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

THE WORK WAS COMPLETED AT

HANOI UNIVERSITY OF EDUCATION

Scientific Instructors: Assoc Prof Dr Pham Xuan Que

Reviewer 1: Prof Dr Nguyen Thi Nhi

Reviewer 2: Dr Cao Tien Khoa

Reviewer 3: Prof Dr Le Thi Thu Hien

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

Hanoi National University of Education’ Library

LIST OFSCIENTIFIC WORKS RELATED TO THE

SISCLOSURE OF THE THESIS

1 Design experimental tasks in teaching content “rule of finding theresultant 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" fordeveloping the experimental capacity of students (2021), Journal ofEducation Equipment, November special issue

3 Development experimental competence with problem -basedlearning (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 ofstudent's experimental capacity (2022), Journal of Scientific of HanoiPedagogical University 2, No 1 November

6 Designing an experimental competence framework in learning physics

of high school students (2022), Vietnam Journal of education, Vol 22November special issue

1 Reasons for choosing the themes

Competency-based training is the standard approach of schools inthe 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, inwhich, 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 typicalcompetencies that scientists need in general natural science researchand physics research Therefore, it is really necessary to develop thiscapacity in teaching physics at all levels If the experimental capacity

in students is formed and developed, surely we have contributed toequipping students with specialized thinking and helping themalways confidently act and be ready to solve problems issues andways of Independence Confidence is the bridge that brings themcloser to the reality of the foundation and easily adapts to themodernized industrialized life

In the world, research on this ability has been conducted since thelast year of the 20th century until now The research results arediverse from the proposed model of empirical capacity to theresearch on development measures and building assessment tools InVietnam, the research on this capacity so far has only begun to beformed into a small amount in the study of teaching individualnatural sciences (physics, chemistry, biology) Therefore, the study

of assessing or developing this capacity has aspects to keepdiscussing

The above shows that the development of experimentalcompetence 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 teaching high school physics”.

2 Purpose of the research

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

3 Scientific hypothesis

If we can determine the structure of students' experimentalcapacity in learning physics in high school, and discover the currentstatus of students' experimental capacity, we will rely on theories ofdevelopmental psychology, theories of teaching physics, and theories

of psychology, and we can propose measures to foster the behavioralmanifestation of students' experimental capacity in learning physics

+ Perform adjustments based on experts' comments

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

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

10th-+ Based on the construction structure together with the study ofthe 10th-grade Mechanics program, propose a tool to assess theexperimental capacity in learning physics for students who havecompleted the 10th-grade Mechanics section

+ Consult stakeholders and test in small groups to refine theproposed tool

+ Using the tool to assess the experimental capacity of 10thgraders in learning Physics at high school, thereby seeing the realsituation and difficulties and shortcomings of students whileperforming behaviors of competence

- Study and propose measures to develop some behaviors ofstudents' responsible competence in learning Physics

- Pedagogical experiment to evaluate the effectiveness of theproposed measures

5 Objects and subjects of the research

6 Methods of research

To conduct the study we used a combination of the followingresearch methods:

+ Documentary research method: To review the research related

to the research problem To propose the structure of experimentalcapacity in learning physics for students Compare the findings of

difficulties and shortcomings of Vietnamese students whenimplementing behavioral index of natural resources with the researchresults indicated previously Clarifying the content of behavioralindex of development interest.

+ Practical survey method: Through surveys and studying lessonplans of some teachers to grasp the actual teaching situation todevelop experimental capacity in teaching Physics Through tests andevaluation criteria to assess the current state of the experimentalcapacity of 10th-grade students

+ Method of consulting experts: To evaluate the validity of theproposed experimental capacity structure, and the reliability andvalue of the experimental capacity assessment tool

+ Experimental pedagogical method: using case studies toevaluate the effectiveness of the proposed measures to develop somebehavioral index of experimental capacity

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

7 New contribution of the thesis

- Theoretically: Contribute to proposing the structure of naturalenergy in physics learning of Vietnamese students based on theanalysis of scientific research processes and activities ofexperimental physicists; Building a tool to assess students' naturalenergy 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 of10th grade students in Phuc Yen city after studying mechanicalknowledge; detect difficulties and shortcomings of students whenperforming the acts of self-reflection; Develop tasks that can supportthe 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'sdifficulties 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, andrecommendations, the thesis includes 4 chapters:

Chapter 1: An overview of research issues

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

Chapter 3: Current status of students' experimental capacity andteaching to develop students' experimental capacity in physicsteaching

Chapter 4: Propose and experiment with pedagogical measures tofoster 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 arederived from the studies of TIMSS (1997), APU (1988), Mayer(2007), HarmoS (2008), NAEP (2008), Schreiber et al (2009) Ingeneral, the authors mainly based on two approaches: the "based oncomponents" approach and the "process-based" approach [93] Thestructure of different empirical competency models is determinedthrough the difference in the component competencies (of theexperimental capacity) and the clear description of the evaluationcriteria for these components

* In Vietnam

Studies are showing that experimental capacity is established bythree components of knowledge, skills, and attitudes (author DinhAnh Tuan) Truong Xuan Canh, and Nguyen Tien Loc said thatexperimental capacity includes: the ability to form experimentalhypotheses; the capacity to design experimental plans; the capacity toconduct experiments and collect experimental results; the Ability toanalyze experimental results and draw conclusions The group ofauthors Ly Thi Thu Phuong, Xaypaseuth Vylaychit, of Nguyen VanBien determined that the structure of experimental capacity includesnot only the above four components but also another element which

is the element "Manufacturing the application of experimentation intoscience and life

1.2 Studies on the development of experimental competence

* In the world

Measures to improve students' practical competence by improvingthe structure of the laboratory as well as developing students' learningtasks in the laboratory in a way that makes them closer to aprofessional career or access to practice

* In Vietnam

Many methods are mentioned, manufacturing experimentalequipment, developing open-experimental topics, building problemsituations using interactive experiments on the screen, studentsdeveloping their ability to experiment with nature, measures.However, the measures have not paid attention to the specificcharacteristics of each behavioral indicator to effect

1.3 Studies on evaluation of experimental capacity

The evaluation forms used are process assessment andproduct 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 wordbehavioral index.

CHAPTER 2 BUILDING STRUCTURE OF EXPERIMENTAL CAPACITY OF STUDENTS IN LEARNING PHYSICS IN HIGH 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 givenlearning task through the application of their knowledge, skills, andother personal attributes

2.2 The concept of experimental capacity

Students' experimental competence is the ability to to determinethe purpose, successfully plan and carry out an experimental activity,

as well as evaluate that experimental activity in solving certainlearning tasks based on the process of applying knowledge, skills andattributes 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 purpose1.2 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 collected2.2 Expected laboratory tools/equipment to

be used2.3 Estimated plan for layout and assembly ofexperimental equipment

2.4 Expected steps to conduct the experiment2.5 Anticipated how data will be collected2.6 Anticipated how data will be collected

Level D: Students can fully perform the behavior when the task isnew

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

Based on expert opinion, we tailor wording, descriptions, andillustrative examples for each behavioral indicator

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

DEVELOP STUDENTS' EXPERIMENTAL CAPACITY IN PHYSICS TEACHING

3.1 Surveying the current situation of teaching to develop students' experimental capacity

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

3.2 Building an empirical competency assessment

Based on the results of the review of documents on experimentalcapacity assessment, we determined that we will use the practice testfor indexes 3.1, 3.2, 3.3, and 3.4 For other index, the written test isused to evaluate

Figure 3.5 The process of developing an assessment tool for

students' experimental ability

3.2.1 Content of the test

Through the review of the 10 mechanical programs, and theminimum set of equipment, we determined the contents and toolscorresponding to the following forms of testing:

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

Knowledge Question Test form Laboratory

instrumentsElastic force Question 1,

Question 2,Question 5

Written

Question 3 hand-on magnetic board,

Spring, WeightFriction 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 anew situation Correspondingly, we build answers and rubrics for theevaluation of these two questions

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

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

- Through consultation with high school teachers, we adjust theexpressions and get their confirmation of the appropriateness ofknowledge with the students, whether the situations built in the topicsare familiar or new

3.3 Implement assessment

- Subjects of assessment: 90 students of 3 high schools in PhucYen city All selected students are in the Department of NaturalSciences and have learned knowledge of 10th-grade mechanics

- The implementation is done as described below: