PHÁT TRIỂN NĂNG lực GIẢI QUYẾT vấn đề CHO HỌC SINH THPT VÙNG ĐỒNG BẰNG SÔNG cửu LONG THÔNG QUA BÀI tập PHÂN HÓA PHẦN HÓA HỌC hữu CƠ tt tiếng anh

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PHÁT TRIỂN NĂNG lực GIẢI QUYẾT vấn đề CHO HỌC SINH THPT VÙNG ĐỒNG BẰNG SÔNG cửu LONG THÔNG QUA BÀI tập PHÂN HÓA PHẦN HÓA HỌC hữu CƠ tt tiếng anh

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MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION TRANG QUANG VINH DEVELOPING PROBLEM SOLVING CAPACITY FOR HIGH SCHOOL STUDENTS IN THE MEKONG DELTA BASED ON DIFFERENTIATION EXERCISES OF ORGANIC CHEMICAL Concentration: Theory and method of teaching Chemistry Code: 14 01 11 SUMMARY OF DISSERTATION FOR A DOCTORAL DEGREE IN EDUCATIONAL SCIENCE Hanoi – 2020 The dissertation is completed at: Hanoi National University Of Education Supervisors: Assoc Prof Dr NGUYEN THI SUU Assoc Prof Dr LE VAN NAM Reviewer 1: Assoc Prof Dr DAO THI VIET ANH Hanoi Pedagogical University Reviewer 2: Assoc Prof Dr TRAN TRUNG NINH Hanoi National University of Education Reviewer 3: Dr VU THI THU HOAI University of Education – Vietnam National University, Hanoi The dissertation will be defended in front of the University-level Thesis Evaluation Committee at Hanoi National University of Education at … o’clock date month year 2020 The dissertation can be found at: - National Library of Vietnam, Hanoi - Library of Hanoi National University of Education OVERVIEW OF THE STUDY Rationale In the modern era, our country has been integrated into the world’s the development in all sectors, especially Education In order to reach developed countries’ advanced education, it is necessary to have to renovate our country's Education This urgent mission, therefore, has been carried out by the education sector to train human resources to support the country's developmental requirements and affirm our country’s international position In order to deal with this situation, the 11th National Party Congress affirmed: “Education thinking has to be renew basically and comprehensively from the program objectives, contents, methods to structure and organizational system, management mechanism to create a fundamental and comprehensive pace of the education and access into the regional and world education” The urgent problem, therefore, is to improve the quality of teaching and learning, innovating teaching methods to achieve two basic goals that are promoting the activeness in learning and developing students’ essential general competencies and specialized capacity that are creative thinking, ability of solve problems in learning as well as in life The application of teaching methods approaches to the differentiated teaching perspective in chemistry teaching to develop students' these competences This approach is deployed through using differentiated chemical exercises which suit to students’ level of awareness, style, pace and interests It is also effective method to form and develop the capacities and skills for students Using differentiation exercises in high school has showed that teachers considerably pay attention to the exercises basing on the level of awareness and the skills of solving objective multiple-choice exercises to deal with the requirements of the national exam In which, imposing and focusing number of exercises are common, and differentiated exercises are rarely uesed In the result, the learners can only be “mathematicians” to solve a number of exercises, therefore they had not been developed necessary abilities for workplace or higher education after graduating Although organic chemistry in high school is really difficult, organic compounds have many important applications and are widely used in the economy as well as in people’s life Therefore, if the teachers know how to exploit and design cognitive exercises basing on learners’ differentiation of awareness, learning style, pace, hobbies, and co-ordinate teaching methods in classroom, the problem-solving capacity and necessary skills of workers in modern society will be formed and developed in students In spite of largest pranary of rice and fruit in our country, the Mekong Delta is a region of “educational depression” In order to sustainably promote the strengths’ this region, the best way is to develop education and traning and tend to generate high-quality human resources for the region Based on these above reasons, the topic with “Developing problem solving capacity for high school students in the Mekong Delta based on differentiation exercises of organic chemical” is conducted 2 Aims of the study The study has applied the view of differentiated teaching in designing and using the system of differentiated exercises in organic chemistry teaching at high schools in order to develop the problem-solving capacity for high school students in several Mekong Delta provinces Research Subjects and Objects 3.1 Research Subjects The process of teaching Chemistry at high schools in Vietnam 3.2 Research Objects Building and using differentiated exercises in teaching organic chemistry to develop the problem-solving capacity for high school students in 05 provinces in the Mekong Delta Scope of the study Building and using differentiated exercises in teaching organic chemistry to develop the problem-solving capacity for high school students in several Mekong Delta provinces Several high schools in the provinces of An Giang, Dong Thap, Kien Giang, Can Tho and Ca Mau in the Mekong Delta region Research period: From October 2014 to October 2019 Scientific hypothesis If a diversified differentiation exercise system is built, at the same time coordinate reasonably with problem-solving teaching methods, project-based learning and sectional teaching, it will develop the problem-solving ability for students, contributing to improving the quality of teaching chemistry in high schools in the Mekong Delta Research missions Overview of theoretical and practical basis of the topic: Theoretical research: Orientation of basic and comprehensive innovation in education towards capacity development, differentiated teaching views and problem-solving teaching methods, project-based learning and sectional teaching in accordance with differentiated teaching perspective The rationale of competence, developing the capacity of problem-solving for students through active teaching methods from a differentiated teaching perspective; differentiated exercises and use them to develop students' problem-solving abilities in general chemistry teaching Practical research: Researching some practical issues related to the use of differentiated exercises; learn about the actual situation of the use of differentiated teaching perspective, problem-solving teaching methods, projectbased learning and sectional teaching, using differentiated exercises and investigating learning styles and students' problem-solving skills in teaching chemistry at high schools in the Mekong Delta region Research content and structure of high school Chemistry program, specifically organic chemistry program Identify the principles, selection process and build a system of differentiated exercises, from which to select and build a system of differentiated exercises used in teaching organic chemistry at high schools Proposing measures to use a system of differentiated exercises combined with problem-solving teaching, project-based learning and sectional teaching to develop the problem-solving capacity of high school students in the Mekong Delta region and design lesson plans in accordance with the proposed measures Identify the expression structure/criteria, the level of problem-solving competence assessment and the design of a set of tools to assess students' problem-solving capacity through proposed measures Pedagogical experiment to determine the effectiveness and feasibility of the proposals in the topic Research Methodology Use the following combination of research methods: - Group of theoretical research methods: Methods of analysis, synthesis, generalization etc in the overview study of the theoretical basis of the topic through different sources of materials - Group of practical research methods: + Basic surveys, tests, interviews, observations, class observations + The method of assessing the quality of the selected differentiation exercise system + Experimental pedagogy to determine the effectiveness and feasibility of the topic - Statistical method: Using mathematical-statistical methods in educational science to handle pedagogical experiment results Contributions of the dissertation - The real state of developing problem-solving capacity for students, using differentiated exercises and active teaching methods in teaching organic chemistry in teaching organic chemistry in the Mekong Delta high schools - Proposing principles and procedures for building a system of differentiated exercises, building 79 differentiated exercises and differentiation by forms (exercises in accordance with level of awareness, difficulty level, learning style and case studies) and 03 methods to use differentiated exercises combined with active teaching methods (problem-solving teaching methods, project-based learning and sectional teaching) to develop problem-solving skills for students - Identifying criterias and levels of expression of problem-solving competence through the use of differentiation and design exercises, and a toolkit to evaluate students' problem-solving competence through the proposed measures Organization of the dissertation The dissertation has parts: Overview (4 pages); Content (147 pages); Conclusions and recommendations (2 pages) In which the content consists of chapters: Chapter 1: Theoretical and practical basis of differentiated teaching and developing problem-solving competence for students in teaching chemistry at high schools (46 pages) Chapter 2: Some measures to develop students problem-solving capacity for students through differentiated exercises of organic chemistry at high schools (69 pages) Chapter 3: Pedagogic practice (31 pages) References (9 pages), apendix CHAPTER THEORETICAL BASIS AND PRACTICE OF DIFFERENTIATED TEACHING AND CAPACITY DEVELOPMENT TO SOLVE ISSUES FOR STUDENT IN TEACHING CHEMISTRY IN HIGH SCHOOL 1.1 The history of research issue 1.1.1 Research on differentiated teaching 1.1.1.1 In the world 1.1.1.2 In Vietnam 1.1.2 Research on capacity development and capacity to solve student’s issues in teaching 1.1.2.1 In the world 1.1.2.2 In Vietnam 1.2 Viewpoint on capacity and capacity development to solve student’s issues 1.2.1 Some common issues of capacity 1.2.1.1 Definition of capacity Capacity is a personal attribute formed and developed basing on natural qualities and the process of learning and practicing, allows people to mobilze general knowledge, skills and different personal attribute as interest, belief, awareness, in order to carry out a certain type of activity successfully, achieve desired results in specific conditions 1.2.1.2 Characteristics of capacity 1.2.1.3 Structure of capacity 1.2.1.4 Capacity evaluation Including: Evaluatation through observation, evaluation through academic record; Self-evaluation; Peer evaluation; evaluation through test 1.2.1.5 Capacities need to develop for student at high school 1.2.2 Development of problem-solving capacity for high school students 1.2.2.1 Definition of problem-solving and capacity of problem-solving 1.2.2.2 Structure and sign of capacity of solving issue Elements of problem-solving capacity: i) Figure out issue; ii) Setting up the issue space; iii) Making plan and carrying out solution; iv) Evaluating and reflecting the solution The above elements of problem-solving capacity are used to determine criteria, aquired level of problem-solving capacity for high school students through using differentiated exercises in teaching organic chemistry and designing toolkit to evaluate this capacity development of student 1.2.2.3 Measures to develop capacity of solving in teaching chemistry 1.3 The opinion of differentiated teaching 1.3.1 Definition and forms of differentiated teaching Differentiated teaching is flexible teaching to adjust teaching and studying activities, create condition for learners to express themselves, make sure everyone get what they need to continue developing, make sure their potential developed, help learner get the best 1.3.2 Learning theory as a basis of differentiated teaching 1.3.2.1 Robert Glaser's capacity development road (1912-2012) 1.3.2.2 The theory of “Zone of Proximal Development” of Lev Vygotsky (1896-1934) 1.3.2.3 Theory of “Multiple Intelligences” of Howard Gardner (1983) 1.3.2.4 The theory of learning style 1.3.3 The elements of differentiated teaching in high school a) Differentiating student according to level of awareness b) Differentiating according to teaching content c) Differentiating according to progress d) Differentiating according to learning product e) Differentiating by evaluation tool Therefore, to make sure differentiated teaching effectively, teachers need to focus on the basic differentiated teaching’s elements above and applies them in teaching process to stimulate excitement, hobby and promote all outstanding intellectual capacities in all students 1.3.4 Requirements to make sure of differentiated teaching effectively 1.4 Capacity development exercises and differentiated exercises 1.4.1 Capacity development exercises 1.4.1.1 Definition of chemical exercises and capacity development exercises 1.4.1.2 Characteristics of capacity development exercises 1.4.1.3 Types of capacity development exercises Types of capacity development exercises including: reworked exercise; exercise; problem-solving exercise; exercise associated with context, practical situations 1.4.2 Differentiated exercises 1.4.2.1 Definition Differentiated exercises are feasible exercises that are suitable for the awareness level of each student and promote the best available ability of students when solving this type of exercise 1.4.2.1 Classifications of differentiated exercises Differentiated exercises are classified: Based on the level of awareness; based on ability level; based on learning style; content based; based on product and contextual situation 1.4.2.1 Process of building up differentiated exercises 1.5 Some positive teaching methods according to differentiated teaching perspective contribute to develop capacity of students' issue-solving 1.5.1 Methods of problem-solving teaching a) Definition of problem and problematic situations b) Classify problematic situations c) Nature of problem-solving teaching d) Process of problem-solving teaching e) Level of problem-solving teaching f) The role of problem-solving teaching in developing capacity of students' issue-solving 1.5.2 Project-based learning a) Definition of project-based learning b) Characteristic of project-based learning c) Process of project-based learning d) The role of project-based learning in developing capacity of students' issue-solving 1.4.3 Corner-based teaching a) Definition of corner-based teaching b) Procedure of corner-based teaching c) The role of corner-based teaching with differentiation and developing capacity of students' issue-solving 1.6 Situation of using teaching methods and differentiated exercises in teaching chemistry to develop problem-solving capacity for students in high schools in the Mekong Delta 1.6.1 Economic and cultural characteristics of the Mekong Delta region 1.6.2 Evaluate situation of teaching and developing problem-solving capacity for student in teaching chemistry in the Mekong Delta 1.6.2.1 Purpose, subject, time and content of the investigation Investigate students and teachers about the necessary of developing the problem-solving capacity for student, the current state of students' problemsolving capacity, using positive teaching methods and using lessons focus on differentiation in teaching high school chemistry to develop students' problemsolving capacity for 293 chemical teachers and 1290 students in 103 high schools in 13 provinces in the Mekong Delta for years from the school year 2014 - 2015 to the 2015-2016 schoolyear 1.6.2.2 The result of teacher survey a) Summary of teachers participating in the survey b) School facilities c) Real situation of problem solving d) The importance of developing ability of students in Mekong Delta problem-solving ability for students e) The use of positive teaching methods to develop students' problem-solving capacity f) Types of student differentiation that teachers use in teaching chemistry g) Awareness of teaching methods that support differentiation of students h) The use of differentiated exercises to develop problem-solving capacity for students i) The use differentiated exercises in teaching chemistry to develop problem-solving capacity for students in the Mekong Delta 1.6.3 The result of student’s survey - Regarding the interest of students to study during class time using differentiated exercises, the survey result showed that 74% of students choose the level of like so much and like, 18.8% in the normal and 7.2% dislike - Regarding the desires of students in chemistry class, using the combination of differentiated exercises with positive teaching methods, the results show that students desire in the learning process, doing the exercises segmentation related to the content of lesson knowledge (85%), experiential practice exercises with lesson content (72%), participating in solving practical situations / situations associated with life live (89%), get more group activities (71%) and extra-curricular activities: Sightseeing and experiences (75%) 11 Step 6: Conduct testing and correcting Example 1: Develop a segmentation exercise according to the level of awareness to develop the capacity to solve the problems of modulation and application of acetylene - Step 1: Select content Preparation and application of acetylene - Step 2: Knowledge students have: The concept, characteristics of molecular formulas, and chemical properties of acetylene New knowledge needs to be formed: Preparation and application of acetylene; Experimental practice skills - Step 3: Develop problematic situations: From the content of preparation and application of acetylene + Acetylene is an odorless gas, but when it is made from clay, it has an unpleasant odor called lamp clay Why have problem? + Lamp soil works with water right at normal temperature to form acetylene, so in the laboratory how to preserve lamp soil? + Why is it that the fish in that area will die when throwing lamp soil into the fishpond? - Step 4: Design exercises and expressions BT was designed: In the past, when the petroleum industry had not been developed, people prepared acetylene by applying calcium carbide with water Calcium carbide is produced in the industry by heating calcium oxide with carbon in electric furnace Calcium carbide is used to light up by burning the acetylene gas produced from this substance Today calcium carbide is used to prepare small quantities of acetylene in the laboratory or in small manual welding facilities From coal, limestone and necessary inorganic substances Prepare a modulation scheme for modulating calcium carbide and acetylene (from calcium carbide) Write the chemical equation of the reaction Acetylene is an odorless gas, but when it is prepared from calcium carbide, it has an unpleasant odor called calcium carbide Why have problem? Calcium carbide reacts with water at normal temperature to form acetylene, so how should be stored calcium carbide in a laboratory? There is an opinion that when fish is thrown into fish ponds, the fish in that area will die To explain the cause of dead fish, there are two ideas In your opinion, which opinion is correct? Why? + Opinion (1): Calcium carbide reacts with water to create acetylene, then, C2H2 acts with water to form aldehydes (it is aldehydes that cause fish to die) + Opinion (2): Calcium carbide reacts with water to create Ca(OH)2 solution, sulfide salt and gas mixtures of acetylene, H2S, PH3 and NH3 (Ca(OH)2 solution, sulfide salt itself are the cause of fish death) - Step 5: Answers 1- CaCO3 CaO CaC2 → C2H2 CaCO3 CaO + CO2 12 CaO + 3C CaC2 + CO CaC2 + 2H2O → C2H2  + Ca(OH)2 2- Acetylene is an odorless gas, but when it is prepared from clay, it has an unpleasant odor called lamp clay Because lamp clay often has impurities in the manufacturing process, when working with water, it also creates a mixture of H2S and PH3 gas that causes the gas to produce an unpleasant odor called lamp clay 3- In a laboratory lamp soil is stored in kerosene 4- In the opinion: + Opinion (1): Incorrect because acetylene acts with water to form aldehydes, must have a catalyst of HgSO4 and at a temperature of 80°C + Opinion (2): It is true that the lamp clay often has impurities in the production process, so when interacting with water, it also creates Ca(OH)2 solution, sulfuaric salt and gas mixtures of acetylene, H2S, PH3 and NH3 (Ca(OH)2 solution, sulfide salt itself are the cause of fish death) - Step 6: Conduct testing and editing 2.2.3 The system of differentiated exercises for development of problemsolving capacity in organic chemistry in high school 2.2.3.1 Some types of differentiated exercises according to the level of students We select and build exercises to differentiate students in the following forms: a) Exercises differentiated according to the level of awareness: Exercises according to the level of awareness, understanding and application For example: The exercise on studying the physical properties of amines Exercises according to the level of awareness: Among the substances: Ammonia, aniline and methylamine, which substances have the least base? Exercises according to the level of understanding: Arrange the following substances in increasing order of base: Ammonia, aniline and methylamine Give explanation? Exercises according to the level of application: Arrange the following substances in increasing order of base: Diphenylamine, ammonia, aniline, methylamine and dimethylamine Give explanation? b) Exercises differentiated according to the level of complexity: From the original exercise content develops into exercises with three different levels For example: Select the content to build exercises on the chemical properties of aromatic hydrocarbons, phenols and amines and the metabolism of organic substances, forms of exercises to build according to the increasing complexity Designation is Level 1, Level 2, Level Content of building the exercise: Exercise to apply the chemical properties of aromatic hydrocarbons, phenols and amines + Level 1: There are solutions containing unlabeled vials: Benzene, aniline and ethylamine By chemical method, please distinguish the substances in the above vials: 13 + Level 2: There are solutions containing unlabeled vials: benzene, stiren, aniline and ethylamine By chemical method, please distinguish the substances in the above bottles + Level 3: Presentation of the chemical method to separate each substance from a mixture of benzene, phenol and aniline Comments: At level and level there is the same content of the exercise but only inferior in number of substances to distinguish (the complexity of level exercises is higher than level exercises) At level exercises that require a higher level of complexity than level and level on the content requirements of knowledge exercises (higher complexity than discrimination exercises are exercises to recreate the original substance in the mixture) With the design of exercises according to the level of complexity, ensuring students' fit, creating excitement and promoting personal activeness in chemistry lessons c) Exercise differentiated according to learning style: Exercises of observation, analysis, experience and application Read the information in the following paragraph and answer the questions: “How to get Palm tree’s molasses” Palm trees flower at the age of 20 years and the old is about 80 years old and gets 15m – 18m high The flower is cut to get water when it is long enough The Khmer usually clamps the flower by two pieces of bamboo about days, then the flower is stretched 1cm long more Its molasses is dripped down into a bamboo tube, which replaced by a plastic bottle, under the flower People can collect about one liter of molasses after one night A piece of wood (Madhuca pasquieri) or a type of addictive (bleach) is put into the bottle before hanging In order to get sweet and white sugar, the Khmer have to use the piece of wood and harvest from early morning because the molasses is sour and isolated sugar is not delicious and white After taking the molasses, people have to use a sieve, a piece of cloth or net to remove the wood, dirt in the molasses What is the age at which palm trees are harvested and how long is the molasses harvested? What is the wood (Madhuca pasquieri) or the addictive used for? In order to get a lot of molasses, what way does the Khmer use? Why they have to get molasses from the morning soon? What kind of sugar are there in the molasses? What experimental schemes can you be proposed to identify it? Through this exercise, the students are asked to identify the problem in given information, the problems need to be solved about the way to get the molasses In the result, students understand more practical knowledge, apply the knowledge into solving problems through real situations, develop knowledge and skills, and stimulate thinking activities With this exercise, the students has been differentiated based on their learning style (learning activity through analyzing practical situation about “How to get Palm tree’s molasses”) 14 d) Differentiated exercises associated with the context of practical situations Read the information in the following paragraph and answer the following questions: “How to cook jaggery” According to Ms Néang Sa M, 23 years old, a farmer who participates in producing palm sugar in O Lam commune, Tri Ton, An Giang: “After the molasses is taken, it has to be cooked into sugar (jaggery) in that day because the molasses would be sour when leaving overnight the molasses is harvested about 160 liters per day and cooked into about 20 kilograms of jaggery Most people cook the jaggery on the spot They will take it home to cook if the palm tree is near their house The molasses is put into a large pot, cooked for about hours (temperature 80 – 90OC) Then people lift the pot and pour into another pot, and continue stirring for about more hours (if using a stirrer sugar, it takes 0.5 to hour to crystallize sugar) However, jaggery’s quality and density are determined from stirring by hand Finally, the jaggery is put into plastic jar (about kilogram per a jar) The main chemical composition of palm sugar? Determine the structural formula and its chemical properties? Find out how many liters of jaggery are needed to make kilogram of sugar? Determine the cooking time to reach a certain thickness of sugar? What is the process of making palm sugar of Khmer people? Which dishes can be prepared by using jaggery? How to make that dish? Through this exercise, ask students to identify the problem in given information, problem needed to be solved about the way to cook jaggery Thereby, helping students understand more practical knowledge along with existing knowledge to solve problems through information gathered from reality From there, students develop knowledge and skills to stimulate thinking activities With this exercise, the teacher has differentiated students according to learning products (learning through learning project research activities) From this exercise, teachers can formulate learning project ideas for students Project theme: "Palm tree is a cultural life of the Khmer people in the Southern Region" The project sub-topics: The value of palm tree in the life of the Khmer Production of palm sugar and use Production of jaggery and use Use of jaggery products to prepare specialties for tourists 2.2.3.2 Differential exercise system to develop problem-solving ability 2.3 Scientific basis and principles for determining methods of using differentiated exercises in teaching to develop students' problem-solving capacity 2.3.1 Scientific basis for identifying methods of using differentiated exercises to develop problem-solving ability for students in teaching chemistry 15 2.3.2 Principles for determining the methods of using differentiated exercises to develop students' problem-solving ability Determining methods to use differentiated exercises to develop students' problem-solving capacity should ensure the following principles: Principle 1: Meeting the educational goals Principle 2: The measures must ensure the development of problemsolving capacity for students Principle 3: Using differentiated exercises to organize learning activities Principle 4: Using differentiated exercises should coordinate reasonably with active teaching methods in organizing chemistry learning activities Ensure the compatibility between teaching methods and teaching contents, with differentiated exercises and available capacity of students Principle 5: Ensuring practicality, feasibility and effectiveness 2.4 Some methods of using a combining of differentiated exercises in teaching organic chemistry to develop problem-solving skills for students in the Mekong Delta 2.4.1 Measure 1: Using a combination of differentiated exercises with problem-solving teaching methods in teaching organic chemistry to develop problem-solving capacity for students 2.4.1.1 The relationship between the process of problem-solving teaching methods and the development of problem-solving capacity for students 2.4.1.2 Developing problem-solving capacity for students through the use of differentiated exercises with problem-solving teaching methods in teaching organic chemistry at high schools 2.4.1.3 Factors ensuring the effectiveness of the measure 2.4.1.4 Some illustrative lesson plans 2.4.2 Measure 2: Using a combination of differentiated exercises with an angle-based teaching method in teaching organic chemistry to develop problem-solving ability for students 2.4.2.1 Developing problem-solving ability for students through the combination of using differentiated exercises with angle-based teaching method in teaching organic chemistry at high schools 2.4.2.2 Some illustrative lesson plans 2.4.3 Measure 3: Using a combination of differentiated exercises with project-based learning in teaching organic chemistry to develop problem solving capabilities for students 2.4.3.1 Developing problem-solving ability for students through the use of differentiated exercises with project-based learning methods in teaching organic chemistry at high schools 2.4.3.2 Some illustrative lesson plans 16 2.5 Designation of a toolkit to assess students' problem-solving capacity development through the use of differentiated exercises in teaching organic chemistry at high schools 2.5.1 Requirement of a toolkit to assess students' ability to solve problems through the use of differentiated exercises in teaching organic chemistry at high schools 2.5.2 Basis for designing toolkit for evaluating problem-solving capacity 2.5.2.1 Demonstration of students' ability to solve problems in high schools when using differentiated exercises to organize learning activities for students 2.5.2.2 Identifying behavior and quality criteria for students' problem-solving abilities when using differentiated exercises in teaching organic chemistry Table 2.1 Description of students' behavior and quality criteria for problemsolving capacity through the use of differentiated exercises in organizing the teaching of organic chemistry at high schools Quality criteria for problem-solving capacity Behavior (Criteria) Level Level Level Analyzing Analyzing Analyzing Analyzing situations, situations, situations, situations, assignments assignments / assignments / assignments / /differential differentiated differentiated differentiated exercises, exercises in an exercises clearly exercises clearly, clarifying unclear, incomplete but incompletely completely and problems to be way logically solved Identifying, Identifying and Identifying and Identifying and explaining explaining explaining explaining given incorrectly with correctly but correctly with information, incomplete given without complete complete given facts, and and needed given and needed and needed required information and information and information and questions for data of the task data of the task data of the task the task needed needed to be solved needed to be needed to be to be solved/the / differential solved / solved / differential exercises differential differential exercises exercises exercises Stating the Stating the problem Stating the Stating the problem needed needed to be solved problem to be problem to be to be addressed of the learning task solved of the solved of the by the / differentiated learning task / learning task / assignment / exercises in an differentiated differentiated differential incomplete, not exercises exercises exercises detailed way completely but not completely and detailed detail Identifying, Identifying, Identifying, Identifying, 17 Quality criteria for problem-solving capacity Level Level Level collecting and collecting and collecting and selecting selecting selecting knowledge, skills knowledge, skills knowledge, skills and methods to and methods to and methods to solve learning solve learning solve learning problems or solve problems or solve problems or solve differentiated differentiated differentiated exercises in an exercises exercises clearly, incomplete and not completely but not completely and detailed way detailed reasonably \ Proposing No proposal has Proposing a few Proposing a solutions to been proposed to options to solve number of options solve problems solve the problem the problem posed for solving set out in the in accordance with in the learning task problems posed in learning task / the requirements set / differential learning tasks / differentiated out in the learning exercises differential exercises and task / differential Analyzing and assignments selecting the exercises choosing a suitable Analyzing and most and optimal plan choosing the appropriate and appropriate and optimal plan optimal plan Planning to Making a plan but Making a detailed Making a detailed, implement the not sufficient, and complete plan; complete plan; selected detailed and not yet identifying some identifying the problem solving identified conditions conditions to conditions to / differential to implement the implement the implement the exercise selected problemselected problem- selected problemsolving / differential solving / solving solution / exercise differential differential exercise exercise Carry out the Manages to carry Able to solve the Manages to solve plan to solve the out the plan to problems and the problems and problems solve the problems progress well, but progress well, effectively and but need quite some still stumbles when equally efficient quickly, either assistance from team-working with and creative when individually or other members in the others independent or in group the group when co-operating with other members Present the Manages to present Manages to present Manages to present result of the the result of the the result of the the result of the activities in activities in solving activities in solving activities in solving solving the the problems and the the problems and the the problems and Behavior (Criteria) collecting and selecting the knowledge and skills needed to solve a learning problem or solve a differential assignment 18 Behavior (Criteria) problems and the methods clearly, logically and scientifically Evaluate the results based on criteria and selfevaluate the results of solving the problem 10 Conclude on the solved problem and the method to solve differentiated exercises, and to apply them for other exercises, similar or altered Quality criteria for problem-solving capacity Level Level Level methods behind it, but methods behind it the methods behind not clear enough and enough, but not very it clearly, logically still somewhat clear and scientifically lacking Able to evaluate the activity results based on criteria and self-evaluate the results of solving the problem of one’s self and other members, but needs their assistance and instructions Able to make a conclusion about the solved problem and the method to solve differentiated exercises but not very flexible in applying them for similar exercises Able to evaluate the activity results based on criteria and self-evaluate the results of solving the problem of one’s self and other members but still somewhat stumbles around Able to make a conclusion about the solved problem and the method to solve differentiated exercises and is flexible in applying them for similar exercises Able to evaluate the activity results based on criteria and self-evaluate the results of solving the problem of one’s self and other members well and coherently Able to make a conclusion about the solved problem and the method to solve diffrientiation exercises and is flexible in applying them for other exercises, similar or altered 2.5.3 Set of tools for assessing students’ problem-solving capability when using differentiated exercises to organize teaching activities about organic chemistry Set of tools for assessing students’ problem-solving capability, by using differentiated exercises in teaching activites about organic chemistry in high school include: observation checklist, questionnaire for students and teachers, students’ self-assessing study results or products, and tests SUMMARY OF CHAPTER In chapter 2, we analyzed the objectives and content of the program of Chemistry at high school organic chemistry, identified the principles and procedures of building the differentiation exercises and proposed 10 lesson plans to develop problem-solving capabilities for students in the Mekong Delta 19 Based on scientific and practical basis, we have proposed the structure and content of problem solving capacity of high school students in the Mekong Delta region including component competencies, 10 criteria and are described in detail three degree for each criterion This is the basis for us to propose three measures to assess students' ability to solve problem-solving - Measure 1: Use a combination of differentiation exercises with problemsolving teaching in teaching organic chemistry to develop problem-solving capacity for high school students Use the differentiation exercises to design learning activities for students: warm-up activities to start the lesson, discover new knowledge, practice forming knowledge skills, explore and expand knowledge Has developed demonstration lesson plans - Measure 2: Use a combination of differentiation exercises with cornerbased teaching in teaching organic chemistry to develop problem-solving capacity for high school students Use the pcht differentiation exercises to design learning activities for students at angles: analysis angle, observation angle, experience angle and applied angle lesson plans have been developed - Measure 3: Use a combination of differentiation exercises with project teaching in teaching organic chemistry to develop problem solving capacity for high school students Use a differentiation exercise that is based on a realistic situational context to design into skin themes and organize for students to select skin to perform has built illustrated skin themes To assess the development of problem solving capacity of high school students in the Mekong Delta region, we have designed a toolkit to evaluate problem solving capacity for students including: Observation checklist, teacher questionnaire, student rubric, leather product rubric, and problem solving assessment We have recruited and built 79 differentiated exercises used in organizing teaching and assessing the problem-solving ability of high school students in the Mekong Delta These proposals have been conducted pedagogically and are presented in chapter of the thesis CHAPTER PEDAGOGICAL EXPERIMENT 3.1 Aim of pedagogical experiement We conduct pedagogical experiments for the purpose of: testing the suitability of the system of differentiated exercises of the organic chemistry section of high school which has been selected and built in the thesis; evaluate the effectiveness and possibility of the methods of using the system of differentiated exercises in combination with methods of problem-solving teaching, project-based learning and corner-based teaching in developing students’ problem-solving capacity From there, we can confirm the correctness of the scientific hypothesis 3.2 Duty of pedagogical experiement The identified pedagogical experiment tasks include: selecting subjects and areas of pedagogical experiment; determining the content and method of pedagogical experiment; setting up pedagogical experiment plan: experimental 20 exploration, official experiments in round and ; design scales and set of tools for assessing students’ problem-solving capability, by using differentiated exercises combined with methods of problem-solving teaching, project-based learning and corner-based teaching in developing students’ problem-solving capacity; observation checklist, tests, experimental teachers’ questionnaires, project product evaluation sheets, experimental class students’ questionnaires 3.3 Content of pedagogical experiement Selecting pedagogical experiment classes and pedagogical experiment schools; conducting experimental lessons in experimental and control classes; assessing and evaluating: assessing problem-solving capability through observation checklist, assessing tests, assessing the quality of the suitability of the differentiated exercise system through questionnaires by expert methods 3.4 Subject and area of pedagogical experiement 3.4.1 Selecting subject for pedagogical experiement We conduct pedagogical experiments on students of the 11th and 12th grade who are studying the basic chemistry program at high schools in the experimental area In each experimental school, we selected a pair of experiment - control of the same group (11 or 12), where students were similar in number, level of awareness, had the same content of teaching, the same teacher and the same experimental period 3.4.2 Selecting area for pedagogical experiement Conducting selection and pedagogical experimentation at 13 high schools in the districts and cities of provinces in the Mekong Delta including: An Giang, Dong Thap, Kien Giang, Can Tho and Ca Mau 3.5 Experiment method 3.5.1 Designing experiments - Assessing criteria of problem-solving capability: selecting assess design before and after impact on a specific group of subjects - Assessing students’ knowledge and skills: selecting assess design before and after impact on similar group of subjects 3.5.2 Carrying out experiments We conducted pedagogical experiments in experimental rounds on the principle of expanding contents, audience and locations in the next rounds Specifically, pedagogical experiment in the exploration round at high schools include experimental classes and control classes ; Round at high schools including experimental classes and control classes ; Round at 10 high schools includes 10 experimental classes and 10 control classes 3.5.3 Processing experiment results 3.6 Experts’ answers 3.6.1 About criteria to assess problem-solving capability To assess the quality of the criteria of students’ problem-solving capability in the Mekong Delta region, we conducted the consultation of 14 scientist experts The results showed that the quality of the criteria being suitable and very suitable accounted for over 97% On the other hand, the criteria of 21 "performance evaluation according to criteria and self-evaluation of problemsolving results" for being suitable and very suitable is only 71.1% 3.6.2 About content of differentiated exercises built to develop students’ problem-solving capability In order to assess the quality and suitability of the built-in differentiation exercise system, we consulted 24 senior and experienced teachers who are directly teaching chemistry at high schools in the Mekong Delta region The results show that the building of differentiated exercises system ensures the goal, accuracy, science, practicality, possibility, suitability, high-differentiation and meaningfulness for students in high schools nowadays 3.7 Pedagogical experiment results on the collaboration use of differentiated exercises with methods of problem-solving teaching, projectbased learning and teaching in terms of organic chemistry in high schools 3.7.1 Qualitative results In the pedagogical experiment process, in addition to using a set of problem-solving capacity assessment tools through the collaboration use of differentiated exercises with problem-solving teaching methods, project-based learning and teaching in terms of organic chemistry in high schools, we observe the behavior, attitudes, etc of students during their class in both experimental and control classes, collecting opinions of experimental teachers after the teaching using differentiated exercises in experimental schools 3.7.2 Quantitative results 3.7.2.1 Results of observation checklist for assessment of students' problemsolving capacity through the use of differentiated exercises of organic chemistry in high schools 3.7.2.2 Results of assessment problem-solving capacity for students through self-assessment form 3.7.2.3 The results of the experimental teacher’s questionnaire and the student's self-assessment questionnaire on problem solving development a) The results of the questionnaire for experimental teacher b) Student self-assessment results c) Results of product self-evaluation of the project 3.7.2.4 Quantitative assessment of test results Table 3.1 Results of student test scores Statistical parameters Experimental Class Round (Std Mean p group ES (Mean) (Median) (Mode) Deviation) Control (Sig.) Mean TN11 6,95 6,96 7,00 1,00 0,0015 0,587 ĐC11 6,05 5,96 6,00 TN12 6,81 7 1,461 0,93 0,0025 0,566 ĐC12 5,88 6 1,643 TN11 7,34 7,00 1,602 1,3 0,0015 0,749 ĐC11 6,04 6,00 1,736 22 TN12 ĐC12 7,07 5,82 7,00 6,00 1,516 1,618 1,25 0,002 0,77 Table 3.2 Comparing the mean value of student test results of experimental group 11 and 12 between Round and Round Test comparing the mean results in pairs The Difference Confidence interval 95% Mean Std Std difference Deviation error Lower Higher Grp TN11V2 – TN11V1 Grp TN12V2 – TN12V1 t df p 0,846 0,577 0,051 0,746 0,946 16,725 129 0,006 0,853 0,668 0,069 0,989 0,717 12,442 94 0,032 SUMMARY OF CHAPTER In chapter 3, we conducted experimental exploration in two high schools, experimental pedagogy round out of high schools, pedagogical experiment round out of 10 high schools: Collect, analyze, process figures, draw comments Pedagogical experiments were conducted in rural areas and cities in the Mekong Delta region of provinces: An Giang, Dong Thap, Kien Giang, Can Tho and Ca Mau with a total of 13 high schools, with the participation of 13 Experimental teachers and 1290 students in 40 classes The number of experimental lesson plans is 10 The pedagogical experiment results are verified through statistics in 650 observation checklists, 650 self-assessment questionnaires of students' problem-solving abilities, 1290 tests in Grade 11 and 12 Besides, in order to improve the quality of the division system, we conduct experiments by expert method, through the consultation of experts we have amended and supplemented to complete differentiation exercises Through analysis and data processing using SPSS software, the experimental results of 20 experimental classes and 20 reference classes by statistical mathematics and SPSS software show that: There is a significant difference of the average score between the experimental classes and the control classes, the average value of the experimental classes is higher than the control classes The cumulative line graph shows the results of the test scores in grades 11 and 12 through two pedagogical experiment rounds showing that the cumulative lines for experimental classes are always on the right and below the cumulative lines for the control classes This can confirm that students in experimental classes have better learning quality than control classes T-test control with p0.5; round with ES>0.7) demonstrates the degree of influence of the measure that has affected students' ability to solve problem in the past Pedagogical experiment course at medium level (round 1) and fair (round 2) The results of pedagogical experiment have proved the feasibility and effectiveness of using the combination of differentiation exercises with problem-solving teaching, project teaching and corner-based teaching in teaching organic chemistry in high school in order to develop problem-solving capacity for high school students in the Mekong Delta, and affirming the correctness of the scientific hypothesis that the topic has proposed CONCLUSION AND RECOMMENDATION Conclusion We have solved some theoretical and practical issues as follows: 1.1 An overview of the theoretical foundations of differentiated teaching perspective, positive teaching methods based on the differentiated teaching perspective, developing problem-solving capacity for students through positive teaching methods from a differentiated teaching perspective showed by the problem-solving capacity and how to assess problem-solving capacity for students in the Mekong Delta region through using differentiated exercises in combination with problem-solving teaching, project-based learning and angular teaching in organic chemistry teaching in high schools 1.2 Investigated the actual situation of teaching and learning chemistry at high schools in 13 provinces / cities in the Mekong Delta on using differentiation exercises; learning style; students' ability to solve problems in teaching chemistry at high schools through a questionnaire of 293 teachers and 1290 students of 103 schools in the Mekong Delta region 1.3 Proposed contents and measures to develop problem-solving capacity for students through using differentiation exercises with problem-solving teaching, project-based learning and angular teaching organic chemistry in high schools 1.4 10 quality criteria have been identified with levels of expression of problem solving capacity for high school students in the Mekong Delta region through organic chemistry differentiated exercises including: observation checklist, questionnaire for teachers and students; several tests, study product self-assessment report, etc 1.5 124 differentiation exercises and 10 lesson plans for organic chemistry have been built and selected and pedagogical experiments have been conducted in provinces in the Mekong Delta, with participation of 13 high schools, 13 Experimental teachers and 20 experimental classes, 20 control classes (total of 1290 students) 1.6 Processed pedagogical experiment statistics have showed that students who are learning in the direction of the topic (experimental class students) achieve higher academic results than students who not study in the direction 24 of the topic (control class students) Thereby, proving the correctness of the proposed scientific theory and the feasibility of the topic Recommendations Through the process of researching and implementing the project, we recommend some related issues as follows: 2.1 In order to effectively apply the selection, construction and use of the system of organic chemistry exercises for students at the beginning of their school, teachers should survey, classify and plan to learn and make plans to study and understand the students to have appropriate teaching plans In the teaching process, teachers should flexibly apply positive teaching methods, guide them to their goals and create an interest in learning Especially, organic chemistry is a part of high school chemistry program associated with real life Therefore, teachers need to create a link between theory and practice in order to help students better understand the true meaning of Chemistry in general and the organic chemistry in particular 2.2 The results of this study is a content to train high school teachers about how to organize activities learning which use differentiated exercises in combination with methods of problem-solving, project-based learning and angular teaching in high schools 2.3 The results of this study meet the requirements of renewing the high school education program and the general cirriculum of the Ministry of Education and Training which are deployed in the following year Therefore, it is necessary to continue widely deploying this study for high schools in the country 25 LIST OF PUBLICATIONS RELATED TO THESIS Trang Quang Vinh (2014), “Designing and using assignments of problem-rasing in Chapter amine, amino acid and protein in grade-12 chemistry”, Journal of Science Dong Thap University, No 11(12), pp 8388 Trang Quang Vinh (2015),“Construction and use of exercise assignment – to raise issues of hydrocarbon and halogenated”, Journal of Science An Giang University, No 8(4), pp 66-78 Trang Quang Vinh, Nguyen Thi Suu (2016), “Designing differentiation exercises for study of unsaturaed hydrocacbons in 11th grade Chemistry class”, Journal of Science Hanoi National University of Education, Vol 61, No 6A, pp 25-35 Trang Quang Vinh, Nguyen Thi Suu, Le Van Nam (2017), “Current situations and measures to develop high schoolers’ prolem-solving competency in the Mekong Delta”, Journal of Science Dong Thap University, No 27(8), pp 14-19 Trang Quang Vinh (2017), “Improving the problem solving competency for An Giang Provinece’s 11th Grade students basing on diferentiation exercises of saturated hydrocarbon in Chapter chemistry teaching”, Journal of Educational Management Science No 3(15), pp 146-154 Trang Quang Vinh, Nguyen Thi Suu, Le Van Nam (2017), “Designing the tools problem solving competency and using differentiating exercises in project-based learing in organic chemistry grade 12”, International conference, HCMC University of Education, pp 451-461 Trang Quang Vinh, Nguyen Thi Suu, Le Van Nam (2017), “Developing problem solving competency for Mekong Delta 11 th grade students based on diferentiation exercises of hydrocarbon derivatives chapter”, International conference, Traning and professional development for teachers, principal advisors and education lectures, HCMC University of Education Publishing House, pp 512-527 ... exercises in high school has showed that teachers considerably pay attention to the exercises basing on the level of awareness and the skills of solving objective multiple-choice exercises to... personal attribute formed and developed basing on natural qualities and the process of learning and practicing, allows people to mobilze general knowledge, skills and different personal attribute... high school chemistry to develop students'' problemsolving capacity for 293 chemical teachers and 1290 students in 103 high schools in 13 provinces in the Mekong Delta for years from the school

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