Research purposed: The thesis focuses on proposing and applying the teaching organizing methods of topic Kinematics and Dynamics in 10th grade Physics through experimental activities to develop student‟s creative capacity so as to improve teaching qualities.
Trang 1MINISTRY OF EDUCATION AND TRAINING
VINH UNIVERSITY
BUI NGOC NHAN
DEVELOPING STUDENT’S CREATIVE CAPACITY THROUGH TEACHING A NUMBER
OF KINEMATICS AND DYNAMICS TOPICS
Major: The didactics and the methods of physics teaching
Code: 9140111
SUMMARY OF PHD THESIS ON EDUCATIONAL SCIENCE
NGHE AN - 2020
Trang 2The thesis is completed at Vinh University
Science instructors:
1 Assoc Prof Dr Nguyen Thi Nhi
2 Assoc Prof Dr Tran Huy Hoang
The thesis can be found at:
- Vinh University Library
- Ha Noi National Library
Trang 3INTRODUCTION
1 The rationale of the research
Science and technology has been developing rapidly in all aspects of social life The 4.0 revolution is present day by day and impact strongly on all fields that changes life incessantly The characteristic of modern labor is creative labor always associated with the development process General education must renew its goals, contents and methods quickly in order to satisfy social requirements The resolution 29-NQ / TW was effective as from November 4, 2013 at The 8th Central Committee Meeting (Session XI) which clearly stated the goal of general education is forming the quality
of competencies, orienting career and training talents High school students must be equipped with fundamental knowledge, developed physically and mentally fully so as
to promote all creative potential of human
The general education „s curriculum in 2018 defined the goal of general education is
to help students develop physically, mentally, qualities and abilities to become good
citizens The qualities need to be formed are: patriotism, compassion, hard work, honesty,
responsibility Common competencies need to be formed are: self-control and self- learning, communication and cooperation, problem solving and creativity
Developing student‟s creative capacity in learning Physics is associated with the implementation of new curriculum which is also stated: “Problem solving and creativity are characteristic of learning about science activity”
Therefore, teaching towards capacity development is an essential issue in the implementation of the new general education curriculum, in which how to develop student's creative capacities is an issue that needs research clearly Nowaday, most teachers are still familiar with traditional teaching methods, that mainly imparting knowledge, so they really have difficulty organizing teaching activities with new content, new goals, they do not know how to organize teaching to develop creative capacity Students must be organized learning activities to quickly acquire knowledge and form the qualities and competencies desired Although there have been many scientific researches, programs and projects on teaching to develop creative capacity but how specific implementation in Physics is still needed in reality teaching
Begining at the above perceptions and real situation, we find it necessary to research to find methods to help teachers have a full view of teaching to develop creative capacity, thereby they know how to organize teaching activities with the curriculum currently and the following years when the new general education curriculum will be deployed widely Hopefully, the research results will also contribute to helping the students grasp knowledge firmly and develop their creative capacities to meet the increasingly demanding requirements of society In oder to meet
that need, the topic: “Developing student’s creative capacity through teaching a
number of kinematics and dynamics topics in 10 th grade high school physics" was
selected for this study
2 Research purposed
The thesis focuses on proposing and applying the teaching organizing methods of
to develop student‟s creative capacity so as to improve teaching qualities
1
Trang 43 Research scope and objects
3.1 Research objects
- Developing student‟s creative capacity in high school
- Themes based learning in teaching high school Physics
3.2 Reseach scope
- Physics learning activities in high school
4 Scientific theories
If teaching activities organizing methods through experimental activities on Dynamics and Kinematics were proposed and applied, the student‟s creative capacity will develop and the teaching quality will be improved
5.3 The study proposes some teaching organizing methods through experimental
to develop creative capacity for students in teaching physics
6.2 Practical research method: Using the group of methods of mass investigation and regional investigation, using information documentation, using questionnaires and expert opinions to find out the reality of teaching organizing to develop student‟screative capacity in high school
6.3 Experimental method: experimental teaching, testing scientific theory of the thesis 6.4 Methods of mathematical statistics: Processing the data of investigation results and experimental teaching results by statistical mathematical tools
7 New contributions of the dissertation
7.1 From theoretical perspective
- Contribute to clarifying the theoretical foundation of teaching to develop student‟s creative capacity in the process of teaching high school Physics
- Proposing 3 methods to organize teaching activities through experimental activities to develop student‟s creative capacity
7.2 From practical perspective
- Designing 2 topic-based teaching of kinematics and particle dynamics towards developing the creative capacity of students
- Designing the teaching process of 2 topics with experimental activities in the
Trang 5CHAPTER 1 LITERATURE REVIEW 1.1 Studies on developing student’s creative capacity
1.1.1 Foreign studies
began to develop based on the achievements of the scientific - technical revolution Firstly, learning about memory and creativity, which are very important factors in the formation of creative capacity
Learning how to be creative is not only endemic but also the result of hard working However, when brain researchers realize that there are hidden pathways to creativity in each person, creative training becomes a developable skill
Since the 50s of the twentieth century, American Psychologists have studied quite basically and systematically on the creative capacity of people from childhood to adulthood Especially since the 1970s - American Psychologists have had a lot of studies on Creative Psychology and the development of human creative talent
In 1950, J P Guilford began a systematic study of creativity in the psychologist‟s point of view However, famous psychologists such as Barron, Blam, Wallase, Torrana, Bova have focused their research on creativity, they are still heavy
on the descriptive of experience rather than to draw a rule Psychologists have not yet resolved what reality requires is to find the laws of creativity in order to use that as a basis for controlling and promoting creativity,
In the Soviet Union and the (former) socialist countries, different directions of research on creativity began to appear through national and international conference such as: conference in Moscow (Soviet Union - 1967); conference in Prague (Czechoslovakia - 1967); conference in Liblice (1972 - Czechoslovakia) There were many psychologist who researched on creativity in the former Soviet Union, some famous scientists such as: O.K.Chikhômirôp; Ia.A.Ponvariop, B.M Checrop; M.G.Ia.Rôsepxki; A.N.Luk; D.N Bogoialenxki; X.L.Rubinstêin, L.X.Vugôgôxki, N.G.Alelcxki with the following main research directions: Comparing the problem solving between human and machine, researching on the problem of scientific activities, scientific thinking and find out the characteristics of scientist „s discovery activities, including creative activities, focusing on research on the most common problems of creative activity, researching and analyzing the importance of creativity and the relationship between creativity and human knowledge acquisition process, researching deeply on the interaction between thinking and imagination in human creative activities, researching deeply on the problem of practice as well as the theory
of creative thinking and explore the relationship of creation and unconscious activity, researching on student‟s creative activities in schools and creative development methods for students
The American psychologist W Gordon discovered two creative mechanisms:
- Firstly, the uncontrollable creative mechanism: psychological phenomena: instinct, intuition, improvisation, everything belongs to subconscious, unconscious
- Secondly, the controllable creative mechanism such as using creative methods
Creativity or creative ability exists in everybody that is a magical and human
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Trang 6conclusion Methods of finding new things such as: Focal object method, brainstorming methods and many other methods such as: exclusion method; flipped finding something new method… have been researched deeply Genric Sanlovich Altshuller (1926 - 1998) had great effort to build the science of creativity
Synectic method by W.Gorden (USA) proposed in 1960 (in creative methodology, similar method (Synectics) - is a problem solving method which was developed by George M Prince and William J.J Gordon
J Bruner applied the theory of J Piaget to build a teaching model based on the student‟s discovery learning J Bruner's teaching model of discovery learning has a positive impact on learning activities in the direction that students construct their own knowledge and skills, thereby developing thinking and creative capacity
V.G Razumôxki (1975) with "Developing the creative capacity of students in teaching physics in high school” which generalized the opinions of many famous physicists about creative activities, the theoretical basis of methods of developing student‟s creativity in teaching physics and giving "scientific creation cycle"
Recently, there are many articles such as: "Promoting creativity in learning and teaching" by Christine Smith, Chrissi Nerantzi and Andrew Middleton of Suffolk University, Manchester Metropolitan University, Sheffield Hallam University, United Kingdom ; "Fostering student‟s creativity and problem solving skills through a hands-
on activity" by Ruey-Shyy Shieh, Ruey-Shyy Shieh Khai University, Taiwan and
Wheijen Chang of University of Education Changhua, Taiwan; “Developing student’s
creative potential by using visual methods while studying Physics” by Maria Dinica,
Luminita Dinescua, Cristina Mirona, published in Procedia Social and Behavioral
Sciences,Vol 2 (2010): "Develoment of soft scaffolding strategy to improve student’s
creative thinking ability in physics" by Novinta Nurulsari, Abdurrahman and Agus
Suyatna published on IOP Conf Series: Journal of Physics: “Active physics learning:
making possible student’s cognitive, growth, positive emotions and amazing creativity” by Josip Slisko which published in Scientia in educatione vol.8 (Special
Issue), 2017 These authors all have their point of view that development of creative capacity needs many factors related to students, teachers and the learning environment
In conclusion, it can be seen that the development of student‟s creative capacity
in educational activities has been interested in research by many countries around the world The research results showed tha the creative capacity of human is closely related to the way the brain works, is revealed and promoted through action and experimental activity Specially in education, educators should make it easier for students develop their creativity However, how to organize teaching and assessement
in our context of country is a problem that needs further research
1.1.2 Domestic studies
In the late 1970s, research activities related to the science of creative thinking were spontaneous Until 1977, a class on creative methodology was organized Phan Dung organized classes on creative methodology to teach creative thinking skills to everyone by applying TRIZ Nguyen Van Le (1998) with "The scientific basis of creation"; Nguyen Minh Triet (2001) with "Awakening the creative potential"; Nguyen Canh Toan (2005) with "Arousing the creative potential"; Pham Huu Tong
Trang 7with "Forming knowledge, intellectual development skills and creative capacity of students in teaching physics" and "Teaching physics in high schools towards developing active activities, proactive, creative and scientific thinking "; Do Huong Tra (2014), "Lamap - A modern teaching method" [91] which presents the theoretical basis as well as salient features of Lamap about teaching in order to foster a passion for science, active, proactive and creative of learners
The article "Some thoughts on creative capacity and methods to promote creative capacity" by Tran Viet Dung, published in the Journal of Science (Education University - Ho Chi Minh City) indicated that three basic ingredients in creative capacity are creative thinking, creative motivation and will
The article "Some new teaching methods to develop creative thinking for students" by Nguyen Van Thien showed that the current teaching method in schools has lost creative thinking Creative thinking focuses on exploring ideas, developing solutions, finding many correct answers instead of just one
There have been many projects, topics and articles mentioned in the development
of student‟s creative capacity in teaching, but in the current teaching conditions and reality, it is still need to research fully
Some studies related to the thesis in teaching physics:
Besides, there are some dissertation and articles in theory and methodology of physics teaching which related to the project such as: Nguyen Thi Hong Viet's
using the cycle of cognitive scientific physics"(1993); Dissertation of Nguyen Van Hoa - Hanoi in 2002 was "Fostering experimental methods for students to improve the quality of learning and contribute to the development of creative capacity in teaching
6th grade‟s physics in junior high school”; the project of Vu Thi Minh named
"Researching on construction and applying the system of creative exercises in teaching
in 2017: "Applying creative activities for students in teaching “Conservation laws”
mechanics"(1999) which mentioned that applying experimental methods and developing creative capacities for students are simultaneous combination in teaching physics high school; In the dissertation "Training creative capacity for students in
proposed some solutions such as: problem solving teaching, fostering scientific cognitive method and using the system of physics exercises to train student‟s creative capacity; The project of Pham Thi Phu and Nguyen Dinh Thuoc named "Creative physics exercises in high school" (2007) which gave 6 signs of creative exercises as a basis for designing and applying creative exercises to develop student‟s creative capacity in teaching high school physics
The Journal of Science and Technology of Pham Van Dong University published
in December 2019 with the topic: "Teaching physics to develop the quality of students' competencies to meet the new general education curriculum" which published a number of research results in some articles such as: "Teaching methods of Physics towards developing physical competencies for high school students so as to satisfy the
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Trang 8new general education curriculum” written by Nguyen Bao Hoang Thanh, Pham Nghiep, and Le Thanh Huy [79]; The article "Designing teaching activities for a number of topics in Physics to develop the quality and capacity of students" written by Phung Viet Hai, Tran Thi Huong Xuan [35]; Vu Trong Ri and Nguyen Dang Nhat wrote "Examining and evaluating the results of learning physics of students in high schools towards developing capacity" [76]
However, there are no specific research on the development of students' creative capacity from designing topic-based teaching towards organizing experimental
1.2 Studies on experimental activities towards developing student’s creative capacity
1.2.1 Foreign studies
were mentioned, many research results had great significance to education Eduction needs to changes to satisfy the requirement of society, many researches on education were published, typical in this period was John Dewey (1859 - 1952), he advocated building an education that practice makes perfect, learning in practice, theory closely linked with practice
Kurt Lewin (1890 - 1947) emphasized that experience is an important aspect of learning in his model of action research and experimental trainning Action research is
a spiral cycle consisting of steps: planning, acting and fact-finding about the results of actions “Here and now” experiences have been explained through the process of data collection and sharing of research results
Kolb's (1974) learning theory proposed four different learning styles, based on a four-stage learning cycle Kolb explained that everyone has their own learning style Various factors affect a person's style For example, the social environment, educational experience, or individual‟s basic cognitive David Kolb introduced his model of learning in 1984, he had been completing it since then According to Kolb's theory, the motivation for the development of new concepts is new experiences
According to the Association for Experimental Education, experimental education is a category that includes many methods in which teachers encourage learners to participate in experimetal activity, then they reflect and summarize to enhance knowledge, develop skills, form living values and develop personal potentials, towards making a positive contribution to the community and society
1.2.2 Dosmetic studies
According to Nguyen Minh Thuyet, experiment is an integrated activity in which students participate in community and experimental activities under the guidance of teachers that based on the combination of knowledge of many fields and differen group skills; The article of Tuong Duy Hai named: "Organizing creative experimental activities in teaching high school physcics" which presented the results of theoretical basis research and proposed to organize creative experimental activities in teaching high school physics towrads developing student‟s competencies; Tran Thi Gai had
written the article in 2017: "Designing a model of creative experimental activities in
the subject towards developing student’s competencies" that mentioned a number of
issues about the definition and characteristics of the creative esperimental activity as a
Trang 9basis for designing a model of creative experimental activities in the subject in the direction of developing student‟s competencies; Other related articles are
"International experience in teaching the natural science subjects through experiment
in junior high school" written by Le Thi Dung and Nguyen Hoang Doan and
"Fostering teachers to organize experimental activities in high schools" written by Nguyen Mau Duc, Nguyen Thi Phuong Thuy
Duong Xuan Quy and Tran Thi Huyen indicated in their article: "Designing
experimental activities in teaching high school physics" that: The selection and
construction of the experimental theme should comply with principles in content, activity context, the required level of execution time and organizational conditions; ensure safety, means and benefits to families, schools and communities; Phung Viet
Hai et al had written the article: “Organizing experimental activities applying
knowledge of alternating current in 12 th grade physics for students " which published
Science Journal of the University of Education - Danang University – 2018 Le Cong
Triem and Nguyen Thi Nhi had written the article: "Teaching solutions" Experimental
activities "in training students of physics pedagogy to meet the requirements of renovation in general education"; Quach Nguyen Bao Nguyen et al had written the
article "Organizing experimental activities in teaching physics"
There are some problem that need further research:
high school
- Organize experimental activities of a number of topics in teaching kinematcs
of human creativity has been continuously studied and clarified along with the development of science and technology and human civilization In the field of education, teaching to develop the creative capacity of students has been mentioned quite a lot in domestic and foreign research
Many scientific researches have figured out the theoretical and practical basis for the development of student‟s creative capacity Some projects indicated some solutions to apply in the process of teaching current physics
However, there are many theoretical and practical basis about the development of student‟s creative capacity still need to be further research, especially the method of teaching organization, testing and evaluating the development of student‟s creative capacity Experimental activities in the subject are also a relatively new issue for many teachers and how to apply in the teaching process is a problem that needs clarification
in the current general education context
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Trang 10CHAPTER 2 DEVELOPING STUDENT’S CREATIVE CAPACITY
IN TEACHING HIGH SCHOOL PHYSICS 2.1 Competence Creative capacity
2.1.1 Competence
According to the Vietnamese Dictionary, "Competency is psychological and personal qualitification that enables people to complete an activity with high quality" Based on education and psychology, competence is a combination of unique attributes of an individual that suit the requirements of a certain activity, ensuring that the activity has good results Competence is both the premise and the result of the activity Competence is not only the condition for the activity, but also developing within the activity itself (experience, experiment)
Competency "is considered as a combination of the abilities, qualities, and
attitudes of an individual or organization to perform a task effectively"
Therefore, “Competence is the mobilization of knowledge, skills and other
personal attributes such as interest, belief, will to perform a kind of work well in a particular context”
According to Hoang Hoa Binh, the capacity structure can be visualized according
to the constituent resources by the following diagram:
Diagram 2.2 The capacity structure according to the constituent resources
Illustrate the capacity structure according to the iceberg model:
The floating part: knowledge, skills, attitude
The sinking part: understanding capacity,
working capacity,behaviour capacity
Figure 2.1 The iceberg capacity model
2.1.2 Creative capacity
Some concepts about creative capacity
In the psychology‟s point of view: “Creative capacity is the core of creative activities, which serves as the internal premise of creativity, creative activities, especially it is based on the quality of the thinking capacity, imagination, memory, emotions, motivation and will”
We agree with Phan Dung's concept: "Creative capacity is the individual's ability
Trang 11to create something new, valuable things thanks to that individual's unique qualities"
The manifestation of creative capacity in teaching Physics
1- Recognizing new ideas, proposing new ones that go out of the old way Detect and clarify the problem, find out the problem by themselves, analyze and generalize the problem
2- Forming and implementing new ideas, applying knowledge to solve scientific problems, and applying scientific problems to make initiatives Propose and choose a solution of creative exercises (or creative problem solving)
3- Solve creative exercises (or creative problem solving), combining thinking actions to give accurate and concise conclusions
4- Presenting the problem in a flexible way, planning many solutions to solve, associating and generalizing the problem
5- Have good motivation to study, know how to self-study, know how to combine technical means and apply information technology to self-study process
6- The will to study well, always know how to evaluate and self-evaluate their works and propose solutions to improve
2.1.3 Evaluating students' creative capacity in teaching physics
Principles of capacity assessment
1 Guarantee the validity
2 Guarantee the comprehension and flexibility
3 Ensure fairness and trustworthiness:
4 Evaluation should attach much importance to student results and experiments
in order to obtain those results
5 Assessment in the real context and for the development of students
Methods and forms of testing and assessing student’s creative abilities
Develop guidelines for evaluation by criteria (Rubric) Applying the criteria for evaluating the creative capacity in current scientific works
The criteria for evaluating the creative capacity
1: Recognize new ideas; Detect and clarify the problem 2: Formulate and deploy new ideas; Proposing, choosing solutions 3: Solve creative exercises (or creative problem solving)
4: Presenting the problem in a flexible way, planning many solutions to solve
5 Motivation for action
6 Will to act From the above analysis, we build a Rubric to assess students' creative abilities as follows:
Table 2.1 The system of criteria for evaluating creative capacity
Numb
er
The manifest atio
n of creative capacity
Level of manifestation
Level 1 (0-2) Level 2
(3-4)
Level 3 (5-6)
Level 4 (7-8)
Level 5 (9-10)
new ideas
Know how to identify and clarify
information, there is no
Know how to identify and clarify new information and ideas for
Know how to identify and clarify new information and ideas;
Know how to identify and clarify new information and ideas
Knowing to analyze independent information sources to see
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Trang 12Detect and clarify the problem
new idea Get information from situations, recognize simple problems
themselves from the available documents according to the instructions Get
information from situations, recognize simple problems and ask quetions
know how to analyze, summarize relevant information from many different sources Analyze learning situations;
detect and state
problematic situations in learning
from many different sources Analyze situations in learning, in life
the trend and reliability of new ideas Detect and state problem situations in study and in life
and deploy new ideas Proposing, choosing solutions
Based on existing knowledge, know how to form new ideas for yourself
Show a simple problem- solving method according to instruction
Discovering new, positive factors in the opinions
o
f others;
conceptualizati
on based on given
information sources;
Identifying and
understandin
g information which related
to the problem
Proposing solutions to improve or replace
solutions that are no longer suitable;
compare and comment on proposed solutions
Identifying and
understandin
g information related to the problem;
propose solutions to solve the problem
State many new ideas in study and life; thinking
is not in the same way;
create new elements based on different ideas Know how
to collect and clarify information related to the problem;
know to propose and analyze a number of solutions to solve the problem
Forming and connecting ideas;
research to change solutions to changing circumstance s; risk assessment and
provision Choose the most suitable solution
3 Solve creative
exercises (or creative problem solving)
Design a way
to solve creative exercises with the help of teachers
Design incomplete creative exercises solutions or propose
solutions for problem solving but are incomplete, with the help
of teachers
Design a way
to solve creative exercises or propose a solution (or plan) of problem solving, with the help of teachers
Design a way to solve creative exercises or propose solutions (or plans)
problem solving by themselves but need to edit, problem solving has
Design a way
to solve creative
exercises or propose
solutions (or plans)
problem solving by themselves and problem solving with
"novelty"
Trang 13"novelty"
(new ideas, new
methods), with the help teacher
(new ideas, new methods) Problem solving is unique
4 Presenting
the problem
in a flexible way,
planning many solutions to solve
Presenting the problem with the help
of the teacher
Presenting the full problem
of an object or phenomenon with the help
of the teacher
Presenting the full problem
of an object or phenomenon;
compare and comment on proposed solutions
Present the full issue in a flexible way
propose solutions to improve or replace unsuitable solutions
Excitement, freedom in presentation; proactively commenting;
do not worry too much about the correctness and error of suggestions; detect new factors, is positive in other
opinions
5 Motivation
for action
Working because of obligation
Working because of a mission
Working with good
motivation
Working with strong motivation and desire to complete the work
Always having the desire to create and dedicate, work day and night with high passion
when having trouble
Play by it ear Having a
good sense of complete mission
Always overcoming all
difficulties and obstacles
Always turning failure
motivation to create new
2.2 Some teaching methods and techniques in teaching physics to develop student’s creative capacity
Project-based learning method; Problem solving learning method and Modeling method in teaching physics
Some teaching techniques: Teaching techniques are the smallest units of the teaching method: "Brainstorming" technique; The "Puzzle pieces" technique; The "XYZ" technique; The "Mind Sketch" technique Mind sketch (also known as mind map)
2.3 The reality of developing student’s creative capacity in teaching high school Physics
who study Physics at 06 high schools in urban, rural and mountainous areas in Quang Binh province shows:
A relatively large number of teachers are not aware of the goal of teaching
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