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MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION NGUYEN THANH LOAN ORGANIZING INQUIRY-BASED LEARNING IN THE GENERAL PHYSICS LABORATORY TO DEVELOP PRE-SERVICE TEACHERS’ EXPERIMENTAL COMPETENCY Major: Philosophy and Methodology in Physics Code: 9.14.01.11 DOCTORAL THESIS IN PHILOSOPHY OF EDUCATION HA NOI - 2023 THIS WORK WAS COMPLETED AT HANOI NATIONAL UNIVERSITY OF EDUCATION Scientific Instructors: Assoc Prof Dr Nguyen Van Bien (Hanoi National University of Education) Dr Tran Ngoc Chat (Hanoi National University of Education) Reviewer 1: Prof Dr Do Huong Tra Hanoi National University of Education Reviewer 2: Dr Cao Tien Khoa University of Education – Thai Nguyen University Reviewer 3: Assoc Prof Dr Nguyen Thi Nhi Vinh University This thesis will be presented and defended at the Thesis Examination Board meeting at Hanoi National University of Education at The thesis is available at: National Library of Vietnam, Hanoi or Hanoi National University of Education’ Library LIST OF SCIENTIFIC WORKS RELATED TO THE DISCLOSURE OF THE THESIS Nguyen Thanh Loan, Nguyen Van Bien Tran Ngoc Chat (2021) Proposed adjusting the contents of the General Physics Laboratory to develop the experimental competency of teacher education students The 5th National Conference on Teaching Physics, Hanoi National University of Education Nguyen Thanh Loan, Nguyen Van Bien, and Tran Ngoc Chat (2021) Developing students’ experimental competency through inquiry-based learning of general physics laboratory Proceedings of the 2nd International Conference on Innovation in Learning Instruction and Teacher Education- ILITE 2, Hanoi National University of Education (HNUE), 215-227 Nguyen Thanh Loan, Nguyen Van Bien Tran Ngoc Chat (2022) Using the Delphi method to determine how to teach the inquiry-based laboratory HNUE Journal of Science, 67(4),176-186 https://doi.org/10.18173/2354-1075.2022-0083 Nguyen Thanh Loan, Huynh Thi Ngoc Duyen (2022) Situation of experimental competency development of teacher education students for General Physics lab Ho Chi Minh City University of Education Journal of Science, 19(5),745-759 https://doi.org/10.54607/hcmue.js.19.5.3202(2022) Thanh Loan Nguyen, Van Bien Nguyen, and Ngoc Chat Tran (2022) The impact of inquiry-based laboratories on improving pre-service teachers’experimental competency Proceedings of the IUPAP International Conference on Physics Education ICPE, 129 (abstract and poster published on ICPE) Thanh Loan Nguyen, Van Bien Nguyen, and Ngoc Chat Tran The impact of inquiry-based laboratories on improving pre-service teachers’experimental competency International Journal of Innovation in Science and Mathematics Education (accepted) Thanh Loan Nguyen, Van Bien Nguyen, and Ngoc Chat Tran Investigating the trends of developing students’experimental competency through inquiry-based laboratory approach: A systematic literature review 3rd World Conference on Physics Education, Journal of Physics Conference Series, 2022 (accepted) SCIENCE RESEARCH THEME Nguyen Thanh Loan (theme leader), Building the topic of inquiry-based laboratory to develop teacher education students’ experimental competency through the General Physics Laboratory course, Ho Chi Minh City University of Education level Science and Technology topic Code CS.2020.19.49 (accomplished) INTRODUCTION The reason for the themes chosen According to Beck (2014), inquiry-based learning is widely applied and plays a particularly important role in experimental courses at universities because these are courses where students apply the scientific research process [38] According to Smallhorn (2015), inquiry-based learning has developed students' positive attitudes toward laboratory components [53] According to the author Bien (2013), an inquiry-based laboratory (IBL) can be understood as a way for learners to use experiments in acquiring knowledge and various levels of competency [13] Yakar and Baykara demonstrated the effectiveness of IBL in helping science pre-service teachers’ improve their experimental skills Therefore, organizing inquiry-based learning can contribute to the development of pre-service teachers’ experimental competency [89] In Vietnam, Thư (2016) proposed two measures to develop the pre-service teachers’ experimental competence through training in practical skills, synthesis skills, and the application of knowledge in the course "General Physics Laboratory" [26] Thiện (2019) organized General Physics Laboratory using an experimental method for engineering students However, the assessment still focuses on measurement skills and data processing [27] Currently, the predominant teaching method for laboratory courses at universities is the traditional method With this method, students only follow predefined steps in conducting experiments, which not fully harness students' autonomy, and they are unable to develop experimental design elements Therefore, the current teaching approach does not adequately meet the goal of developing students' experimental competency The study aims to clarify the theoretical basis of experimental competence and propose an inquiry-based learning process for the General Physics Laboratory using an inquirybased learning approach to develop the pre-service teachers’ experimental competency Purpose of the research From the theoretical and practical basis of experimental competency, inquiry-based learning in the General Physics Laboratory, the proposed process of organization teaching for the General Physics Laboratory through inquiry-based learning, and the teaching process of organizing the General Physics Laboratory through inquiry-based learning to develop the pre-service teachers’ experimental competency Scientific hypothesis If the proposed process of organization teaching for the General Physics Laboratory and the teaching process of organizing the General Physics Laboratory through inquiry-based learning are based on the experimental competency structure of pre-service teachers, the fact of implementing that process can develop the pre-service teachers’ experimental competency Research tasks - Research overview on the theoretical and practical basis of inquiry-based learning in teaching General Physics Laboratory to develop pre-service teachers’ experimental competency - Survey the status of teaching General Physics Laboratory to develop pre-service teachers’ experimental competency - Propose experimental competency structure of pre-service teachers with behavioral indicators in physics teaching and appropriate criteria for quality behavior - Build the curriculum of the "General Physics Laboratory" through inquiry-based learning with increasing levels of inquiry to enhance the pre-service teachers’ experimental competency - Propose the process of organization teaching in the General Physics Laboratory through inquiry-based learning - Propose the teaching process of inquiry-based learning in the General Physics Laboratory to develop the pre-service teachers’ experimental competency - Construct experimental apparatus for the experiments in the General Physics Laboratory - Build learning tasks with increasing levels of inquiry - Build rubrics and evaluation sheets for assessing the pre-service teachers’ experimental competency in the General Physics Laboratory - Pedagogical experiments to test the scientific hypothesis of the topic to draw conclusions and make recommendations related to the development of pre-service teachers’ experimental competency in the General Physics Laboratory Objects and subjects of the research The object of the study is to develop pre-service teachers’ experimental competency during their academic studies General Physics Laboratory is a type of laboratory, and their names vary across different universities At Hanoi National University of Education, it is called "Basic Physics Laboratory Practice." In contrast, at Ho Chi Minh City University of Education and Saigon University, it is called the "General Physics Laboratory." Research Scope: The study focuses on the learning process of the General Physics Experiment course (specifically, the mechanics and thermodynamics part) undertaken by second-year physics students in the Department of Physics at Ho Chi Minh City University of Education Methods of research The thesis uses the following research methods: theoretical research (analysis, synthesis, classification, and systematization of theory); survey (investigation, interview, observation); pedagogical experiment and mathematical statistics method New contributions of the thesis - The proposed experimental competency structure of pre-service teachers includes components, 22 behavioral indicators, and levels of quality criteria for behavior - Two processes are suggested, including the process of organization teaching for the General Physics Laboratory course and the process of organization teaching of individual experiments through inquiry-based learning -The proposal for the teaching process of inquiry-based learning in the General Physics Laboratory - Build the curriculum of the "General Physics Laboratory" through inquiry-based learning with increasing levels of inquiry to enhance the pre-service teachers’ experimental competency: Build learning tasks with increasing levels of inquiry; Construct experimental apparatus for the experiments in the General Physics Laboratory; Build rubrics and evaluation sheets for assessing the pre-service teachers’ experimental competency - The pedagogical experiment initially affirmed the effectiveness of the process of organization teaching for the General Physics Laboratory based on inquiry-based learning and the teaching process in developing the pre-service teachers’ experimental competency CHAPTER LITERATURE REVIEW 1.1 Studies on the development of competency and experimental competency According to the overall General Education Program 2018 by the Ministry of Education and Training, competency is defined as the mobilization of integrated knowledge, skills, and personal attributes such as interest, belief, and willpower to perform a specific task in a given context [4] Eickhorst and colleagues define experimental competency as the potential ability to plan based on intuitive rules and perform experiments to clarify a physics question, as well as to consciously evaluate the methodology for the obtained data [60] Xayparseut Vylaychit defines experimental competency as the ability to mobilize integrated knowledge, skills, expertise, and psychological attributes such as interest, belief, and willpower to successfully accomplish experimental tasks Xayparseut Vylaychit identifies four components of experimental competency: defining the purpose of the experiment, designing experimental procedures, conducting the experiment effectively, and evaluating the results [15] In summary, it can be observed that there are few specific and explicit definitions of experimental competency, with most authors focusing more on the role of experimental competency [13, 59] and presenting the components of experimental competency [14, 15, 58, 60] Among the mentioned definitions, we agree with the definition provided by Xayparseut Vylaychit and concur with the first two components However, adjustments need to be made to the remaining two components to align them with the steps of the experimental process, and an additional component reflecting the pre-service teachers factor needs to be included 1.2 Studies on teaching to develop the experimental competency Muhamad Imaduddin et al proposed a method to develop chemistry pre-service teachers’ experimental competency by using the PDSA (Plan-Do-Study-Act) cycle to transform traditional laboratory activities into inquiry-based laboratory [67] Etkina and colleagues [61] developed a set of assessment tasks and rubrics for an introductory physics course to help students self-assess their experimental competency P Bitzenbauer and J-P Meyn provided an overview of the three stages of physics teacher training in Germany and presented a basic experimental method within the Physics Teacher Education Research Program They also introduced an assessment tool, which is the experimental competency model for prospective physics teachers The model consists of three components: planning, conducting experiments, and analyzing experimental results However, the authors focused more on the execution of experiments rather than on planning and data analysis The specific sub-skills within the components were not clearly delineated in the experimental competency structure, making it difficult to measure those sub-skills [63] In summary, researchers have proposed various approaches to develop experimental competency, including restructuring traditional laboratory activities into inquiry-based laboratory, developing simple experiments, using video analysis software, applying information technology in experiments, constructing an experimental competency framework, and designing questions to assess critical thinking However, there is still a lack of instructional processes, methods, and organizational forms specifically aimed at developing pre-service teachers’ experimental competency in various laboratory courses 1.3 Studies on inquiry-based learning and inquiry-based laboratory Inquiry-based laboratory can be understood as the way learners organize their use of experiments to acquire knowledge and engage in different levels of inquiry [13] Many studies have shown the positive effects of inquiry-based laboratory on the development of students' experimental competency Parappilly et al argue that inquiry-based laboratory attracts students' interest, promotes active learning, and allows students to participate in the design of experiments, leading to a deeper understanding of theoretical concepts In contrast, traditional experiments can be perceived as boring and unappealing to students because they are not involved in the design process The inquiry-based laboratory is truly beneficial for students learning [94] Arslan has categorized inquiry-based laboratories into four types: confirmatory inquiry, structured inquiry, guided inquiry, and open inquiry Confirmatory and structured inquiry resembles traditional experiments, where all the experimental procedures are provided to students, and they simply follow the instructions On the other hand, guided inquiry and open inquiry become more complex for students as they are required to design their own experimental procedures and processes [103] Students participating in the guided inquiry have less practice in designing experimental procedures, as it serves as a preparation step before transitioning to open inquiry, which demands students to construct their own experimental processes [105] Research findings have affirmed the importance, necessity, and urgency of using inquiry-based laboratories in laboratory courses Inquiry-based laboratory has shown higher effectiveness compared to traditional experiments It engages and attracts students, promotes active learning, allows students to explore and discover experimental procedures, and facilitates their understanding of experimental methods and tools Teachers need to be flexible and creative in using different types of inquiry-based laboratory that align with the objectives of each activity and the students' proficiency level 1.4 Studies on teaching the content of General Physics Laboratory General Physics Laboratory is an integral part of the physics teaching process at the Universities of Education It plays a vital role in training students in practical methods and skills in conducting experiments and greatly contributes to fostering the necessary initial qualities for students to delve deeper into future physics research, combining theoretical understanding with practical application To enhance practical skills in conducting experiments, including in General Physics Laboratory, teachers need to innovate their teaching methods by emphasizing student autonomy and self-reliance [28] In summary, based on the research overview of inquiry-based learning to develop the pre-service teachers' experimental competency, we found out that (1) inquiry-based learning plays a crucial and essential role in promoting the development of students' experimental skills in general laboratory courses and specifically in General Physics Laboratory; (2) there is a need for additional research to supplement and improve the pre-service teachers' experimental competencies structure; (3) there is a lack of studies on constructing the process of organizing the teaching of General Physics Laboratory using inquiry-based learning to enhance the students' experimental competency CHAPTER THEORETICAL AND PRACTICE BASIS OF ORGANIZING INQUIRY-BASED LEARNING “GENERAL PHYSICS LABORATORY” TO DEVELOP PRE-SERVICE TEACHERS’ EXPERIMENTAL COMPETENCY 2.1 Experimental competency 2.1.1 Definition of experimental competency Experimental competency is the ability to effectively mobilize and integrate knowledge of the experimental process, skills, techniques, and psychological attributes such as interest, confidence, and determination to successfully carry out experimental tasks in a specific context Experimental competency of pre-service teachers refers to their ability to mobilize and integrate knowledge (both physics content knowledge and knowledge of experimental techniques), skills, techniques, and psychological attributes such as interest, confidence, and determination to successfully perform experimental tasks include components (Determine the purpose of the experiment; Design the experimental plan; Set up and conduct the experiment; Process data and analyze and evaluate the results; Present the experimental process and experimental results) with behavioral indicators within an educational and instructional context Within the scope of the dissertation research, our focus is on developing the experimental competency of physics pre-service teachers in the General Physics Laboratory Therefore, this definition being discussed here pertains specifically to physics pre-service teachers in this educational and instructional context 2.1.2 Experimental competency structure Based on theory, expert opinions, and practical basis from the st pedagogical experiment, the experimental competency structure is completed with components, and 22 behavioral indicators (table 2.1) Behavioral indicators are built based on the stages of the experimental process Table 2.1 Experimental competency structure for pre-service teachers Component Behaviors indicator Determine the 1.1 Present the purpose of the experiment purpose of the 1.2 Make logical inferences to find the consequences to be tested experiment 1.3 Determine the quantity to be measured 2.1 Determine the experiment instruments to be used 2.2 Determine the experimental arrangement Design the 2.3 Expected steps to conduct the experiment experimental plan 2.4 Expected data collection 2.5 Expected process of data 2.6 Select suitable plans 3.1 Determine the parts of real equipment corresponding to the constructed plan Set up and conduct 3.2 Assemble, arrange experiment with real equipment the experiment 3.3 Conduct the experiment following the steps in the design with real equipment 3.4 Collect data Process data and 4.1 Process data results analyze and evaluate 4.2 Draw conclusions from experimental results the results 4.3 Determine the cause of the error 4.4 Propose measures to reduce error 4.5 Evaluate the advantages and disadvantages of the experimental plan 4.6 Propose solutions to improve experimental instruments 4.7 Improve experimental instruments Present the 5.1 Choose an appropriate data representation method experimental process 5.2 Present the experimental procedure and results and experimental results Figure 2.1 presents the proposed behavioral quality level on two bases: (1) students' self-reliance, expressed through the teacher's instruction level; (2) the complexity of the task, as shown in the level of detail in the performance result Level Students can restate, describe, or replicate individual discrete behaviors according to a template Level Students are able to perform behaviors in similar situations, connect certain knowledge with the experimental procedures Level Students autonomously carry out behaviors in new situations, Synthesize knowledge and connect it to the experimental procedures Figure 2.1 Levels of experimental competency behavior The criteria for quality behavior of experimental competency support teachers in designing appropriate learning tasks and evaluating students' competence levels 2.2 Inquiry-based learing 2.2.1 Definition of inquiry-based learning Inquiry-based learning is a teaching method in which, under the guidance and direction of the teacher, learners develop and enhance their own abilities through independent problem-solving tasks using their own thinking During the process of inquiry and problem-solving, the teacher encourages learners to ask questions and find answers independently, thereby creating new knowledge and skills 2.2.2 Characteristics of inquiry-based learning According to the author M.D Sviniki (1998), inquiry-based learning has three main characteristics: active learning, meaningful learning, and changing beliefs and attitudes 2.2.3 Inquiry-based laboratory Inquiry-based laboratory is an experiment that requires learners to actively engage in exploring and solving practical tasks under the guidance and organization of teachers The teacher directs the learners' activities and helps them develop and enhance their competency at different levels, depending on the amount of information provided to the learners There are four levels of inquiry-based laboratory: confirmatory inquiry, structured inquiry, guided inquiry, and open inquiry 2.3 The position and role of the General Physics Laboratory in the bachelor's degree program in Physics Education at Teacher Training Universities 2.3.1 The position of the General Physics Laboratory in the bachelor’s degree program in Physics Education at Teacher Training Universities According to the Bachelor of Physics Education program at Ho Chi Minh City University of Education, as stated in Decision No 2747/UP-EDU on September 27, 2022, General Physics Laboratory is a compulsory course in the foundational knowledge group General physics knowledge is considered a core foundation that is essential for students to further study other courses and teach content in secondary schools in the future General Physics Laboratory is a component of General Physics designed aims to reinforce and deepen the knowledge that students have acquired Meanwhile, High School Physics Experiments are derived from the General Physics Laboratory and assist students in applying theoretical concepts and conducting basic physics experiments in the high school curriculum Therefore, the General Physics Laboratory can be seen as an intermediate bridge between the General Physics course, High School Physics Experiments, and the practical aspects of teaching Physics in high schools 2.3.2 The role of the General Physics Laboratory in the bachelor's degree program in Physics Education at Teacher Training Universities The General Physics Laboratory is the first practical experiment that students take after studying the theoretical aspects of mechanics and thermodynamics It is a mandatory and important course in the Physics curriculum for students at universities, colleges, and high schools The General Physics Laboratory includes experiments related to mechanics and thermodynamics, which help students reinforce and apply the knowledge they have learned in the theoretical courses to conducting experiments 11 explore research questions without significant assistance from the teacher The teacher's role is mainly to provide advice, confirm findings, or offer suggestions Measure 1: Build learning sheets that integrate learning tasks in a sequence of three progressively increasing levels of inquiry, from the lowest to the highest Measure 2: Encourage students to independently carry out experiments at increasingly higher levels of inquiry by exploring various resources or those provided by the teacher Principle 2: Increase students' independence and reduce teacher guidance gradually Measure 1: Utilize inquiry-based learning to provide opportunities for students to demonstrate their abilities by exploring different experimental plans, experimental tools, and procedures Measure 2: Expand the scope of the level of inquiry by reducing the amount of information provided to students Principle 3: Build and organize learning activities that closely follow the teaching process of organizing inquiry-based learning in the General Physics Laboratory Measure 1: Build learning activities that closely align with the steps of the inquirybased learning process in the General Physics Laboratory Measure 2: Organizing General Physics Laboratory follows the steps of the inquirybased learning process Measure 3: Create assessment tools (rubrics, checklists) that ensure a comprehensive and accurate evaluation of students' performance in accordance with the three levels of inquiry in the inquiry-based learning process 2.6 Process of building the curriculum of the General Physics Laboratory through an inquiry-based learning Here is a summarized diagram illustrating the stages of building a curriculum for the General Physics Laboratory using the ADDIE model Figure 2.2 Diagram illustrating the stages of constructing a curriculum for the General Physics Laboratory 12 2.7 The process of organizing the teaching in the General Physics Laboratory course through inquiry-based learning Based on the instructional activities addressing students' problem-solving in the practical laboratory experiments of the General Physics Laboratory and referencing the steps of the inquiry-based learning organization by Sokolowska [113], combined with relevant studies from both domestic and international sources, we propose a process of organization teaching in the General Physics laboratory course through inquiry-based learning The process of organization teaching in the General Physics Laboratory course through inquiry-based learning consists of four steps: Step 1: Organizing a situation that generates the problem to be inquired Step 2: Stating the problem to be inquired Step 3: Resolving the problem through three levels of inquiry learning tasks Step 4: Reporting experimental results, assessment, and conclusion Fi gure 2.3 The process of organizing the teaching in the General Physics Laboratory course through inquiry-based learning 13 2.8 The teaching process of inquiry-based learning in the General Physics Laboratory to develop experimental competency We propose a teaching process consisting of main activities closely aligned with the organization process of the General Physics Laboratory through inquiry-based learning, as outlined in the guidelines stated in Document 5512 Activity 1: Organize a situation that generates the problem to be inquired Activity 2: State the problem to be inquired Activity 3: Arrange and conduct experiments following a template (Inquiry task 1) Activity 4: Data processing, analysis, evaluation, and presentation of experimental results Activity 3': Arrange and conduct similar experiments (Inquiry task 2) Activity 4': Data processing, analysis, evaluation, and presentation of experimental results Activity 5: Design an experimental plan in new situations (Inquiry task 3) Activity 3'': Arrange and conduct experiments based on the proposed plan Activity 4'': Data processing, analysis, evaluation, and presentation of experimental results Activity 6: Report the experimental results, assessment, and summary The teaching process of inquiry-based learning in the General Physics Laboratory is illustrated in the following diagram: Figure 2.4 The teaching process of inquiry-based learning in the General Physics Laboratory to develop experimental competency Annotation: [T] teacher; [S] student This process emphasizes the self-learning and self-exploration of students in the General Physics Laboratory 14 CHAPTER DESIGNING THE INQUIRY-BASED LEARNING PROCESS FOR "GENERAL PHYSICS LABORATORY" TO DEVELOP THE PRE-SERVICE TEACHERS’ EXPERIMENTAL COMPETENCY 3.1 Building the content of the General Physics Laboratory to develop experimental competency through inquiry-based learning 3.1.1 Building experimental plans and instruments Based on principle 1, teachers need to transfer learning tasks during the organization of the General Physics Laboratory using inquiry-based learning to ensure that students can perform learning tasks at three different levels To enable students to complete the learning tasks that require the use of appropriate laboratory tools to meet the goals of developing experimental competency, different scenarios and additional laboratory equipment are required For inquiry level 1, students conduct experiments following a predefined procedure like the available experiment plan in the thermodynamics laboratory However, at inquiry level 2, students perform experiments in similar situations with modifications or additional laboratory tools, which necessitates the development of additional laboratory tools to meet the requirements of level learning tasks At inquiry level 3, the highest level, students need to identify the problem, determine the purpose of the experiment, design their own experiment plan, and carry out the experiment accordingly However, due to the limitations of the students' abilities and the facilities available, it is necessary to develop contingency experiment plans to support and guide students in implementing level learning tasks Therefore, for each experiment, we need to develop at least two experiment plans to provide sufficient laboratory equipment to meet the highest level of development of students' experimental competency In summary, for students to complete the learning tasks at the three levels of inquiry, we need to develop additional experiment plans at Level and supplement the laboratory equipment at Level According to the syllabus of the General Physics Laboratory using inquiry-based learning, the course consists of an introductory experiment and experiments Currently, in the thermodynamics laboratory, there are already experiments with available experiment plans each These experiments are Experiment 01, Experiment 04, Experiment 05, and Experiment 06 However, in Experiment 04, the second experiment plan involves complex and difficult operations that are beyond the student's level, leading to unstable measurements and large errors In addition, some experiments require slightly simple, old, and rudimentary instruments, and the arranged and assembled laboratory tools not meet the goals of developing students' experimental competency Therefore, we have developed an additional experiment plans and provided additional laboratory equipment for the experiments to transform them into fully functional and purposeful laboratory tools 15 The following table summarizes the experiments that need to be expanded with specific experiment plans and laboratory equipment Below is a summary table of the required experiments regarding the options and specific equipment for conducting the experiments: Table 3.1 Summary table of the open experiments regarding experimental plan and instruments E xp E xp Instrumen ts E xp o pen Experimen tal plan E xp E xp E xp o xp o pen A E pen A E xp xp o o pen pen A A dd dd dd more more more more plan plans plan plans Annotation: experiment: Exp E dd Here is the diagram of the experimental structure in the General Physics Laboratory at the Ho Chi Minh City University of Education Figure 3.1 Diagram of the experimental structure in the General Physics Laboratory at the Ho Chi Minh City University of Education The experimental plan highlighted in green in Figure 3.1 represents the additional experimental options that we have developed Each experimental option will include the following content: experiment purpose, principles, theoretical basis, experimental setup, experimental apparatus, and experimental procedure 3.1.2 Building learning tasks Based on the research purpose, the use of inquiry-based learning with three increasing levels of inquiry aims to develop the highest possible level of behavioral indicators To achieve this goal, it requires the experiments to have approximately equal difficulty levels However, in practice, the impact of different experiment difficulties can 16 be affected Therefore, to ensure the equivalence of experiment difficulties, we need to increase additional support and construct a suitable number of learning tasks to balance the difficulty levels of the experiments For experiments at level difficulty 1, which are easy and straightforward to perform, it is necessary to provide more experimental tools For experiments at level difficulty 3, which involve complex and challenging procedures, it is important to include video integration or formula support in learning tasks if the knowledge is difficult, to provide hints for students Thus, the number of learning tasks developed for each experiment varies depending on the difficulty level We base the construction of learning tasks on the experimental competency structure Specifically, Experiment 01 and Experiment 08 have learning tasks; Experiment 02 and Experiment 07 have 10 learning tasks; Experiment 03 and Experiment 05 have learning tasks; Experiment 04 has 11 learning tasks; Experiment 06 has learning tasks; Experiment 09 has learning tasks 3.2 Constructing the teaching process of organizing inquiry-based learning in the General Physics Laboratory Based on the teaching organization process proposed in section 2.8 of the curriculum for General Physics Laboratory and according to the lesson planning framework outlined in official letter No 5512 of the Ministry of Education and Training, we have developed teaching processes corresponding to experiments in mechanics and thermodynamics These experiments include: Determine the moment of inertia of Maxwell's wheel; Determine the surface tension of liquids; Determine the viscosity coefficient of liquids using the Stokes method; Determine the heat capacity ratio of gases; Determine the wavelength and the speed of sound using the standing wave; Determine the gravitational acceleration using a physical pendulum; Investigate the properties of collisions on an air track and verify the law of linear mo-mentum conservation; Study the ideal gas law; and Determine the angular frequency of forced oscilation Within each teaching process, we present a consistent structure that includes: (i) Learning objectives (ii) Teaching process flowchart (iii) Preparation for both teachers and students (iv) Specific teaching process (v) Learning portfolio (including study sheets and rubric for evaluating behavioral indicators) CHAPTER PEDAGOGICAL EXPERIMENT RESEARCH 4.1 Purpose of research The study examines the impact of the proposed process for organizing teaching in the General Physics Laboratory through inquiry-based learning to test research hypotheses 4.2 Research design 4.2.1 Participants The pedagogical experiments were conducted with second-year students majoring in Physics Education at the Faculty of Physics, Ho Chi Minh City University of Education 17 Students participating in pedagogical experiments are diversified competencies, about 24% of the students demonstrated good learning abilities, a positive attitude, and actively engaged in learning activities All students were equipped with a solid foundation of knowledge in mechanics and thermodynamics from the first semester 4.2.2 Procedures The first pedagogical experiment was implemented in the second semester of the 2020-2021 academic year, from February 2021 to May 2022 However, the pedagogical experiment was interrupted due to the Covid-19 pandemic, which caused difficulties in following the initial planned schedule The purpose of the first pedagogical experiment was to assess the feasibility of the designed teaching plan based on the inquiry-based learning organization process and to preliminary evaluate the reliability of the experimental competency assessment tool The findings from this experiment were used to adjust for the second pedagogical experiment The second pedagogical experiment was conducted in the second semester of the 2021-2022 academic year, from March 2022 to June 2022 The main objective of this experiment was to evaluate the scientific hypotheses of the research topic 4.2.3 Evaluation tools and data processing methods We conducted qualitative analysis by interpreting video recordings, utilizing information from verbal language (statements, exchanges), and written language (study sheets, lab reports) to assess the students' expressions based on the experimental competency assessment rubric for each experiment The data collected from the data collection tools were processed using SPSS 20.0 software The assessment and evaluation methods during the teaching process in the control group and experimental group were the same, with the only difference being the inquiry-based teaching organization process Throughout the pedagogical experiment, we assessed the students' experimental competencies before, during, and after the intervention 4.3 Results of the 1st pedagogical experiment The analysis of the progression and evaluation of experimental competencies showed that the development of student behavioral indicators was not at a high level Many students only reached a maximum level of in terms of behavioral indicators This can be attributed to several factors: (1) the learning tasks were not suitable for students' abilities, (2) students were not familiar with the organization of inquiry-based teaching as it was their first exposure to this teaching method, (3) the limited time for experiments, (4) insufficient experimental equipment, and (5) the varying difficulty levels of the experiments Students often encountered difficulties in assembling and arranging the experiments, and their ability to conduct experiments was low, especially for experiments with a difficulty level of Students relied on online references for experimental setups but were unable to design their own experimental setups Although students proposed ideas for improving the equipment, they were unable to implement the suggested ideas