Vận dụng phương pháp bàn tay nặn bột trong dạy học hóa học nhằm phát triển năng lực giải quyết vấn đề và sáng tạo cho học sinh ở trường trung học cơ sở tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION LE THI DANG CHI APPLYING HANDS ON METHOD IN TEACHING CHEMISTRY TO DEVELOP THE CAPACITY OF SOLVING PROBLEMS AND CREATIVITY FOR STUDENTS IN SECONDARY SCHOOLS Speciality: Reasoning and teaching method of chemistry Code: 91.40.111 SUMMARY OF EDUCATIONAL SCIENCE PH.D THESIS Supervisor: ASSOC.PROF PH.D TRAN TRUNG NINH PH.D VO VAN DUYEN EM HA NOI, 2020 Research has been completed at: Chemistry Faculty – Ha Noi National University of Education Supervisor 1: ASSOC.PROF PH.D Tran Trung Ninh Supervisor 2: PH.D Vo Van Duyen Em Review 1: ASSOC.PROF PH.D Phung Quoc Viet Review 2: ASSOC.PROF PH.D Pham Van Hoan Review 3: PH.D Pham Thi Bich Dao The thesis will be defended by the University-level thesis evaluation committee at Hanoi National University of Education at hour date month year The thesis can be found at these libraries: National Library, Hanoi or Library of Hanoi National University of Education INTRODUCTION Selecting topic’s reasons In accordance with the development’s trend of this era and industrial revolution 4.0, meeting the requirements of a rapidly and strongly growing society, in addition to changing the institution of management, our country's education system must be innovated in approach: changing from approaching content to approaching capacity; appreciating ability to working of students The basic and comprehensive renovation of general education according to Resolution No 29-NQ/TƯ with an aim to changing teaching methods, from imparting knowledge to guiding organizations, orientating development of cognitive capacity for students; Resolution No 88 of the 13th National Assembly about reforming curriculum and textbooks also poses a great challenge for teachers in Secondary schoolss Chemistry in Secondary schools plays an important role in contributing to the development of common and specialized competencies, including solving problems and creativity, this is one of the most important competencies, the core should be formed and developed for students to meet the requirements of renovating general education, capacity of solving problems and creativity helps students succeed in learning and becoming dynamic, modern in life Actual situation in recent years shows that general education has been actively innovating curriculum and teaching methods towards modernization to approach the world Together with other active teaching methods which are being implemented, Hands on method has been selected by the Ministry of Education and Training to invest in researching, compiling documents, training step by step to deploy and apply Hands on method is a scientific teaching method based on the fundamental of enquiry and applied to teaching natural science subjects This method was initiated by Professor Georges Charpak (Nobel Prize in Physics in 1992) This method’s goal is to create curiosity, desire to explore and indulge in science of students, paying much attention to practice expressive skills through spoken and written language, teaching using Hands on method aims to help students being active, self-sufficient in discovering and suggesting problem solving solutions, improve students' creativity in research activities, these characteristics create favorable conditions for forming and developing capacity of solving problems and creativity for students Based on the results of the Conference on handing over the project "Deploying Handson method in high schoolss from 2011 to 2015", the Ministry of Education and Training promulgated Official Dispatch No 3535 / BGDĐT-GDTrH guiding some contents which continue to apply Hands on method in high schoolss However, applying Hands on method to teaching chemistry in secondary schools is still limited, especially application of this method to develop some necessary skills for students such as capacity of solving problems and creativity For those above reasons, we choose the research topic "APPLYING HANDS ON METHOD IN TEACHING CHEMISTRY TO DEVELOP CAPACITY OF SOLVING PROBLEMS AND CREATIVITY FOR STUDENTS IN SECONDARY SCHOOLS" Research’s aims Applying Hands on method to develop capicity of solving problems and creativity for students in teaching chemistry in secondary schools, thereby contribute to improve quality of teaching in secondary schools Reasearch’s missions 3.1 Research the theoretical basis of the topic: Innovating teaching method of chemistry, general issues of Hands on method, capacity of solving problems and creativity 3.2 Research the actual situation of applying Hands on method and developing capicity of solving problems and creativity for students through teaching chemistry using Hands on method at secondary schools 3.3 Create the process of developing capicity of solving problems and creativity for students in teaching Chemistry by using Hands on method 3.4 Design teaching topics using Hands on in Inorganic Chemistry section at Secondary School 3.5 Suggest the principles, processes, design directions of beginning situations in teaching Chemistry using Hands on method at secondary schools 3.6 Suggest the principles, design processes, usage of practical exercises in teaching Chemistry using Hands on method at secondary schools 3.7 Create a toolkit to evaluate capicity of solving problems and creativity for students in teaching Chemistry using Hands on method 3.8 Pedagogical experiment: in order to test the feasibility and effectiveness of this research’s suggestions Reasearch’s objects 4.1 Research object Process of teaching Chemistry at secondary schools 4.2 Research subjects The object of the thesis’s research is the application of Hands on method in teaching Chemistry at secondary schools and developing capicity of solving problems and creativity for students Research’s scope - Some secondary schools in the South, the Central and the Central Highlands - Approving content of Inorganic Chemistry section at Secondary Schools - Research period from 2015 to 2019 Sciencetific hypothesis If teachers use Hands on method in teaching Chemistry reasonably, suitably, students’ capicity of solving problems and creativity will be developed and contribute to improve the quality of teaching Chemistry Research’s methods Using topic feature with these researches: 7.1 Group theoretical research methods 7.2 Group of practical research methods 7.3 Statistical processing method Research’s new contributions - Researching the reasoning’s basis of Hands on method and capacity of solving problems and creativity - Investigating, assessing actual situation of applying Hands on method and developing capacity of solving problems and creativity in teaching chemistry in Secondary schools - Forming a process of developing capacity of solving problems and creativity for students by teaching chemistry using Hands on method - Recommend principles, procedures, design directions of beginning situations in teaching chemistry using Hands on method in secondary schools - Designing some topics about teaching inorganic chemistry section based on Hands on method in order to develop capacity of solving problems and creativity for students by using Hands on method - Recommend principles, design processes, usage of system of practical exercises in teaching chemistry using Hands on method in Secondary schoolss - Designing toolkit to assess capacity of solving problems and creativity in teaching chemistry using Hands on method in Secondary schoolss Thesis’s structure In addition to the introduction, conclusions and references, content part of the thesis is divided into chapters: Chapter Reasoning’s base and practises about applying Hands on method in teaching chemistry in secondary schools Chapter Applying Hands on method to develop capacity of solving problems and creativity for students in teaching Chemistry in Secondary schools Chapter Pedagogical experiments CHAPTER Reasoning’s bases and practises about applying Hands on method in teaching chemistry in secondary schools 1.1 History of research’s issue 1.1.1 About Hands on method Hands on method, in French is La main la pâte abbreviated as LAMAP; in English is Hands-on, is a science teaching method based on researching, application in teaching natural science subjects This method was initiated by French Professor Georges Charpak (1992 Nobel Prize in Physics) 1.1.1.1 Hands on methods in the world 1.1.1.2 Hands on methods in Vietnam 1.1.2 About developing capacity of solving problems and creativity for students by teaching Chemistry 1.1.2.1 In the world 1.1.2.2 In Vietnam 1.2 Innovating teaching chemistry method in secondary schools 1.2.1 Orientation for innovating teaching Chemistry method in current period 1.2.2 Scientific bases of teaching to develop capacity 1.2.3 Innovating teaching Chemistry method in Secondary schools 1.3 Capacity of solving problems and creativity 1.3.1 Definition of capacity 1.3.2 Definition of capacity of solving problems and creativity In our opinion, for students, capacity of solving problems and creativity in learning is that students know how to solve problems to find new things to some extent In order to have capacity of solving problems and creativitystudents must be in a problematic situation, finding how to solve the contradictory cognitive or action and resulting in a new and effective solution 1.3.3 Structure of capacity of solving problems and creativity 1.4 The basic reasoning about Hands on method 1.4.1 Scientific bases of Hands on method 1.4.2 The basic principles of Hands on method 1.4.3 Teaching by Hands on method 1.4.3.1 Process of teaching using Hands on method Including stages: Stage 1: Beginning situations and suggesting experimental questions Stage 2: Forming experimental questions Stage 3: Forming experimental theories and experimental solutions Stage 4: Implementing experimental solutions Stage 5: Inferring, legalizing new knowledge 1.4.3.2 Role of Hands on method in developing capacity of solving problems and creativity 1.4.3.3 Practical exercises and development of capacity of solving problems and creativity for students in teaching using Hands on method 1.5 Teaching by subject 1.5.1.Conception of teaching by subject 1.5.2 The process of developing teaching by subject 1.6 Actual situation of applying Hands on method and developing capacity of solving problems and creativity in teaching Chemistry in Secondary schools 1.6.1 Actual situation of applying Hands on method in teaching Chemistry in Secondary schools 1.6.1.1 Teaching methods used by teachers in teaching Chemistry in Secondary schools Figure 1 Chart of teaching methods used by teachers in teaching chemistry Always Often Rarely Never Figure Pie chart of the level of using Hands on method of teachers 1.6.1.2 Teacher’s assessments about Hands on method Table Assessments of lesson time using the Hands-on method Assessments Agree Disagree Students become more actice 327 Stimulating students’ interest 290 45 Classes become more lively Students become more creativity and braver 315 20 289 46 Improving classes’ quality 302 33 Improving solving problems ability 324 11 Improving experiment ability 296 39 Disagree Agree Students become more actice Stimulating students’ interest Classes become more lively Students become more creativity and braver Improving classes’ quality Improving solving problems ability Improving experiment ability Figure Chart of assessments about classess applying Hands on method 1.6.2 Actual situation of capacity of solving problems and creativity of students in Secondary schools 1.6.2.1 Results of teachers’ surveys No Questions Teachers’ answers Forming capacity of Very Necessery solving problems and necessary creativity for students is: 212 (63,28%) 119 (35,52%) Students’ capacity of Need to Average solving problems and improve creativity in Secondary schoolss is: 218 (65,07%) 67 (20.0%) Does Hands on method Yes help to form capacity of solving problems and 335 (100%) creativity? Not necessery now (1,2%) Good Not necessery (0%) Execellent 32 (9,55%) 18 (5,38%) No (0%) Very necessary Necessery Need to improve Not necessary now Average Not necessary Good Exellent Figure 1.4: Chart of the necessity to form capacity of solving problems and creativity for secondary school students Figure 1.5: Chart of the real situation of capacity of solving problems and creativity for secondary school students 1.6.2.2 Results of students’ surveys Table Necessary chemistry study skills of students Very good (4) Good (3) Not good (2) None (1) 94 488 354 29 Working in groups 82 257 598 28 Presentating ideas 55 382 503 25 Suggesting experimental questions in learning 37 129 550 249 Suggesting experimental solutions in learning 28 232 507 197 Experimenting 63 421 387 94 Inferring new knowledge 57 317 491 100 Comparing new knowledge to initial impression 54 386 388 137 Skills Taking notes on notebooks Comparing new knowledge to initial impression Inferring new knowledge Experimenting Suggesting experimental solutions in learning None Not good Good Suggesting experimental questions in learning Very good Presentating ideas Working in groups Figure Chart of students' necessary learning skills using Hands on method Table Attitude of students when encountering learning and practical problems Actions Thinking, using, finding knowledge to solve 10 Amount of students 276 2.4 Forming system of practical exercises to develop capacity of solving problems and creativity for students in learning Inorganic Chemistry section by using Hands on method in Secondary Schools 2.4 Principles of designing practical exercises for Inorganic Chemistry section in Secondary schools Principle 1: Ensuring the accuracy and scienctific Principle 2: Ensuring practicality Principle 3: Stimulating excitement, creativity of learners Principle 4: Ensuring educational Principle 5: Ensure pedagogical 2.4 The process of designing practical exercises for Inorganic Chemistry section in Secondary schools Step 1: Define goals and content of lesson Step 2: Identify the problem to design practical exercises Step 3: Collect data Step 4: Identify the form and techniques of design Step 5: Design a situation Step 6: Test and improve the situation 2.4 The system of practical exercises to develop students' capacity of solving problems and creativity in learning Inorganic Chemistry section using Hands on method in Secondary School Table 2.4 The system of practical exercises to develop students' capacity of solving problems and creativity in learning Inorganic Chemistry section using Hands on method in Secondary Schools Grade Theme Content Practical exercises Oxygen’s features Impossible mission Oxygen and Compustion life Oxygen is life Air – Compustion Water blower in aquaculture ponds Features – applications of Air balloon Hydrogenhydrogen Water and talking number Water Water Oxide’s chemical features Solving alkaline soil Oxide Photochemical fog Truong Uc lime furnace Some important oxides 10 Insects’ bites 11 Acid rain Acid’s chemical features Acid Some important acids Base’s chemical features Base Some important bases Salt’s chemical features 15 12 To confirm iodized in Salt Some important salts Chemical fertilizers Metal’s features distinguishing salt 13 Tinted glass 14 Optimizing body's ability when playing sports 15 Using nitrogen fertilizers correctly 16 Rosin 17 High pressure light 18 Collecting mercury Chemical active range of metals Metal Aluminum Iron Nonmetal’s features Nonmetal Chlorine Carbon 19 Using chlorine to clean swimming pools 20 Carbon, the element of opposites 21 Gas mask 22.Operating principle of fire extinguishers 2.4 Using the system of practical exercises to develop capacity of solving problems and creativity for students in learning Inorganic Chemistry section using Hands on method in Secondary School a Used to create beginning situations b Used to train designing experimental solutions skills for students c Used to assess students' capacity of solving problems and creativity 2.5 Designing lessons’ plans using Hands on method in teaching Inorganic Chemistry section at secondary schools to develop students' capacity of solving problems and creativity 2.5.1 Applying to Chemistry 2.5.2 Applying to chemical 2.6 Designing toolkit to assess capacity of solving problems and creativity of students in Secondary schools 2.6.1 Process of designing toolkit to assess capacity of solving problems and creativity of students in Secondary schools Table Designing process of toolkit to assess capacity of solving problems and creativity of students in Secondary schools Cont ent Rese archi ng 16 docu ment s and defin ing the conc ept of capa city of solvi ng probl ems and creat ivity Defi ning the struc ture of capa city of solvi ng probl ems and creat ivity, 17 inclu ding com pone nt capa city and criter ias Desc ribin g criter ias and asses sing the level of capa city of solvi ng probl ems and creat ivity Defi ning meth ods 18 and desig ning toolk it to asses s capa city of solvi ng probl ems and creat ivity Testi ng the toolk it to asses s capa city of solvi ng probl ems and creat ivity throu 19 gh repre senta tive stude nts’ samp les Editi ng and com pleti ng the toolk it to asses s capa city of solvi ng probl ems and creat ivity 2.6.2 Describing aims and assessing level of capacity of solving problems and creativity Table Structure of capacity of solving problems and creativity of students in Secondary schools 20 NL thành phần Recognizing problems related to chemistry in complex situations in life Detecting and clarifying problems Forming and implementing new ideas Suggesting and choosing solutions Implementating and assessing solving problem solutions Independent thinking Biểu Detecting and clarifying problems related to chemistry in complex situations in life, expressing initial notions Detecting and stating problematic situations in learning and in life, suggesting experimental questions 3.Collecting information relating to problem and forming new ideas Suggesting advanced solutions or replacing unsuitable solutions Suggesting solutions to solving problems Comparing and commenting on suggested solutions Implementing solving problems solutions Recognizing suitabilities or unsuitabilities of solutions Applying solutions to new situations 10 Receiving and assessing problems from different aspects After the review process of experts and adjustments, it is proposed to describe criterias and evaluate the level of capacity of solving problems and creativity as follows: Table Describing criterias and assessing the level of capacity of solving problems and creativity Component capacities Recognizing problems related to chemistry in complex situations in life Detecting and clarifying problems Forming and implementing new ideas Suggesting and choosing solutions Implementating and assessing solving problem solutions Independent thinking 21 2.6.3 Methods, toolkit to assess capacity of solving problems and creativity We have used checklists to observe behaviors method and assessing situations method to design toolkit to assesss students' capacity of solving problems and creativity in teaching Chemistry in Secondary schools 2.6.3.1 Using checklists to observe behaviors 2.6.3.2 Assessing situations 22 Chapter 3: Pedagogical experiments 3.1 Aims and missions of pedagogical experiments 3.1.1 Aims of pedagogical experiments 3.1.2 Missions of pedagogical experiments 3.2 Preparations before pedagogical experiments 3.2.1 Experiments’ localities 3.2.2 Experiments’ objects 3.2.3 Experiments’ teachers 3.3 Proceeding pedagogical experiments 3.3.1 Designing experiments 3.3.2 Experiments’ survey (2016-2017) 3.3.3 Pedagogical experiments round (2017-2018) 3.3.4 Pedagogical experiments round (2018-2019) 3.4 Experiments’ result 3.4.1 Solving pedagogical experiments’ result 3.4.2 Pedagogical experiments’ result a Assessment’s results based on observating students checklist after impaction - Pedagogical experiments round 1’s result (2017-2018): Figure 3 Graph of the development of the criterias of capacity of solving problems and creativity for students through the results of the 1st round observating checklist - Pedagogical experiments round 2’s result (2018-2019): Figure Graph of the development of the criterias of capacity of solving problems and creativity for students through the results of the 2nd round observating checklist 23 b Results of assessing capacity of solving problems and creativity using self - assessing form of students - Pedagogical experiments round 1’s result (2017-2018): Figure Graph of the development of the criterias of capacity of solving problems and creativity for students through the results of the 1st round using self - assessing form - Pedagogical experiments round 2’s result (2018-2019): Figure Graph of the development of the criterias of capacity of solving problems and creativity for students through the results of the 2nd round using self - assessing form c Results of assessing after impaction test - Pedagogical experiments round 1’s result (2017-2018): 24 1TN Figure Cumulative line graph of 8th grade’s test results round Class Average mark S Independent 7.13 1.75 1ĐC8 4.93 2.67 t-test 2.4*10-10 ES 0.8239 Table 12 Summary of characteristic parameters of 8th grade’s test results round Figure Cumulative line graph of 9th grade’s test results round Class 1TN9 Average mark 7.10 S 2.22 1ĐC9 5.03 2.46 p 1.3*10-18 ES 0.8422 Table 14 Summary of characteristic parameters of 9th grade’s test results round - Pedagogical experiments round 2’s result (2018-2019): Average mark 6.95 4.90 S(SD) 1.63 2.19 p 1.2*10-13 ES 0.9369 Table 16 Summary of characteristic Figure Cumulative line graph of 8th grade’s test results round 25 parameters of 8th grade’s test results round Figure 10 Cumulative line graph of 9th grade’s test results round Average mark S p ES 7.00 5.08 2.06 2.29 7.9*10-20 0.8390 Table 18 Summary of characteristic parameters of 9th grade’s test results round 26 CONCLUSIONS AND RECOMMENDATIONS Conclusion The thesis has completed all objectives and research tasks: 1.1 Having contributed to fully systematize the reasoning’s basis of the application of Hands on method in teaching inorganic chemistry section in Secondary school in order to develop capacity of solving problems and creativity for students 1.2 Research on the actual situation of using Hands on method in teaching Chemistry and in developing capacity of solving problems and creativity for students from analyzing the situation of national and international researches, conducting class observating 17 teachers, collecting opinions from 335 teachers and 965 students in Phu Yen, Binh Dinh, Quang Ngai, Quang Nam, Da Nang, Thua Thien Hue, Gia Lai, Kon Tum, Tay Ninh, Quang Ninh and Hanoi 1.3 From the reasoning’s basis and actual situation of the research, there are some new suggestions: - Forming a process of applying Hands on method to develop capacity of solving problems and creativity for students - Suggesting standards and procedures for designing beginning situations in teaching using Hands on method - Suggesting process and forming a system of 22 practical exercises to support the process of applying Hands on method to develop capacity of solving problems and creativity for students - Designing teaching topics of Inorganic Chemistry section to apply Hands on method to develop capacity of solving problems and creativity for Secondary students - Forming a toolkit to assess capacity of solving problems and creativity, including observating checklists, self-assessing forms, tests of problem solving competence 1.4 Conducting pedagogical experiments in Secondary schools, first round of pedagogical experiment in Secondary schools, second round pedagogical experiment in Secondary schools: collecting, analyzing, processing data, inferring comments The process of pedagogical experiments was conducted in cities, rural areas, plains and mountainous areas in the South, Central and Central Highlands like: Dong Nai, Binh Dinh, Gia Lai, Da Nang and Thua Thien Hue 1.5 Collecting data from 1,377 observating checklists, 1,377 self-assessing forms about students' capacity of solving problems and creativity, 1,377 after impaction tests in grade 8, grade The results of statistical processing of pedagogical experiments’ data have proved feasibility and high efficiency of Hands on method 27 in developing capacity of solving problems and creativity for students and contributed to improve the quality of teaching Chemistry in Secondary schools, thus confirming the correctness of the theory that the thesis has proposed Recommendations For the Ministry of Education and Training: The research results are continued to be implemented and applied in secondary schools in Vietnam For Secondary School: Schools’ Administrators encourage to create favorable conditions for teachers and students to implement Hands on method through Natural Sciences subjects in accordance with the orientation of developing capacity of solving problems and creativity for students to contribute to improve the quality of teaching and learning in school For teachers: Teachers need to overcome difficulties in time as well as teaching equipment, bravely apply Hands on method in teaching to develop capicity of solving problems and creativity for students 28 PUBLISHED WORKS Ph.D student Le Thi Dang Chi, Assoc.Prof Ph.D Tran Trung Ninh (2017), "Designing toolkit to assess capacity of solving problems and creativity for Secondary school students and experiment teaching Chemistry" Yearbook of the International Scientific Conference "Trends in educational development in a globalized world" - Ho Chi Minh City University of Social Sciences and Humanities - July 21, 2017, p.475-482 Ph.D student Le Thi Dang Chi, Assoc.Prof.Dr Tran Trung Ninh, PhD Vo Van Duyen Em (2017), "Actual situation of applying Hands on method in teaching Chemistry in secondary school in Vietnam" Science journal Hanoi University of Education, No 6/2017 EN, p.53-59 Le Thi Dang Chi, Assoc.Prof Dr Tran Trung Ninh (2017), "Using Hands on method in teaching the subject" Transformation "- 8th grade’s Chemistry, to develop capacity of solving problems and creativity for Secondary school students.”, Yearbook of the International Workshop on Training and Fostering for secondary teachers, general education managers and lecturers Ho Chi Minh City University of Education, p 27-36 Le Thi Dang Chi (2017), "Fostering ability of using teaching methods for chemistry teachers to develop capacity of solving problems and creativity for Secondary school students ", Yearbook of the Association Workshop on Developing Teachers to meet the requirements of Education and Training’s Innovation, Hue University of Education - Hue University, p.41-49 Le Thi Dang Chi, Tran Trung Ninh, Pham Tuyet Lan, Nguyen Chinh Nhan, Huynh Thanh Tam (2017), "Using Hands on method in teaching the subject" Some important oxides " 9th grade’s Chemistry in order to develop students' capacity of solving problems and creativity”, Yearbook of the International Scientific Conference Developing Pedagogical capacity of Natural Science Teachers to meet the requirements of general education’s innovation , Hanoi National University of Education, p.268-278 Le Thi Dang Chi, Tran Trung Ninh (2018), "Assessment of Problem Solving Ability and Creativity in Chemistry Teaching at Secondary Schools in Binh Dinh, Vietnam", American Journal of Educational Research (6), 757-762 DOI: 10.12691 / education-6-6-26 Le Thi Dang Chi (2018), "Methods and tools to assess capacity of solving problems and creativity in Secondary school chemistry", Yearbook of scientific seminar Renewing training tasks create teachers to meet the objectives and requirements of the general education program, An Giang University, p.56-64 Le Thi Dang Chi, Tran Trung Ninh (2018), "The process of developing capacity of solving problems and creativity for Secondary school students by using Hands on method.", Journal of Education, No 443 (Period - 12/2018), p.15 - 21 Le Thi Dang Chi, Tran Trung Ninh (2019), “Designing beginning situations in teaching chemistry using Hands-on method to develop capacity of solving problems and creativity for Secondary school students "Yearbook of the International Science Conference" New Issues in Science 29 ... Secondary schools 1.6.1 Actual situation of applying Hands on method in teaching Chemistry in Secondary schools 1.6.1.1 Teaching methods used by teachers in teaching Chemistry in Secondary schools... teaching Chemistry in Secondary schools 2.1 Analyzing Inorganic Chemistry section’s curriculum in Secondary schools 2.1.1 Aim of teaching Inorganic Chemistry in Secondary schools 2.1.1.1 About knowledge... pedagogical experiments in Secondary schools, first round of pedagogical experiment in Secondary schools, second round pedagogical experiment in Secondary schools: collecting, analyzing, processing