Tổ chức dạy học trên cơ sở vấn đề phần Vật lí hạt nhân nhằm bồi dưỡng năng lực giải quyết vấn đề gắn với chuyên ngành của sinh viên.Tổ chức dạy học trên cơ sở vấn đề phần Vật lí hạt nhân nhằm bồi dưỡng năng lực giải quyết vấn đề gắn với chuyên ngành của sinh viên.Tổ chức dạy học trên cơ sở vấn đề phần Vật lí hạt nhân nhằm bồi dưỡng năng lực giải quyết vấn đề gắn với chuyên ngành của sinh viên.Tổ chức dạy học trên cơ sở vấn đề phần Vật lí hạt nhân nhằm bồi dưỡng năng lực giải quyết vấn đề gắn với chuyên ngành của sinh viên.Tổ chức dạy học trên cơ sở vấn đề phần Vật lí hạt nhân nhằm bồi dưỡng năng lực giải quyết vấn đề gắn với chuyên ngành của sinh viên.Tổ chức dạy học trên cơ sở vấn đề phần Vật lí hạt nhân nhằm bồi dưỡng năng lực giải quyết vấn đề gắn với chuyên ngành của sinh viên.Tổ chức dạy học trên cơ sở vấn đề phần Vật lí hạt nhân nhằm bồi dưỡng năng lực giải quyết vấn đề gắn với chuyên ngành của sinh viên.Tổ chức dạy học trên cơ sở vấn đề phần Vật lí hạt nhân nhằm bồi dưỡng năng lực giải quyết vấn đề gắn với chuyên ngành của sinh viên.Tổ chức dạy học trên cơ sở vấn đề phần Vật lí hạt nhân nhằm bồi dưỡng năng lực giải quyết vấn đề gắn với chuyên ngành của sinh viên.Tổ chức dạy học trên cơ sở vấn đề phần Vật lí hạt nhân nhằm bồi dưỡng năng lực giải quyết vấn đề gắn với chuyên ngành của sinh viên.
MINISTRY OF EDUCATION AND TRAINING HA NOI NATIONAL UNIVERSITY OF EDUCATION NGUYEN THI THANH HUYEN ORGANIZATION OF PROBLEM-BASED LEARNING IN NUCLEAR PHYSICS TO FOSTER PROBLEM-SOLVING COMPETENCY FRAMEWORK ASSOCIATED WITH STUDENT'S MAJOR Major: Theory and Methodology of Teaching Physics Code: 9.14.01.11 SUMMARY OF THE DOCTORAL THESIS ABOUT EDUCATIONAL SCIENCE HA NOI – 2022 THE RESEARCH WAS FINISHED AT HA NOI NATIONAL UNIVERSITY OF EDUCATION Full name of scientific instructors Prof Dr Do Huong Tra Dr Tuong Duy Hai Reviewer 1: Prof Dr Pham Kim Chung University of Education – Vietnam National University, Hanoi Reviewer 2: Dr Cao Tien Khoa University of Educaion - Thai Nguyen University Reviewer 3: Prof Dr Ngo Ngoc Hoa Hanoi National University of Educaion The thesis will be defended in front of the Thesis Assessment Council at University level held at Ha Noi National University Of Education at …., date …, month …., 2022 The thesis can be found at the library at Hanoi National Library or Ha Noi National University Of Education LIST OF AUTHOR’S WORKS 10 Scientific articles: Nguyen Thi Thanh Huyen, Do Huong Tra (2018) Organization of problem-based learning for students not majoring in Physics, Journal of Science - University of Education - University of Danang, No 29A (03), pp 44-48 Nguyen Thi Thanh Huyen (2018) Developing creative thinking for engineering students in some contents of the Nuclear Physics section through problem-based learning Scientific research project at school level Contract number: 1447/HD-BVU dated 20/04/2018 Contract liquidation minutes No: 603/BBTLHD-BVU dated November 8, 2018 Nguyen Thi Thanh Huyen, Do Huong Tra, Tuong Duy Hai (2019) Problem-Solving Competency Foster for Students in Food Technology in some contents of Nuclear Physics in the General Physics Program, Proceedings of 1st International Conference on Innovation in Learning Instruction (ILITE 1), University of education publisher, pp 412-423 Nguyen Thi Thanh Huyen, Do Huong Tra, Tuong Duy Hai (2020) Organization of problem-based learning to foster problem-solving competency associated with majors: a new approach, Proceedings of 3rd International Conference on Teacher Education Renovation (ICTER 2020), Thai Nguyen university publishing house, pp 219-235 Nguyen Thi Thanh Huyen (2020) Fostering students' problem-solving competency through teaching General Physics Scientific research project at school level Contract number: 1133/HD-BVU dated 18/02/2019 Contract liquidation minutes No: 224/BBTLHD-BVU dated March 6, 2020 Nguyen Thi Thanh Huyen, Do Huong Tra, Tuong Duy Hai (2021) Proposing a problem-based learning process to foster problem-solving competency associated with major Proceedings of the 5th National Conference on Teaching Physics, pp 368-379 Nguyen Thi Thanh Huyen, Do Huong Tra, Tuong Duy Hai (2021) Propose a problembased learning organizational procedures to foster problem-solving competency associated with students' majors: an illustrative example for Nursing majors Proceedings of 2nd International Conference on Innovation in Learning Instruction (ILITE 2), pp 94-107 Nguyen Thi Thanh Huyen, Do Huong Tra, Tuong Duy Hai (2021) Determination of problem-solving competency framework associated with student's major (WCPE2021) Online http://wcpe2020.hnue.edu.vn/Conference/p/about-wcpe-2021-76 Nguyen Thi Thanh Huyen, Bui Duc Hien (2022) The process of building lectures in the style of teaching problem solving in some content of Nuclear Physics - Scientific Journal of Ba Ria - Vung Tau University, No 2, pages 1-7 Nguyen Thi Thanh Huyen (2022) The scientific process of building knowledge in the style of problem-solving teaching in some contents of nuclear physics OSR Journal of 11 12 Research & Method in Education (IOSR-JRME), Volume 12, Issue 4, Ser III, 48-52 DOI: 10.9790/7388-1204034852 Nguyen Thi Thanh Huyen, Do Huong Tra, Tuong Duy Hai (2022) Building a framework of problem-solving competency associated with students' majors Education Magazine, No 22, special issue 4, May 2022 Nguyen Thi Thanh Huyen (2022) Fostering problem-solving competency for students majoring in Nursing in teaching Physics - Biophysics Scientific research project at school level Contract number: 80/HD-BVU dated 05/11/2021 Contract liquidation minutes No: 181/BBQTHD-BVU dated August 30, 2022 INTRODUCTION Reasons for choosing the topic From the requirements of reforming higher education and training in Vietnam, universities have to respond and change very quickly, both in terms of objectives, training programs, methods, teaching means or forms testing and evaluation The aim is to give learners basic skills and knowledge as well as creative thinking, the ability to adapt to challenges and constantly changing job requirements to avoid the risk of being fired The actual survey showed that students are still weak in solving problems associated with their major, most of them are not properly aware of this ability They all have the desire to foster problem-solving skills associated with their major right from the first year of university To foster this competency, it is very necessary to have active teaching styles, suitable for students and it has the opportunity to foster this competency through specific activities One of the types of active teaching is problem-based learning The content of the Nuclear Physics at at universities is still heavily academic, not showing a relationship with major's knowledge Therefore, it is necessary to restructure the content of the Nuclear Physics in the form of topics related to each specific discipline to help students better understand the great applications of Nuclear Physics in the their major A research problem emerged: “How can lecturers foster effectively problemsolving competency associated with students' majors in the content of Nuclear Physics? How they rate these foster outcomes?” From the research question, leading to the determination of the research topic of the thesis is “Organization of problem-based learning in nuclear physics to foster problem-solving competency framework associated with student's major” Purpose of the research From the theoretical and practical basis of problem-solving competency associated with the major, problem-based learning, the process of organizing problem-based learning for lecturers is proposed and designed to be effective in the process of organizing activities problem-based learning in the section Nuclear Physics to foster problem-solving competency associated with the student's major Scientific hypothesis If identifying the problem-solving competency structure in association with the student's major, proposing a problem-based learning process for the lecturer, and a process of organizing learning activities for problem-based learning of Nuclear Physics then it can foster problem-solving competency associated with students' major Research object First year student of Nursing and Food Technology major of Ba Ria - Vung Tau University (BVU) Research subjects The fostering of problem-solving competency is associated with the student's major when teaching topics in the Nuclear Physics Research scope Research and organize problem-based learning activities in Nuclear Physics, focusing on fostering problem-solving skills associated with food technology and nursing major Research tasks - Overview of research studies on teaching with the fostering of problem-solving competency associated with students' majors and problem-based learning - Theoretical basis system of teaching with the fostering of problem-solving competency associated with students' majors, and problem-based learning - We surveyed the current state of awareness of problem-solving competency associated with students' majors, the status of the level of physical expression of problem-solving competency associated with students' majors, surveying the status of learning Physics, and the role of physics in a number of majors - Proposing the process of organizing problem-based learning for lecturers - Offering the process of organizing problem-based learning activities on problemsolving skills to foster problem-solving competency associated with students' majors - Design the process of organizing problem-based learning activities on Nuclear Physics to foster problem-solving competency associated with food technology and nursing majors - An experimental study to assess the feasibility of the designed processes and test the science hypothesis of the thesis topic Research methods The thesis topic combines the use of the following research methods: Theoretical research method, practical research method, expert method, pedagogical experimental method, mathematical statistical method New contributions of the topic Theoretical: - Proposing the structure of of problem-solving competence associated with the major - Proposing the process of organizing problem-based learning for lecturers Offering the process of organizing problem-based learning activities to foster problem-solving competency associated with students' majors In practice: - Investigate, analyze and evaluate the current state of awareness of problemsolving competence associated with major, assess the level of behavioral indicators of problem-solving competency associated with major, the current situation of learning Physics and the role of Nuclear Physics in the major - Design the process of organizing problem-based learning activities on Nuclear Physics to foster problem-solving competency associated with food technology and nursing majors 10 Structure of the thesis In addition to the introduction, conclusion, list of references, appendices, the thesis content includes 04 chapters : Chapter An overview of the research issues Chapter Theoretical and practical basis for problem-based learning with the foster problem-solving competency associated with major Chapter Design the process of organizing problem-based learning activities on Nuclear Physics to foster problem-solving competency associated with major Chapter Pedagogical experiment CHAPTER AN OVERVIEW OF THE RESEARCH ISSUES In this chapter, we learned about research works synthesized from many different sources, published in prestigious domestic and foreign scientific journals, related doctoral theses have been defended to research topics and a number of prestigious universities at home and abroad Topics included: 1.1 Research on teaching with the foster problem-solving competency associated with major The term of "competency" has been studied by many authors and used with many different words Each term is defined differently in different aspects, depending on the field, situation or context Although the way of expressing competency is different in terms of words, the authors have a common opinion: when it comes to competency, it means the ability to perform, to know how to do, not just know and understand In the studies, the authors emphasize that learners have to solve practical problems or situations without clear solutions, needing an effective mobilization of internal and external resources of learners to take action The problems in the research of the authors are quite diverse, expressed through the phrases "problems in teaching Physics", "technical problems", "practical problems in integrated teaching", objects of interest in teaching Research subjects is also different Depending on the author's understanding, structure of problem-solving competency is divided into different components, but its sequence remains unchanged according to the basic stages: Aise a problem, problem-solving, conclusion In this thesis, on the basis of the definition of problem-solving competency associated with major, along with the inheritance from previous studies on the structure of problem-solving competency, we propose a structure specifically for problem-solving competency associated with major, which some differences in behavioral indicators and quality criteria to suit students There are many different measures that have been proposed by many different researchers to foster problem-solving competency They all have in common that they emphasize learning activities in teaching Problem solving competency is only developed when learners are self-reliantly involved in the processes of problem identification, solution proposal, solution implementation, evaluation and solution adjustment in different tasks and situations practice of life These studies have followed different teaching methods with the ultimate aim of developing students' competencies through problem solving However, the research on teaching with the fostering of problem-solving competency associated with major has not yet found any detailed research 1.2 Research on problem-based learning Problem-based learning is also translated with other names, depending on the interpretation of each author In addition, the authors also use a series of terms such as: model, method, opinion, concept or style to wish that the term name they use can describe the nature of the point of view, methods and forms of teaching that they studied The thesis uniformly uses the term "problem-based learning" in the entire research of the topic The origins of problem-based learning are traced back in the medical schools at Case Western Reserve University and McMaster University in the 1960s and 1970s were aimed at developing students' problem-solving abilities in the field of diagnostics clinical diagnosis In the field of education, there are many studies on problem-based learning and some expected results have been achieved Although the above studies are all aimed at students, they have not yet deeply analyzed the problem-based learning and have not been specific about the competencies formed after the students' learning process The process of organizing activities in problem-based learning has been built and applied by many researchers and educational institutions, depending on the characteristics of each subject or discipline Although there are some differences in the process of organizing problem-based learning, they all emphasize the role of being learner-centered, while learners are active and responsible in all aspects process steps The process of problem-based learning is also divided into specific steps or stages by some educational institutions and researchers However, building a problem-based learning process to foster problem-solving capacity associated with student's major has not yet been researched In summary, through the review, we find that there are some important points that need to be considered as follows: Firstly, there have been studies to build a problem-solving competency framework with a structure consisting of components and corresponding behavioral indicators, but the research subjects are students, the studies have not mentioned, especially the behavioral indicators and the quality criteria of the behavior need to be suitable for the students in terms of both cognitive and psychophysiological characteristics of the age group Second, when researching on problem-based learning to foster problemsolving competency associated with majors, the research is mainly aimed at students, but applies problem-based learning The problem of fostering problem-solving competency associated with the specialty has not been studied Third, the content and knowledge of the Nuclear Physics section are still available in the course curriculum, but teaching the Nuclear Physics section to foster problem-solving competency associated with the major has not yet been published mention to So, the question is: What is the basis for proposing a problem-solving competency framework associated with major? What are the stages of building a problem-based learning process for lecturers? What activities does the process of organizing problem-based learning activities to foster problem-solving competency associated with students' majors? CHAPTER THEORETICAL AND PRACTICAL BASIS FOR PROBLEMBASED LEARNING WITH THE FOSTER PROBLEM-SOLVING COMPETENCY ASSOCIATED WITH MAJOR To have a basis for proposing measures to foster problem-solving competency associated with the major, the thesis researched and analyzed problem-solving competency associated with major, thereby determining the problem-solving competency framework associated with major, proposing problem-based learning process for lecturers and the problem-based learning process to foster problem-solving competency associated with major Specifically: 2.1 Problem-solving competency associated with major Competency: Research agrees with author J Tardif that, problem-solving competency associated with major is the ability to act of an individual to rely on the effective mobilization and combination of internal and external resources to of learners to solve problems arising from different situations of practice major Internal resources are students' knowledge, skills, attitudes, strategies, emotions, morals, and motivations External resources can be friends, teachers, experts, or the support of the community Problems associated with major: The thesis assumes that the problems associated with major are the problems that still exist or contain difficulties and challenges in the learning content related to the student's major but have not been considered, researched and studied, satisfactorily resolved GQ3.3 Evaluate and adjust the steps to solve problem solving associated with major GQ4 Evaluating the whole process of problem solving associated with majors, find out new problems associated with majors in need to solve 2.3 GQ4.1 Evaluate and adjust the process of proposing and implementing problem solving solutions associated with major GQ4.2 Find out new problems associated with majors in need to solve resolution process itself M1 Evaluating the steps to implement problem solving solutions associated with major, detecting errors and difficulties M2 Evaluating the steps to implement problem solving solutions associated with major, detecting errors and difficulties, making adjustments M3 Evaluating the steps to implement problem solving solutions associated with major, detecting errors and difficulties, making adjustments and making adjustments M1 Re-evaluate the whole process of proposing and implementing problem solving solutions M2 Re-evaluate the whole process of proposing and implementing problem solving solutions, giving optimal solutions to improve problem solving efficiency associated with major M3 Re-evaluate the whole process of proposing and implementing problem solving solutions, giving optimal solutions to improve problem solving efficiency associated with major and implementing those optimal solutions M1 Presenting the applicability of the results obtained in new contexts and situations M2 Presenting the applicability of the results obtained in new contexts and situations, detecting difficulties and obstacles M3 Presenting the applicability of the results obtained in new contexts and situations, detecting difficulties and obstacles, thereby identifying new problems associated with majors in need to solve Proposing the process of organizing problem-based learning for lecturers From the overview analysis of documents, inheriting from previous studies, the thesis has proposed a problem-based learning process for lecturers including three 10 stages: preparation, task organization and organization, evaluation – summary The stages and implementation steps are described in Figure 2.2 Figure 2.2 Problem-based learning process for lecturers 2.4 Proposing the process of organizing problem-based learning activities to foster problem-solving competency associated with major On the basis of the overview studies, we propose the process of organizing problem-based learning activities to foster problem-solving competency associated with major as shown in Figure 2.3 11 Figure 2.3 Process of organizing problem-based learning activities to foster problem-solving competency associated with the major 2.5 Contents of the Nuclear Physics In high school, students have learned some preliminary knowledge of the content "Nuclear and radioactive physics" in the Physics 12 program according to the general education curriculum of Physics in 2018 with 16 lessons At university, the 12 content of knowledge of the Nuclear Physics of the General Physics program is compiled according to the program of the Ministry of Education and Training for engineering students since the 1990s, divided into 06 lessons The comparison of knowledge content between the two levels shows that the part of Nuclear Physics at the high school level has now been changed, moving from content orientation to capacity development orientation for students with the necessary requirements specific achievement The Physics - Biophysics module is organized to teach specifically for students in the health sector with other names such as Physics Biophysics, Medical Physics or Biomedical Physics In the course curriculum of Biophysical Physics for health students, there are content related to Nuclear Physics, under titles such as: radiological and nuclear medicine, ionizing radiation and mechanics living organism Thus, the Nuclear Physics section in the Physics Biophysics module has linked the content with the major through the integration of knowledge of physics, biology and chemistry However, the content of studying Nuclear Physics in the course of General Physics has not changed 2.6 Practical basis 2.6.1 Survey purpose Eevaluate the current state of awareness of problem-solving competence associated with major, assess the level of behavioral indicators of problem-solving competency associated with major, the current situation of learning Physics and the role of Nuclear Physics in the major 2.6.2 Survey object First-year, second-year students of engineering and health, BVU (178 students) and lecturers of engineering and health, BVU (25 lecturers) 2.6.3 Survey method The study combines the following qualitative and quantitative survey methods: Survey method by survey form; Methods of data processing by spreadsheet software excel and SPSS 2.6.4 Survey tool The survey form for first-year students, second-year students and lecturers is designed in the following order: design of the structure and content of questions in the survey form, selection of scales, experimental survey, make adjustments and complete the official survey 2.6.5 Survey results 13 Students' perception of this concept of competency is not really accurate, the sequence of steps to solve the problem is also confused A survey of the learning situation of Physics shows that the difficulties and causes directly affect the acquisition of Physics knowledge, leading to the misconception of students that studying Physics is just focusing on it's fine to memorize and use formulas, or transform into valid formulas to solve One of the reasons for this concept is that students not know how Physics knowledge will be applied to their major For Nuclear Physics, although lecturers and students are aware of the importance of applications of Nuclear Physics in their training majors, the content of this section has not been focused on at the high school level nor at the university The lecturer also confirmed that the content of knowledge of the Nuclear Physics section plays an important role in some majors, but the content has not yet clearly shown the connection with majors Conclusion of chapter From the theoretical and practical basis, the thesis can perform the following tasks: Built a problem-solving competency structure associated with major with components, 10 behavioral indicators and divided into levels showing behavioral quality criteria - Proposed the process of organizing problem-based learning for lecturers with stages, including the preparation phase with steps, the stage of task organization with steps, the testing phase , evaluated with steps - Proposed the process of organizing problem-based learning activities to foster problem-solving competency associated with students' major and activities of lecturers and students in this process Investigated the current status of perception of problem-solving competency associated with major, the actual status of behavioral expression levels of problemsolving competency associated with the major, the current status of the Physics learning situation and the role of Nuclear Physics in training The surveyed subjects are first- and second-year students in the engineering and health blocks studying General Physics and Physics - Biophysics, the lecturers who teach these two blocks So the problem of the thesis is: how to design the process of organizing problem-based learning activities to foster the problem-solving competency associated with major through some contents of the Nuclear Physics and what tools will be used to measure and evaluate this competency? 14 CHAPTER DESIGNING THE PROCESS OF ORGANIZING PROBLEMBASED LEARNING ACTIVITIES FOR NUCLEAR PHYSICS TO FOSTER PROBLEM-SOLVING COMPETENCY ASSOCIATED WITH MAJOR In the thesis, we have built the theme of "Radiation therapy" for Nursing students and the topic "Food irradiation” for Food Technology students with the content and knowledge of the Nuclear Physics 3.1 Teaching the theme of "Food irradiation" in Nuclear Physics 3.2 Designing design the process of organizing problem-based learning activities for nuclear physics to foster problem-solving competency associated with Food Technology major 3.3 Teaching the theme of "Radiation therapy" in Nuclear Physics In this section, the thesis presented the following contents: the pedagogical idea of the topic, the structure of the topic, the teaching support resources in the topic Figure 3.1 The content of theme of Radiation therapy in Nuclear Physics 15 This topic focuses on fostering behavioral manifestations of problem solving skills associated with nursing majors, and thereby helping students acquire some basic nuclear physics knowledge and understand the meaning of the contents Use this knowledge in Nursing in particular and in the field of medicine in general In addition, this topic also helps students form important and necessary skills such as teamwork skills, information-seeking skills, support resources, and skills in using support tools 3.4 Designing design the process of organizing problem-based learning activities for nuclear physics to foster problem-solving competency associated with Nursing major 3.4.1 Content teaching process 1: A brief overview of radiation therapy? 3.4.1.1 Training objectives 3.4.1.2 Specific teaching process 3.4.1.3 Assessment of problem-solving capacity associated with major 3.4.2 Content teaching process 2: Side effects in radiation therapy 3.4.2.1 Training objectives 3.4.2.2 Teaching process diagram 3.4.2.3 Assessment of problem-solving capacity associated with major (These contents have been detailed in the thesis) Conclusion of chapter - On the basis of practical research, the thesis has built some knowledge of nuclear physics with the topic "Food irradiation" for students majoring in food technology and "Radiotherapy" for students majoring in food technology nursing The thesis applies the process of organizing problem-based teaching activities to organize the teaching of these two topics with specific activities to foster problemsolving competency associated with nursing and food technology - Designed 06 processes of organizing teaching activities on the basis of problems for 02 topics "Food Irradiation" and "Radiotherapy" in the nuclear physics section to foster problem-solving competency associated with engineering majors Food Technology and Nursing Each process consists of 04 main steps, including Understanding the situation and detecting problems associated with the major; Proposing problem-solving solutions associated with the major; Implementing 16 problem-solving solutions associated with the major; Discussing – Evaluating – Drawing conclusions In which, activities of lecturers and activities of students are clearly stated in the process and opportunities for fostering behavioral manifestations of problem-solving competency associated with majors in each specific activity So the question is: how to organize pedagogical experiments to help students reveal the behavioral manifestations that need to be assessed in the learning process? What is the role of the lecturer in teaching activities to help foster problem-solving competency associated with the major? And how is the collected data processed to be able to assess the problem-solving competency associated with student's major? CHAPTER PEDAGOGICAL EXPERIMENT 4.1 Purpose of pedagogical experiment Pedagogical experiments were conducted for the purpose of: evaluating the feasibility of the designed process and testing the scientific hypothesis of the thesis 4.2 Tasks of pedagogical experiment Organize the teaching of Nuclear Physics with the theme of "Food Irradiation" for students in food technology major and the theme of "Radiotherapy" for students in Nursing major Collect, process, qualitatively and quantitatively analyze the obtained data Give conclusions 4.3 Experimental subjects and time Pedagogical experiments were conducted on the subjects who were first-year students enrolled in the Food technology and Nursing major These students have relatively equal academic qualifications because the entrance is at the entrance exam floor level and through the preliminary assessment from the basic knowledge test at the beginning of the semester The lecturer in charge of teaching the two experimental classes is also the researcher 4.4 First pedagogical experiment + Advantages: Although the location and content of the field trip are different from the original plan, the students are still very excited when the lecturer organizes an experiment at the hospital During the data collection process, some students in class spoke very little, but when they went to practice, they actively and proactively performed the assigned tasks In the process of learning directly in class, students form groups and collaborate very quickly because they have studied together for a