Dạy học vật lí đại cương cho sinh viên đại học khối ngành kĩ thuật theo tiếp cận CDIO.Dạy học vật lí đại cương cho sinh viên đại học khối ngành kĩ thuật theo tiếp cận CDIO.Dạy học vật lí đại cương cho sinh viên đại học khối ngành kĩ thuật theo tiếp cận CDIO.Dạy học vật lí đại cương cho sinh viên đại học khối ngành kĩ thuật theo tiếp cận CDIO.Dạy học vật lí đại cương cho sinh viên đại học khối ngành kĩ thuật theo tiếp cận CDIO.Dạy học vật lí đại cương cho sinh viên đại học khối ngành kĩ thuật theo tiếp cận CDIO.Dạy học vật lí đại cương cho sinh viên đại học khối ngành kĩ thuật theo tiếp cận CDIO.
MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY TA THI KIM TUYEN TEACHING GENERAL PHYSICS TO UNIVERSITY STUDENTS OF ENGINEERING BY CDIO APPROACH Major: THEORY AND TEACHING METHODOLOGY OF PHYSICS Code: 9140111 DOCTORAL DISSERTATION ON EDUCATION SCIENCES Instructors: Assoc Prof., Dr PHAM THI PHU Assoc Prof., Dr PHAM KIM CHUNG NGHE AN PROVINCE - 2022 The dissertation was completed at Vinh University Scientific Instructors: Assoc Prof., Dr PHAM THI PHU Assoc Prof., Dr PHAM KIM CHUNG Counterargument 1: Counterargument 2: Counterargument 3: The thesis will be defended under the review of the University’s Thesis evaluation Council at Vinh University Location: Vinh University Time: At , on , 2022 The dissertation is available at: - Vietnam National Library; - Vinh University Library INTRODUCTION Reason for choosing the topic The output products of the university curriculum in engineering are engineers who will take up employment in production facilities with the role of designing and manufacturing engineering products to serve society Engineers need to be able to participate in part or all of a product manufacturing cycle or an engineering process/system Any engineering product/process or system goes through four stages, namely (1) Conceive, (2) Design, (3) Implement, (4) Operate, abbreviated to CDIO It is the CDIO capacity that engineering universities need to form and develop for learners The training program that identifies training goals according to the above orientation is called as teaching by CDIO Approach The CDIO Initiative is a major international project established in the early years of the 21st century, aimed at reforming engineering training programs at universities and helping to bridge the gap between training institutions and the labor market This ensures that learners develop comprehensively in terms of knowledge, professional skills and qualities, and adapt well to a professional and ever-changing working environment Over the past two decades, many universities around the world and in Vietnam have applied the CDIO methodology to improve their training programs to better meet the 21st-century knowledge economy's demand for high-quality human resources The actual CDIO application has two levels: (1) the training program level which is called CDIO-based training and (2) the subject level which is called CDIO-based teaching The level of subject applies to training institutions that have not yet developed and implemented a CDIO-based program but wish to improve the quality of the training based on CDIO Approach Teaching by CDIO Approach is considered to implement a standard group of training methods, facilities, and conditions of a CDIO-based training program This is the most important factor that creates the real quality of the output - young engineers that enter the rapidly changing engineering labor market General Physics is a compulsory subject of the university training program in engineering and belongs to general education knowledge, which is the basis of many other natural sciences General Physics is supposed to equip students with basic knowledge and skills in physics, serving as a basis for continuing to study and research technologies and techniques, while contributing to the personality formation for future engineering staff There have been theoretical and practical studies on teaching by CDIO Approach in Vietnam at the level of training programs, but there has been no research at the subject level in general and subjects of general education knowledge in particular The question is, by what process should the CDIO application at the subject level be implemented? How can the teaching of General Physics be designed and organized to improve the quality of the training based on CDIO Approach at the subject level? Therefore, we choose the topic of the doctoral dissertation as "Teaching general physics to university students of engineering by CDIO approach" Purposes of research To apply the CDIO approach to the teaching of some General Physics content to partly meet the outcome standards of the university training program in engineering Subjects and scope of research * Subjects of research Teaching General Physics by CDIO Approach at universities * Scope of research Teaching the Electricity part of General Physics under the university training program in engineering with CDIO approach Scientific hypothesis If some General Physics content is designed into learning projects and teaching is organized according to the flipped classroom model, this will ensure the standards of teaching methods and learning conditions of the training based on CDIO approach, thereby contributing to meeting the outcome standards of the university engineering training program right in the general education stage Missions of research 5.1 To research theoretical bases for training based on CDIO approach and teaching subjects by CDIO approach; 5.2 To research on the current situation of teaching subjects of general education knowledge (in general) and teaching General Physics (in particular) according to the university training program in engineering in a range of educational institutions; 5.3 To determine the objectives and three-level outcome standards of teaching General Physics by CDIO approach; 5.4 To select teaching methods and develop a (general) process for teaching General Physics to meet the objectives according to the results of 5.3 (developing CDIO standards on teaching methods); 5.5 To build/design teaching conditions (developing CDIO standards on learning conditions and spaces) to meet the objectives according to the results of 5.3; 5.6 To design a teaching plan for some General Physics content according to the proposed process; 5.7 To conduct pedagogical experimentation Research methods - Theoretical research methods + Researching theoretical documents related to the topic Analyzing, synthesizing, and systematizing the theoretical basis of CDIO in teaching at universities for engineering majors + Researching the training program, General Physics syllabus, the textbooks and materials of this subject at some engineering universities, related references to determine the outcome standards of the subject, the level of content and the competence required of students - Practical research: Investigating, surveying, interviewing, observing the teaching practice of General Physics in several universities and evaluating its effectiveness - Pedagogical experimentation - Mathematical statistics New contribution results of the dissertation *Regarding theory + Proposing the selection of a modern teaching model (flipped classroom) in teaching some General Physics content by CDIO approach; + Proposing the process for teaching General Physics in the university training program in engineering with CDIO approach * Regarding application + Developing and operating a support website for the teaching of the Electricity part of General Physics in the university training program in engineering according to the flipped classroom model at https://www.vatlydaicuongcdio.edu.vn/; + Designing the process for teaching the chapters "Electrostatic field" and "Static magnetic field" in the Electricity part of General Physics according to the flipped classroom model for university students in engineering with CDIO approach; + Designing learning projects in the Electricity part of General Physics according to the flipped classroom model for university students in engineering with CDIO approach; + Designing a toolkit to evaluate the learning outcomes for some contents of the Electricity part of General Physics in the university training program in engineering with CDIO approach Dissertation structure Introduction (06 pages) Chapter Overview of studies related to the dissertation topic (23 pages) Chapter Theoretical bases for and teaching practice of General Physics to engineering students with CDIO approach (59 pages) Chapter Teaching some general physics content with CDIO approach in university training programs in engineering (38 pages) Chapter Pedagogical experimentation (35 pages) Conclusions and recommendations (02 pages) List of works by the author (01 page) References (10 pages) Appendix (72 pages) CHAPTER OVERVIEW OF STUDIES RELATED TO THE DISSERTATION TOPIC 1.1 Studies on the teaching of General Physics to engineering students 1.1.1 Overseas studies on the teaching of General Physics to engineering students From the early years of the 20th century up to now, there have been many studies on the teaching of General Physics to engineering students In the dissertation, we choose to research and cite more than 10 studies abroad on this issue Some typical works include William S Franklin (1903), Teaching Physics to engineering students; A William Duff George V Wendell (1922), Teaching Physics, with special reference to teaching Physics for engineering students; Van der Veen, J (2019), Trends in physics teaching for engineering education; etc In the studies that we have learned about the teaching of General Physics to engineering students, it has been shown that: physics plays a big role in the training of engineers; the labor market has raised the requirements for professional qualifications of engineering graduates; it is necessary to strengthen the approaching of practical engineering problems; the learning materials are changed from simple textbooks to multimedia documents on an e-learning system; problem-based and project-based learning (PBL) is organized to enhance students' creativity and application of new products as well as independent and group learning abilities There is a lack of studies on formulating an integrated process of organizing teaching activities, close to the engineering design process 1.1.2 Vietnamese studies on the teaching of General Physics to engineering students In Vietnam, the number of studies on teaching General Physics at universities in general and to engineering students in particular is still quite modest A number of doctoral dissertations have been dedicated to researching the teaching of General Physics: Pham Van Lam (1994), Improving the quality of General Physics practice in engineering universities by the self-study method with module guidance; Le Phuoc Luong (2002), Studying a model for predicting student learning outcomes through the correlation and regression of test scores, thereby proposing a process for teaching some topics of General Physics (A1); Nguyen Hoang Bao Thanh (2003), Research on the making and use of a combination of objective multiple- choice questions and constructed-response answers to improve test assessment and assessment of physics learning outcomes at the university level; Tran Duc Khoan (2016), Developing and using self-study materials with module guidance for the "electricity" part of General Physics to partly foster the self-study ability for engineering undergraduates; Tran Ngoc Dung (2020), Developing the ability to detect and solve problems for engineering students in the teaching of Thermology of General Physics The above-mentioned studies and a number of other studies on teaching General Physics published in scientific articles have shown the contents and competencies that need to be formed for students in studying the subject of General Physics and how to organize the teaching according to problem-solving teaching, project-based teaching, etc However, there has not been any research on the teaching of General Physics according to the CDIO approach 1.2 Studies on training engineering students with CDIO approach 1.2.1 Overseas studies on CDIO CDIO started as an initiative in engineering training in the form of a joint convention in cooperation of four universities, namely Chalmers University of Technology, Royal Institute of Technology, Linkoping University (Sweden) and Massachusetts Institute of Technology (USA), to find solutions to improve engineering education The result of applying the above initiative has formed a training model, called teaching by CDIO Approach The CDIO-based training model quickly spread to other universities, especially in the West, in the field of engineering Besides, the CDIO-based training philosophy has become a methodology to create and develop training programs for many universities in general inside and outside of the CDIO Association The theory of CDIObased training and CDIO methodology is summarized in the work of E Crawley, J Malmqvist, S Ostlund, D Brodeur, 2007, Rethinking Engineering Education: The CDIO Approach, Springer To date, more than 180 universities on all continents have become full members of the World CDIO Association, and thousands of research works have since been published on the application of the CDIO approach In our research, we have studied typical works such as Crawley et al (2009), Updating CDIO outline: updating and expanding leadership skills and entrepreneurship; Ingunn Saemundsdottir et al (2011) Learning to cope with disaster by doing at the University of Reykjavik; Crawley et al (2011), Updating CDIO Syllabus Level 2: Updating Engineering Education Objectives; Wen-li GUO et al (2019), How to successfully promote the reform of university-level engineering education by CDIO; etc 1.2.2 Vietnamese studies on CDIO In Vietnam, the policy of research on the CDIO application has been started since 2008 It was initiated by two major universities (Vietnam National University, Hanoi and Vietnam National University Ho Chi Minh City) And it is now more and more widely implemented The work of E Crawley et al as mentioned above were translated into Vietnamese by Ho Tan Nhut and Doan Thi Minh Trinh in 2009, and became a manual for universities to create and develop training programs under CDIO Present (2021), about 30 universities and nearly 400 training majors at all levels in Vietnam have implemented the training based on CDIO Approach Two national conferences on higher education by CDIO were held in Vietnam, with 38 reports at the 2012 conference and 38 scientific reports at the 2016 conference In addition, dozens of articles were published in domestic scientific journals which announced research on CDIO Approach in teaching at universities The content of the research revolved around three aspects: (1) interpreting the teaching theory by the CDIO Approach, (2) applying the teaching theory by the CDIO Approach to create training programs (program level), (3) applying CDIO Approach to the teaching of some subjects in the CDIO-based training program In the third aspect, the majority discussed the teaching of subjects of specialized knowledge and engineering introduction The research dissertations on the CDIO approach has the following works: Nguyen Kieu Oanh (2013), Managing pedagogical refresher activities for university lecturers according to the CDIO approach; Do The Hung (2015), CDIO-based teaching in training engineering teachers at the university level (research on the CDIO approach at the training program level); Tran Van Hoan (2016), CDIO approach in teaching probabilistic statistics for economics students at Lac Hong University towards meeting outcome standards (research on the CDIO approach at the level of general subjects in the training program with CDIO approach) Up to now (2021) there are no published research results on teaching by CDIO approach subjects in a training program without CDIO approach In the traditional training program (without CDIO approach), how can the CDIO methodology be applied to the subjects to promote the advantages of teaching subjects by CDIO approach? It is an open question which the dissertation topic is going to answer 1.3 Research questions of the dissertation topic General question: How can the CDIO methodology be applied at the subject level of general education knowledge to traditional university training programs (not yet following CDIO) in engineering? Specific questions: For university training programs in engineering that have not yet applied CDIO According to the CDIO approach, what is the process for teaching General Physics (in particular), and subjects of general education knowledge (in general)? According to the CDIO approach, what teaching model is suitable for teaching General Physics (in particular) and the subjects of general education knowledge (in general)? What will be the specific results of applying such process and model to design and organize the teaching of some knowledge of General Physics (the Electricity part)? CHAPTER THEORETICAL BASES FOR AND TEACHING PRACTICE OF GENERAL PHYSICS FOR ENGINEERING STUDENTS WITH CDIO APPROACH 2.1 University training according to CDIO approach 2.1.1 Basic concepts of CDIO Teaching by CDIO approach has the following basic concepts: CDIO initiative, CDIO outline, CDIO standards, CDIO-based training CDIO initiative (CDIO methodology) is an overall solution for training quality improvement to meet social needs on the basis of determining outcome standards to design training programs and methods according to a scientific process, ensuring the output products have CDIO capacities CDIO outline is a detailed description of the outcome standards of the training program, developed by the training institution in consultation with employers; used as a basis for developing, implementing and evaluating the training program A CDIO outline has levels Level includes core competencies; level concretizes core competencies into 19 specific competencies; level separates 19 specific competencies into 97 criteria; and level quantifies 97 criteria according to the level to be achieved based on Bloom's taxonomy CDIO standards are a set of principles to provide guidance on the design and development of training programs, and also a tool for evaluating training programs, including 12 standards in groups: (1) training philosophy, (2) program development, (3) methods, means and conditions for training, (4) lecturers, (5) accreditation It is clear that the CDIO-based training program is built, implemented and evaluated according to clearly detailed and quantified criteria and standards, which ensures scientificity and limits the subjectivity and sentimentality in the evaluation of educational and training products found in traditional training programs Teaching by CDIO Approach is a term used to denote the application of CDIO training in certain factors For example, this dissertation topic only applies CDIO at the subject level, that is, applying the standards of methods and means of learning space conditions; other factors are still implemented according to the traditional training program 2.1.2 Developing training programs according to CDIO Program development is the process of designing, adjusting and modifying the training program based on its regular and continuous evaluation There are three approaches in developing a training program, namely content approach, target approach, development approach Developing a training program according to CDIO belongs to the third approach According to Doan Thi Minh Trinh (2012), from the development practice according to the CDIO approach in Vietnam, in order to reform the current CDIO standards, it is necessary to carry out a 6-step process as described in Figure 2.4 below Surveying related parties Training objectives and training program modifications Expected outcome standards Assessing training program Assessing student capacities Allocating orderofofskill skilleducation education to training program structure; designing subject education Designing training program structure and order Comparing current training programs Integrated training programs Current conditions Detection and changes Figure 2.4 Flow chart of training program design according to CDIO Similar to the traditional training program, the CDIO-based program also consists of components: (1) Objectives, (2) Outcome standards, (3) Design ideas, (4) Program Structure, (5) Subject Matrix, (6) Subject syllabuses However, there are three distinct differences in the CDIO- based training program: (1) The objectives of the program must be consulted with employers, (2) The outcome standards of the training program must reach levels, (3) The subject outcome standards must be referenced with the outcome standards of the training program 2.1.3 Subject outline according to CDIO The CDIO-based subject outline is also composed of the same elements as the traditional one The difference of the CDIO-based outline is the close connection between outcome standards of subjects and those of the training program at all levels, see Table 2.1 for details Table 2.1 Differences in CDIO-based subject outline Subject Not based on CDIO Based on CDIO outline Including (1) technical knowledge and Including (1) knowledge, reasoning, (2) personal and professional (2) skills, (3) autonomy Target skills and attributes, (3) communication and and responsibility cooperation skills, (4) CDIO skills Details are categorized into levels and have close contact with outcome standards of the Outcome The level of detail depends training program (Level is detailed up to standards on each training institution the level to be achieved by learners according to Bloom's taxonomy) Content of subject Each content of subject syllabus is associated Content syllabus with outcome standards of the subjects Modes of Usually by defining Defined by CDIO Standards and 8: implementati methods of teaching proactive learning through integrated learning on subject content experiences The CDIO Initiative is a method of developing tertiary education programs so that output products can better meet the high requirements of the ever-changing labor market, with two core concepts, namely CDIO Outline and CDIO Standard For traditional university programs (not yet following CDIO), the CDIO approach can be applied at the subject level to exploit the advantages of CDIO-based programs General Physics is a subject of general education knowledge in university programs for most engineering disciplines It is selected to apply the subject-level CDIO To achieve the outcome standards of this subject according to CDIO, it is necessary to arrange the contents of engineering applications of Physics into learning projects and organize the teaching according to the 4phase flipped classroom model (Figure 2.7) To so, we recommend that lecturers carry out a 6-step process (Figure 2.8) Chapter of the dissertation will realize this process to prove the above conclusion CHAPTER TEACHING SOME GENERAL PHYSICS CONTENT WITH CDIO APPROACH IN UNIVERSITY TRAINING PROGRAMS IN ENGINEERING 3.1 General Physics syllabus and opportunities to approach professional skills development in studying the Electricity part of General Physics in university training programs in engineering In the tertiary education programs and depending on the group of majors, General Physics has different positions According to the survey results and depending on the program of each university and each discipline, General Physics has different structures, but it includes the following parts: Mechanics, Thermology, Electricity, Optics and Modern Physics Within the framework of the dissertation topic, we choose to teach the Electricity part of General Physics according to the CDIO approach Electrical knowledge is the physical basis of most engineering equipment - the working object of engineers in practical professional activities Therefore, when studying Electricity, students have the opportunity to approach professional practice if the lecturers know how to exploit knowledge in engineering applications and associate knowledge with engineering reality Table 2.1 lists a number of opportunities to approach professional capacity development in studying Electricity Table 3.1 Opportunities to approach professional skill development in studying Electricity Contents of Electricity Relevant engineering equipment - opportunities to access Part professional capacity development Electrostatics - Photocopiers, printers - Electrostatic vacuum cleaners - Electrostatic spray guns - Microwave ovens Conductors – - Electrostatic screens in conducting wires of television cables or Dielectrics electrical measuring instruments - Application of spearhead effects in electrical and electronic equipment in industrial workshops - Ultrasonic waves and their applications Static magnetic field - Mine detectors - Maglev trains - Induction cookers Electromagnetic - Train brakes induction - Coin vending machines Electromagnetic field - Identification devices - Wireless devices - Microwave ovens - See-through technology - Night-vision goggles 3.2 Developing outcome standards for the Electricity part of General Physics for engineering undergraduates with CDIO approach For the main contents of Electricity, see Table 2.2 Table 2.2 Contents of Electricity part Part Electrostatic field Part Static magnetic field + Electric charge and the law of conservation + The concept of magnetic fields and of charge; characteristic quantities; + Coulomb's law; + Magnetic induction of electric currents; + Electric field; + Magnetic induction line - Magnetic flux; + Electric field line of force - Electric flux; + Important theorems about magnetic fields + Gauss's theorem; + Magnetic force acting on electric currents; + Work - Potential - Potential difference; + Moving charge in a magnetic field; + Relationship between electric field + Work of magnetic force strength and potential; Part Electromagnetic induction + Electric dipole + Faraday's experiment on electromagnetic Part Conductors induction; + Electrostatically balanced conductors; + The laws of electromagnetic induction; + Electromagnetic phenomenon; + Self-inductance; + Capacitance of isolated conductors; + Mutual induction; + Capacitors, capacitance of capacitors; + Magnetic energy + Electric field energy Part Electromagnetic field + Maxwell's theory of electromagnetic fields; Part Dielectrics + Free electromagnetic waves; + Dielectric polarization; + Electric field in dielectrics; + Special dielectrics From the contents of knowledge and the position of the Electricity part, based on the CDIO Outline, with reference to the framework program of the Ministry of Education and Training, and in comparison with the outcome standards of engineering training programs, we set outcome standards for Electricity part according to the level CDIO approach Accordingly, in addition to outcome standards for traditional knowledge, we define 20 skill outcome standards according to CDIO in the teaching of the Electrical part Table 3.4 Skill outcome standards in the Electricity part of General Physics according to the level CDIO approach Course Learning Outcomes (CLO) (According to the Ministry of Education and Training) (1.1) (3.1) (2.1) (3.3) Course Learning Outcomes (CLO) (According to CDIO) CLO1 CLO2 CLO2.1 CLO2.1.1 CLO2.1.2 CLO2.2 CLO2.2.1 CLO2.2.2 CLO2.2.3 DESCRIPTION (After completing this subject, learners can) Competency level Specialized knowledge and engineering reasoning (similar to outcome standards in terms of current program knowledge) Skills, personal and professional attitudes Self-study Developing a self-study plan Implementing a self-study plan Analytical reasoning and problem solving Identifying and raising the problem Making an estimate and doing qualitative analysis Offering a solution (propose a problem-solving strategy) (3.1) (3.1) (3.1) (1.3) (2.5) CLO2.2.4 CLO2.3 CLO2.3.1 CLO2.3.2 CLO2.4 CLO2.4.1 CLO2.4.2 CLO3 CLO3.1 CLO3.1.1 CLO3.1.2 CLO3.1.3 CLO3.2 CLO3.2.1 CLO3.2.2 CLO4 (2.1) (2.3) (2.1) CLO4.1 CLO4.1.1 CLO4.1.2 CLO4.2 CLO4.2.1 CLO4.3 CLO4.3.1 CLO4.3.2 Implementing the solution and reaching a conclusion Research and knowledge discovery Stating the hypothesis to be tested Surveying through documents Attitudes, thoughts and learning Time management Learning attitude Social skills and attitudes Teamwork Tasks and Teamwork procedure Planning and finding solutions to problems Team collaboration Presentation and communication Preparing presentations with assistive communication tools Using communicative language CDIO knowledge and skills in social and business contexts Understanding and setting objectives Describing knowledge objectives Setting knowledge objectives Applying knowledge Applying knowledge to problem-solving Implementation Implementing the proposed projects Explaining engineering impacts on the projects through engineering applications of the learned knowledge 2 2 2 2 2 2 2 3.3 Building a website to support the teaching of the Electricity part of General Physics 3.3.1 Objectives and intended users * Objectives: To make the website into a means of learning the Electricity part according to the flipped classroom model * Intended users + Students: to self study new knowledge (with self-study cards) before going to class, and for practice, application, self-assessment and tests + Lecturers: to provide guidance on, support and evaluate students' self-study activities; and collect information as a basis for designing content and methods for in-person lessons 3.3.2 Website structure and content Based on the intended use and the requirements of a website to support CDIO-based teaching, we choose to design the website at: https://www.vatlydaicươngcdio.edu.vn/ To use the full features of the website, users need to be provided with an account and password Lectures and students participating in teaching and learning experimental classes will be provided with separate accounts and passwords for each individual Account and password for reference - account: vatlydaicuongcdio, password: tkdn1234 The website structure consists of sites: (1) Introduction, (2) Study records, (3) Study materials, (4) Review, (5) Self-assessment, (6) Test, (7) Forum, (8) External Links and (9) Login 3.4 Developing a lesson plan for the Electricity part Researching the outlines of 10 universities surveyed in the current situation study, the number of periods for the Electricity part of General Physics in each university is different To make a general plan for experimental teaching, we choose the length of time that many universities can the most, and especially for the universities where we plan to implement pedagogical experiments (Ho Chi Minh City University of Food Industry and Tran Dai Nghia University) The number of periods allocated for the Electricity part (including the introduction to General Physics 2) is 22 while the number of period for the Optics part is 8, specifically The details are as follows: electrostatic field (8 periods), conductors (2 periods), dielectrics (2 periods), magnetic field (4 periods), electromagnetic induction (2 periods), and electromagnetic field (4 periods) By applying step of the CDIO-based teaching process of General Physics proposed in section 2.6.2 into the teaching of the chapters "Electrostatic field" and "Static magnetic field", we quote the introduction of the lesson plan for chapter Detailed lesson plan for chapter Electrostatic field Stage Accepting learning tasks, and conditions for task performance and project implementation Activity 1: introduction Required Lecturer Students outcomes + Save files: - Introduce subject objectives and - Complete the - Detailed outline outcome standards class schedule - Website address, username - Students know - Provide guidance on study and password according to the flipped classroom how to use the + Understand how to organize website model and methods for learning the classrooms according to the www.Vatlydaicu subject flipped classroom model, test ongcdio.edu.vn - Introduce project-based learning - Provide website address, username, and assessment forms, and for self-study password, and demonstration for subject learning methods - Students + Understand the project-based clearly students - Divide students into groups of to learning method and get understand the - Get students to move so that groups excited to participate methods, means, can sit next to each other and discuss + Try logging in to the website and schedule of + Create and organize groups easily as necessary self-study for + Plan individual study and subjects each group activities week Activity 2: Fascinating experience The lecturer shows students a video of the equipment in operation (photocopier, printer, electrostatic spray gun, etc.), then raise the question: Equipment such as photocopiers, printers, electrostatic spray guns, electrostatic vacuum cleaners, etc have common features in terms of structure, but each device has its own unique characteristics They bring many conveniences to life and technology but also have certain effects on humans How can these devices be used safely and effectively? To answer the above questions, we will learning project number 1: “Static electricity in devices around us” with subprojects Printers, Photocopiers, Vacuum cleaners, Electrostatic spray guns (Students can suggest another project on another machine that works on the principle of electrostatics) Required Lecturer Students outcomes - Organize discussion to propose more projects - Listen, organize groups, - Set of - Provide guidance on the project hold group discussions, guiding implementation: draw lots to select questions + Product 1: PowerPoint presentation with the projects or propose new main content which is answers to a set of projects, and plan the Completion guiding questions time implementation + Product 2: clips of equipment structure, - The secretary makes the - Criteria for operation, group activities, interviews with project book and records evaluating employees who use and repair equipment the information provided products + Provide evaluation criteria for products by the lecturer + Provide support and answer questions - Groups work, make + Collect data and evidence for the CLO3.1 plans, and give assessment assignments Activity 3: implementing individual and group learning tasks outside the classroom Lecturer Students Required outcomes Lecturer moves to another point: In order to have the - Record tasks and background knowledge of project implementation, develop an CLO1.1.1 students must first study on the website, complete test individual study CLO1.1.2 number and study sheet number plan CLO1.1.3 - Collect data and evidence - Raise questions CLO1.1.4 - Allow individuals and groups to raise questions about and difficulties the lesson and home learning tasks Stage Individual/ group self-study (self-study on the website) and project implementation (outside of the classroom) Students: + Individually (2 periods)/week: self-study on the website, exercises by themselves, discuss the corresponding content on the website, complete study sheet, test on the website each week, and raise questions + Groups (2 hours)/week: perform the project implementation tasks as planned Lecturer: Collect data and evidence for the evaluation of outcome standards CLO2.1.2., CLO2.4, CLO3.1; Summarize students' questions and mistakes from study sheets, test questions, from exchanges on the website, the content that needs to be expanded,etc to draft the necessary content and methods for stage (in-class discussion) Stage Discussing, deepening, validating and systematizing new knowledge/skills (face-to-face learning, week 2, 3) Lecturer Students - Organize discussion of drafted contents - Discuss, deepen, validate - Summarize the chapter with a mindmap and systematize knowledge - Collect data an evidence for assessments CLO2.2, - Do practical exercises CLO2.3, CLO3.1 Stage Demonstrating results and applying them in practice (face-to-face learning) and conducting acceptance of project products (week - periods) Activity 1: The lecturer introduces the program of the project's acceptance test session - The groups present in turn product and product of the subprojects; - Other groups listen, ask questions and give counterarguments; - The presenting group answers the questions; - The lecturer validates and systematizes knowledge; - Students perform self-assessment and peer assessment Activity 2: Reporting on products of sub-projects - The groups present in turn product and product of the subprojects; - Other groups listen, ask questions and give counterarguments; and record assessments; - The presenting group answers the questions; Maximum 15 minutes per group Activity 3: Validating and systematizing knowledge - The lecturer validates and systematizes project-related knowledge; - Students record the knowledge Activity 4: Evaluating and summarizing the project Lecturer Students Required outcomes - Hand out evaluation sheets and - Receive - Students are more aware of instruct students how to evaluate for assessments their own learning process different types of sheets - Do group - Students voluntarily adjust - Organize group discussions on the discussion on their passive learning to evaluation plan and get agreement on evaluation discover and learn about the evaluation level criteria knowledge - Assign the groups' secretaries to - The secretaries - Students practice assessment summarize the evaluation sheets, and collect the and self-assessment abilities announce the results evaluation sheets, - Students state the advantages - Organize for students to give statistics, and and disadvantages in learning to suggestions and proposals on the summarize the draw on experience project data - Learn from experience for next - State opinions - Give comments projects - Collect data and evidence for the - Receive - Create a comfortable learning lecturer's assessments of CLO3.2, CLO4.1, atmosphere CLO4.2, CLO4.3 comments Activity 5: Implementing a new cycle 3.5 Designing assessment tools, self-assessing learning results of some contents of the Electricity part of General Physics in engineering majors according to CDIO approach The assessment tools are designed in accordance with the identified subject outcome standards To assess the knowledge-related outcome standards (CLO1), we use the form of regular assessment and periodical assessment through the method of constructed-response and objective multiple-choice tests with tools as Study sheets and weekly website-based multiple choice quizzes, midterms and final exams To evaluate 20 skill-related outcome standards (CLO2, and 4), we build a toolkit of rubrics The assessment plan for the subject outcome standards is developed in detail and spread evenly in all stages of the flipped classroom model, specifically: Evaluation Evaluation Evaluation Evaluation Evaluation Stage purpose content method Tool form Inspired Group plans experience and CLO2.1.1, and Observation, Regular project Rubric 1, CLO3.1 individual Q&A assessment preparation plans (face-to-face learning) Observation, Exploring and Rubric 1, 3, constructedacquiring new and test Regular CLO2.1.2, response tests and knowledge, and Self-study questions, assessment CLO2.4, objective implementing results study sheets and selfCLO3.1 multiple-choice projects (outside of on the assessment tests on the the classroom) website website Creating CLO2.2, Project Observation, Regular meaning and CLO2.3, Rubric evaluation Q&A assessment implementing CLO3.1 projects CLO3.2, Observation, Product Demonstration Rubric 6, 7, reviews and CLO4.1, Project Q&A based on and application CLO4.2, products the criteria on and peer CLO4.3 rubrics reviews Constructedresponse tests and Answers to Mid-term and Periodic CLO1 Tests test objective final assessment assessment questions multiple-choice tests Conclusion of Chapter3 In chapter 3, we apply the theoretical and practical bases in chapter to the following: clearly defining the position and role of General Physics in the engineering training program; rebuilding the outcome standards of the Electricity part according to The CDIO approach up to level 3; building a complete system of learning materials for the Electricity part to use the flipped classroom model at the website https://www.vatlydaicươngcdio.edu.vn/; developing projects and specific teaching plans for some contents of the Electricity part as proposed; and building the evaluation toolkit which is Rubric The research results in this chapter will be pedagogically experimented to evaluate the feasibility of teaching processes and the effectiveness of General Physics teaching in meeting CDIO outcome standards with proposed solutions CHAPTER PEDAGOGICAL EXPERIMENTATION 4.1 Purposes and missions of pedagogical experimentation The purposes of pedagogical experiments are to test the proposed scientific hypothesis: If some General Physics contents have been designed into learning projects and teaching organized according to the flipped classroom model, they will ensure the standards of teaching methods and learning conditions according to CDIO, thereby contributing to meeting the outcome standards of the university engineering training program right in the general education stage During pedagogical experimentation, we perform the following tasks: Organize the teaching of some Electricity contents in the experimental class according to the flipped classroom model through project-based teaching with the proposed set of projects; Assess the effectiveness of the compiled teaching processes; Use the built-in assessment toolkit to assess students' satisfaction of subject outcome standards 4.2 Subjects and time of pedagogical experimentation - Subjects of pedagogical experimentation are students at Tran Dai Nghia University in the 2nd semester of the two academic years 2018-2019 and 2019-2020 - Analyzing the test scores at the end of the Thermomechanical part to select the equivalence between the experimental group and the control group Table 4.1 Assignment of lecturers to take charge of classes Pedagogical Experimental class Control class experimentation Class 18DQS08151/22 18DQS08021/20 name/Number 18DQS08141/20 18DQS08111/20 of students Round Lecturer(s) in Tran Ngoc Dung Cao Thi Thanh Tra charge August 15, 2019 to December August 15, 2019 to Time 30, 2019 December 30, 2019 Class 19DQS09021/20 19DQS09151/24 name/Number 19DQS0922/24 19DQS09141/24 of students Lecturer(s) in Cao Thi Thanh Tra Tran Ngoc Dung Round charge Time August 10, 2020 to November 25, 2020 August 10, 2020 to November 25, 2020 4.3 Method of pedagogical experimentation During pedagogical experimentation, we organize the teaching of the Electricity part of General Physics as follows: - In the control class: teaching with current content, methods, organizational forms, and teaching aids - In the experimental class: teaching under the flipped classroom model with the support of the website at: https://www.vatlydaicươngcdio.edu.vn - After pedagogical experimentation, we organize for both experimental and control class students to a test to evaluate their achievement of CLO1s For the experimental class, we evaluate the achievement of CLO2.1 and CLO2.4 based on study sheets and weekly multiple-choice tests on the website; CLO2.2 and CLO2.3 based on the organization of discussions and the solving of in-class exercises; CLO3s and CLO4s based on projects during the planned experiment - For each period of pedagogical experimentation, we monitor, observe, record, and comment fully on how the lecturer organizes activities during the cognitive activities of the students At the end of each period, we organize, exchange, and learn from experience in time for the next periods - Disseminating test organization forms, assessment criteria and scorecards, explaining to students specific criteria and descriptions in rubrics built before pedagogical experimentation 4.4 The results of the pedagogical experimentation *Regarding the results of assessment test on the CLO1 knowledge-related outcome standards (according to) Table 4.35 Score frequency distribution of experimental and control classes Test score Avg % of good Qty of score Class and very students 10 good score � � ̅ Experimental 48 0 11 10 58.33 6.96 Control 44 0 13 10 34.09 6.02 Table 4.36 Score accumulation frequency distribution of experimental and control classes Class 10 Experi 48 0 0 2.08 16.67 22.91 20.83 18.75 12.5 6.25 mental Control 42 0 0 9.09 29.54 22.72 13.63 11.36 9.09 100 From the obtained results, we plot the score distribution of the classes and the accumulation frequency as follows: Graph of score distribution of experimental (EXP) and control (CTRL) classes 15 10 SCORE:00 ĐIỂM ĐIỂM 11 2 ĐIỂM ĐIỂM33 4 ĐIỂM 5 ĐIỂM TNEXP 6 ĐIỂM 7 ĐIỂM 8 ĐIỂM ĐIỂM9 10 10 ĐIỂM CTRL ĐC Graph 4.1 Score distribution graph of control and experimental classes Table 4.37 Score accumulation frequency distribution of experimental and control classes Score Class 10 Student Experimental 48 0 0 2.08 18.75 41.66 62.49 81.24 93.74 100 Control 42 0 0 9.09 38.63 61.35 74.98 86.34 95.43 100 X Graph 4.2 Graph of accumulation frequency distribution of control and experimental classes We continue to calculate the descriptive statistics and get the following results: Table 4.38 Characteristic statistical value Control Experimental (experimental) (control) Mean 6.02 6.96 Standard Error 0.26 0.24 Median Mode Standard Deviation 1.59 1.55 Average 6.02 6.96 Confidence Level (95.0%) 0.53 0.49 Based on the above calculation parameters, especially from the table of statistical parameters, the graphs of frequency distribution and accumulation distribution can help draw the following preliminary conclusions: + The average test score of the students in the experimental class (6.96) is higher than that of the students in the control class (6.09) + The standard deviation has a small corresponding value, so the obtained data are less scattered and the mean has a high confidence level This shows that the dispersion in the experimental group is reduced compared to the control group + Graph 4.2 illustrates that the accumulation line corresponding to the experimental class is located to the right and below the accumulation line of the control class Thus, the learning results of the experimental class are higher than those of the control class *Regarding the results of the assessment tests for CLO2, CLO3, CLO4 skill-related outcome standards (improved according to CDIO) Out of a total of 48 students participating in experimental classes, in round 2, we randomly select students of the experimental classes with different learning levels to monitor and evaluate the case The assessment results of skill-related outcome standards according to CDIO (CLO2, CLO3, CLO4) of selected sample cases through two sets of projects are as follows: Value PROJECT SET No Student A B C D E F G H CLO 2.1 CLO 2.2 CLO 2.3 CLO 2.4 CLO 3.1 CLO 3.2 CLO 4.1 CLO CLO 4.3 4.2 CL CL CL CL CL CL CL CLO CLOCLOCLOCLOCLOCLOCLO CLOCLO CLO CLO O O O O O O O 2.2.1 2.3.12.3.22.4.12.4.23.1.13.1.2 3.1.3 3.2.24.1.1 4.2.1 4.3.1 2.1.12.1.2 2.2.22.2.32.2.4 3.2.1 4.1.2 0.75 0.75 0.5 0.5 0.5 0.75 0.5 0.75 0.75 0.75 0.75 0.75 0.5 0.75 0.75 0.75 0.75 0.75 0.5 0.5 0.5 0.5 0.5 0.5 0.75 0.5 0.5 0.5 0.5 0.5 0.5 0.75 0.5 0.75 0.75 0.75 0.5 0.75 0.75 0.75 0.75 0.75 1 0.75 0.75 0.75 0.75 0.75 1 0.25 0.5 0.5 0.5 0.5 0.5 0.5 0.5 0.25 0.5 0.75 0.5 0.5 0.75 0.5 0.75 0.5 0.5 0.5 0.75 0.75 0.75 0.5 0.75 0.75 0.5 0.75 0.75 0.5 0.75 0.75 0.750.75 0.75 0.5 0.75 0.5 0.5 0.5 0.5 0.5 0.5 0.25 0.5 0.5 0.5 0.75 0.5 0.5 0.75 0.75 0.5 0.75 0.75 0.5 0.75 0.75 0.5 0.75 0.75 0.75 0.75 0.75 0.75 1 0.75 1 1 0.5 0.5 0.5 0.5 0.75 0.5 0.5 0.5 0.5 0.5 0.5 0.5 0.250.75 0.75 0.75 0.5 0.75 0.75 Total CLO 4.3.2 0.75 0.75 5.75 0.75 8.75 0.5 5.25 0.75 7.5 0.25 5.5 0.75 8.5 0.5 5.75 PROJECT SET CLO CLO 2.3 CLO CLO 3.1 CLO CLO CLO 4.2 Studen 2.4 3.2 4.1 4.3 Total t CLOCLOCLOCLOCLO CLOCLOCLOCLOCLOCLOCLOCLOCLOCLOCLOCLO CLO CLOCLO 2.1.1 2.1.2 2.2.1 2.2.2 2.2.3 2.2.4 2.3.1 2.3.2 2.4.1 2.4.2 3.1.1 3.1.2 3.1.3 3.2.1 3.2.2 4.1.1 4.1.2 4.2.1 4.3.1 4.3.2 A 0.75 0.75 0.75 0.5 0.75 0.75 0.75 0.75 0.75 0.75 0.75 0.75 0.75 0.75 0.75 0.75 0.75 7.75 B 0.75 0.5 0.75 0.5 0.5 0.5 0.5 0.5 0.75 0.75 0.5 0.5 0.5 0.75 0.75 0.75 0.75 0.75 0.75 0.75 6.5 C 0.75 0.75 0.75 0.75 0.75 0.75 1 0.75 1 0.75 0.75 1 0.75 8.75 D 0.75 0.5 0.75 0.5 0.75 0.5 0.75 0.75 0.75 0.5 0.75 0.75 0.5 0.75 0.75 0.5 0.5 0.5 0.5 0.5 6.25 E 1 0.75 0.75 0.75 0.75 0.75 0.75 0.75 0.75 0.75 0.75 0.75 0.75 0.75 0.75 0.75 8.25 F 0.75 0.75 0.75 0.5 0.5 0.75 0.75 0.5 0.5 0.75 0.5 0.5 0.75 0.5 0.75 0.75 0.5 0.5 0.5 6.5 G 1 0.75 0.75 0.75 1 1 0.75 0.75 1 1 9.5 H 0.75 0.75 0.5 0.75 0.75 0.75 0.5 0.75 0.75 0.5 0.5 0.75 0.75 0.75 0.75 0.75 0.75 0.75 7.25 CLO 2.1 No CLO 2.2 In comparing the implementation scores of project with those of project 1, students have made progress In particular, some students have a knowledge assessment score at a Good level, but have skill scores at an excellent level Conclusion of Chapter The results of pedagogical experimentation show the following: teaching according to the flipped classroom model helps students develop skills of self-study (CLO2.1), selfresearch and knowledge discovery (CLO2.3), have an appropriate attitude and mindset of learning (CLO2.4); With project-based teaching, students develop skills in understanding and setting goals (CLO4.1), applying and implementing knowledge (CLO4.2, CLO4.3), reasoning and problem analysis (CLO2.2); Also through project-based teaching, students develop skills in teamwork (CLO3.1), presentation and communication (CLO3.2), which means contributing to meeting the outcome standards of the training program in engineering according to the CDIO approach The results of the development of these skill-related outcome standards are assessed qualitatively and quantitatively through tests and rubrics CONCLUSIONS AND RECOMMENDATIONS Conclusions 1/ It is possible to innovate the teaching methods for General Physics (in particular) and subjects of general education knowledge (in general) in the university engineering training program based on the CDIO approach even if the training is unconverted according to CDIO; This approach is called teaching subjects by the CDIO approach, or training innovation according to the subject-level CDIO 2/ To achieve CDIO standards in terms of methods, means, and learning environment, the following 4-phase flipped classroom model is a viable and effective choice: Phase (In-person learning) Fascinating experience and task assignment; Phase (Individual learning on the website) New knowledge discovery and acquisition; Phase (Teamwork outside of the classroom) Creating meaning: designing, producing products (models, physical products, videos, PowerPoint files, etc.); Phase (In-person learning) Demonstration: product reports, reviews, selfassessments 3/ Within the 10 universities surveyed, the teaching of General Physics in university engineering training programs has not yet met CDIO standards in terms of methods, means and learning conditions 4/ To organize the teaching of General Physics in the university engineering training program according to the CDIO approach, the lecturer needs to perform the following 6-step process: (1) Develop detailed subject outcome standards up to level 3; (2) Develop a detailed subject outline, which is a detailed description of the following elements: subject objectives; subject outcome standards; subject content; how to teach the subject; detailed schedule of teaching time and content; means and learning materials; learners' preparation; plans, methods and tools to assess the level of achievement of the outcome standards corresponding to each content; (3) Build a system of learning materials suitable for the flipped classroom model (it is possible to digitize traditional learning materials; build and operate a website to support learning); (4) Design learning projects; (5) Organize the teaching; (6) Evaluate learning results in comparison with outcome standards Learn from experience and make adjustments 5/ A website is a good support tool for teaching according to the CDIO approach with flipped classroom model 6/ Assessments in teaching in the direction of capacity development in general and in teaching by CDIO approach in particular need to use a variety of assessment forms, methods and tools In addition to the current forms of regular assessment and periodical assessment, it is necessary to use additional forms such as criterion-based assessment, standard-based assessment and peer assessment In order to so, besides using traditional assessment tools such as written tests (constructed-response questions) and objective multiple-choice tests, it is necessary to add an assessment tool with a clear description, a detailed system of standards, criteria, and levels that learners must achieve in order to receive a corresponding score, or assessment on performing a specific task (rubric) Recommendation The research results of this dissertation can be applied to the teaching of other subjects in the university training program (where the CDIO approach has not yet been applied at the training program level) to exploit the advantages of the training program under CDIO LIST OF PUBLISHED SCIENTIFIC WORKS Pham Thi Phu, Ta Thi Kim Tuyen (2020), The Potential of Integrating Educating Learners on Soft Skills in University Physics Base on Teaching Project, American Research Journal of Humanities & Social Science, Vol 3, pp 68-70 Pham Thi Phu, Ta Thi Kim Tuyen (2020), Building a Website to Support the Teaching of the Electricity Component of General Physics by the CDIO Approach, Scientific Journal of Vinh University, Volume 49 - Issue 4B/2020, pp 58-66 Pham Thi Phu, Ta Thi Kim Tuyen (2021), Developing the Teaching Process of General Physics in University Engineering Training according to the CDIO Approach by the Flipped Classroom Model, Vietnam Journal of Educational Sciences, Special Issue of January 2021 Ta Thi Kim Tuyen (2021), Evaluate the Learning Result of Fundamental Physics under the CDIO Approach, American Research Journal of Humanities & Social Science, Vol 4, pp 01-07 Ta Thi Kim Tuyen (2021), The Current Situation of Teaching Fundamental Physics Following CDIO Approach, International Journal of Advanced Research, Vol 9, pp 773- 778 ... experimentation Research methods - Theoretical research methods + Researching theoretical documents related to the topic Analyzing, synthesizing, and systematizing the theoretical basis of CDIO in... and the requirements of a website to support CDIO-based teaching, we choose to design the website at: https://www.vatlydaicươngcdio.edu.vn/ To use the full features of the website, users need to... Magnetic flux; + Electric field line of force - Electric flux; + Important theorems about magnetic fields + Gauss's theorem; + Magnetic force acting on electric currents; + Work - Potential -