer

evaluation is a process in which groups of students at the same age or in the same class will

evaluate each other's work

1.4 Some positive teaching methods to develop collaborative problem solving competence

1.4.1 Project-based teaching method

Project-based teaching is a teaching method in which learners perform a complex learning task, combining the theory and the practice to create a specific product Learning tasks are implemented by learners with high self-reliance in the learning process, including defining goals, planning, implementing the project, checking and evaluating the process and results of implementation

1.4.2 Collaborative group teaching method

Cooperative group teaching helps students enhance their ability to focus and study on the right goals At the same time, it helps students enhance the spirit of solidarity and the ability to collaborate with themselves in the group During group discussion, students have the opportunity to develop sharp thinking and critical thinking

1.4.3 Problem discovering and solving teaching method

Problems discovering and solving teaching is a teaching method that helps students have the habit of finding and solving problems in a scientific way of thinking Problem discovering and solving teaching method does not only create demands, interests to study and self-dominate knowledge but also develops students‟ creative competence

1.5 Current state of teaching chemistry in accordance with the development of collaborative problem solving competence in some high schools today

The current Chemistry teaching methods, Students‟ iInteresting level for knowledge units in Chemistry lessons, Current state of teaching Chemistry with topics associated with current practice,

Students‟ interest level when studying Chemistry with topics in integrated subject or

in the form of experience and Students‟ way dealing with the problems when encountering practical problems related to Chemistry

Students' opinions about the frequency of

teachers’ using methods in teaching Chemistry

Teachers' opinions about the frequency of using methods in teaching Chemistry

Diagram 1.1 Frequency of using teaching methods of high school teachers

Figure 1.8 Teachers’ self-assessment and assessment on the criteria of students’

collaborative problem solving competence through the status survey

CHAPTER 2 MEASURES FOR DEVELOPING COLLABORATIVE PROBLEM SOLVING COMPETENCE FOR HIGH-SCHOOL STUDENTS IN NON-

METALLIC CHEMISTRY TEACHING COMPOSITION

2.1 Goals, content, structure of non-metallic chemistry in high school Chemistry program analysis

Figure 2.1 High school nonmetallic chemistry program diagram

2.2 Principles of formulating and selecting topics of non-metallic chemistry teaching

to develop high school students' collaborative problem solving competence

2.2.1 Principles of formulating topics of teaching chemistry to develop the students' collaborative problem solving

The topics of teaching chemistry to develop collaborative problem solving must be suitable with the cognitive characteristics and students„ capacity as well as the conditions of the school and classrooms to ensure feasibility and practice

The topics of teaching chemistry to develop collaborative problem solving competence must ensure that students have just reached the content objectives, basic skills, characteristics, specific competencies of chemistry, and at the same time, developing the problem solving competence, achieving the criteria of collaborative problem solving competence

The topics of teaching chemistry to develop collaborative problem solving competence must generalize, cover the key knowledge, the nature of chemistry, the relationship between structural characteristics and the properties and applications of the substances The topics of teaching chemistry to develop collaborative problem solving competence often selects complete issues such as understanding a group of elements; compounds containing the same element; or substances of the same type;

The topics of teaching chemistry to develop collaborative problem solving competence must contain problems in practice, close to students, attract the students„ attention and excitement as related to environment, health, career issues

2.2.2 The topics of non-metallic chemistry are selected to design teaching activities to develop collaborative problem-solving capabilities for students

Based on the teaching objectives, the content of non-metallic chemistry, practical issues related to the monomers and compounds of non-metallic elements and the principles

of topics building In section 2.2.1, we have proposed:

Table 2.1 Topics in non-metallic chemistry to develop collaborative problem solving

competence for students

1 Halogen group

Topic 1 Practical applications of salts containing halides Integrated subjects Topic 2 Chlorine compounds with

Integrated subjects

Topic 6 Compounds of nitrogen with

Topic 12 Compounds of nitrogen with health issues Integrated subjects

4 Carbon - Silicon

Topic 7 Compounds of carbon with

Topic 8 Silicon-hidden charm Integrated subjects

2.3 Measure 1 Topic-based non-metallic chemistry teaching with integrated natural science subjects to develop students' collaborative problem solving competence

2.3.1 Principles of topic-based non-metallic chemistry buidling with integrated natural science subjects to develop high school students' collaborative problem solving competence

Building topics to integrated natural scientific subjects in non-metallic chemistry is to develop students' collaborative problem solving competence should be based on teaching objectives, teaching content of non-metallic chemistry and general principles (in section 2.2.1) At the same time, it is necessary to ensure some specific principles for the topics of integrated science subjects teaching in order to develop students' collaborative problem solving competence, as follows:

The topics of non-metallic chemistry in intergrated science subjects teaching to develop students' collaborative problem solving competence must include the objectives of teaching integrated subjects of Chemistry, Physics and Biology with the similarity of difficulty; be consistent with the use of positive teaching methods in real conditions of the school; identify the competences and qualities that can be formed for students (Official Letter 3535 / BGD ĐT on guiding the implementation of play dough hand and other active teaching methods; Official Letter 791 on guiding of general education education programs, Official Letter 5555 on guiding professional activities on innovation of teaching method

The topics of non-metallic chemistry in integrated subjects teaching to develop students' collaborative problem solving competence, including 02 types of tasks: general tasks and specific tasks for each group of students in class The common task is to ask students to discuss, predict and study the properties of the substance based on the structural

characteristics of the substance; analyze the relationship between the structural characteristics, properties, applications and modulation of substances and groups of substances The specific task is to ask students to discuss, demonstrate, evaluate or conduct experiments to describe and explain practical phenomena related to the substance being studied based on the sum of properties substance, chemical, physical, or biological characteristics of a substance

2.3.2 Designing a teaching plan for non-metallic chemistry on the topics of integrated natural science subjects to develop high school students' collaborative problem solving competence

For each teaching plan for non-metallic chemistry on the topics of integrated natural science subjects to develop high school students' collaborative problem solving competence, there must be all the following contents: the objectives of integrated subjects teaching, orientation to contribute developing students' collaborative problem solving competence and specific competencies; teachers and students‟ preparation; the lesson main content, teaching methods and 4 stages activities organizing procedure

2.3.2.1 Objectives and content of non-metallic chemistry on the topics of integrated natural science subjects to develop students' collaborative problem solving competence

The following are the teaching objectives and contents of the four integrated natural science subjects topics (Table 2.2)

Table 2.2 Summary of objectives and contents of topics in integrated science subjects to

develop the collaborative problem solving competence

Topic 1 “Practical applications of salts containing halogens“

Chemistry Biology Physics Chemistry Biology Physics

- Classify salts containing

non-halogen and oxygen:

disinfect swimming pools

Explain the chemical

reactions that occur during

shooting, washing, film

release to create images

- Explain the effect of NaClO and Ca (ClO) 2 salt on health

- Explain the effects of fluoride salt on gum disease

- Explain the effect of iodide salt on health

- Analyze the mechanism of shooting, washing, coating and zooming

- Explain the mechanism for creating photos with different sizes and brightness

- Structure, physical properties

of halogenated salt

compounds

- Chemical properties

of halogenated salt

compounds

- Application

of halogenated salts in practice

- The effect of NaClO and Ca(ClO) 2 salts

on human health (skin, hair, eyes)

- The influence

of fluoride salt

on dental problems

- The role of iodide salt in preventing goitre

- Mechanism for shooting, washing, coating and film release

- Mechanism for creating photos with different sizes, brightness

Topic 3: "Sulfur in food preservation"

Chemistry Biology Physics Chemistry Biology Physics

- Present the structural

characteristics and physical

properties of sulfur and

sulfur dioxide

- Predict the chemical

properties of sulfur, sulfur

dioxide based on structural

Describe the metabolism of substances in the body

List respiratory processes in humans

- The physical and chemical properties

of sulfur and sulfur dioxide

- The process

of metabolism

in the body

- Respiratory process in humans

- Benefits and

characteristics

- Use chemical experiments

to identify the presence of

sulfur-containing

substances in food and

beverages

- Explain the metabolism of

sulfur when it is used to

preserve food and

beverages

- Assess the benefits and

harms of using sulfur in

preserving food and

beverages

- Set out safe use measures

for foods and drinks

containing sulfur

- The mechanism

of using sulfur in preserving food and beverages

- Identify the presence

of substances containing sulfur in food and beverages

harms of using sulfur in preserving food and beverages

Topic 5: "Effects of N and P content on the growth of green algae and blue algae in ponds and lakes"

Objectivies Content

Chemistry Biology Physics Chemistry Biology Physics

- Present the existence of

compounds containing N

and P in the lake

- Explain the metabolism of

N and P in lake water

- Explain the effect of

concentrations of N and P

on the growth of blue algae

and green algae

- Assess the effectiveness

of chemical, physical and

biological measures to treat

N and P pollution in lakes

- State the concept of green algae, blue algae

- Indicate and explain the activity of inorganic bacteria (nitrite group),

heterotrophic bacteria (Pseudomonas)

Analyze of adsorption, ion exchange methods

- Physical properties

of compounds containing

N, P

- Chemical properties

of compounds containing

N, P

- Activity of autotrophic inorganic bacteria group (nitrite group)

- Activity of heterotrophic bacteria (Pseudomonas)

Adsorption, ion exchange method

Topic 8: “Silicon-hidden charm”

Chemistry Biology Physics Chemistry Biology Physics

- Analyze the existing state,

compounds in the body

- Explain the effect of

silicon compounds on

human health

- Assess the role of silicon

in the mechanism of action

of n, p semiconductor

materials and the structure

of solar cells

- Explain the process that causes osteoporosis depending on the content of silica salt

- Compare the role of

semiconductor

p with semiconductor

n in the operation of the solar cell

- The physical properties

of silicon and its compounds

- The chemical properties

of silicon and its compounds

- Process of causing silicosis, osteoporosis

- Propose measures to ensure minimum silica salt content provided to the human body

Mechanism of semiconductor types p, n and solar cells

2.3.2.2 Tasks/problems to be solved when teaching non-metallic chemistry on the topic of integrated natural science

After defining the teaching objectives and selecting the content for intergrated natural science parrallel with each topic, the author designed two types of tasks: General tasks and