Phát triển năng lực tự học cho học sinh thông qua dạy học hóa học hữu cơ lớp 11 ở trường trung học phổ thông tt tiếng anh

1 MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION VUONG CAM HUONG DEVELOPING SELF-STUDY ABILITY FOR STUDENTS THROUGH TEACHING GRADE 11th ORGANIC CHEMISTRY IN HIGH SCHOOL Major: Reasoning & Teching Methodology of Chemistry Code: 9.14.01.11 SUMMARY OF EDUCATION DOCTORAL THESIS HANOI, 2020 This work was completed at Hanoi National University of Education Scientific Instructors: Prof Dr Nguyen Cuong Reviewer 1: Assoc Prof Dr Nguyen Thi Suu Reviewer 2: Assoc Prof Dr Phung Quoc Viet Reviewer 3: Assoc Prof Dr Nguyen Quang Tung This thesis will be presented and defended at the Thesis Examination Board meeting at Hanoi National University of Education at The thesis is available at: National Library of Vietnam, Hanoi or Hanoi National University of Education’ Library LIST OF SCIENTIFIC WORKS RELATED TO THE DISCLOSURE OF THE THESIS Vuong Cam Huong (2016), Developing self-studying ability of students of Chemistry Pedagogy in teaching Organic Chemistry at university, Science journal of Hanoi Pedagogical University, No 6A, pp 198-206 Vuong Cam Huong (09/2016), Current situation of students 'self-study capacity of Chemistry pedagogy students and development of students' selfstudy capacity, Proceedings of National Scientific Conference, pp 369-376 Vương Cẩm Hương (09/2016), Classroom teaching procedures for developing students' self-learning capacity at university, Proceedings of international scientific conference, Rajabhat Maha Sarakham University, pp 166-172 Vuong Cam Huong (2017), Developing self-study capacity of high school students in teaching chemistry through contract teaching method, Journal of Science and Technology Pham Van Dong University, No 12, pp 148-155 Vuong Cam Huong (12/2017), Developing students' self-study capacity through designing activities related to Chemistry in High School, Proceedings of the University's International Science Conference Hanoi Pedagogy, pp 516-526 Vuong Cam Huong (03/2018), The process of building lessons in the subject of chemistry orientating students' self-study ability development, Science journal of Pedagogy University - Da Nang University, No 27 (01), pp.80-84 Vuong Cam Huong (10/2018), Designing self-study activities in the subject of chemistry to develop self-study capacity for high school students, Journal of Education, No 439, pp 39-44 Vuong Cam Huong (11/2018), Development status of students' self-study chemistry skills and the design of Chemistry self-study guides for students in High School, School Science Magazine Hanoi National University of Education, No 8, pp 156-166 Vuong Cam Huong, Nguyen Cuong (06/2019), Developing students' selfstudy capacity through designing courses on moodle learning management system, Proceedings of International Conference on Education University, pp 284-296 INTRODUCTION The reason for the topic chosen The 21th century is the era of IT, communication and intellectual economy with the 4.0 technology revolution Facing that trend, many countries in the world have identified: Innovation in education and training is a fundamental factor determining the sustainable development of the nation Besides the trend of internationalization, the Communist Party and the Government have considered capacity development as a leading task in educational innovation in upcoming school years Particularly, educational action plan in which Government's Action Plan is deployed to implement Resolution 29-NQ / TW also points out: “Education and training institutions should promote the innovation of teaching methods in the direction of developing the individual's study capacity, positive teaching methods and techniques application and focus on practicing self-study methods ” Therefore, the principal goal of teaching in high schools these days is not just to provide students with a system of knowledge, but more importantly is to “Continue to innovate teaching methods following: comprehensive development in the capacity and quality of learners; to promote positivity, proactive mindset and creativity; to foster self-study methods, learning interests, cooperation skills, ” Thus, it can be seen that self-study capacity is an important skill that needs to be developed so that students can adapt to the constant changes of life, integrate with the world of technology and learn how to raise their levels In addition, the general education program also determines that self-study ability is one of three common competencies that needs to be formed and developed for students with the target “High school education curricula helps learners continue to develop necessary qualities and competencies for workers, citizens' awareness and personality; self-study ability and sense of life-long learning; ability to choose a career that matches their competencies and interests” Based on that, Chemistry curricula also identifies the competencies needed to be developed in teaching general chemistry as "Awareness to Chemistry, ability to understand the natural world from a Chemistry perspective, ability to apply knowledge learnt” To achieve the above-mentioned goal, it requires learners to be able to self-study Chemistry in a comprehensive and complete manner through various teaching facilities In other words, learners are independent subjects in learning Chemistry & its activities Therefore, developing self-study capacity for high school students is an important and urgent task Organic Chemistry is the science of organic compounds with a large amount of knowledge and is difficult compared to the curricula delivery and level of awareness in the age of high-school students [13] Therefore, learners need to make great efforts throughout the learning process However, students’ self-study process is still facing many difficulties such as: Being unable to find suitable documents, receiving no guidance from teachers in order to self-study effectively, lack of guidance from textbooks, From the above practice, the development of case study in teaching Organic Chemistry in high schools is an important and urgent task and serves as a longterm important strategy From the above reasons, the topic "Developing self-study ability for students through teaching grade 11th Organic Chemistry in high school" is practical, up-to-date and also meets both theoretical and practical requirements in renovating current methods of teaching Chemistry Purpose of the research To propose some measures in developing self-study capacity for high school students and contribute to improve the quality of teaching Organic Chemistry at high schools Object, subject, scope of the study - Research object: The process of teaching Organic Chemistry at high schools - Research subject: self-study capacity and measures to develop self-study capacity for high school students in teaching Organic Chemistry at high schools - Research scope: + Research content: Organic Chemistry knowledge of grade 11th Chemistry curricula + Research period: September 2015 - September 2019 + Study area: Central and Southern region Scientific hypothesis Proposing and applying measures: Designing and using guidance materials for self-studying Organic Chemistry for grade 11th students at high schools; Designing an online course on Moodle and applying the Blended learning model to teaching Organic Chemistry of grade 11th in high schools in a way which is suitable for students and will develop self-study capacity of students and contribute to improving the quality of teaching chemistry at high schools Tasks of the research 5.1 Research theory and practice as the basis of the topic Theoretical research: Studying theoretical issues related to self-study, self-study capacity, signs of self-study, self-study capacity development, methods and organizational forms teaching: contract teaching method, self-study guidance materials, course design on Moodle learning management system, blended learning model Practical research: Researching practical issues related to developing self-study capacity in teaching Organic Chemistry at high schools, analyzing curricula and Chemistry textbooks of grades 11 and 12; investigating the current situation of developing self-studying capacity for students in teaching Organic Chemistry at high schools 5.2 Developing self-studying capacity of students in teaching Organic Chemistry at high schools - Proposing the structure of self-study capacity of high school students - Proposing some measures to develop self-study capacity for high school students: Measure 1: Design and utilize Organic Chemistry self-study guidance documents for grade 11th high school students Measure 2: Design an online course on Moodle system and apply the Blended learning model in teaching Organic Chemistry of grade 11th high school students - Design and use self-study capacity assessment toolkit for high school students 5.3 Pedagogical experiment: Define purpose, content, object, plan and conduct pedagogical experiments at some high schools and process empirical data to evaluate the feasibility and effectiveness of the proposed measures Research method Use a combination of the following methods: 6.1 Methods of theoretical research: Analyzing, synthesizing, systematizing, generalizing documents and materials on developing and evaluating self-studying ability and capacity; a number of teaching methods that contribute to the development of selfstudy skills such as: Using self-study materials, contract teaching methods, designing courses on moodle learning management system, Blended learning model 6.2 Practical research methods: - Survey the practice of teaching chemistry of teachers and students in high schools in developing self-study capacity - Expert method: Exchange and consult experts on the structure of self-study capacity - Pedagogical experiment: Conduct pedagogical experiment on measures to develop self-learning capacity of high school students 6.3 Mathematical methods: Using mathematical statistical methods to process experimental data collected during the investigation and pedagogical experiment to draw conclusions New contributions of the topic - Contribute to an overview of theoretical basis related to the topic on the following issues: Competence and self-study ability of high school students; A number of teaching methods and teaching models contribute to developing students' self-study capacity (contract teaching method; Using self-study materials; Blended learning model) - Investigate and assess the current status of developing self-study capacity in teaching Chemistry from 131 teachers and 1150 students in 19 high schools - Identify the 6-step basis and process of building self-study capacity structure for high school students The structure of self-study capacity framework has component competencies and criteria - Proposing measures to develop self-studying capacity for students in teaching grade 11 Organic Chemistry: Designing and using guidance materials for teaching Organic Chemistry for students; Designing online courses on Moodle system and applying Blended learning model in teaching - Design and use a set of tools for assessing self-study capability in teaching Organic Chemistry including: Assessing students 'ability to answer questions for teachers, self-assessment questionnaire of students' questions, questions of teachers The structure of the thesis - The thesis has parts: Introduction (04 pages); Content (138 pages); General conclusions and recommendations (02 pages) In which the content consists of chapters: - Chapter 1: Theoretical and practical basis for developing self-study capacity for high school students (41 pages) - Chapter 2: Measures to develop self-study capacity for students through teaching grade 11 organic chemistry in high schools (72 pages) - Chapter 3: Experimental pedagogy (25 pages) - With 107 references and published works - Appendix (100 pages) CHAPTER THEORETICAL AND PRACTICAL BASIS ON CAPACITY DEVELOPMENT SELF-STUDY FOR STUDENTS AT HIGH SCHOOL 1.1 History of research issues on developing self-study capacity for high school students 1.1.1 Studies in the world Foreign research works have all confirmed the role of self-study in learners’ learning activities, which point out some basic self-study skills and note down the role of teachers in organizing teaching process to promote independence, selfawareness, creativity of learners, Through typical studies of self-study and selfstudy capacity from educators and psychologists in the world, we realize that selfstudy is a decisive factor for the life-long learning trend of every individual in this modern society The development of self-study capacity is extremely necessary, greatly and directly affects learners' learning while studying in high school as well as throughout their later lives 1.1.2 Domestic research works Thus, the issue of self-study and self-study capacity development for students has been mentioned in a number of books, research works and theses Most of the authors affirmed the important role of self-study in general and the development of self-study capacity for students in particular in improving the quality of learning, practicing the ability to think independently and increasing creativity in learners At the same time, the authors propose measures to improve the quality of self-study This is a valuable resource for us to continue in-depth study and to find solutions to develop self-study capacity for students in the process of teaching Chemistry at high school However, there has not been any specific research project on developing self-studying capacity for students through teaching Organic Chemistry at high schools, so we affirm that this is a new and valuable direction in terms of theoretical and practical aspects 1.2 Competence and self-study ability of high school students 1.2.1 Overview of capacity 1.2.1.1 Capacity concept In the thesis, we put forward the concept of competency as follows: “Capacity is the ability to mobilize knowledge, skills, attitudes and apply them appropriately to successfully carry out an activity in a certain context” 1.2.1.2 Structure of capacity 1.2.2.2 The purpose of capacity assessment 1.2.2.3 Several capacity assessment tools 1.2.3 Overview of self-study 1.2.3.1 Concept of self-study In summary, when summarizing the conception of self-study of the authors and in accordance with the research direction of the thesis, we give self-study this following direction: Self-study is being self-thinking, self-conscious, active, selfreliant and is to possess knowledge purpose, to form skills and learning attitudes 1.2.3.2 Forms of self-study 1.2.4 Self-studying ability of high school students 1.2.4.1 The concept of self-study capacity We define the research-oriented self-study capacity for the thesis as follows: Self-study capacity of high school students is the ability to plan self-study activities scientifically, and implement them effectively, then self-assess the achieved results and adjust the process with the support of teachers 1.2.4.2 The structure of self-study capacity 1.3 Some learning theories guide the development of self-study ability 1.3.1 Some basic learning theories guide self-study capacity development 1.3.1.1 Theory of operation 1.3.1.2 Cognitive theory 1.3.1.3 Constructivist theory 1.4 Some teaching methods and models of teaching methods which orientates the self-study capacity of students 1.4.1 Teaching method by contract 1.3.2.1 The concept of teaching by contract 1.3.2.2 Teaching process by contract 1.3.2.3 Advantages and limitations 1.4.2 Using self-study materials 1.4.2.1 Definition of self-study guide 1.4.2.2 Develop self-study guide 1.4.3 Blended learning model 1.4.3.1 The concept of "integrated teaching" 1.4.3.2 Combined teaching model 1.4.3.3 Moodle learning management system 1.5 Situation of self-studying and developing self-studying capacity for students in teaching Organic Chemistry in High School 1.5.1 Purpose of investigation 1.5.2 Investigated subject We conducted surveys at 19 high schools in the Central and Southern regions with the number of 131 high school teachers and 1150 students in grade 11 and grade 12 1.5.3 Content and method of investigation 1.5.3.1 Content of the investigation 1.5.3.2 Investigation method 1.5.4 Survey results 1.5.4.1 Survey results for teachers - The frequency of regular use of teaching methods and techniques towards developing self-study capacity in chemistry teaching - The frequency of using assessment tools in teaching chemistry - Organizational methods for students to self-study in teaching Chemistry (for teachers who use teaching methods to develop self-study capacity) - Teachers' awareness of self-study capacity in teaching Chemistry - The reality of students' self-study capacity is assessed by teachers 10 1.5.4.2 The survey results for students We used the questionnaire on students' self-study method in learning Chemistry and common difficulties of students during self-study process, specifically as follows: 1.5.5 General comment Most teachers realize that the development of self-study capacity for students is very necessary and important, but the use of positive teaching methods to develop selfstudy capacity for students is still limited Actual results stem from the following reasons: - The volume of Chemistry knowledge is quite huge added with new knowledge make it difficult to for teachers to teach due to the time constraint, so students have a lot of difficulties in learning Chemistry - Teachers still limit the use of positive teaching methods in the teaching process - Students still not have the habit of self-study as well as have any effective selfstudy methods Also, lack of guidance from teachers and self-study materials can make them feel difficult in self-study Thus, to overcome the current situation for teachers, it is necessary to think of some measures to develop self-study capacity effectively for students so they may not have any difficulty in the process of self-study This may also help them form and practice the habit of self-study and which contributes to improving the quality of teaching CONCLUSION OF CHAPTER Upon the overview of the research situation across the country and in the world, we realize that the development of self-study capacity in teaching chemistry for high school students is an important and urgent issue in meeting the needs of educational innovation and training as a whole Following that direction in chapter 1, we have studied the theoretical basis of developing self-study capacity for high school students and systemize some theoretical issues on: self-study, study capacity, self-study capacity, assessment of capacity, teaching methods and teaching models contributed to the development of self-study capacity for students We also conducted a survey on 131 teachers, 1150 students in grade 11 and grade 12 at 19 high schools in the central and southern region of Vietnam, which shows that the use of positive teaching methods to the development of self-studying capacity for students is still limited and students still have difficulty in self-studying Chemistry These are important theoretical and practical basis for us to propose the structure of self-study capacity as well as to take measures to develop self-study capacity for high school students in Chapter 13 this activity, students develop self-study capacity such as: - Capacity to set up a plan to conduct experiments: determine the objectives, methods, means and duration of experiment - Capacity to carry out experiments plan: prepare chemicals, tools and conduct experiments Observe, describe and make conclusion on solubility, color and odor of organic matter Or teachers can ask questions for students to relate the actual solubility, color, smell of some common substances in life For example: Question Question Do research experiments on solubility, color, smell of alkanes: Conduct experiment for ml of gasoline (including a mixture of saturated hydrocarbons) in 50 ml of water and add (g) lubricant in ml of gasoline From the results of the experiment, we can comment on whether the alkane solubility in water and whether alkanes can dissolve oil or fat Expression of self-study capacity Question - Capacity to develop self-study plans: + Determining goals and self-learning content: Test the solubility of gasoline in water and grease in gasoline + Identify testing methods and facilities: Take gasoline and lubricant at home or buy at the store Chemicals: gasoline, grease, water Tools: glass cup, stirring rod + Determining time for experiments - Capacity to implement self-study plan + Search information source: Prepare the above chemicals and tools + Analysis and information processing: Conduct experiments according to the instructions + Solve learning tasks: Observe, describe the phenomenon and draw conclusions about the solubility, color, smell of gasoline (5) Questions to guide self-study about the chemical properties of organic matter (6) Self-directed questionnaire on application and modulation c Designing a system of questions and chemical exercises to guide students in self-study and practice In the study, we designed a system of questions and chemical exercises to guide students in self-study exercises and review according to the learning contract 14 2.3.1.4 The process of organizing self-study activities according to the selfstudy guides From the structure of self-study capacity presented in Table 2.1 and studying the relationship between teaching and learning in organizing self-study activities of students, we propose the process of self-study activities in chemistry teaching Organic learning includes activities corresponding to the components of selfstudy component as shown in Picture 2.2 Activity Selfstudy planning Activity .Implement a self-study plan Activity Assess selfstudy results and adjust the selfstudy process TEACHERS Teachers give out self-study materials, use instructions and ask students to plan for selfstudy Hình STUDENTS Determine the content to self-study, methods, means and time of self-study Support students to implement the self-study plan with guidance materials Search, process information and apply knowledge and skills to solve learning tasks Organize learning activities in class: evaluate the results of self-study after using documents, supplement knowledge, correct troubleshooting and let students Report self-study results, ask questions, discuss and solve classroom learning tasks Self-assessment, adjustment and lessons learned 2.3.1.5 Use self-study materials guide to study new materials We designed self-study guide on Hydrocarbon included chapters with lessons to study new materials (9 periods) and practice exercises (4 periods) as follows: The 11th hydrocarbon portion Lesson Lesson 25 Ankan (2 periods) Chapter Saturated hydrocarbons Lesson 27 Practicing alkanes (2 periods) Lesson 29 Anken (2 periods) Chapter Unsaturated Lesson 30 Ankadien (1 periods) Lesson 32 Ankin (1 periods) hydrocarbons Lesson 33 Practicing Ankin (2 periods) Chapter Aromatic Lesson 35 Benzene and peers Some other 15 hydrocarbons Source of natural hydrocarbons Systematize on aromatic hydrocarbons (3 periods) hydrocarbons a Self-study guide and lesson plan in new material study lesson Example: Self-study guide and self-study activity lesson 25 Ankan We design experimental lesson plans as follows: - Lesson 25 Ankan (2 periods) Lesson plan: K1 - Lesson 29 Anken (2 periods) Lesson plan: K3 - Lesson 32 Ankin (1 period) Lesson plan: K4 b Self-study guide and lesson plan in practice lesson In the study, we choose to use instructional materials in combination with the contractual teaching method in teaching practice and revision (1) Document content Illustrative example: A self-study guide for lesson 27 Practicing ankan (2) Organize activities for students to study under contracts Activity 1: Participate in research and sign contracts Activity 2: Prepare a contract implementation plan Activity 3: Perform duties in a contract Activity Acceptance of the contract (3) Study contract and lesson plan Example Learning Contract Lesson 27 Practicing Ankan 16 Table 2.3 The learning contract for lesson 27 Practicing Ankan High school: LEARNING CONTRACT Class: Lesson 27 Practicing Ankan Full name of student:………………………… Time from:………to:…………… Task Content request Mode of  operation Exercise Test your   design skills Exercise Write down  the isomers and name  the alkanes Exercise Write a  chemical equation about  the properties of alkanes Exercise Exercise on   the alkanes reaction Exercise Exercise on   the reaction of alkanes Exercise Exercise on   the alkanes' fire reaction Exercise Exercise on  alkali modulation  reaction Exercise multiple   choice questions 8, 9,10 Exercise 11 Collect and  solve Practical  Exercises Mandatory mission Coupon support Optional mission Maximum time Progressing well Personal activities  Difficulty Double team Homework Large team    5m  5m  5m x  5m x  5m x  5m x  5m  10 m  Need teachers to guide Very comfortable Normal Unsatisfied  Finished I pledge to comply with the contract Student (sign, full name)  Selfassessment Teacher (sign, full name) 17 We design experimental lesson plans as follows: - Lesson 27 Practicing Ankan (2 periods) Lesson plan: K2 - Lesson 33 Practicing Anken (2 periods) Lesson plan: K5 2.3.2 Measure Design an online course on moodle and apply the Blended learning model to teaching On the priciple of analyzing the signs of self-study capacity along with the characteristics and goals of the Organic Chemistry curricula, we propose measures to develop students' self-study capacity through designing the course "Organic Chemistry 11” and apply Blended learning model to teaching 2.3.2.1 Orientation when designing the course "Organic Chemistry 11" a Object oriented b Direction of use c Content orientation d Form orientation e Directions feasible and effective 2.3.2.2 Course design process on Moodle learning management system To design a course for students to self-study online on the Moodle learning management system, proceed through steps: - Step 1: Install Moodle Using Moodle system on “tuhochoahoc.com” - Step 2: Create a course After logging in with Admin’s authority on "tuhochoahoc.com" there are many courses such as: Designing lectures, Audio books, Organic Chemistry topics, we use the function to add new courses to create courses self-study "Organic Chemistry 11" for high school students Figure 2.3 Website containing the course - Step 3: Set up course information - Step 4: Use Moodle's features to build the course - Step 5: Develop content for lessons in the course We designed the course "Organic Chemistry 11" in chapters with 16 lectures, 16 self-study tests after each lesson and final tests as follows: 18 Figure 2.5 The content of the chapters in the course 2.3.2.3 Activities of students in the course 2.3.2.4 Applying the Blended - Learning model in the "Organic Chemistry 11" course a Process of organizing teaching "Organic Chemistry 11" according to Blended-Learning model Applying a blended -Learning blending teaching model to the course undergoing a 3-stage process as a diagram 2.7 Stage Online learning Stage Studying in class Course introduction Troubleshooting Lesson objectives Organize learning activities: Group discussions, experiments, games, exercise exercises, Lesson 15 minutes test Instructions for solving exercises and practice Final exam in the chapter Stage evaluation Student records online Self-study notebooks, study cards Product presentation 19 Example: Organize class learning activities on lesson 45 Carboxylic acid Activity Trouble-shooting (10 minutes) Activity Let students experiments to verify the properties of carboxylic acid (15 minutes) - The groups present the results, explain phenomena and write chemical equations on the study cards STUDY COUPON The requirements are as follows: - Read the objectives and how to conduct the experiment - Perform experiments according to the instructions in the ticket - State the phenomenon, explain and write the mathematical representation in the questionnaire - Draw conclusions about the chemical properties of carboxylic acid Experi Experiment with the Experimental Esterification experiment ment indicator is purple cabbage dissolution of juice eggshell Target Prove that CH3COOH is Effect of acetic Perform experiments on acid acid on CaCO3 esterification reactions How to Put ml of purple cabbage Pour a few In a test tube, ml of of ethyl alcohol, ml of proceed juice in test tubes, add 2-3 pieces drops of acetic acid solution eggshell into acetic acid and ml of to tube and 2-3 drops of the beaker, add concentrated H2SO4 Heat HCl solution into tube acetic acid to the tube gently over the Observe the discoloration of cover the flame of an alcohol lamp cabbage juice before and eggshell Comment on the smell of after adding acid Observing the steam coming out of the phenomenon test tube Phenom ena Explain chemical equation Conclude: Activity Understand how to distinguish edible vinegar and industrially produced acetic acid (5 minutes) Activity 4: Practice Exercises (15 minutes) 20 2.4 Assess self-study ability in teaching Organic Chemistry of grade 11 students in high school 2.4.1 The objective of self-study competency assessment 2.4.2 Use the capacity assessment sheet 2.4.2.1 Student self-assessment form for teachers 2.4.2.2 Student self-assessment form 2.4.3 Use the teacher questionnaires CONCLUSION OF CHAPTER Based on the analysis of content characteristics and structure of Organic Chemistry in high school we have concluded the advantages and disadvantages of the content and made some arrangement in the curricula from which to propose solutions, methods to develop self-study ability In order to ensure the scientific matters and feasibility of measures proposed to develop self-study capacity, we propose a structure of self-study capacity included component competencies, criteria of selfstudy ability and four degrees for each criteria Since then we have designed a toolkit to assess the self-study ability of high school students in teaching Organic Chemistry, including: a self-assessment of students' self-study ability for teachers, selfassessment sheet for self-study ability, teacher questionnaires Based on the determination of principles and the process of developing self-study materials, we have proposed measures to design and use Organic Chemistry selfstudy guides for grade 11 students in high school Self-study guide on hydrocarbon has been developed in chapters with research papers on new materials (9 periods) and exercises (4 periods) Through theoretical research on moodle system and blended learning model, we have proposed measures to design online courses on moodle system and apply the Blended learning model in teaching Organic Chemistry We have designed the course "Organic Chemistry 11" in chapters with 16 lectures, 16 self-study tests after each lesson and final tests Since then lesson plans have been drafted to implement measures to develop self-sufficiency for students in teaching Organic Chemistry in high school 21 CHAPTER EXPERIENCING PROFESSOR 3.1 Purpose and empirical task 3.1.1 Experimental purposes 3.1.2 Experimental mission 3.2 Geographical areas, subjects and pedagogical experiment content 3.2.1 Select experimental areas Pedagogical experiment areas are high schools in the Central and Southern regions Information is shown in table 3.1 Table 3.1 Statistical information field experiments Numerical order Name of experimental school Mai Anh Tuan High school Tư Nghia High school Tran Quoc Tuan High school Huynh Thuc Khang High school Dau Giay High school Tam Phu High school Trung Vuong High school Province / City Thanh Hoa Quang Ngai Quang Ngai Khanh Hoa Đong Nai Ho Chi Minh city Ho Chi Minh city 3.2.2 Select experimental subjects 3.2.3 Experimental content pedagogy Table 3.2 Experimental content pedagogy Experi Experiment Numeric Lesson mental Specific content al measures al order plan explor ation Measure Lesson 25 Ankan (2 K1 x Design and periods) Lesson 27 use selfPracticing Ankan (1 K2 x study guide period) in teaching Lesson 29 Anken (2 Organic K3 periods) Chemistry Lesson 32 Ankin (1 K4 period) Experi ment round Experi ment round x x x x x x x x 22 Lesson 33 Practicing Anken, K5 Ankin (2 periods) Lesson 40 Ancol K6 (period 2) Lesson 44 Aldehydes - Ketones K7 (period 1) x x Measure x x x Design an online x x course on moodle and apply the Lesson 45 Blended Carboxylic acid K8 x x learning (period 2) model to teaching 3.3 Pedagogical experiment method, collecting and processing pedagogical experiment data 3.3.1 Experimental method of pedagogy 3.3.2 Data collection and processing of pedagogy 3.3.2.1 Collect and evaluate qualitative results 3.3.2.2 Collect and evaluate quantitative results Step Select research design In applied pedagogical science research, there are types of research designs to fit the research content, we choose designs: Design 1: Design test before and after the impact on single group Design 2: Design test before and after the impact on the equivalent group Step Measure - collect data a Design and use of measurement tools b Data collection: Step Data analysis a Data description b Compare data 3.4 Pedagogical experiment plan 3.4.1 Experimental exploration (school year 2016-2017) 3.4.2 Pedagogical experiment round (school year 2017-2018) 23 Table 3.5 Statistical information of pedagogical experiment round High school- Name Province / City teacher Mai Anh Thanh Hóa Tuan- Tư Nghia - Quang Ngai Tran Quoc Tuan Quang Ngai Huynh Thuc Khang Khanh Hoa Dau Giay Đong Nai of Lesson plan Grade, number of students, Symbol TN ĐC K1,2,3,4,5 11A, 42 11E, 41 Mai Thi 1TN1 1ĐC1 Thao K6,7,8 K1,2,3,4,5 11A2, 43 11A12,41 Nguyen Thi 1TN2 1ĐC2 Lan Anh K6,7,8 K1,2,3,4,5 11B7, 42 11B5, 43 Vo Thi Thanh 1TN3 1ĐC3 Chau K6,7,8 K1,2,3,4,5 11B6, 43 11B8, 42 1TN4 1ĐC4 Vo Thi Tuyet K6,7,8 Nguyen Thi Hong Tuyet Trung Vuong - HCM Tran city Thang Van Luu Quyen Thi Tam Phu - HCM city Tổng số HS K1,2,3,4,5 K6,7,8 K1,2,3,4,5 K6,7,8 K1,2,3,4,5 11C4, 41 1TN5 11C5, 40 1ĐC5 11A2, 42 1TN6 11A5, 44 1ĐC6 11A2, 43 1TN7 11A6, 43 1ĐC7 296 294 K6,7,8 Time 12/201702/2018 03-04/2018 12/201702/2018 03-04/2018 12/201702/2018 03-04/2018 12/201702/2018 03-04/2018 12/201702/2018 03-04/2018 12/201702/2018 03-04/2018 12/201702/2018 03-04/2018 3.4.3 Pedagogical experiment round (academic year 2018-2019) The implementation of pedagogical experiment round is similar to round 3.5 Pedagogical experiment results 3.5.1 Qualitative results 3.5.2 Quantitative results a Results obtained from the teacher evaluation form (1) Results of measure "Designing and using the guidance documents for high school geometry of grade 11 high schools" Table 3.8 Statistics of average scores of students' mathematical competence criteria through lesson plans applying measure (according to the two rounds of experiment) Number GPA of self-study ability through lesson plans K2 K3 K4 K5 evaluation K1 V1 V2 V1 V2 V1 V2 V1 V2 V1 V2 criteria 2.87 3.13 3.13 3.28 3.34 3.37 3.42 3.4 3.54 3.53 24 3.5 2.35 2.68 2.89 2.93 3.27 3.42 3.41 3.55 3.60 3.5 2.52 2.83 2.95 3.15 3.49 3.47 3.57 3.57 3.63 3.5 2.45 2.77 2.89 3.13 3.29 3.38 3.40 3.60 3.59 3.4 2.83 2.90 3.13 3.07 3.40 3.45 3.51 3.51 3.64 3.5 2.92 3.03 3.21 3.43 3.34 3.48 3.50 3.60 3.67 3.5 2.66 2.81 3.14 3.09 3.26 3.42 3.38 3.55 3.58 3.4 2.43 2.79 3.05 3.03 3.19 3.30 3.46 3.46 3.60 Mức độ 3,5 2,63 2,87 3,05 3,14 3,32 3,41 3,46 3,55 3,60 NL Table 3.9 The parameters featured through lesson plans for measure - round Parameters GPA / 32 Standard deviation Result of round K1 21,02 K2 24,39 K3 26,58 K4 27,65 K5 28,38 3,98 2,78 2,57 1,83 2,07 Compare Compare Compare results Compare results results K3 results K4 and K1 and K2 K2 and K3 and K4 K5 P value of T 6,2.10-30 test Influence level 0,85 medium ES 1,13.10-20 4,31.10-12 3.52.10-6 0,79 medium 0,42 low 0,39 low 25 Figure 3.6 A graph of student self-development capacity through lesson plans- round (2) Results of measure "Designing online courses on moodle system and applying Blended learning model in teaching" (3) Analysis and discussion b Results obtained from student rubric (1) Results of measure "Designing and using guidance materials for studying Organic Chemistry of grade 11 high schools" (2) Results of measure "Designing online courses on moodle system and applying Blended learning model in teaching" (3) Analysis and discussion c Results obtained from the teacher questionnaire d The results obtained from the assessment are based on skill knowledge standards (1) Results of measure "Designing and using guidance materials for studying Organic Chemistry of grade 11 high schools" (2) Results of measure "Designing online courses on moodle system and applying Blended learning model in teaching" (3) Analysis and discussion CONCLUSION OF CHAPTER Based on the analysis of qualitative results, quantitative experimental data in high schools in provinces and cities in the Central and Southern regions, we come up with two measures to develop self-study capacity for students in teaching Organic Chemistry and it seems to be feasible and effective Based on the results of the 26 evaluation through teachers' questionnaires and student self-assessments, we realize that all signs of students' self-study capacity have shown tremendous growth and results This is due to the impact of measures In addition, the results of the two standardized knowledge and skill tests in two measures reflect the learning quality of experimental classes better than theoretical classes based on the average test score The score in experimental class is higher than the control one This demonstrates that the development of students' self-study capacity also contributes to improving the quality and learning outcomes of students From these results, we allow to affirm: Pedagogical experiment has achieved the set goals, ensuring the effectiveness and practicality of the impact measures and confirming the validity of the scientific hypothesis of the topic GENERAL CONCLUSIONS AND RECOMMENDATIONS General conclusions The process of researching and implementing the tasks of the project has achieved the following results: 1.1 Researched theoretical and practical basis for self-study, capacity, selfstudy capacity of high school students A review of 105 relevant Vietnamese and English scientific works clarifies the history of self-study and the development of self-study capacity in learning Chemistry for high school students in the world and especially in Vietnam, understanding and presenting the concept of self-study, self-study capacity, positive teaching methods and teaching models that can be applied to develop self-study capacity for students: Teaching methods, using chemistry exercises, a blendedlearning model The investigation of current status of developing self-studying capacity of students in teaching Organic Chemistry in 19 high schools was made through attending in class hours, collecting opinions from 131 teachers participating in teaching chemistry and 1150 students in grade 11th and grade 12th classes in Thanh Hoa, Quang Ngai, Khanh Hoa, Dong Nai and Ho Chi Minh City Through the overview of theoretical and practical issues we find down that: - The fact of developing self-study capacity for students in teaching Organic Chemistry at high schools is necessary, in accordance with the requirements of fundamental and comprehensive renovation of education that Resolution 29 has identified - The majority of teachers are not fully and exactly aware of the development of self-study capacity which is a strategic capacity for students in life-long learning 27 Therefore, the use of teaching methods to develop self-study capacity and assessment tools is very limited In addition, students not have the habit of self-study as well as having no effective self-study methods or lack of teacher guidance and self-study materials 1.2 From the results of theoretical and practical research, we propose the concept and structure of students' self-study capacity including component competencies and criteria, detailing levels corresponding to of these criteria This is the scientific basis of proposing a set of tools for evaluating self-study ability for students including: teacher evaluation form, teacher questionnaire, student selfevaluation sheet, test, and the foundation for us to propose two measures to develop self-study capacity for students is: Design and use of guidance materials for teaching Organic Chemistry of grade 11th in high schools; Design online courses on moodle system and apply Blended learning model in teaching We have designed Lesson Plans to illustrate methods to develop self-study ability 1.3 The content of the proposal was conducted on a pedagogical experiment in high schools in provinces/cities through experimental rounds with the participation of teachers and 712 students Collecting data from 4704 teacher questionnaires, 588 student self-evaluations and 1182 tests Qualitative and quantitative results have proved the feasibility and effectiveness of measures to develop self-study capacity for students in teaching Organic Chemistry in high schools, thereby confirming the correctness of Scientific hypotheses have been set The results of the thesis have achieved the goals: Developing self-study capacity for students through teaching Organic Chemistry at high schools, contributing to innovating teaching-oriented methods & directions based on learners’ capacity of the Ministry of Education and Training Recommendations For the Ministry of Education and Training: The research results of the topic should be continued to be applied and widely applied in teaching Chemistry at Vietnamese high schools For high schools: Schools need to pay attention, focus on developing selfstudying capacity for students in teaching Chemistry through applying: Contract teaching method, method design, self-study guide usage, online course design on moodle system and applying Blended learning model in teaching ... High school Tư Nghia High school Tran Quoc Tuan High school Huynh Thuc Khang High school Dau Giay High school Tam Phu High school Trung Vuong High school Province / City Thanh Hoa Quang Ngai Quang... Mai Anh Thanh Hóa Tuan- Tư Nghia - Quang Ngai Tran Quoc Tuan Quang Ngai Huynh Thuc Khang Khanh Hoa Dau Giay Đong Nai of Lesson plan Grade, number of students, Symbol TN ĐC K1,2,3,4,5 11A, 42 11E,... 1ĐC1 Thao K6,7,8 K1,2,3,4,5 11A2, 43 11A12,41 Nguyen Thi 1TN2 1ĐC2 Lan Anh K6,7,8 K1,2,3,4,5 11B7, 42 11B5, 43 Vo Thi Thanh 1TN3 1ĐC3 Chau K6,7,8 K1,2,3,4,5 11B6, 43 11B8, 42 1TN4 1ĐC4 Vo Thi Tuyet