Purposes: Organize the theme-based teaching process for the Electricity part of Physics Grade 11 in high schools in contribution to fostering students'' problem-solving competence.
Trang 1MINISTRY OF EDUCATION
VINH UNIVERSITY -
TRAN NGOC THANG
TEACHING THE "ELECTRICITY" PART OF PHYSICS GRADE 11 IN HIGH SCHOOL IN CONTRIBUTION TO FOSTERING STUDENT'S PROBLEM-SOLVING
COMPETENCE
Major: THEORY AND TEACHING METHOD OF PHYSICS Code: 9140111
ASTRACT OF DOCTORIAL THESIS
Science instructors: 1 ASSOC PROF DR MAI VAN TRINH
2 ASSOC PROF DR NGUYEN THI NHI
NGHE AN – 2020
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The thesis was completed at Vinh University
Science instructors:
1 ASSOC PROF DR MAI VAN TRINH
2 ASSOC PROF DR NGUYEN THI NHI
The thesis may be available at Vietnam National Library,
Nguyen Thuc Hao Library - Vinh University
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INTRODUCTION
1 Reason for choosing the topic
Theme-based teaching is a combination of traditional teaching and modern teaching, in which the teaching process is designed according to students' learning activities, student-centered, the content of knowledge is designed as a topic that is not restrictive in terms of time, enhances experience actitivities, self-study and application of knowledge into practice linking life and production This form of teaching contributes to fostering students' competence to solve problems when studying high school physics today and also meets the requirements of the high school education program in 2018
The "Electricity" part of Physics Grade 11 deals with phenomena related to the interaction between stationary electrical charge and moving electrical charge, collectively called the electromagnetic phenomenon and the rules governing these phenomena such as such as conductivity in environments such as metals, electrolytes, gases, semiconductors They are widely applied in science and engineering, as well as in life and business production This allows teachers to design learning topics with practical activities, creat opportparties to foster students' problem-solving competences
With that idea, we have chosen the thesis title: "Teaching the "Electricity" part of Physics 11 in high schools, contributing to fostering students' problem-solving competence" as the research topic of the thesis
2 Purposes
Organize the theme-based teaching process for the "Electricity" part of Physics Grade 11 in high schools in contribution to fostering students' problem-solving competence
3 Subjects and scope of the research
Subjects:
- Teaching and learning activities for the "Electricity" part of Physics 11 in high schools
- Theme-based teaching activities
- Theme-based teaching with fostering problem-solving competence
5 Tasks of of the research
- Research theoretical basis for organizing theme-based teaching and fostering problem-solving competence for students in teaching physics
- Survey the practice and the situation of organizing theme-based teaching with fostering problem-solving competence for students in teaching high school physics today
- Propose measures to organize teaching by topic oriented to develop solving competence for students in teaching physics
problem Analyze the content of the Chapter "Electric currents in environments" of high school physics 11
- Design topics and plans to organize theme-based teaching for the Chapter
"Electric currents in environments" of high school physics 11
- Design criteria and tools to evaluate students' problem-solving competence in theme-based teaching
- Organize pedagogical experiments to test the feasibility and effectiveness of
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organizing theme-based teaching
6 Research method
6.1 Methods of theoretical research
- Study documents of the Party, State, Ministry of Education and Training on teaching and innovating test and evaluation to improve teaching quality in high school
- Research books, articles, journals, theses and dissertation related to the topic
- Research materials on education, psychology, theoretical basis of theme-based teaching with fostering problem-solving competence
- Study curriculum and materials for teaching high school physics
6.2 Methods of practical research
- Survey and investigate the current situation of organizing theme-based teaching according to the orientation of capacity development and fostering students' problem-solving competence in teaching physics in high schools today
- Research on some methods of teaching physics which are commonly used in some high schools; difficulties in designing lesson by theme; difficulties in organizing
cognitive activities for students when teaching the Chapter "Electric currents in
environments”
6.3 Empirical method of pedagogy
Conduct pedagogical experiments to evaluate the feasibility and effectiveness of the theme-based teaching process with fostering students' problem-solving competence
6.4 Method of mathematical statistics
Use the method of mathematical statistics to present pedagogical experiment results when evaluateing students' competence to solve problems in the learning process
7 The contributions of the thesis
1) Theoretical contributions:
- Systematize the theoretical basis of theme-based teaching in teaching Physics in high schools, analyze the views of organizing theme-based teaching for the current high school curriculum and orientations of the new general education program
- Systemize the theoretical basis of problem-solving competence in teaching Physics in high school, identify the elements of problem-solving competence in theme-based teaching, levels of behavioral manifestations of the element competencies
- Propose a theme-based teaching process that contributes to fostering problem solving competence for students in teaching physics in high school
- Propose set of criteria and tools to evaluate students' problem-solving competence when organizing theme-based teaching of Physics in high schools
2) Practical contributions:
- Survey the current situation of teaching the physics subject at 34 high schools in Binh Phuoc province, and then analyze and evaluate the collected data to find out the causes and have appropriate solutions in organizing theme-based teaching
- Analyze the content in knowledge of the Chapter "Electric currents in environments", from which to build and design the teaching process of 4 themes
- Develop a set of criteria and a scale to evaluate students' problem-solving competence in theme-based teaching
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CHAPTER 0 OVERVIEW OF THE RESEARCH ISSUES 0.1 Researches on theme-based teaching
0.1.1 Research results in the world
Theme-based teaching is a teaching model in which content is built into practical meaningful themes and clearly shows inter-subjects and interdisciplinary (integrated themes) so that students can develop ideas comprehensively In some countries' curriculum, theme-based teaching has content developed at different levels, depending on grade, plan, the ability of each teacher and and relationships between different teachers In countries like the US, Western European countries (such as France, the Netherlands .), Australia and countries in Southeast Asia such as Thailand, Indonesia, Singapore, Malaysia, Philippines , the curriculum is no longer separate from subjects at the primary and early secondary levels At these two levels, subjects are integrated into science subjects and are separated only in the last grade of secondary school, even at high school level, the program is built into integrated themes with high practical significance
According to Forgaty, Susan M.drake, Xavier Rogier the integration of subjects from simple level to complex, from low to high is distinguished mainly at three levels: Intradisciplinary integration; multi-disciplinary integration (clearly seen at the primary level
in natural sciences and social sciences); interdisciplinary integration or transdisciplinary integration These are the views used by many authors to build theme-based teaching models with practical content with different levels
0.1.2 Research results in Vietnam
In Vietnam, from the 90s of the twentieth century until now, the issue of building integrated teaching themes at different levels has been tested and applied mainly at primary and secondary schools The general education program in 2018 is designed in two stages: for basic education from primary to high schools, subjects was designed in an integrated direction Career-oriented stage in high school with subjects divided into modules, themes and experiential activities in which students can choose modules and themes that are consistent with the aspirations of self and the school's organizational ability
Currently, the research on theme-based teaching is not much, only at primary and secondary school For high school, there are general orientations mentioned in some research projects These studies give the concepts of integration, integrated teaching, theme-based teaching, the process of developing interdisciplinary integrated themes according to characteristics of different subjects Although there are differences in form, but basically the content has in common that the teaching process comes from problem discovery and problem solving
0.2 Studies on capacity, solving competence and fostering solving competence
problem-0.2.1 Research results in the world
According to some views of Western researchers such as A.Binet, T.Simon, E Durkhiem, JBWatson the common point of these studies is focusing on human instincts, genetics but not interested in educational activities yet Marxist psychologists who study competence, argue that competence does not absoluteize the role of genetic factors, but emphasizes the activity, labor and learning factors to create competence
According to some authors such as R Shingh, (Nier, 1999) and OECD organization
of teaching research and evaluation of student capacity development, they do not directly evaluate the content of the curriculum but focus on evaluate the capacity to apply knowledge to solve problems posed in practice Therefore, problem-solving competence is understood as the ability of an individual to meet complex requirements and successfully
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In Vietnam, there have been a number of researches on the approach of competencies, by the end of the 20th century, there were quite a lot of researches on the concepts of competency of learners with many different subjects and fields Competence
is understood as the ability of an individual when knowing a combination of experience, knowledge, skills, attitudes, and other conditions to solve problems in a specific context Fostering problem-solving competence can use subject-specific teaching methods, methods of diversifying forms of teaching such as project-based teaching, corner-based teaching, etc
Competence, measurement, test and evaluation of competence has been studied by many authors In particular, the general theoretical study of competencies, types of competencies has been focused Up to now, there has been no agreement on the concept and element structure of problem-solving competence Each research topic follows the specific characteristics of each subject The subject of high school physics has many researches on problem-solving competence, but theme-based teaching to contribute to fostering problem-solving competence for students still has many unsolved, unspecific issues and teachers still face many difficulties in organizing teaching
3 Some issues being researched
Currently, the general education program in 2018 is aiming to realize the goal of forming and developing the quality and competence of students through the subject contents However, in the current general education program and the program in 2018, the subjects are still designed for each subject separately for high school Requirements for teachers when implementing career-oriented education at high school in general, physics
in particular to contribute to fostering competence for students, especially, especially problem-solving competence through the "dual" activities is learning at the school and experimental activities From these requirements, the issues posed for research tasks are:
1 Propose measures to foster problem-solving competence in theme-based teaching
of the physics subject in high school
2 How to create content for teaching themes and design theme-based teaching process in the physics subject in high school to foster students' problem solving competence
3 How to evaluate students' problem-solving competence development in based teaching of the physics subject in high school
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CHAPTER 1 THEORETICAL AND PRACTICAL BASIS OF THEME-BASED TEACHING OF
FOSTERING PROBLEM-SOLVING COMPETENCE IN TEACHING
PHYSICS IN HIGH SCHOOL
1.1 Competence and problem-solving competence
- Competence is a combination of unique psychological attributes of an individual
shown in an activity that meets the requirements and ensures that that activity achieves the
results set out by the task
- The problem is a "problem" containing the conflict (between the known and the
unknown things) posed to the subject (students, learners) when they need to consider, research and resolve to get the result they want and they must find a way to achieve it by themselves
-Problem-solving competence: is competence that students are able to apply
knowledge, skills, experiences, attitudes through their actions (inside, outside) to solve problems
- Elements of problem-solving competence: Physics is a natural science subject
that has practical applications in which students must use their experience, knowledge and skills to solve practical problems through activities such as: Experiences, document analysis, building models, in addition, physics is an experimental subject with specific characteristics, so its contains a lot of potential for fostering problem-solving competence
We propose the structure of problem solving competence in teaching physics including the following elements:
Table 1.1 Behavioral indicators and quality criteria of problem-solving competence
Element
competence
Behavioral indicators
Analyze the problem and make some relevant information, consistent with the content of the problem, but have not clarified the information about the relationship between that information and the problem
Analyze the problem, give relevant
information to the problem Identify the relationship between that information and the content of the problem
Recognize the conflict between the new problem and existing knowledge but not yet pointing out the core content of the
1.3 Discover and
express the
problem
Undiscover or discover contents that are unrelated to the problem
Discover the problem but not clear, less relevant to with the problem, not expressed in scientific language
Discover the problem, clearly, logically and
in accordance with the content of the
problem, expressed in scientific language
Trang 8Propose a number of solutions including appropriate solutions, some inappropriate solutions
Propose solutions that are appropriate to the content of the
feasible solution
Not yet selected or found a solution but not suitable
Choose the right solution
to the problem content but not optimal
Choose solutions that are both optimal and appropriate to the problem content
Propose a number of options to implement solutions
There is a specific and feasible plan to
implement the solution 3.2 Perform the
solution according
to the selected plan
No plans have been developed, solutions have not been implemented or plans have been developed but solutions are still facing difficulties
Develop a plan, implement solutions but need support
Perform the solutions
in accordance with the plan
3.3 Provide
results, explain and
clarify causes and
draw conclusions
No evaluation has been made on the problem that the situation metioned
Provide an evaluation of the problem that the situation mentioned but is not complete, need support
Make correct evaluation of the problem, draw conclusions to clarify the problem
Evaluate the results obtained after each step of implementing the solution
Fully evaluate after each step of
implementing the solution
4.2 Confirm the
knowledge, draw
experience gained
The value of knowledge has not been determined yet, experiences have not been gained yet when problems are
completed
Identify the value of knowledge, gain experience when completing problem solving, but incomplete
Identify the value of knowledge and gain experience for self when completing problem solving
Apply knowledge to solve similar problems
Apply knowledge to solve new problems
1.2 Theme-based teaching
Theme-based teaching is a teaching model in which content is built into practical meaningful themes and demonstrates interdisciplinary, inter-fields (integrated themes) relationships so that students can develop ideas comprehensively
Theme-based teaching enhances the integration of knowledge, makes knowledge have
a multi-dimensional relationship In order to integrate different content into the theme, it is necessary to find the nature and relationship between problems to integrate Because integration (monodisciplinaany theme; interdisciplinary subject; and mixed theme) always has two properties that are closely interrelated and mutually regulated: interconnection and integrity
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Theme-based teaching for a knowledge unit is designed so that students gain complete knowledge The content of study in a theme is more meaningful and more practical, so that students themselves can work more to find knowledge and apply it in practice
In our opinion, theme-based teaching has 5 stages (Figure 1.1) that can be encapsulated within a subject or multiple subjects, many fields with related content In particular, the main content contains common and typical elements throughout a certain theme
Figure 1.1 Diagram of theme-based teaching (with the orientation of fostering problem solving competence for students)
1 Experience activities
a Search for new knowledge: According to individual needs and assigned tasks
b Apply personal experience: Old conception and knowledge
2 Identify and state the problem
- Recognize elements of the problems posed
- Combine experience reports
- State the problem to be solved
5 Expand knowledge into practice
- Manufacture some simple products
- Learn about practical applications
- Apply knowledge to solve new tasks
4 Apply knowledge
- Practice and reinforce knowledge
- Solve some new and existing problems in the lesson
3a Proposal of solutions
3 Formation and legalization of knowledge
3b Solution performance
- Test and observation
- Collection and processing of information
- Inference, conjecture, and practical application
- Analysis of documents
3c Validation of knowledge
- Discussion and evaluation of solutions, Solution performance
- Set up the main knowledge of the study topic
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1.3 Evaluate problem-solving competence in theme-based teaching
+ Evaluation toolkit for problem solving competence: Built on the basis of the
above mentioned evaluation methods Combined with the quality criteria, the level of expression of the behavior of problem-solving competence elements (Table 1.1), in the thesis, we propose the evaluation methods include: (1) Observation checklist (for teachers
to evaluate students); (2) Questionnaire (for students to self-evaluate when finishing a theme); (3) Teacher’s evaluation form on student work; (4) Students' self-evaluation form (groups self-evaluate when completing the work); (5) Test (evaluation after finishing the theme)
+ Competence development line: The problem-solving competence development
line is understood as a line describing the development of problem-solving elements that students can achieve at different levels
Table 1.2: Table The development level of problem-solving competence
in theme-based teaching
1 Know and connect some simple information about the problem; no specific solutions have been proposed yet; solutions have not been yet implemented, only base on experience
2
Identify problems, connect basic information; choose solution; no plan has been given to perform a solution to implement the solution; new knowledge have not been identified and applied it to solve the problem
3
Identify problems, connect basic information; choose a solution; propose a plan to implement the solution; Some general knowledge has not been identified and applied to solve simple problems
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Includes:
(a) Demonstrate the development of a competency element of problem discovery (b) Demonstrate the development of a competency element of solution proposal (c) Demonstrate the development of a competency element of solution performance (d) Demonstrate the development of a competency element of solution evaluation and its application
Table 1.3 The score basing on the development level of students' problem-solving
To draw a line for developing a specific problem-solving competence for each student, we need to quantify the levels by low to high scores, each level is a combination
of the elements of problem-solving competence for each student
1.4 Survey the actual situation of fostering problem-solving competence and theme-based teaching in high schools
In order to understand the current state of theme-based teaching in physics and fostering problem solving competence for physics in high school, we have conducted a survey and investigate the content related to the thesis at high schools in Binh Phuoc province The survey results show that teachers still face many difficulties and limitations
in organizing teaching orientation to develop students' competence in physics in high school Physics is a natural science subject associated with life and is highly practical, if teachers know how to organize theme-based teaching appropriately, it will help overcome the difficulties and limitations of teaching physics in high school today
Conclusion of Chapter 1
In Chapter 1, we focused on research and systematization: Theoretical basis of competence, problem-solving competence, problem-solving competence structure of teaching physics in high school The theoretical basis of theme-based teaching provides steps to build a theme content, theme-based teaching process and specific measures to foster students' problem-solving competence when theme-based teaching of physics in high school as well as provides a way to evaluate problem-solving competence in theme-based teaching
Through research and analysis of the theoretical basis mentioned above, we draw the following conclusions: Theme-based teaching is the organization of learning activities for students, in which students learn by themselves and solve practical problems through diverse learning activities This is a teaching model that combines modern teaching with traditional teaching Therefore, the design of theme-based teaching process will meet the teaching according to skill knowledge standards, at the same time, it will meet the orientation teaching of competence development and have many opportunities to foster problem-solving competence for students
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CHAPTER 2 THEME-BASED TEACHING FOR THE CHARTER “ELECTRICAL CURRENT
IN ENVIRONMENTS” PHYSICS 11 IN HIGH SCHOOLS IN THE DIRECTION
OF FOSTERING PROBLEM-SOLVING COMPETENCE FOR STUDENTS
2.1 Analyze the content of knowledge of "Electric currents in the environment" Physics grade 11 in high school
The content of this program is electric current in the environment: metals, electrolytes, vacuum, gases, and semiconductors Particular attention is paid to the nature
of the current in the environment and its associated applications Understanding the characteristics of electric currents in different environments will give an opportunity to understand the basic principles of modern technologies Therefore, we conduct analysis and study specific content related to electric currents in metals, then study in detail the characteristics of electric currents in electrolytes, gases, semiconductors and corresponding applications in practices, from which to build into teaching themes
2.2 Propose some contents of organizing theme-based teaching of electric current in environments
From the knowledge as analyzed, the problem posed for the teachers who teach the Chapter "Electric currents in environments" is to rebuild content in accordance with the theme-based teaching process to make the theme knowledge more interesting, more meaningful and closer to the student's life Theme content is integrated, streamlined and sustainable The content is built in accordance with the theme-based teaching process and structured as follows:
Figure 2.1 Themes in the Chapter of Electric currents in environments
The contents of 4 themes built and put into theme-based teaching need: Learn about the nature of electric current in the environment, characteristics of the charge carrier in environments, learn about practical applications and phenomena related to electric currents
in environments and) practical experience to solve problems related to the content of learning themes, daily life, business production, career orientation
In addition to the knowledge content of Physics, teachers need to assign students to contact, learn more knowledge related to life and other subjects to integrate into themes of learning and career orientation
2.3 Theme-based teaching process of “Conductivity of metal”
Chapter: Electric currents in environments
Theme 4:
conductor components
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• Specific teaching activities by the process
2 Identify and state the problem
Which charge carriers in the metal wire move in a direction to produce electricity? What factors does a metal carrier depend on?
4 Application of knowledge
+ Answer unresolved issues while experience activities
+ Practice and apply the knowledge of electric current in metal to solve practical problems
5 Expand knowledge into practice
+ Make a simple thermoelectric battery
+ Learn more about the application of superconducting phenomena
+ How to use wires in domestic electricity, the principle of operation of the iron, etc
1 Experience activities
a Search for new knowledge: Learn about some applications of electric currents in metals
- How to measure temperatures in high-temperature furnaces? How to reduce resistance on metal conductors
- How to prevent electrical shock, fire in house, business production
b Apply personal experience:
+ The higher the temperature of the metal, the lower the electrical conductivity of the metal
+ At higher temperatures, the greater the rate of oscillation of the metal cations, the movement of the free electron flow is further hindered + The composition of metal
3 Formation and validation of knowledge
3a Propose Solutions
Solution 1: Experiment to prove metal conductivity, find the relationship between U and I
Give an electrical circuit including a galvanometer, light bulb, switch, power source, a metal bar and a plastic bar
+ Option 1: Connect the metal rod to the circuit, without setting the voltage at both ends of the circuit
+ Option 2: Connect the metal rod to the circuit, set the voltage at both ends of the circuit
Solution 2: Have students observe the hypothetical model (metal crystal structure), analyze the material to answer the questions
3b Solution performance
Solution 1: Prove that the metal conducts electricity: draws the relationship between U and I
+ Option 1: Connect the metal rod to the closed circuit, without setting the voltage at both ends of the circuit, we see the galvanometer's needle stand still, the light does not light up, let's explain
+ Option 2: Connect the metal rod to the closed circuit, set the voltage at both ends of the circuit, we see the galvanometer needle moves, the bright light bulb shows that there is a conductive metal voltage
+ Re-performed the two options of solution 1 but replacing the metal bar with a plastic bar, we see that in both cases they are not conductive
Option 2: From the experiment of solution 1, observe the hypothetical model, analyze the documents to draw conclusions: + Metal has an atomic structure; each atom consists of a positively charged nucleus (cations) and negatively charged electrons orbiting the nucleus
+ The metal has a crystalline structure, cations are arranged into a lattice, electrons are always in chaotic motion, some electrons in the outer layer can escape the attraction of the nucleus, becoming free electrons
+ When a voltage is set at both ends of the wire, free electrons move in the same direction and form an electric current in the circuit
+ As the temperature increases, the cations in the lattice nodes fluctuate sharply causing the free space of the free electrons
to decrease, causing a much higher resistivity, increasing resistance and decreasing conductivity