MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION NGUYEN THI THUAN TEACHING ORGANIZATION TO EXPLORE THE TOPIC “WATER IN LIFE” IN ORDER TO FOSTER SCIENTIFIC LITERACY FOR SECONDARY SCHOOL STUDENTS Major: Theory and Methods of Teaching Physics Code: 9.14.01.11 SUMMARY OF DOCTORAL DISSERTATION ON SCIENTIFIC EDUCATION HANOI - 2019 The work was completed at: Faculty of Physics, Hanoi National University of Education Research advisor : Prof Dr Do Huong Tra Reviewer 1: Assoc Prof - Ph.D Pham Kim Chung University of Education - Vietnam National University, Hanoi Reviewer 2: Assoc Prof - Ph.D Nguyen Quang Lac Vinh University Reviewer 3: Assoc Prof - Ph.D Pham Xuan Que Hanoi National University of Education The dissertation is defended before the Board of Assessment of University level held at Hanoi National University of Education at………… on………………… The dissertation can be found at: - National Library, Hanoi - Library of Hanoi National University of Education INTRODUCTION Motivations MOET is creating programs of general education in order to develop competency of learners These programs not only based on the system, the logics of the corresponding science when determining the learning content but also associated with practical situations, paid attention to the ability to study, learning demand and learning style for each individual These require the program to be developed in an integrated fashion in order to facilitate active learners, to mobilize knowledge and skills in a variety of subject areas and in different educational activities to carry out the learning tasks Water plays an important role in human life, and water knowledge is closely related to daily phenomena and today’s real-world issues Water knowledge is crucial in secondary curriculum, showing students the significance of water for life, production, expressing the general picture of the material world and most changes in nature Therefore, we chose the research topic: " The teaching organization to explore the topic "Water for life" in order to foster scientific competency for secondary school students" Aims of the study Organizing teaching and studying activities for the integrated topic "Water for life" to foster and develop the scientific competency for secondary school students Research Subjects and Study Scope 3.1 Research Subjects - Topic "Water for life" - Activities of teachers and students in the process of teaching and studying - Scientific competency 3.2 Scope of the study - Teaching the topic "Water for life" - Scale: Students in Hanoi Scientific Hypothesis for the topic Based on the theoretical foundations of exploring education and scientific competence along with the content analysis of the topic "Water in Life" in secondary school, we can design teaching activities that stimulate students explore the topic and foster their scientific literacy Research Tasks - Research on the theoretical foundation of exploring education and scientific competency development - Practical survey on teaching knowledge about water in secondary school - Practical survey on difficulties in teaching and studying the topic - Analyze the knowledge about water in secondary school then build the topic “Water for life” - Create assessment tool for scientific competency and specify the detailed content of the topic “Water for life” - Design the teaching and studying process of the topic “Water for life” in secondary school - Apply to reality in accordance with planned process in order to assess the effectiveness of the process in developing the learners’ scientific competency Research Methodology 6.1 Research methodology for theory - Study materials on psychology, modern teaching theory, physics teaching theory, documents of the Party congress on education reform, articles and special magazines in teaching and learning the topic - Study the current secondary curriculum, the new general education program focusing on Physics, Chemistry, Biology and related science materials in the Natural Sciences 6.2 Research methodology for practical survey Attending, observing and investigating the current state of teaching knowledge in some natural sciences 6.3 Empirical Research methodology Conducting experiments for secondary school students Use statistics to analyze pedagogical experiment results and test statistical hypotheses After that, assess the effectiveness of the planned teaching process in developing the learners' scientific literacy New contributions of the thesis - Systemize the basis of theory of teaching and studying - Propose tools for assessing scientific competency, identifying component competencies, levels of behavioral expression of scientific competencies in teaching the topic "Water for Life" - The teaching process has been analyzed through empirical data to enrich the reference materials for teaching and learning in order to foster students’ scientific literacy - Specify the practical basis of applying teaching and studying in the teaching organization topics in secondary school - Design the topic "Water for Life" in Natural Science in Secondary School CHAPTER OVERVIEW OF RESEARCH PROBLEMS 1.1 Researches on competency, scientific literacy 1.1.1 Researches on competency and competency structure Nowadays, the concept of competency has been mentioned in many documents with different approaches and terms such as competency, ability, literacy.etc with different definitions They all can be translated into Vietnamese as "năng lực" We can divide them into two groups The first group emphasizes on the ability to effectively perform actions The second group emphasizes competence as a category of qualities, psychology and personal attributes The definition tendencies above not fully describe fundamental characteristics of competency Other studies show that that it is impossible to separate competency from psychological attributes Therefore, many studies and educational institutions such as SOCCOM, Quebec…defined competency with the two characteristics So far, the concept of comptency has been widely used especially in general education To sum up, competency is defined as the ability to perform actions and attitudes in performing such actions * Literacy has been used by many authors and educational organizations to include knowledge, skills and cognitive processes PISA also emphasizes the use of knowledge and skills accumulated in schools in the context of real life situations in order to contribute to changing attitudes of learners However, according to LA, literacy refers to understanding in general and applying the knowledge into real-world contexts to emphasize the responsibility of future citizens for problems of society, community When it comes to translating into Vietnamese, different terminologies describing the concept of competency would lead to different interpretations, different structures Therefore, having the need to use the root word to express competency, we chose to use the term literacy in this dissertation 1.1.2 Studies of scientific competency and scientific competency structures The term "scientific competency" emphasizes the refinement of the scientific research process This approach becomes central to educational reform in some countries such as USA, France, Canada PISA and new general education gives another approach to describe “scientific literacy” In our study, we use scientific literacy as scientific research capacity This way is suitable for students in secondary schools without having to put too much emphasis on scientific research process Structure of scientific literacy: Some studies such as Wenning (2005, CTGD Singapore, Rutgets University (USA) ) combine scientific literacy with scientific research process whereas others focus on behavioral expressions of competency Unlike French education programs, these expressions might not necessarily be expressed in rigorous scientific process According to other studies conducted by University of Victoria (Australia), the German education program and PISA assessment framework, scientific literacy is described with four interrelated elements: knowledge, competencies, contexts and attitudes The new general education natural science curriculum considers scientific literacy as capability to learn natural sciences so their structure followed this approach In this thesis, based on the PISA assessment framework of scientific literacy and the natural science compentency structure in the new general education, we derive a new structure of scientific literacy in teaching and learning natural sciences at secondary level c Measures to cultivate scientific literacy So far, there are many studies mentioned the following measures: enhancing scientific literacy must be implemented through the learner's own activities teaching should put learners in a practical context so that problem solving can change the attitude and responsibility of learners to society attention should be paid to the role of social interaction in enhancing scientific literacy the study deals with the role of the learner's conception and science teaching with changing student perceptions in explaining phenomena in a scientific way Putting students into activities, organizing group interaction, accessing the process of exploring science coming from life issues, linked to individuals, local, national and global issues are of interest to researchers worldwide Research will mention discovery activities in the process of building knowledge as well as applying the knowledge to solve issues that are linked to the real context of society to change attitudes and responsibilities of the learner 1.2 Research studies on discovery The idea of inquiry-based and exploring teaching has appeared many times in history as part of the educational philosophy of many great philosophers such as Johann Heinrich Pestalozzi and John Deway JComenxki, JJ Rousseau (18th century) Jerome Bruner, Saymour Paper, Roger Cosiner, Dixtervec, Education Science, J.Schwab 1960, Theather Banchi and Randy Bell (2008), Freire [14], Hakins, Dewey, Bruner, Kath Murdoch and David Hornsby (1997) Although different authors used different terms such as discovery education, discovery-based education, exploration based but they all united in emphasizing discovery activities in learners In general, the authors share the same viewpoints on the nature of discovery teaching as well as emphasize the self-discovery of new knowledge through inquiry and exploration, conducting experiments under the teacher’s guidance and supervision The dissertation will address exploration activities in the knowledge building process as well as the use of knowledge to solve problems associated with the real context in society to change attitudes and responsibilities of the learner In conclusion, the learning process is explored in close proximity to the scientific research process Thus, it has many opportunities to develop students' scientific literacy From the analysis above, some thesis issues need to be solved are: - How is scientific literacy defined? - What is structure of scientific literacy? - How to organize suitable teaching and studying activities to foster the scientific literacy for secondary school students? Chapter THEORY AND REALITY 2.1 Scientific literacy in studying of secondary school students - Literacy is the ability to mobilize knowledge for successful implementation of activities in certain contexts - especially contexts linked to practice - through the pooling of knowledge, skills and other personal attributes such as excitement, belief, will, attitude, etc to train future citizens responsible for the problems of life and society - Scientific literacy is the ability of individuals to effectively use knowledge, skills and psychological attributes such as beliefs, attitudes to explain scientific phenomena, present scientific theories and apply the scientific process to solve real life problems as socially responsible citizens Based on the concept of scientific literacy proposed above, the psychological characteristics of students in secondary school, PISA assessment framework and the characteristics of natural science subjects in secondary curriculum, the thesis proposed the scientific literacy elements of students in teaching natural sciences as follows: The below is the behavioral indices and quality criteria in the structure of thesis proposed and built: Table 2.1 Index of behavior and quality criteria of scientific competency Element Behavioral index BI 1.1 Recall and apply Quality criteria L1.1 Recall and apply knowledge from various sources to explain scientific phenomena Explain the phenomenon in a scientific way Evaluate, design and perform the task of exploring scientific research scientific knowledge appropriately BI1.2 Identify, use and create appropriate explanatory models BI 1.3 Present and prove appropriate hypotheses BI 1.4 Explain the meaning of scientific knowledge to social life BI2.1 Ask questions to explore a scientific task and to distinguish questions that can be investigated by scientific discovery BI2.2 Propose solution to explore scientific question and choose solution L1.1.2 Recall and apply relevant knowledge involving two or more steps to explain the scientific phenomena L1.1.3 Recall steps and apply appropriate knowledge to explain the scientific phenomena L1.2.1 Identify, use and create models that explain the scientific phenomena in a synthesized way L1.2.2 Combine two or more steps in identifying, using, and creating models that explain the appropriate scientific phenomena L1.2.3 Identify, use and create models that explain the appropriate scientific phenomena step by step L1.3.1 Quickly present and prove hypotheses relevant to the scientific phenomena L1.3.2 Combine two or more steps in presenting and proving appropriate hypotheses L1.3.3 Step by step present and prove hypotheses consistent with scientific phenomena L1.4.1 Explain the meaning of scientific knowledge to life and society in a rational and decision-making manner around individual, social and global situations L1.4.2 Explaining the meaning of scientific knowledge to life, social decision-making around the individual situation L1.4.3 Explain the meaning of scientific knowledge to life and society and have not made decisions around the personal situation L2.1.1 Can analyze complex information or data or develop a plan to identify questions that explore scientific disciplines and distinguish scientific inquiry from scientific exploration L2.1.2 Identify exploring questions and differentiate exploring questions from exploring scientific tasks after analyzing existing practical situations L2.1.3 Come up with exploring tasks without having to base on pertaining data and information analysis This case, we cannot distinguish survey questions by using exploring tasks L2.2.1 Propose how to carry out the task of exploring and researching rational, reasonable basis and choose the optimal solution L2.2.2 Figure out various ways to carry out the task of exploring and explaining the proposed basis without having to select the optimal solution L2.2.3 Determine how to carry out the research task and find unreasonable proposed basis without having to select the optimal solution BI2.3 Make L2.3.1 Make a detailed plan , elaborate intermediate steps a plan on L2.3.2 Make a plan, but not point out intermediate steps exploring L2.3.3 Make a plan with guidance L2.4.1 Gathering lots of information involving exploring missions from a variety of channels, updating, high reliability, and developing a BI2.4 number of sequential issues, including issues that arise in the process Perform itself research exploring task L2.4.2 Gathering a lot of information is related to research topics from a variety of up-to-date and highly reliable channels, but so far, difficulties with the discovery process have not arised yet L2.4.3 Gathering information related to the research topic but updating and reliability are insufficient BI3.1 Data L3.1.1 It is possible to convert data into many different data in a Present conversion, complex, integrated, accurate and explicit way and explain data analysis L3.1.2 It is possible to combine two or three steps in accurate, scientific interpretation explicit data conversion data and and L3.1.3 Step by step data conversion must be accurate but not evidence conclusion complete L3.2.1.Make full use of hypothesis-related results; Generalize analysis to explain data and draw conclusions thoroughly, accurately and explicitly BI 3.2 L3.2.2 Use results related to the hypothesis but not fully analyzed; Process results Synthesized, generalized to draw conclusions and draw L3.32.3.Use hypothesis-related results in simple form and have not conclusions come to a conclusion L3.3.1 Evaluate the solution, the final result, provide the optimal solution to improve the results BI3.3 L3.3.2 Evaluate each step and adjust each solution Evaluate and Evaluate the final result and show the cause of the results adjust the L3.3.3.Compare the results obtained with other reliable scientific solution results and draw conclusions (true or false) and not have the orientation for adjustment and evaluation L3.4.1.Describe the research results, identify the value of the BI 3.4 knowledge acquired through the process of exploring scientific Present research and posing questions, responding to questions, answers from research teachers and the other members results L3.4.2.Describe the research results, identify the value of knowledge acquired through the process of exploring scientific research but not ask questions and respond to questions of teachers and other members L3.4.3.Describe the final results and compare the obtained results with the previous ones At this stage, students might not be able to find the orientation to adjust and evaluate the knowledge Based on the components, we come up with the following quality criteria for building Rubric as a tool for assessing the students’ scientific literacy After the first round experiment, we revised and consulted experts on the scientific competency structures and competency levels We combine performance evaluation and peer evaluation, peer review on the principle of ensuring value, reliability, flexibility, equity, system, and especially for evaluation in the real world 2.4 Exploratory teaching in secondary school In our opinion, exploratory teaching is a situational context, based on the needs of learners and the needs of society, to engage them in choosing the way of action, explore to find answers to the rising problems, thereby changing attitudes and responsibilities of learners Generally, learners' exploration activities can be mapped through stages as shown below Depending on the teaching objective, the teacher may use all or some of these steps and turn it into exploration tasks Student interest Real demand in life Background The behavioral expression of scientific literacy Starting situation Local interest Community interest Phase I: Activation Problem (Student Question) Suggest hypotheses, solutions, and optimum solutions Phase II Exploration to solve problems Carry out the solution and collect the data Data nalysis Presentation, discussion Conclusion, generalization (Knowledge of Science + Attitude, Participation) Phase III: Assessment and reflection on solutions 10 1.1 States of water 1.1.2 Problem to be solved (research question): What are the characteristics of water when it exists in different states? Are they different? How you know that? 1.1.3.1 Experiment to understand the characteristics 1.1.3 (shape and volume) of the three Suggest states of existence of water hypothesis 1.1.3.2 Experiment to identify / solution the presence of water vapor in and the gas state implement 1.1.3.3 Experiment to observe solutions the surface of water 1.1.4 Validation, conclusions about the state of existence of water Use of water Project Water conservation Project: 2.1 Project: How to use water at home 2.2 Project: Water in agriculture 2.3 Project: The role of water in human life 3.1 Project: Distribution of water resources 3.2 Project: Water Pollution 3.3 Project: Measures to create clean water - Recognizes the water existence state by observing some images BI2.1 Ask questions about existing states of water (What characteristics? How you know when water changes state?) HV2.1 Ask exploring questions: - How we know the characteristics of the volume and shape of water in different states? - How to identify water in gas state? HV2.2 Suggest research plans to characterize the shape and volume of water in different states HV2.4 Conduct experiments to draw conclusions about the shape and volume of the three states of water HV2.2 Proposed options for recognizing water in the gas state HV2.3; HV2.4 Select a feasible experiment, perform an experiment to identify water that exists in the gas state and draw conclusions HV1.1 Overcome the misconception of visible steam HV3.2; HV3.3 Show the results; Assess the research results on the state of existence of water 11 3.3 Teaching process of the topic "Water in Life" The content structure of water topics in life is presented in the following diagram What is water? The state of existence of water and state change Structure and chemical properties of water Water existence state Water in life How is water used at home? The role of water Water in production Humans Water source distribution Water conservation Water pollution Measures to create clean water We designed the teaching process of the specific contents of the topic according to the exploratory learning process designed in chapter The following only summarizes a diagram of content teaching process The process of teaching water conservation content and the rest is presented in the thesis 12 Analyze, explain the use of water in life Create a model of transporting water to households, a smart and economical irrigation model Ask explatorary questions; Propose solutions, select and implement research solutions to find out how to use water at home? The role of water in agriculture, with human life, proposed water-saving use Analyze and interpret the data to draw proper conclusions about the amount of water used in the studied families Presenting the results of research on the role of water for people and plants Evaluate and adjust solutions to design water-saving devices The dissolution of the substances in the water is extremely important to human life (mixing soft drinks, taking medicine ), plants (dissolving watering plants ) From there, raises the need to understand the use of Water Observe images, videos of water use in daily life (bathing, washing, cleaning ), in agriculture (watering plants, irrigating fields ) and ask questions about the use of water What are the uses of water in life? The role of water in daily life? For plants? For human body? What should be done to save water? Stage 1: Organizing practical situations to raise problems NV1 Act as a propagandist to help people understand the role of domestic water sources in the family, propose measures to save water for daily life NV2 Act as a doctor, help people understand that the role of water is important for the human body and how to supplement it to stay healthy NV3 Act as an agricultural engineer, how people understand the role of water in plants? - Investigate the amount of water used in some families by reading monthly water bills, reading water meters Analyze and assess the amount of water used by families - Investigate the causes of water waste in families (pumping water, washing vegetables, showering, etc.) and propose remedies - Design anti-spill tool in the family Find information about the role of water, daily water needs in the human body (internet, books, scientific newspapers, ask doctors ) Water with sports activities, swimming, swimming strokes Learn about avoiding water drowning Design poster to call for people to stay healthy from the daily addition of water, exercise The experiment proves that plants need water If there is no water, the plants will not survive (seeding of bean seeds ) Experiment with the transport of water and mineral salts in trees (dip two branches of white flowers into one cup of water and purple ink and drink) Experiment with water on the tree trunk (tie plastic bags into the leaves, observe condensation in the bag) Design an economical tree irrigation tool Discuss and discuss around the results + The results obtained from the tasks: the cause of wasting domestic water, tools to prevent water and water spills with human health, measures to prevent drowning accidents + Evaluate and adjust implemented solutions such as spill prevention tools, economical tree irrigation tools + Evaluating the advantages and disadvantages of each step and the whole process of implementing solutions Stage 2: Organizing exploratory activities to solve problems Stage III: Evaluation and reflection activities on solutions + Water plays an important role for human life (Water is an important component in the human body, in daily life, human life) We need to supplement enough water for the body, exercise (swimming ) to maintain health and prevent drowning accidents + All plants need water, water and mineral salts to be transported from the roots to the stem thanks to the vein, most of the water absorbed by the roots is discharged into the environment by the phenomenon of evapotranspiration through the leaf air holes + With enough water, the tree can grow and develop properly + Clean water is an important component of life and is also an important component of maintaining the lives of people and other living organisms on earth Saving water is protecting our own lives Diagram of the exploration process of the state of existence of water and the change of water states 13 Specific progress Preparation: Pictures of water use Activity Starting situation Prepare Images and videos of water use in daily life, agriculture and industry Flashcard No USE OF WATER Observe these images and complete the following requirements: What are the uses of water in life? Let's draw a mind map with the central word "water use" to show the role of water in life Please categorize the use of water in agriculture, industry and daily life? Next, teachers give students a film about "When we waste water" After watching it, ask students to present their thoughts with clean water, then think and choose the project theme Act as a propagandist to help people understand the use of domestic water sources in the family, work out measures to save domestic water Act as a doctor, help people understand that the role of water is important for the 14 human body and how to supplement it to stay healthy Act as an agricultural engineer, how people understand the role of water in plants? Select your favorite sub-topic, thereby determine your team's goals and research tasks Activity Proposing questions to explore and select the exploratory task of the topic Flashcard No.2 Discuss groups about their research tasks Mission Materials needed Procedure Assignment(s) Adjustment(s) Evaluate scientific literacy through lessons In order to ensure an accurate assessment of the capacity of students, it is necessary to use different methods of data collection such as questioning, class dialogue, feedback and reflection, self-assessment and peer assessment and evaluation situations, tests, reviews through projects, records, tests,…In the dissertation, we use three main tools: rubric table to assess scientific literacy in the learning process, scientific literacy assessment tools in the project and the quiz after completing the topic With Rubric board tools, we monitor the behavior of students during the lesson and use the students’ Rubric table is evaluated through the experts’ opinions Most experts agree with this Rubric board method As for the assessment test, after finishing the course, we use Conques software to test the tool 4.1 Use Rubric for assessing the scientific literacy The following table illustrates the rubric for assessing the scientific literacy, collecting, and processing information skills during problem solving process in teaching topic “What is water?” Table 3.2: Scientific literacy assessment checklist in the topic “What is water?” Explain the phenomeno n in a scientific way Specific expression of the behavioral index - Recognize (recall) knowledge of water states and apply that knowledge to explain related images Apply knowledge of the state of existence of water to explain the water cycle Create a model to explain the composition of water Explain the shape and volume of water by practical example Explain whether steam is observable using practical examples - What are the characteristics of the state of existence of water? How you know? - When water changes state? - What are the characteristics of the transition state of water? (characteristics of mass, volume, temperature ) Propose how to perform the task: - The shape and volume of the three states of water 15 Assessment and implementa tion of scientific discovery Present the data and evidence in a scientific way - Characteristics of temperature, volume, mass of water during the transition state of water - Study of water boiling Analyze, evaluate, select the optimal solution to perform the task: - The shape and volume of water in the states - Characteristics of temperature, volume, mass of water during melting, solidification - Study of water boiling Establish a plan for studying the shape and volume of water in the states + Assignment of specific tasks in the group + Choice of tools + Describe the steps + Make a data collection table Successfully follow the steps of the plan Establish a plan to study the change in temperature, volume, mass of water during melting, solidification + Assignment of specific tasks in the group + Choice of tools + Describe the steps + Make a data collection table Successfully follow the steps of the plan - Establish a study plan for water boiling + Assignment of specific tasks in the group + Choice of tools + Describe the steps + Make a data collection table Successfully follow the steps of the plan Convert the results of the experiment to change the temperature over time when boiling water Comment on the volume and shape of water states through the results of the experiments The graph shows that the temperature of water increases with time and does not change during the change of state Comment on the changing state of water from solid to liquid: its mass remains unchanged and it volume decreases Changing from liquid to solid, at first, the volume decreases to 40C, then the volume increases State Shape Volume Solid Identified Identified Liquid Unidentified Identified Air Unidentified Unidentified The volume of water changes, the volume of water does not change during the change of state How to calculate students 'scientific literacy points: Based on the number of occurrences of students' expressions corresponding to the above criteria and the expression levels, we give students scores in a scale of 10 4.2 Assessment test students’ scientific literacy In order to build the assessment of scientific literacy, we must determine: the evaluation objectives, the audience; identify measurable variables, conditions and methods; 16 matrix quiz; draft and finally test to evaluate The following are the results of the scientific literacy assessment test after learning The Cronbach Alpha coefficient considers the correlation of the performance of a question with the whole test Calculation of the coefficient Cronbach alpha using SPSS software gives: Cronbach's Alpha N of Items 790 16 In the table above, the Cronbach alpha coefficient is 0.79 This coefficient is at average (from 0.7 to 0.8) So the test used to measure the scientific literacy is relatively good • Information curve of the test subject For this test, the information curve is given by the following figure: Figure 4.13 The information curve of the test For this test, the curve is shown as in the figure Look at the curve, we can see that this is a moderate test for student and this test obtained the most information in the capability range from -1.2 to 0.8 Table 4.1 Indicators for measuring test literacy after experiment Symbolize Level of difficult Questions when in test Level of difficult Error analyzing 1 -0.523 0.086 2 -1.8 0.125 3 1.144 0.115 4 0.617 0.109 5a -0.634 0.102 5b 0.596 0.102 6a 0.069 0.087 6b -1.127 0.079 -0.31 0.093 10 0.248 0.104 11 0.81 0.112 12 10 1.896 0.133 13 11a -0.767 0.071 14 11b -0.53 0.119 Suitable for the model IRT MNSQ Variable range T 1.03 0.99 0.92 1.13 1.05 1.37 1.23 1.22 0.97 0.88 0.9 0.76 1.05 0.99 ( 0.71, 1.29) ( 0.71, 1.29) ( 0.71, 1.29) ( 0.71, 1.29) ( 0.71, 1.29) ( 0.71, 1.29) ( 0.71, 1.29) ( 0.71, 1.29) ( 0.71, 1.29) ( 0.71, 1.29) ( 0.71, 1.29) ( 0.71, 1.29) ( 0.71, 1.29) ( 0.71, 1.29) 0.3 -0.5 0.9 0.3 2.3 1.5 1.4 -0.1 -0.8 -0.7 -1.7 0.4 17 Symbolize Level of difficult Questions when in test Level of difficult Error analyzing 15 11c 0.15 0.091 16 12 0.162* 0.4 Suitable for the model IRT MNSQ Variable range T 0.84 0.87 ( 0.71, 1.29) ( 0.71, 1.29) -1.1 -0.9 The map balances the difficulty of the task and the literacy of the learner - From the figure 4.2 shows the balance between the difficulty of the task and the capacity of learners, we see that the balance between the difficulty of the 16 questions and the capacity of 90 students in the same logitogram, with “0” being the average value Figure 4.2 Difficulty balance map of 16 questions and student’s competencies The outer left of the map is Log scale Next is the distribution of students' competency along the log scale, for every 0.3 children denoted by an 'x' The right side of the map is the difficulty level of 16 questions Students in the same position as the question, the probability of answering the question correctly is 0.5 When the student is in higher or lower position, the probability of answering the question correctly will be higher or lower than 0.5 The map shows that the test has a degree of difficulty that is distributed fairly to the student's competency (spread evenly over the scale) Some questions are easy such as the 2nd, 5th question (most students are able to answer correctly), and some difficult questions like the 3rd, 10th, 16th question (few students have the correct answer) However, there are some students who has competency with the same difficulty level of questions in the subject 4.3 Evaluation through the project 18 To evaluate the scientific literacy of students through the project, we coordinate the evaluation through the observation board of teachers, peer assessment and cooperation of students Step 1: Exchange and agree with students on the contents of the assessment; Step 2: Provide specific evaluation contents In the process of implementing projects, the content of the scientific capacity assessment of students is built in the thesis Chapter PEDAGOGICAL EXPERIMENT 4.1 Subjects and experimental duration Pedagogical experiments were conducted to test the hypothesis: Based on the theoretical foundations of exploration, the analysis of the components of scientific literacy along with the analysis of the teaching content of the topic "water in life" in secondary school The experiments were conducted in two stages with students at grade in some secondary schools in Hanoi: For each school, we take the results of the first semester test to examine how the grade is distributed After selecting a class with standard distribution, we divided them into two groups in equal proportion of good, average as experimental and control class in the period from January 23rd 2017 to March 3rd 2017 4.2 Experiment results The quantitative analysis of data allows the research to draw initial conclusions as follows: 4.2.1 Assess the development of students’ Scientific literacy through lessons + The development of Scientific literacy components Based on the checklist demonstrating the quality criteria for Scientific literacy given in Chapter 3, we obtained the assessment results of the components Figure 4.3: Element capacity scores: Explain the Figure 4.4: Graphs showing the development of 19 phenomenon in a scientific way capacity for assessment and design of scientific research solutions Figure 4.5 Element capacity: Presenting data and evidence in a planned way 4.2.2 Results of assessing the level of development students’ Scientific literacy Result of the assessment of the level of capacity development of students before the experiment Table 4.2 provides the estimated capability of the surveyed students The results of lowest score students and highest score student (from low to high) are shown in the table below Table 4.2 Students’ estimated capacity Student code 231 234 117 129 147 225 114 148 236 139 Full-name Nguyen The Dung … Nguyen Phuong Anh Ta Tuong Linh Nguyen Minh Chau Le Nguyen Hoang Minh Nguyen Phuong Thanh Pham Thanh Đat Đang Quoc Khanh Nguyen Duy Thai Raw score achieved 9 10 10 10 33 34 34 34 36 Total score 49 49 49 49 49 49 49 49 49 49 Capacity (logit point) Tolerance -1.21 -1.21 -1.15 -1.15 -1.15 0.38 0.47 0.47 0.47 0.65 0.28 0.28 0.27 0.27 0.27 0.30 0.30 0.30 0.30 0.31 Table 4.3 Results of control and experimental classes before experimentation Class Experiment Mean -0.45 SD 0.4 Control - 0.35 0.42 -0.4 0.41 Total We see that the average score of the capacity assessment of the experimental class is 20 lower than the control class To reaffirm this, we rely on the results of the T test - test the mean value between the experimental and control groups: Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means F Sig t df Sig (2-tailed) Mean Difference Std Error Difference 95% Confidence Interval of the Difference Equal variances assumed 696 406 -1.221 95 225 -.10163 08327 Lower -.26694 Upper NL Equal variances not assumed -1.218 93.420 226 -.10163 08344 -.26732 06368 06406 Value Sig In t> 0.05 test, we can conclude that there is NO significant difference in average between experimental and control classes This ensures the capacity of students in two experimental and control classes before the same experiment Table 4.4 provides estimated capacity of students participating in the survey, the results of the lowest students and the highest students (ranked from low to high) are shown in the following table: Table 4.4 Estimated capacity of students Student code 204 121 141 122 229 Full-name Nguyen Tung Linh Nguyen Minh Nhi Le Minh Ngoc Bui Truc Anh Dang Quoc Khanh Raw score achieved 27 29 30 Total score 39 39 39 39 39 Capacity (logit point) -2.21 -1.43 0.64 0.85 0.97 Tolerance 0.59 0.36 0.33 0.34 0.35 Results of control and experimental classes after experimentation Class Experiment Control Total Mean -0.31 - 0.71 -0.5 SD 0.5 0.55 0.56 We can see that the average score of experiment class is significantly higher than that of the control class To confirm this, we rely on the test results of average value (T-test) between the experimental and control groups: 21 The value Sig in T-test with t