Tóm tắt: Đề xuất biện pháp bồi dưỡng năng lực thực nghiệm của học sinh trong dạy học vật lí ở trường trung học phổ thông

Đề xuất biện pháp bồi dưỡng năng lực thực nghiệm của học sinh trong dạy học vật lí ở trường trung học phổ thôngĐề xuất biện pháp bồi dưỡng năng lực thực nghiệm của học sinh trong dạy học vật lí ở trường trung học phổ thôngĐề xuất biện pháp bồi dưỡng năng lực thực nghiệm của học sinh trong dạy học vật lí ở trường trung học phổ thôngĐề xuất biện pháp bồi dưỡng năng lực thực nghiệm của học sinh trong dạy học vật lí ở trường trung học phổ thôngĐề xuất biện pháp bồi dưỡng năng lực thực nghiệm của học sinh trong dạy học vật lí ở trường trung học phổ thôngĐề xuất biện pháp bồi dưỡng năng lực thực nghiệm của học sinh trong dạy học vật lí ở trường trung học phổ thôngĐề xuất biện pháp bồi dưỡng năng lực thực nghiệm của học sinh trong dạy học vật lí ở trường trung học phổ thôngĐề xuất biện pháp bồi dưỡng năng lực thực nghiệm của học sinh trong dạy học vật lí ở trường trung học phổ thôngĐề xuất biện pháp bồi dưỡng năng lực thực nghiệm của học sinh trong dạy học vật lí ở trường trung học phổ thôngĐề xuất biện pháp bồi dưỡng năng lực thực nghiệm của học sinh trong dạy học vật lí ở trường trung học phổ thôngĐề xuất biện pháp bồi dưỡng năng lực thực nghiệm của học sinh trong dạy học vật lí ở trường trung học phổ thôngĐề xuất biện pháp bồi dưỡng năng lực thực nghiệm của học sinh trong dạy học vật lí ở trường trung học phổ thôngĐề xuất biện pháp bồi dưỡng năng lực thực nghiệm của học sinh trong dạy học vật lí ở trường trung học phổ thôngĐề xuất biện pháp bồi dưỡng năng lực thực nghiệm của học sinh trong dạy học vật lí ở trường trung học phổ thôngĐề xuất biện pháp bồi dưỡng năng lực thực nghiệm của học sinh trong dạy học vật lí ở trường trung học phổ thôngĐề xuất biện pháp bồi dưỡng năng lực thực nghiệm của học sinh trong dạy học vật lí ở trường trung học phổ thôngĐề xuất biện pháp bồi dưỡng năng lực thực nghiệm của học sinh trong dạy học vật lí ở trường trung học phổ thôngĐề xuất biện pháp bồi dưỡng năng lực thực nghiệm của học sinh trong dạy học vật lí ở trường trung học phổ thôngĐề xuất biện pháp bồi dưỡng năng lực thực nghiệm của học sinh trong dạy học vật lí ở trường trung học phổ thôngĐề xuất biện pháp bồi dưỡng năng lực thực nghiệm của học sinh trong dạy học vật lí ở trường trung học phổ thôngĐề xuất biện pháp bồi dưỡng năng lực thực nghiệm của học sinh trong dạy học vật lí ở trường trung học phổ thôngĐề xuất biện pháp bồi dưỡng năng lực thực nghiệm của học sinh trong dạy học vật lí ở trường trung học phổ thôngĐề xuất biện pháp bồi dưỡng năng lực thực nghiệm của học sinh trong dạy học vật lí ở trường trung học phổ thôngĐề xuất biện pháp bồi dưỡng năng lực thực nghiệm của học sinh trong dạy học vật lí ở trường trung học phổ thôngĐề xuất biện pháp bồi dưỡng năng lực thực nghiệm của học sinh trong dạy học vật lí ở trường trung học phổ thôngĐề xuất biện pháp bồi dưỡng năng lực thực nghiệm của học sinh trong dạy học vật lí ở trường trung học phổ thôngĐề xuất biện pháp bồi dưỡng năng lực thực nghiệm của học sinh trong dạy học vật lí ở trường trung học phổ thôngĐề xuất biện pháp bồi dưỡng năng lực thực nghiệm của học sinh trong dạy học vật lí ở trường trung học phổ thôngĐề xuất biện pháp bồi dưỡng năng lực thực nghiệm của học sinh trong dạy học vật lí ở trường trung học phổ thôngĐề xuất biện pháp bồi dưỡng năng lực thực nghiệm của học sinh trong dạy học vật lí ở trường trung học phổ thông

MINISTRY OF EDUCATION AND TRAINING

HANOI UNIVERSITY OF PEDAGORY

LE THI XUYEN

PROPOSAL MEASURES TO FOSTER STUDENTS'EXPERIMENTAL COMPETENCE IN TEACHING HIGH

THE WORK WAS COMPLETED ATHANOI UNIVERSITY OF EDUCATION

Scientific Instructors: Assoc Prof Dr Pham Xuan Que

Reviewer 1: Prof Dr Nguyen Thi NhiReviewer 2: Dr Cao Tien Khoa

Reviewer 3: Prof Dr Le Thi Thu Hien

This thesis will be presented and defended at the ThesisExamination Board meeting at Hanoi National University ofEducation at

The thesis is available at:

National Library of Vietnam, Hanoi

Hanoi National University of Education’Library

LIST OFSCIENTIFIC WORKS RELATED TO THESISCLOSURE OF THE THESIS

1 Design experimental tasks in teaching content “rule of finding the resultant force of two paralled forces acting in the same direction” (2021), proceedings of the national conference on teaching physics 2 Design of the theme stem "ship salvages bottom-up on ocean" for developing the experimental capacity of students (2021), Journal of Education Equipment, November special issue.

3 Development experimental competence with problem -based learning (2022), Journal of Education Equipment, Vol 266.

4 Survey of the status of experimental capacity development of high

school students in teaching physics (2022), Journal of Education

Equipment, July special issue.

5 Result of overview international research on assessment of student's experimental capacity (2022), Journal of Scientific of Hanoi Pedagogical University 2, No 1 November.

6 Designing an experimental competence framework in learning physics of high school students (2022), Vietnam Journal of education, Vol 22 November special issue.

1 Reasons for choosing the themes

Competency-based training is the standard approach of schools in the current period, the world education is aiming to build its product, which is the capacity of learners and the quality of human resources Vietnamese education also has comprehensive reform decisions, in which, in addition to the general capacity development goal, education needs to set the goal of developing specific competencies in each subject Experimental capacity is one of the typical competencies that scientists need in general natural science research and physics research Therefore, it is really necessary to develop this capacity in teaching physics at all levels If the experimental capacity in students is formed and developed, surely we have contributed to equipping students with specialized thinking and helping them always confidently act and be ready to solve problems issues and ways of Independence Confidence is the bridge that brings them closer to the reality of the foundation and easily adapts to the modernized industrialized life

In the world, research on this ability has been conducted since the last year of the 20th century until now The research results are diverse from the proposed model of empirical capacity to the research on development measures and building assessment tools In Vietnam, the research on this capacity so far has only begun to be formed into a small amount in the study of teaching individual natural sciences (physics, chemistry, biology) Therefore, the study of assessing or developing this capacity has aspects to keep discussing.

The above shows that the development of experimental competence of Vietnamese students is a need for research, so we

define the content of the thesis as “Proposal measures to foster

students' experimental competence in teachinghigh school physics”.

2 Purpose of the research

Based on the theoretical and practical basis of students' experimental capacity in learning physics and theories on teaching developing capacity, propose measures to foster the behavior of experimental capacity for students in learning physics in high school.

3 Scientific hypothesis

If we can determine the structure of students' experimental capacity in learning physics in high school, and discover the current status of students' experimental capacity, we will rely on theories of developmental psychology, theories of teaching physics, and theories of psychology, and we can propose measures to foster the behavioral manifestation of students' experimental capacity in learning physics in high school.

4 Research tasks

- Study the overview documents related to the following issues: + Overview on building experimental capacity structure + Overview of measures to develop the experimental capacity + Overview on assessing students' experimental capacity building - The structure of experimental capacity of students studying physics for students in Vietnam:

+ Analyzes the experimental activities of Physics researchers, thereby determining the structure of experimental capacity

+ Perform adjustments based on experts' comments

- Surveying the current situation of teaching and developing students' special abilities in some high schools to develop tools to

assess students' experimental capacity in physical learning in 10th-grade high school:

+ Based on the construction structure together with the study of the 10th-grade Mechanics program, propose a tool to assess the experimental capacity in learning physics for students who have completed the 10th-grade Mechanics section.

+ Consult stakeholders and test in small groups to refine the proposed tool

+ Using the tool to assess the experimental capacity of 10th graders in learning Physics at high school, thereby seeing the real situation and difficulties and shortcomings of students while performing behaviors of competence

- Study and propose measures to develop some behaviors of students' responsible competence in learning Physics.

- Pedagogical experiment to evaluate the effectiveness of the

Research and propose measures to foster behavioral manifestations of natural energy for grade 10 physics students in Vietnam.

6 Methods of research

To conduct the study we used a combination of the following research methods:

+ Documentary research method: To review the research related to the research problem To propose the structure of experimental capacity in learning physics for students Compare the findings of

difficulties and shortcomings of Vietnamese students when implementing behavioral index of natural resources with the research results indicated previously Clarifying the content of behavioral index of development interest.

+ Practical survey method: Through surveys and studying lesson plans of some teachers to grasp the actual teaching situation to develop experimental capacity in teaching Physics Through tests and evaluation criteria to assess the current state of the experimental capacity of 10th-grade students.

+ Method of consulting experts: To evaluate the validity of the proposed experimental capacity structure, and the reliability and value of the experimental capacity assessment tool.

+ Experimental pedagogical method: using case studies to evaluate the effectiveness of the proposed measures to develop some behavioral index of experimental capacity.

+ Statistical method: analyzing the results of assessing the experimental capacity of students in studying mechanics in grade 10.

7 New contribution of the thesis

- Theoretically: Contribute to proposing the structure of natural energy in physics learning of Vietnamese students based on the analysis of scientific research processes and activities of experimental physicists; Building a tool to assess students' natural energy in studying 10th grade Mechanics; Propose 03 principles and 03 measures to develop natural capacity of 10th grade students.

- Practical aspect: Evaluate the current state of natural energy of 10th grade students in Phuc Yen city after studying mechanical knowledge; detect difficulties and shortcomings of students when performing the acts of self-reflection; Develop tasks that can support the development of some of the NLTN's behaviors: "Planning steps

to conduct experiments" and "Processing data and presenting results" based on the characteristics of each behavior and the The student's difficulties and shortcomings when performing the corresponding

behavior; Initially verify the feasibility and effectiveness of the

proposed principles and measures through pedagogical experiments.

8 The structure of the thesis

In addition to the introduction, conclusions, and recommendations, the thesis includes 4 chapters:

Chapter 1: An overview of research issues.

Chapter 2: Building the structure of students’ capacity and responsibility in learning Physics at high school.

Chapter 3: Current status of students' experimental capacity and teaching to develop students' experimental capacity in physics teaching

Chapter 4: Propose and experiment with pedagogical measures to foster students' experimental abilities

CHAPTER 1 AN OVERVIEW OF RESEARCH ISSUES 1.1 Studies on the structure of experimental competence

* In the world

There are quite a several empirical competency models that are derived from the studies of TIMSS (1997), APU (1988), Mayer (2007), HarmoS (2008), NAEP (2008), Schreiber et al (2009) In general, the authors mainly based on two approaches: the "based on components" approach and the "process-based" approach [93] The structure of different empirical competency models is determined through the difference in the component competencies (of the experimental capacity) and the clear description of the evaluation criteria for these components.

* In Vietnam

Studies are showing that experimental capacity is established by three components of knowledge, skills, and attitudes (author Dinh Anh Tuan) Truong Xuan Canh, and Nguyen Tien Loc said that experimental capacity includes: the ability to form experimental hypotheses; the capacity to design experimental plans; the capacity to conduct experiments and collect experimental results; the Ability to analyze experimental results and draw conclusions The group of authors Ly Thi Thu Phuong, Xaypaseuth Vylaychit, of Nguyen Van Bien determined that the structure of experimental capacity includes not only the above four components but also another element which is the element "Manufacturing the application of experimentation into science and life.

1.2 Studies on the development of experimental competence* In the world

Measures to improve students' practical competence by improving the structure of the laboratory as well as developing students' learning tasks in the laboratory in a way that makes them closer to a professional career or access to practice

* In Vietnam

Many methods are mentioned, manufacturing experimental equipment, developing open-experimental topics, building problem situations using interactive experiments on the screen, students developing their ability to experiment with nature, measures However, the measures have not paid attention to the specific characteristics of each behavioral indicator to effect.

1.3 Studies on evaluation of experimental capacity

The evaluation forms used are process assessment and product evaluation Commonly used tools are written tests, simulations, and actual tests Consideration should be given as to

which test is appropriate to use for assessment with the word behavioral index.

CHAPTER 2 BUILDING STRUCTURE OF EXPERIMENTALCAPACITY OF STUDENTS IN LEARNING PHYSICS INHIGH SCHOOL

2.1 The concept of capacity

Student competence is the ability to to determine the purpose, successfully plan and execute a learning activity in solving a given learning task through the application of their knowledge, skills, and other personal attributes.

2.2 The concept of experimental capacity

Students' experimental competence is the ability to to determine the purpose, successfully plan and carry out an experimental activity, as well as evaluate that experimental activity in solving certain learning tasks based on the process of applying knowledge, skills and attributes their other individuals.

2.3 The concept of experimental activity

Conduct analysis of scientific research processes and the activities of experimental physicists to determine the activities.

2.4 Proposing elements and behavioral indicators of students'experimental capacity in learning physics

Table 2.3 Modified behavioral components and index

1 Determine the purpose of the experiment

1.1 Proposing the phenomenon/process to be studied related to determining the

experimental purpose

1.2 Arguments to determine experimental purposes

1.3 State the purpose of the experiment 2 Experimental planning 2.1 Identify qualitative and quantitative data

to be collected

2.2 Expected laboratory tools/equipment to

be used

2.3 Estimated plan for layout and assembly of experimental equipment

2.4 Expected steps to conduct the experiment 2.5 Anticipated how data will be collected 2.6 Anticipated how data will be collected 3.4 Collect experimental data

3.5 Processing data and presenting results 4 Draw conclusions,

evaluate and suggest improvements

4.1 Draw physical conclusions 4.2 Rate and suggest improvements

2.5 Proposing quality criteria of behavioral indicators ofstudents' experimental capacity in learning physics

Level A: Students perform a part of the behavior in the familiar context of the task (similar to the examples learned in class)

Level B: Students can fully perform the behavior in the context that the task is familiar.

Level C: Students perform part of the behavior in the context of the task being new (unfamiliar or complex task or task related to reality).

Level D: Students can fully perform the behavior when the task is new.

2.6 Completing the experimental competency framework ofstudents in learning physics based on expert opinions

Based on expert opinion, we tailor wording, descriptions, and illustrative examples for each behavioral indicator.

CHAPTER 3 CURRENT STATUS OF STUDENTS'EXPERIMENTAL CAPACITY AND TEACHING TO

DEVELOP STUDENTS' EXPERIMENTAL CAPACITY INPHYSICS TEACHING

3.1 Surveying the current situation of teaching to developstudents' experimental capacity

We surveyed questionnaires and surveyed 10 lesson plans of 10 physics teachers The results show that although teachers have paid attention to developing this competency, the type of class time and type of exercises are still poor, and there are still difficulties in developing the behavioral index of this competency.

3.2 Building an empirical competency assessment

Based on the results of the review of documents on experimental capacity assessment, we determined that we will use the practice test for indexes 3.1, 3.2, 3.3, and 3.4 For other index, the written test is used to evaluate.

Figure 3.5 The process of developing an assessment tool forstudents' experimental ability

3.2.1 Content of the test

Through the review of the 10 mechanical programs, and the minimum set of equipment, we determined the contents and tools corresponding to the following forms of testing:

Table 3.4 A brief description, instruments, and forms of testing

Knowledge Question Test form Laboratory Friction force Question 4 Written

Fall force Question 6 hand-on vibrator, Weight.

We built 2 test questions: topic 1 (questions 1, 2,3) assesses A and B levels; topic 2 (sentences 4,5,6) assesses the level of C' and D With C': being able to partially perform the quality of behavior in a new situation Correspondingly, we build answers and rubrics for the evaluation of these two questions.

3.2.2 Adjust the content of the review after consulting withstakeholders and small group testing

- Through consultation with experts, we adjust the content to ensure scientific accuracy and correct behavioral index.

- Through consultation with high school teachers, we adjust the expressions and get their confirmation of the appropriateness of knowledge with the students, whether the situations built in the topics are familiar or new.

3.3 Implement assessment

- Subjects of assessment: 90 students of 3 high schools in Phuc Yen city All selected students are in the Department of Natural Sciences and have learned knowledge of 10th-grade mechanics.

- The implementation is done as described below: