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THAI NGUYEN UNIVERSITY UNIVERSITY OF EDUCATION LE CHI NGUYEN DESIGNING AND USING EXPERIMENTS IN TEACHING THE CHAPTER "ELECTRIC CURRENT IN DIFFERENT ENVIRONMENTS" IN PHYSICS 11 TEXTBOOK TO DEVELOP SCIENTIFIC COMPETENCE FOR HIGH SCHOOL STUDENTS Speciality: Theory and Methodology of Physics Teaching Code: 9140111 DISSERTATION SUMMARY THAI NGUYEN - 2019 The dissertation was finished at: 2 THAI NGUYEN UNIVERSITY - UNIVERSITY OF EDUCATION Supervisor: Assoc Prof Dr NGUYEN VAN KHAI Dr CAO TIEN KHOA Reviewer 1: Reviewer 2: Reviewer 3: The dissertation will be defended in the university committee: THAI NGUYEN UNIVERSITY - UNIVERSITY OF EDUCATION At ……………… , 2019 The dissertation can be read at: -National library of Vietnam; - Thai Nguyen University - Learning Resource Center; - Library of College of Education 3 LIST OF PH.D CANDIDATE’S WORKS RELATED TO THE DOCTORAL THESIS Le Chi Nguyen, "Surveying the status of teaching and learning “Electricity in the environment” based on the approach of developing scientific capacity for students (Physics 11)", Educational Equipment Journal, No 112 , December 2014, pages 27, 28, 29.30 Le Chi Nguyen, "Some improvements and plans to use the experimental set of “Electric currents in environments” in teaching Physics 11 in order to enhance students’ research activities", Journal of Education, Special number, March 3, 2014, pages 151, 152, 144 Le Chi Nguyen, "Building the concept of scientific capacity for students in studying Physics in high school", Journal of Education, No 354, March 2, March 2015, pages 56, 57, 58 Le Chi Nguyen, "Using experiments in teaching Physics at high schools towards promoting students' activeness, autonomy and creativity", Journal of Education, Special number, October 2015, page 138 Le Chi Nguyen, "Using computer connection in experiments on thermoelectricity (Physics 11) to support teaching and developing scientific capacity for students" Educational Equipment Journal, No 126, February 2016, pages 90, 91, 92 Le Chi Nguyen, “Using computer connections in practice to investigate the rectifier properties of semiconductor diodes (Physics 11) to develop scientific research capacity for students” Journal of Education, Special number, April 2016, pages 105, 106, 107 Nguyen Van Khai - Le Chi Nguyen, “Assessing students’ scientific capacity when teaching some knowledge about “Electric currents in environments", (Physics 11)” Science Journal, Hanoi National University of Education, Volume 61, Number 8B, 2016, page 272 - 278 Nguyen Van Khai - Le Chi Nguyen, "Designing, manufacturing and using practical experiments to measure thermodynamic coefficients of thermocouples in teaching Physics 11 to develop scientific capacity for students", Scientific Journal, University of Education - Da Nang University, No 29B [03]/2018 - The 4th National Conference on Teaching Physics INTRODUCTION Rationale for the study Student’s scientific competence has become an important issue of education, both at national and international level when humanity is facing major challenges in water supply, food supply, disease control, creating enough energy and adapting to climate change (UNEP, 2012), [72] To deal with all of these challenges all citizens are required to have scientific knowledge Therefore, in countries with advanced education, science is an obligatory subject in the curriculum from kindergarten to high school [72] According to the general education program of Physics (2018) at high school, experiments and practices play a particularly important role in forming physical concepts, laws and principles Therefore, in addition to the use of Physical and Math models, the Physics program focuses appropriately on forming the ability to explore properties of physical objects through experiments and practice from different angles [2] In recent years, although schools in our country have been equipped with laboratory equipment under the "List of minimum teaching equipment" given by the Ministry of Education and Training, but the efficiency remains much limited In particular, for experiments on "Current in different environments" (Physics 11), the number of experimental devices is inadequate; there are still many qualitative experiments; in some measurements the multi-function clocks that indicate data in figures have low accuracy, are difficult to use, and fail to meet the requirements of competence developing teaching Therefore, it is necessary to complete and build more experiments with high accuracy, to collect and process data in a short time, to create more time for discovery - research activities, diversify learning forms For the above reasons, we chose the thesis: "Designing and using experiments in teaching the chapter" Electric current in different environments" Physics 11 textbook to develop scientific competence for high school students" Aims of the study To develop and use experiments in teaching knowledge about "Current in metals and semiconductors" Physics 11 to develop scientific competence for students Subjects and scope of the study + Subjects of the study - Teaching activities and teaching support experiments and learning some knowledge about: "Current in metals and semiconductors" in Physics 11 at high school - Scientific competence of high school students in studying Physics + Scope of the study - Developing and completing experiments to support teaching and learning activities; Organizing activities to learn some knowledge about "Current in metals and semiconductors" in Physics 11 at high school - Grade 11 students in Ninh Binh province and Hanoi city Scientific hypothesis "If we can develop experiments and use them to design a teaching process in accordance with the theory of competence development in teaching some knowledge about "Current in different environments" (Physics 11), then students' scientific competence will be developed ” Research methods - Theory research - Teaching practice research - Experiment - Mathematical statistics New contributions of the thesis 6.1 Theoretical contributions - Built development principles and measures to use experiments to support teaching physics in developing high school student’s scientific competence - Developed a procedure of using experiments in supporting teaching and learning new knowledge, practising experiments and solving experimental exercises at home, to develop scientific competence for students - Developed a set of criteria to assess the level of scientific competence of high school students in studying Physics using experiments 6.2 Practical contributions - Developed and put into use experimental sets of teaching and learning knowledge about "Current in metals and semiconductors" (Physics 11) for developing scientific competence for students - Developed a procedure of teaching and learning contents of knowledge about "Current in metals and semiconductors" (Physics 11), using the experiments to develop scientific competence for students - Developed a set of criteria to assess the level of scientific competence of students in and after learning contents of knowledge about "Current in metals and semiconductors" (Physics 11) - With popular and inexpensive semiconductor components, designed and made an experimental data collection and processing device with small signal measurements (mV), with high accuracy, suitable for teaching Physics for developing student’s scientific competence at high school Structure of the thesis In addition to the introduction, conclusions and recommendations, and references, the thesis consists of chapters: Chapter 1: Literature review Chapter 2: Theoretical and practical basis Chapter 3: Developing and using experiments in teaching knowledge about "Current in metals and semiconductors" to develop scientific competence for students Chapter 4: Pedagogical experiment Chapter LITERATURE REVIEW 1.1 RESEARCH ON DEVELOPING SCIENTIFIC COMPETENCE FOR STUDENTS 1.1.1 Foreign research + In America: Various scientific learning cycles have been proposed, since Robert Karplus introduced the science teaching cycle in 1962 Carl J Wenning (2011) introduced a new cycle of teaching Physics "adapting" scientific research methodology, including stages: observation, manipulation, generalization, verification and application [98, p 8] According to the author 5-stage teaching "perhaps is simpler and closer than "imitating" the overall processes of early physical science" [98, p 11] + In European countries: Competencies are stated in the "European Framework of Competency" for lifelong learning On that basis, countries develop their own educational programs, but must describe their learning outcome standards according to the "European Reference Framework" and develop a number of new assessment tools to support the learning process [74, pp, 7-8] Programme for International Student Assessment (in short PISA) is a research program of OECD that evaluates educational quality and has been becoming a student’s scientific competence assessment program worldwide PISA concept of scientific competence has been widely applied in Western European countries Based on the PISA scientific competence framework, some countries have developed, and specified scientific competence in their subjects [4], [52] Russia participated in PISA in 2003, 2006, 2009, 2012 and 2015 The results of PISA assessment are part of the Federal education development program [78] Many Eastern European countries have joined PISA and used the scientific competence framework of PISA to develop their scientific competence standards of high school students The study by Razumopxki (1975), on "Developing student's creative competence in the process of teaching Physics" - Moscow Publishing House, 1975, profoundly presented the theoretical and empirical basis of the issue of developing creative competence for students in studying Physics that has been applied in many countries around the world including Vietnam However, the results of education in science subjects have not reached the desired goal [79] + In Asian countries: Educational systems in Asia have differences in political institution and cultural norm In Japan, students' scientific competence framework consists of three types of knowledge and skills: scientific awareness knowledge and skills; scientific research method knowledge and skills; Individual thinking/ judgment/ performance ability [86], this framework is similar to the framework in PISA, [72, p12] Scientists believe: that their country ranks high in international student assessments such as PISA, TIMSS and PIRLS is the effectiveness of recent reforms of educational programs and assessment Studies in science and technology education in some schools in Singapore, Hong Kong, and in some Asian countries that have high rankings in the PISA assessment, show that: Scientific competence according to PISA is being paid special attention in developing educational programs [86], [87], [89] 1.1.2 In Vietnam In Vietnam, the study of Bernd Meier and Nguyen Van Cuong (2016) shows that the structure of general competence is a combination of elemental competencies: professional competence; method competence; social competence; individual competence [34, p 67] Vu Trong Ry - Pham Xuan Que (2015) studied "Testing and assessment of the results of physics at high school in the direction of competence development", applied the assessment method of PISA 2012 in the design of physics exams/ tests The study concluded: "Applying the assessment method of PISA is an innovation direction to testing and assessment of the results of Physics in the direction of competence development", [50, p, 11] 1.2 RESEARCH ON DEVELOPING AND USING EXPERIMENTS TO SUPPORT SCIENTIFIC COMPETENCE DEVELOPMENT TEACHING 1.2.1 Foreign research + In America: Famous experimental equipment manufacturers such as PASCO, YSI.v.v have tried to improve laboratory equipment according to the objectives of science teaching However, laboratory equipment is often cumbersome, difficult to move, designed in the form of specific experiments Research by Hofstein and Lunetta (1982) showed that the trend of designing experiments in teaching science subjects in the United States aims to develop some skills contributing to the formation and development of scientific competence for students but not yet meets teaching requirements [102] + In Europe: Jones’ studies (2003) on the development of Physics competence - University training framework in the UK show that: More and more graduates not have a basic understanding of the principles of Physics Therefore, it is necessary to consider the usefulness of experiments and the use of experiments in current teaching [85] Teaching with built-in experiments, pre-selected measurement methods shows that students lack necessary experimental skills to self-study [86] + In Asian countries Studies by Junichiro Yasuda (2012), Wang, F (2012) on "Empirical research on the impact of discovery teaching on the development of student's understanding of scienctific nature" [20]; study by Hu, JH, & Wang, L (2009) on "Research on teaching aids of high school chemistry teaching programs to develop students' ability to analyze science" [90] show that the reality of science teaching is still limited, the studies using experiments in teaching method innovation projects have largely stopped at experimental teaching [91, pp 25-26] 1.2.2 Research in Vietnam Currently, research on building and using experiments in teaching Physics in high school follows two trends: (1) Building and using self-made experiments from cheap and easy-to-find materials; (2) applying digital advances in building and using experiments with support of computers 1) Building and using self-made experiments from cheap and easy-to-find materials In order to promote students' self-reliance and creativity in 10 the learning process, experiments need to be developed in the form of modules for students to propose their own experimental plans, equipment selection, installation, and data collection and processing - developing scientific competence for students 2) Applying digital advances in building and using experiments with support of computers The studies have a common conclusion: Using physical experiments connected to computers gives highly accurate measurement results, saving time in collecting, processing and presenting data, students will have more time for discussion and analysis of the results of scientific conclusions 1.3 RESEARCH ON THE USE OF EXPERIMENTAL EQUIPMENT IN TEACHING "CURRENT IN DIFFERENT ENVIRONMENTS", PHYSICS 11 In other countries, companies like PHYWE, EV, FESTO, LEYBOD in Germany; POSCO (USA); ADDESTATION (Addest Technovation - Singapore), has produced a series of experimental equipment, measurement devices, automated control connected to computer to replace most of the traditional experiments in schools For experiments on "Current in different environments", PHYWE (2008), introduced four experiments [98] Limitations of imported experiments are: costly, cumbersome, difficult to manipulate; built-in experiments, mainly experiments performed by teachers; experimental plans are not suitable for teaching to develop scientific competence for students in high school Therefore, these experiments have not met the requirements of teaching to develop scientific competence for students CHAPTER CONCLUSIONS The questions of the thesis are: 14 V.G Razumopxki generalized into a 4-stage Abstract assumption model creative cycle of Physics Testable consequences science (Figure 2.1) Unlike scientists, in order to develop their scientific competence, students cannot implement the creative cycle themselves, but need the support of teachers Initial events Experiments and experimental equipment Therefore, experiments in teaching to develop physics Figure 2.1 Creative cycle of Physics science according to Razumopxki competence for students play the following roles: 2.3.3.1 Support students to discover research problems (starting event) 2.3.3.2 Support students to build predictions (models, abstract assumptions) 2.3.3.3 Is a means of checking the correctness of predictions (empirical testing) 2.3.3.4 Is a unified medium between theory and practice 2.4 BUILDING AND USING EXPERIMENTS TO DEVELOP SCIENTIFIC COMPETENCE FOR HIGH SCHOOL STUDENTS 2.4.1 Principles for building experiments Principle 1: Consistent with the curriculum, the student's level of awareness + Content: At high school level, there must be many experimental devices to perform accurate quantitative measurements, develop scientific competence for students + Example Principle 2: Ensure teaching to develop scientific competence for students + Content: Experiments must be inherited and systematic, suitable to the levels of formation and development of students' scientific competence components + Example Principle 3: Ensure practicality, feasibility + Content: Experiment must be pedagogical, aesthetic, scientific, 15 accurate, highly stable, clear results, easy to observe, easy to in a short time and safe; Consistent with the development trend of science & technology; simple to produce, compact, easy to assemble, reasonable price, meeting the goal of teaching and developing scientific competence for students + Example 2.4.2 Procedure of building experiments Step 1: Survey the reality of using experiments at high schools Step 2: Build experiments Step 3: Test Step 4: Complete laboratory equipment 2.4.3 Procedure of using experiments 2.4.3.1 Teaching to build new knowledge In this study, when teaching new knowledge, we chose the 5-step problem solving procedure: Step 1: Discover the problem Step 2: State the problem Step 3: Prepare and implement the problem solving plan, selfassessing the solution Step 4: Draw conclusions (legalize knowledge) Step 5: Apply new knowledge 2.4.3.2 Practice the experiment a) Use practical experiments The procedure of guiding students to practice experiments Step 2: Guide students to design experimental plans Step 3: Guide students to conduct experiments Step 4: Guide students to analyze experiment results and evaluate student performance b) Use experimental assignments The procedure of guiding students to solve lab experiments at home 16 Step 1: Analyze the requirements, state assumptions and conclusions Step 2: Plan to solve the experiment exercise Step 3: Solve the experimental exercise Step 4: Report the results 2.5 MEASURES TO USE EXPERIMENTS TO SUPPORT TEACHING TO DEVELOP SCIENTIFIC COMPETENCE FOR STUDENTS 2.5.1 General measures Measure 1: Teaching through organizing activities for students According to Jean Piaget's constructivist theory (1896 1983), learners always learn from their own actions, only through individual activities people recognize the imbalance of awareness and find a way to balance it [27] The theory of "Near development" of L.Vygosky (1896 - 1934) stated that cognitive development has a social origin, mainly through the use of language, especially in the context of interacting with others (communication) [34, p 67] The above points lead to a method of teaching for the development of student’s capacity, "Teaching through organizing activities for students" + Example Measure 2: Coordinate the different stages of the learning process Students' competence is formed and developed from a variety of component competencies The reality of teaching shows that: When teaching a specific knowledge content, due to time constraints, students' cognitive ability, in a teaching period, teachers cannot fully develop all components, but only selects the component competency that matches the content of knowledge, focusing on developing that competence Therefore, one of the teaching methods is: "Coordinate the different stages of the learning process" + Example Measure Use practical learning situations In the view of Marxist-Leninist philosophy, people perceive the objective world in general and science in particular according to a law: "From vivid visuality to abstract thinking to seek an objective truth." 17 The goal of competence development teaching is to teach students the ability to apply knowledge and skills to solve practical problems [1], [2], [3], for students, practices in studying Physics are phenomena in nature related to Physics knowledge and experiment practice + Example 2.5.2 Specific measures Measure 1: Use experiments that are appropriate to students' cognitive level + Content: The process of forming skills must go from simple skills (repeated skills) to complex skills - from specific stages to the whole process of experiment [52], [ 68]: Select among available tools to assemble properly according to the diagram, perform the correct manipulations; Proposing plans, designing experiments, searching tools, well practicing + Application: In the teaching process, teachers guide students to use experiments in levels from simple to complex or vice versa Three levels of experimental use are shown in figure 2.7, [68] Applying the background knowledge to the same situation (transforming the model of traditional exp Level Applying the background knowledge to the situation with new factors: drawing the experim Level Exploring and proposing a completely new plan, stating the advantages and disadvanta Level Figure 2.7 Three levels of experimental proposal + Example Measure 2: Use experiments in accordance with the procedure of competence development + Content: Select suitable form and method of using the experiment in accordance with the level of student’s competence development 18 Measure 3: Use experiments to promote students' positivity, self-reliance and creativity in learning + Example 2.6 DEVELOP ASSESSMENT TOOLS OF STUDENT’S COMPETENCE IN THE STUDY OF PHYSICS USING EXPERIMENTS 2.6.1 Concept of evaluation The evaluation process consists of three basic sequenced steps: Measure; quantitative assessment; Evaluation 2.6.2 Methods of evaluating students' scientific competence in studying Physics 2.6.2.1 Observation checklist Steps to conduct observation: Step 1: Prepare + Build assessment scale Step 2: Observe to collect data + Direct observation: Using an observation checklist combined with the criteria, assigning scores according to each criteria for groups or individuals Step 3: Analyze and evaluate observation results Ranking students’ competence according to levels, corresponding to the score: Level (score - 6); Level (score -8); Level (score 9-10) 2.6.2.2 Peer assessment (collaborative learning process) Step 1: Teacher marks each group Step 2: Group members peer-assess each other + Each member of the group receives a vote with the maximum points as follows: No Criteria Points Complete 90 to 100% of the job 9-10 Complete 70 to 80% of the job 7- Complete 50 to 60% of the job 5- Complete less than 50% of the job 4-1 Not complete the job Step 3: teacher marks each member 19 2.6.4 Quantifying criteria to assess student’s competence 2.6.4.1 Quantifying criteria to assess student’s competence in learning new knowledge Figure 2.8 Quantifying criteria to assess student’s competence in learning new knowledge Component competence Explain phenomena scientifically Evaluate and design a physical scientific study Analyze, interpret physical experimental data scientifically Criteria + Explain the phenomenon in experiments in physical language and show the laws of physics in that phenomenon + Explain the cause of deviation, the unexpected experimental results; + Explain technical applications related to Physics knowledge + Ask questions about a physical event, state the problem + state the hypothesis / prediction scientifically, draw a conclusion that can be tested by experiment + Proposing feasible experimental plans; + Selecting laboratory tools that are accurate and consistent with the experimental plan; + Assemble and conduct experiments in a reasonable time; Experimental results are within the expected range; + Present the relationship between the knowledge of Physics + Base on the shape of the graph to explain / predict the relationship between physical quantities + calculate results from laboratory data correctly + present the results of experiments scientifically + explain unexpected results Point s 20 + use experimental results to argue the correctness of results and draw scientific conclusions (new Physics knowledge) 2.6.4.2 Quantify student’s competence through experiment 2.6.4.3 Quantify student’s competence through experiment exercise solving 2.7 INVESTIGATION IN THE CURRENT SITUATION OF TEACHING "CURRENT IN DIFFERENT ENVIRONMENTS” We conducted a survey on using experiments in the teaching and learning of the chapter "Current in different environments" (Physics 11), the school year 2014 - 2015, in Ninh Binh province and Hanoi city 2.7.3.2 Use of laboratory equipment in teaching and learning Table 2.11 Statistics on percentage of experiment use Scale of use Method Regula Seldom Never r Experiments in learning new 15% 65% 20% knowledge Practical experiments in lab 15% 85% 0% Experiment exercises 5% 18% 77% Thus, most teachers are aware of the role of experiments, but have not used laboratory equipment properly as required, if having been used they stopped at the point of demonstration, verification, especially practical experiments and experimental exercises are the least often The teaching is mainly teaching theory in class, not combining the forms of using experiments in teaching Teachers often underestimate teaching students how to use the knowledge they have learned to explain and demonstrate the common physical phenomena in real life Survey results from students: Through direct exchange and collecting information from 186 questionnaires, (we sent 200 votes and collected 186 votes) the results are as follows: Students' knowledge acquisition is extremely passive, mainly taking notes, doing exercises, taking multiple-choice tests Their learning goal is the score Therefore, students are only interested in subjects of the university 21 entrance group, for the others they just learn how to "deal" with the teachers; The knowledge of scientific research methods received by students is at a low level, mainly theoretical reasoning, knowledge related to experimentation (if any) then applied in simple cases CHAPTER CONCLUSIONS For the purpose of researching theoretical and practical basis to design a procedure of teaching to develop scientific competence for high school students, in chapter 2, we focused on studying two basic issues: The first issue: Based on the analysis of the concepts of student’s scientific competence presented in PISA and the new general education Program (2018), we built three components of high school student’s competence in studying Physics: (1) Explain phenomena scientifically;(2) Evaluate, design and implement a physical scientific study; (3) Analyze and interpret experimental data scientifically Based on the three components, we developed a set of tools to assess the level of scientific competence development of students during the pedagogical experiment (chapters and 4) The second issue: Analyzed and evaluated the survey results of the situation of using experiments in teaching and learning Physics in high schools, proposed construction principles and measures to use experiments to develop competence for students Chapter BUILDING AND USING EXPERIMENTS IN TEACHING KNOWLEDGE ABOUT "CURRENT IN METALS AND SEMICONDUCTORS" (PHYSICS 11) TO DEVELOP SCIENTIFIC COMPETENCE FOR STUDENTS 22 3.1 Develop some experiments and plan to use them in teaching knowledge about "current in metals and semiconductors", to develop competence for students 3.1.1 Quantitative experiment on thermoelectric phenomenon 3.1.1.1 The need to build experiments 3.1.1.2 Experimental teaching results Figure 3.8 Results of experiment on thermoelectric phenomenon Figure 3.9 Results of thermodynamic coefficient 23 Figure 3.8 is the experiment of students of Hoa Lu A high school (Ninh Binh) Figure 3.9 is the result of student’s measuring the thermodynamic coefficient 3.1.2 Experiment to investigate rectifier properties of semiconductor diodes 3.1.2.1 The need to build experiments 3.1.2.2 Experimental teaching results Figure 3.15 is the experiment results of students of Dinh Tien Hoang high school (Ninh Binh) measuring the positive current through diodes Figure 3.15 Results of the positive current Figure 16 is the results of experiments of Chu Van An High School students (Hanoi), measuring negative current through diodes Figur 3.16 Results of negative current 3.1.3 Experimental exercises: "Using semiconductor diodes and 24 LEDs to create a set of experiments to prove the DC conductivity of semiconductor diodes" (experiment at home) 3.1.3.1 The need to build the Figur 3.17: Rectify a experiment cycle 3.1.3.2 Results of experimental teaching 3.2 Using experiments built into teaching knowledge about "current in metals and semiconductors" (physics 11), to develop competence for students 3.2.2 Use a practical experiment to measure the thermodynamic coefficient of a thermocouple and examine the current flowing through a semiconductor diode 3.2.2.1 Measure the thermodynamic coefficient (αT) of the thermocouple 3.2.2.2 Practice examining current flowing through semiconductor diodes 3.2.3 Using the experimental exercise: "Using semiconductor diodes and LED lamps to create experiments to prove the DC conductivity of semiconductor diodes" (Experimental exercise at home) 3.3 DEVELOP ASSESSMENT TOOLS OF STUDENT’S COMPETENCE 3.3.1 Student's competence assessment in learning new knowledge 3.3.1.1 Assessment scale of competence through peer assessment (assessment while learning) Figure 3.2: Teacher’s criteria of group marking Component competence Poin t + Explain the cause of thermoelectric flow (Dibec 0,5 phenomenon) Explain phenomena + Explain the purpose of the experiment 0,5 scientifically + Explain the procedure of the physical process taking place in the experiment E depends linearly on ∆t0C + From the formula of E, deduce the consequence that 1,5 Evaluate and can be tested by experiment design a + Propose a plan to use a heat source and how to 1,5 physical measure the temperature change of the heat source scientific study + Draw the assembly diagram for experiments to measure E and ∆t0C Criteria 25 + transform from experiments with traditional measuring tools to experiments with computer connection + Perform experimental data collection with computerised software Analyze, + use experimental results0 to argue the linear interpret dependence between E and∆t C physical experimenta + base on the first function graph, reasoning out the formula E = αT.(T1-T2) l data scientificall y 1,5 0,5 1 3.3.2 Assessment of student’s competence in experiment practice 3.3.2.1 Assessment of student’s measuring thermodynamic coefficient 3.3.2.2 Assessment of student’s examining the current through semiconductor diodes 3.3.3 Assessment of students' home experiment exercises CHAPTER CONCLUSION We built and completed three sets of experiments, used in teaching four knowledge units of "Current in metals and semiconductors" Physics 11 Corresponding to the forms of teaching organization, we built a scale to measure the level of students' competence: (1) The scale of peer assessment; (2) The scale of experimental practice; (3) The scale of test/exercises; (4) The scale of the experimental exercise at home These scales were used as a tool for assessing students during and after pedagogically experimental teaching Chapter PEDAGOGICAL EXPERIMENT 26 Figure 4.1 Level of competence of experimental class The component competencies are "quantified" according to levels: Level (9-10 points); Level (7 to points); Level (5 to points) The level of students' competence is explained through graphs: Figure shows the level of competence in learning new knowledge (thermoelelectric phenomenon); Figure shows the level of student’s practicing in lesson (measuring thermodynamic coefficient); Figure shows the level of student’s practicing in lesson (surveying rectifier characteristics of semiconductor diodes); Figure shows the level of student’s solving experiment exercises at home (see Figure 4.1) Figure 4.2 is a graph showing the competence level of experimental students according to the components 27 + First component: The first component developed quite well + Observing students through two experimental rounds we found, for scientific hypothesis/ prediction; Drawing a conclusion that can be tested by experiment and proposing a test experiment, students encounter many difficulties, especially female students + The third component developed steadily and better than the first two CHAPTER CONCLUSIONS After the experimental teaching, the level of competence moved from level to level This initially confirms the correctness of the scientific hypothesis: “If experiments are built and used to design a teaching process suitable for the theory of competence development when teaching some knowledge about current in different environments”, (Physics 11), scientific competence of high school students will be improved CONCLUSIONS AND RECOMMENDATIONS Some results of the project Comparing with the research aims and tasks, the project has solved the following issues: * Theoretically + Built three competence components of high school students in teaching Physics using experiments + Built principles of designing, making, completing 28 experiments and measures to use experiments to develop competence for students at high school + Developed assessment tools to assess the level of competence development of students in the process of teaching Physics using experiments * Practically: + Developed and put into use three sets of experiments in teaching knowledge about "current in metals and semiconductors" (Physics11) in accordance with the process of teaching to develop competence for high school students + Developed four teaching procedures of knowledge about "current in metals and semiconductors" (Physics 11) which were taught experimentally at high school and assessed the level of students' competence development + Developed assessment tools to evaluate the competence development of students during and after learning the knowledge of "Current in metals and semiconductors" (Physics 11) at high school + With popular and inexpensive semiconductor components, it designed and made experimental data collection and processing equipment with small signal measurements (mV), with high accuracy, suitable for teaching Physics at high school Some limitations of the thesis + The scope and subjects of pedagogical experiment are narrow (72 students at high schools) + The process of collecting data to assess pedagogical experiment results is limited in the number of specialized observation tools, the ability to observe teaching and learning activities of teachers and students Conclusion The research results met the aims of the thesis: "Develop and use some experiments connected to computers in teaching some knowledge about "current in metals and Semiconductors" Physics 11 to develop competence for high school students" Recommendations + It is necessary to have more experimental studies on a large scale in high schools and funding for researching and applying the ... reasons, we chose the thesis: "Designing and using experiments in teaching the chapter" Electric current in different environments" Physics 11 textbook to develop scientific competence for high school... some knowledge about: "Current in metals and semiconductors" in Physics 11 at high school - Scientific competence of high school students in studying Physics + Scope of the study - Developing and... activities to learn some knowledge about "Current in metals and semiconductors" in Physics 11 at high school - Grade 11 students in Ninh Binh province and Hanoi city Scientific hypothesis "If we can