THÔNG TIN TÀI LIỆU
MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION NGUYEN THI HA APPLICATION OF CAUSAL RELATIONSHIP TO DEVELOP COGNITIVE COMPETENCE ON GENETIC REGULARITY OF GRADE-12 HIGH SCHOOL STUDENTS Major: Theory and Methodology of Teaching Biology Code: 9.14.01.11 SUMMARY OF THE DOCTORAL DISSERTATION ON EDUCATIONAL STUDIES HANOI – 2020 THE DISSERTATION WAS FINISHED AT: HANOI NATIONAL UNIVERSITY OF EDUCATION Supervisor: Assoc Prof Dr Nguyen Duc Thanh Reviewer 1: Assoc Prof Dr Nguyen Phuc Chinh Reviewer 2: Assoc Prof Dr Mai Van Hung Reviewer 3: Dr Hoang Hu Niem The dissertation is defensed before the Reviewer panel at institutional level at Hanoi National University of Education at … , on …, … 2020 The dissertation can be found at: National library Library of Hanoi National University of Education LIST OF PUBLISHED WORKS Nguyen Thi Ha (2016) Building Content Graphs to systematize information in teaching “Genetics” section (Biology 12) Journal of Education, Ministry of Education and training, ISSN: 23540753, No 376, Session -2/2016, pg.51 - 53 Nguyen Thi Ha (2016) Integrating Mathematics in guiding students to solve Genetic problems (Biology 12) Journal of Science, Hanoi National University, ISSN 0866-8612, Book 32, No (2016), pg.68-72 Nguyen Thi Ha (2019) Application procedures of causal relationship in teaching to improve student‟s cognitive competence on genetic regularity, Biology 12 – High school Journal of Education, Ministry of Education and training, ISSN: 23540753, No 453, Session -5/2019, pg 40-45 Nguyen Duc Thanh, Nguyen Thi Ha (2019) Causal relationship in Genetics, Biology 12 in High school program and orientation of teaching activities Journal of Education, Ministry of Education and training, ISSN: 23540753, No Special, 4/2019, pg 222-226 Nguyen Thi Ha (2019) Developing procedures, criteria and tools to assess the cognitive competence on laws of genetic phenomenon, Biology12 – High school Journal of Science, Hanoi National University of Education, ISSN 2354-1075, Book 64, No 9C (2019), pg 45-52 INTRODUCTION Rationale 1.1 The issue of education reform has been included in the resolutions of the 9th, 10th and 11th Party Congress implemented by the Ministry of Education in the Universal Education Program, which emphasizes capacity development for learners, which helps learners to actively acquire and master knowledge 1.2 Studies on cognition and cognitive competence have been invested for a long time Along with the society development, the issue of cognitive competence improvement is particularly concerned Under the Comprehensive Universal Education Program, the competencies that students shall acquire include the general and professional competencies To achieve those competencies, the first competence to be developed is the cognitive one 1.3 In the current program of Biology 12 - High school, the logical content of genetics part starts from the nature of genetic materials, which are genes and chromosomes, to the process of transmitting these genetic materials at different levels, then comes the regularity of genetic phenomena However, the unity of this movement logic has not been thoroughly shown in “Chapter II Regularity of genetic phenomenon” Most genetic rules in each lesson in Chapter II are discovered through hybridization, which means that the process is from phenomenon to nature, that is, induction methodology Teaching following this process will take more time, while important information will not be fully deploited, especially it makes learners to be passive in the process of acquiring knowledge, hard to understand the core nature of all rule, and difficult to decide which concepts necessary for acquiring other ones to be placed as priority As a result, it will make it impossible to promote the cognitive competence of learners In addition, when genetics has developed to the theoretical level, teaching genetic regularity following induction methodology will take a lot of time while being unable to cover the increasingly huge amount of information Therefore it is necessary to find other ways to help students easily grasp the increasing amount of genetic knowledge, ensuring their self-learning ability, creativity, active learning, and even ability for practical application To that, the right way to follow is from nature to phenomenon, that is the interpretation methodology That is, starting from the mechanism of genetic material transmission with specific regularity, the mechanism of interaction among differernt genes in the genotype and between genes and the environment to form regular traits 1.4 From the analysis of the content of genetics and teaching methodology from nature to phenomenon, learners need to be equipped with intellectual development at a certain level For high school students, their perception has reached a high level, their ability to memorize, to think, to logical reason has well developed, thus the implementation of interpretation learning methods, from nature to phenomenon, from cause to result, is perfectly suitable to develop their cognitive competence * From the aforementioned points, with the desire to contribute to the success of the educational innovation in general, to contribute to the innovation and improvement of teaching quality on genetics in high school in particular, this dissertation chooses the topic: “Application of cause-effec relationship to develop cognitive competence on genetic regularity of Grade-12 High school students” 2 Research purposes To define cause-effect relationship of genetic phenomena in living organisms, to determine the structure of cognitive competence on genetic phenomena, thereby to apply cause-effect relationship on teaching genetics to develop cognitive competence on the regularity of genetic phenomena for students, contributing to improving the quality of acquiring knowledge of this subject Research subjects and objects 3.1 Research subjects - Causes, effects and cause-effect relationship of genetic phenomena in living organisms - Teaching methodology to improve cognitive compentence on regularity of genetic phenomena of students 3.2 Research objects Teaching and studying on genetics in high schools Scientific hypothesis If it is possible to determine the relationship of a cause and an effect from logics of regular movement and development of genetic phenomena, and teaching and studying activities are developed based on the path from causes to effects, the cognitive competence on regularity of genetic phenomena of students will be improved and the quality of knowledge acquisition will be much enhanced Research limit Based on the research on “regularity of genetic phenomena”, to determine the causal relationship of these genetic phenomena in living organisms, to define the structure of cognitive competence on genetic phenomena, then to apply causality in teaching genetics to improve cognitive competence of students on genetic phenomena, to enhance teaching quality and at the same time, to contribute to better knowledge acquisition on this subject Research tasks 6.1 To study theoretical and practical basis for the application of causal relationship in teaching genetics in general and “Chapter II The regularity of genetic phenomena” in particular to develop the cognitive capability on the regularity of genetic phenomena of Grade-12 High school students 6.2 To analyze the structure and content of the current genetics study programs in High schools to determine the study targets and the core content of genetics lessons in high schools, thereby to determine the causal relationship in genetics and identify teaching methodology on genetics in general and “Chapter II The regularity of genetic phenomena” in particular according to causality 6.3 To specify the structure of cognitive competence on regularity of genetic phenomena 6.4 To define the principles and procedures to identify causality 6.5 To define the teaching principles and procedures when apply causality 6.6 To specify assessment criteria on cognitive competence on regularity of genetic phenomena when applying causality in teaching and studying 6.6 Xác định tiêu chí đánh giá lực nhận thức tính quy luật tượng di truyền học sinh dạy học vận dụng quan hệ nhân 6.7 To conduct pedagogical practical experiment following the orientation of the dissertation to confirm and evaluate the mentioned hypothesis Research methodology 7.1 Theoretical research method 7.2 Practical research method 7.3 Consultance of specialists 7.4 Pedagogical practical experiment 7.5 Mathematical statistical method New contributions of the dissertation 8.1.Choosing and specifying some points to be the theoretical basis regarding: Cause; Effect; Causality; cognitive competence; cognitive competence on regularity of genetic phenomena 8.2 Identifying the scientific basis and causality of genetic phenomena in genetics, in general and in genetics contents in High school study program, in particular 8.3 Defining the structure of cognitive competence on genetic phenomena Developing assessment criteria, tools, and tables and development lines of cognitive competence on regularity of genetic phenomena of students 8.4 Specifying the ways and methods to organize study activities to improve cognitive competence on regularity of genetic phenomena Structure of the dissertation In addition to the Introduction, Conclusion, Recommendation, References, Published works and Appendice, this dissertation includes chapters: - Chapter 1: Theoretical and practical basis of the reseach topic - Chapter 2: Causality application to improve cognitive competence on regularity of genetic phenomena of Grade-12 High school students - Chapter 3: Pedagogical practical experiment Chapter THEORETICAL AND PRACTICAL BASIS OF THE RESEARCH TOPIC 1.1 Domestic and foreign researches relevant to the research topic * Regarding cause, effect and causality Causality is one of the central themes of early philosophy, scientific philosophy as well as current modern science From ancient times to the beginning of the twenty-first century, philosophers, educators, and scientists have all affirmed that causality is an indispensable rule of the objective reality A number of authors have mentioned causality as an indispensable relationship in many fields The study of causality gives us the methodology of the existence and development of different things and phenomena in nature The causal relationship has been mentioned by different authors in many different fields of science In the field of Biology in general and in genetics in particular, the cause-effect relationship is particularly important, good cognition of the causal relationship helps learners improve and develop their cognitive competence on the regularity of genetic phenomena, which is the main content of this dissertation *Regarding cognitive competence and development of cognitive competence Competence development for learners, especially cognitive competence has been focused for a long time Ever since ancient times, the issue of cognition, and learning/studying has been concerned, it appeared with the emergence of humankind Cognitive competence and development of cognitive comptence is a great concern of the whole world, including Vietnam Studies on the competency of learners have been of particular interest in recent years There have been many studies on cognitive competence These works focus on the research on cognitive competence in general, cognitive competence in basic sciences in particular This shows that cognitive competence is the most necessary competence to study basic science subjects, including Biology Therefore, the dissertation studies to develop developing that cognitive competence on the regularity of genetic phenomena, which is highly practical * Regarding genetics and teching methodology in genetics Modern genetics and information about genetic process appeared in the end of 19th century By the 20th century, the doctrines of Mendel, Morgan were taught in schools The teaching of genetic laws follows the historical process, starting from Mendel‟s genetic laws to Morgan‟s laws Each genetic law is taught following an inductive manner (Experiments Experimental explanation and interpretation Statements Cytological basis) However, to date, genetics has exploded with a huge amount of information, it can be said that genetics has evolved to the theoretical level, so in order to help students to grasp such a huge amount of genetic information and at the same time to develop their ability to discover and to perceive the regularity of genetic phenomena, interpretation teaching methodology (Cytological basis Statements Experiments) is of special interest 1.2 Theoretical basis 1.2.1 Causality 1.2.1.1 Concept of cause A cause is a factor affecting things, phenomena that make new things or phenomena appear 1.2.1.2 Concept of effect An effect is the emergence of new phenomena, things due to the interaction of diffent aspects in one thing or among different things 1.2.1.3 Concept of relationship A relationship is a certain association between two or more different things, in which any change of one thing shall affect the other(s) 1.2.1.4 Concept of causal relationship A causal relationship is a reciprocal interaction between a cause and an effect, of which a cause is the factor affecting things, phenomena that results in the emergence of new things or phenomena 1.2.2 Cognitive competence 1.2.2.1 Concept of competence Competence is the ability of an entity to flexibly and rationally organize information and skills with such attitudes, values, and motivation to meet the complex requirements of an activity, to ensure good results shall be achieved in a given context (situation) 1.2.2.2 Concept of cognition Cognition is the process of reflection and regeneration a reality in human thinking 1.2.2.3 Concept of cognitive competence Cognitive competence is the ability to reflect and regenerate objective reality in human thinking, through the process of problem solving in a definite logic 1.2.3 Cognitive competence on regularity of genetic phenomena 1.2.3.1 Concept of law A law is the result of the cognition of the intrinsic, natural, popular and sustainable relationship of things and phenomena manifested in their movement and development That is, its development movement trend is reflected in scientific terms 1.2.3.2 Concept of regularity Regularity is the tendency to manifest the inevitable and inherent movement in the objective reality due to the intrinsic, natural, popular and sustainable relationships of prescribed things and phenomena Therefore, regularity shows main following points: - The manifestation of the inevitable trend - The cause of the inevitable trend 1.2.3.3 Concept of regularity of genetic phenomena Regularity of genetic phenomena is a type of regularity expressed in the process of passing genetic materials through different generations 1.2.3.4 Concept of cognitive competence on regularity - Cognitive competence on regularity is the ability to perceive the intrinsic relationships of things and phenomena showing the inevitable trend of their movement and development - From this concept of “Cognitive competence on regularity”, it can be defined that the structure of regularity cognitive competence consists of skill components including: (1)Recognizing inevitable tendency of expression; (2)Indicating the cause of that inevitable tendency of expression; (3)Explaining the relationship between causes and effects; (4)Expressing regularity by propositions; (5)Applying these information of regularity to practical life or study 1.2.3.5 Cognitive competence on regularity of genetic phenomena - Cognitive competence on regularity of genetic phenomena is the ability to explore and apply regularity of genetic phenomena - From this concept of “Cognitive competence on regularity of genetic phenomena”, it can be defined that the structure of cognitive competence on regularity of genetic phenomena consists of component skills including: (1)Recognizing inevitable tendency of genetic phenomena; (2)Indicating the cause of that inevitable tendency of genetic phenomena; (3)Explaining the relationship between causes and effects of genetic phenomena; (4)Expressing regularity of genetic phenomena by propositions; (5)Applying these information of regularity to explain different genetic phenomena 1.3 Practical basis 1.3.1 Current situation of teacher’s cognition on causality in genetics in grade 12 – High school and teaching methodology of “Chapter II Regularity of genetic phenomena” According to the investigation of the current situation, the following conclusions can be drawn: - Most teachers of Biology at high schools are aware of the core knowledge of genetics However, they are still generally confused about causality in genetics - In “Chapter II Regularity of genetic phenomena”, most of these teachers are able to define the causes of regularity of each lesson However, they are still confused and unable to generalize these information into common cause of the whole chapter - Regarding their teaching methodology, they keeps following such method starting from specific events, or experiments tendency cause of that tendency A few of teachers apply such teaching methodology from the motor mechanism of genetic materials in which the cause and effect are well defined tendency explanation by experiments 1.3.2 Current situation of students on causality expressed in “Regularity of genetic phenomena” and their ability to apply causality to recognize “Regularity of genetic phenomena” in Grade 12 – High schools According to the investigation on current situation of student‟s cognition, it can be concluded that: - Currently, the number of students losing their interest in Biology in general and Genetics section in particular is very high - When studying “Chapter II Regularity of genetic phenomena”, students are able to understand the nature of different laws based on their grasp of cytological basis However, it is still difficult for them to generalize the causality expressed in “Regularity of genetic phenomena” - Student‟s ability to apply causality to recognize “Regularity of genetic phenomena” is still limited Conclusion of Chapter In the world and in Vietnam, there have been a number of researches on competence However, in the system of competencies, the capability to perceive the regularity of genetic phenomena has not been studied yet In particular, no researcher has ever mentioned the method to develop student‟s competence through the application of causality shown in the regularity of genetic phenomena After our overview of these works, according to the psychological characteristics of high school students, based on the practical demand to understand the knowledge of genetics, it is possible to give the essential attributes of cognitive competence on regularity of genetic phenomena and definition of cognitive competence on regularity of genetic phenomena; Recognize genetic phenomena with regularity; Identify the cause of regular genetic phenomena; Express the relationship between causes and effects of genetic phenomena; State genetic regularity; Apply these rules to explain genetic phenomena According to the analysis of the structure of cognitive competence on regularity of genetic phenomena, it is possible to identify skill components of this competence that need to be trained and assessed to determine the cognitive development of students These component skills of cognitive competence on regularity of genetic phenomena include: the skill to recognize genetic phenomena with regularity; skill to identify the causes of regular genetic phenomena; skill to express the relationship between causes and effects of genetic phenomena; skill to interprete regular genetic phenomena; skill to apply rules to explain genetic phenomena These are important orientations for further study to propose suitable procedure and organization to apply causality to develop the capacity to recognize cognitive competence on regularity of genetic phenomena We have conducted a survey on the current situation of teachers with some issues as follows: The conception of the Biology teachers on the core knowledge of genetics; Awareness of teachers about the causes and results in genetics; Measures and ways that teachers use to teach “Chapter II Regularity of genetic phenomena” The survey results show that most teachers have proper perception of the core knowledge of genetics, the causes of the results of the genetic phenomenon in particular, but they are not active to teach “Chapter II Regularity of genetic phenomena” following the path from cause to effect to shorten teaching time, and to improve cognitive capacity of students We have carried out an investigation on the situation in students with a number of issues as follows: Student‟s consciousness with Biology in general and genetics in particular; Student‟s perceptions of causality shown in “Chapter II Regularity of genetic phenomena”; The ability of students to apply causality to perceive “regularity of genetic phenomena” The survey results show that students are not interested in Biology in general and genetics in particular Their ability to perceive the regularity of genetic phenomenon following causality is limited, the ability to apply causality to perceive the regularity of genetic phenomena is not yet available These above issues require teachers to find proper ways to help students interested in Biology in general and genetics in particular, while improving their cognitive competence on the regularity of genetic phenomena Chapter APPLICATION OF CAUSALITY TO IMPROVE COGNITIVE COMPETENCE ON REGULARITY OF GENETIC PHENOMENA OF GRADE-12 HIGH SCHOOL STUDENTS 2.1 Analysis of the goals and content structure of genetics section in High school 2.1.1 The goals of genetics section in High school Specific objectives of genetics section: - Define that each organism‟s characteristics are determined by genes located on chromosomes, and genes located in cytoplasm - Present structures of genes and chromosomes (genetic materials) - Describe genetic mechanisms, including mechanisms of genetic material transmission through different cell generations, body generations, population and mechanisms of expression of genetic characteristics - Identify trends of inevitable expression of genetic characteristics and their causes - Present different experiments to prove genetic mechanisms - Explain the causes and mechanisms of variations 10 into one causal relationship 2.1.1.4 Explanation examples The explanation examples are presented in such pages from 63 to 64 in the disseration 2.2.2 Result of determination of causality 2.2.2.1 Causality in the genetics section in Biology 12 – High school in general There are many different types of causes with corresponding effects This dissertation only focuses on causes of genetic phenomena and their corresponding effects which are inevitable expression trends (regularity) of genetic phenomena Therefore, a cause is the mechanism and an effect is the expression trend of genetic phenomena determined by the corresponding mechanism Regarding causality in philosophy as well as in genetics, there can be the following expressions: - Expression of causal chains, such as the relationship between genes (a segment of the DNA molecule) and the trait - Expression in a causal pair, such as a fecal reduction mechanism - each allele in a gene pair coming to a gametes The expression in series or in pairs depends on the scope of consideration In this dissertation the causal relationship in transmitting genetic information through generations will be studied 2.2.2.1 Causality expressed in “Chapter II Regularity of genetic phenomena” in particular The causal relationship shown in chapter is exactly two types of successive relationships The first type is the relationship between the transmission mechanism of genetic materials from the previous generation and the effect which is the genetic materials created in the next generation The second type is the relationship between the mechanism of interaction among alleles in the genotype and between alleles with the environment, and the effect being a specific phenotype expressed in an inevitable trend In the transmission of genetic information, the causal relationship is expressed in the mechanism of transmitting genetic information from the core to the cytoplasm, the mechanism of transmitting genetic information from parents to children (in sexual reproduction type), and the mechanisms of interactions between genes in the genotype and genes with the environment 2.3 Applying causality in teaching to improve cognitive competence on regularity of genetic phenomena 2.3.1 Orientation in teaching genetics section in Biology 12 – High school - The first orientation in teaching genetics in Biology 12 - High School is to organize proper learning activities for students to master the most common, most general and most nature of causal pairs that govern all genetic phenomena mentioned in Biological 12 textbook, which is “genetic mechanisms - genetic characteristics expressed in certain trends” In genetic mechanisms, two sequential mechanisms to be focused are the mechanism of transmitting genetic information (genes) to create a gene combination in the next generation and the mechanism of interaction among different genetic information (which are actually genetic products) and between genetic information with the environment resulting in body characteristics in the next generation 11 - The second orientation is to apply the acquired knowledge about the mechanism of genetic information transmission and the mechanism of interaction among different genes and between genes with the environment to guide students to explore specific cases by themselves - The third orientation is that in each specific case, students should be guided to understand from the mechanism leading to the expression following an inevitable trend 2.3.2 Procedures of teaching organization 2.3.2.1 Priciples to develop the procedures - Demonstrating a cognitive process - Demonstrating the characteristics of the cognitive method of the object to be discovered - Demonstrating the training objectives of cognitive competence on regularity of genetic phenomena - Demonstrating the system 2.3.2.2 General procedures There are steps to organize a teaching activity as follows: (1)Assigning learning tasks; (2)Guiding students to perform the assigned tasks; (3)Organizing to help students to explore effects and causes from their performance of the learning tasks; (4) Arranging to help students to express conclusions in a causal manner; (5)Students apply their knowledge 2.3.2.3 Explanation Objectives, contents and implementation of each step mentioned above are understood as follows: Step 1: Assigning learning tasks - Objective: To create student‟s motivation, excitement, increase student‟s activeness in acquiring knowledge and develop their cognitive competence on the regularity of genetic phenomena - Content: Assigning learning tasks is essentially to raise new learning or cognitive problems, based on existing information that the teacher introduces to the whole class or the teacher cleverly suggest for students to find out by themselves - Implementation: The forms of expressing learning tasks may be in an assignment, a question or a request The important thing in a learning task is that it must contains conflicts that need to be resolved and that students are able to solve This dissertation uses exercises to state learning tasks Step 2: Guiding students to perform the assigned tasks - Objective: To instruct students to identify what they are looking for and use their existing knowledge as a basis to identify the way or method to solve the mentioned task Use the appropriate method to find the assigned problem - Content: After students become aware of the assigned learning task, teachers need to help students identify what is the problem to be solved or found out? What is the existing knowledge to be their basis? - Implementation: Teachers may raise questions or suggestions for students to solve Step 3: Organizing to help students to explore effects and causes from their performance of the learning tasks 12 - Objective: The objective of this step is that students are able to identify genetic phenomena with regularity, the cause of these phenomena as a result of their tasksolving activities - Content: According to the task-solving activities in step 2, teachers use a system of questions and suggestions to help students with their own thinking to identify the right phenomenon to be found in the list of phenomena in their learning task According the correctly found phenomenon, to identify which cause corresponds to that phenomenon Then state the cause and the corresponding effect - Implementation: Teachers may apply group activities for students to discuss, debate, and identify possible causal pairs from problem-solving results Step 4: Arranging to help students to express conclusions in a causal manner - Objective: The goal of this step is that students can express the relationship between cause and effect with a proposition that matches the lesson objectives - Content: + Organizing students to express their conclusions in a cause-and-effect relationship, that is, teachers give some suggestions that students can write a causal pair with hyphen (-) from the name of a cause, and a corresponding effect Then, following the teacher‟s suggestion, to express the tendency of the inevitable expression of that effect with scientific propositions + The content of step is to train students to gradually improve their ability to express learning content with their own perceptions + By the oriented suggestions of teachers to find causes and effects as in step and practice to express in their own language, students will gradually improve their self-reliance in learning, then they will be able to study by themselves with similar problems - Implementation: Teachers can organize students to work in groups or individually to practice themselves with the expression of causality in their own language Step 5: Students apply their knowledge - Objective: To ensure grasped knowledge to be fully applied in solving genetic problems in practice and being a tool to discover other knowledge - Content: Applying knowledge in this step includes the following types: + Applying studied causality to find other causality required by teachers which is in the same format but different in expression + Expressing the regularity of the expressed phenomenon which is in the same format but different in expression + Applying the studied causal relationship to solve practical problems - Implementation: Teachers assign practical exercises or experiments that scientists have performed or assign students to their own experiments at home 2.3.2.4 Explanation examples The explanation examples are presented in such pages from 78 to 81 in the disseration 2.4 Assessment procedures of cognitive competence on regularity of genetic phenomena and genetics knowledge 2.4.1 Developing a set of assessment criteria Objective: To develop a set of assessment criteria, used to evaluate component skills of cognitive competence when students perform cognitive activities on regularity of genetic phenomena and to assess their level of genetics knowledge acquisition 13 Content: The set of criteria to evaluate the cognitive competence on regularity of the genetic phenomenon is the table of assessment criteria and the marking scale developed according to Circular 58 of the Ministry of Education and Training [82] to assess the level of acquiring genetics knowledge 2.4.1.1 Developing a set of assessment criteria to evaluate cognitive competence on regularity of genetic phenomena Objective: To develop a set of assessment criteria to evaluate different skills of cognitive competence on regularity of genetic phenomena Content: - The teaching process to develop cognitive competence on regularity of genetic phenomena is a process associated with successive elemental skills However, the fifth elemental skill in the structure of cognitive competence on regularity of genetic phenomena is performed based on the proficiency of the four frontal skills, so students can be considered to develop their cognitive competence on regularity of genetic phenomena when they well perform the first elemental skills Therefore, the evaluation criteria table is developed based on criteria denoted as A, B, C, D based on component skills (skill 1, skill 2, skill 3, skill 4) of cognitive competence on regularity of genetic phenomena There are manifestations in each elemental skill of the cognitive competence on regularity of genetic phenomena, therefore, each assessment criterion shows corresponding manifestations - According to the set out criteria, and manifestations of each criterion, there are levels of expression of each criterion: There are no operations performed (M1 level); There are operations performed but not effective (M2 level); Proficient and effective performance (M3 level) Usage: - In the first stage of the teaching process to develop cognitive competence on regularity of the genetic phenomena (In the first lesson), we use the table “criteria to monitor the level of achievement in cognitive competence on regularity of the genetic phenomena” which are developed to monitor expressions of each set of criteria - In the next stage of the teaching process to develop cognitive competence on regularity of the genetic phenomena, when the cognitive competence of students has been improved and developed, the table “Assessment criteria of cognitive competence on regularity of the genetic phenomena” is used for eveluation In this table, for each criterion, we only focus on evaluating the highest expression of that criterion 2.4.1.2 Developing criteria to assess the level of acquiring genetics knowledge - To evaluate the level of acquiring genetics knowledge, the marking scale is developed according to the Circular 58 of the Ministry of Education and Training for non-specialized high schools 2.4.2 Designing marking scale and developing development line of cognitive competence on regularity of genetic phenomena 2.4.2.1 Designing marking scale of cognitive competence on regularity of genetic phenomena 14 Objective: The marking scale quantifies each elemental skill of cognitive competence on regularity of genetic phenomena to determine the level of competence achieved Implementation: To design a scale of cognitive competence on regularity of genetic phenomena, we use the method of specialist, based on the difficulty of the component skills and the level of proficiency of each skill in cognitive competence on regularity of genetic phenomena, after determining the skill level, we experimentally examine and correct these levels Content of the marking scale: According to the table of “Assessment criteria of cognitive competence on regularity of the genetic phenomena”, there are criteria set out to evaluate which are criteria A, B, C, and D corresponding to elemental skills in cognitive competence on regularity of the genetic phenomena (skill 1, skill 2, skill 3, skill 4) The evaluating scale of cognitive competence on regularity of the genetic phenomena is divided into different levels of development This division is similiar to the development levels of cognitive competence on regularity of the genetic phenomena as in the following table: Table 2.1 Evaluating scale of cognitive competence on regularity of the genetic phenomena Achievement in each criterion (skill) Proficient High level Low level No skills Identifying genetic phenomenon that follow an inevitable trend (A) A=3 A=3 A≥2 A≤2 Determining the Describing the Stating the cause of genetic relationship between regularity of phenomenon that the cause and effect that genetic follow an inevitable of that genetic phenomenon trend (B) phenomenon (C) (D) B=3 B=3 B≥1 B=1 C=3 C≥2 C≥1 C=1 D=3 D=2 D=1 D=1 * According to the marking scale, it is possible to develop the competent development line showing the level of formation and development of cognitive competence on regularity of the genetic phenomena of students 2.4.2.2 Development line of cognitive competence on regularity of genetic phenomena According to development levels of cognitive competence on regularity of the genetic phenomena, according to the building principle, the development line of cognitive competence on regularity of the genetic phenomena is presented in the diagram 2.1 15 Diagram 2.1 Development line of cognitive competence on regularity of the genetic phenomena 2.4.3 Developing a set of assessment tools of cognitive competence on regularity of genetic phenomena To assess the cognitive competence on regularity of the genetic phenomena, the applied assessment tools are genetic exercises and accompanying evaluation form 2.4.3.1 Designing exercises to evaluate cognitive competence on regularity of genetic phenomena Genetic exercises used as an assessment tool are designed with a system of questions to evaluate each skill of cognitive competence on regularity of genetic phenomena 2.4.3.2 Assessment steps of cognitive competence on regularity of genetic phenomena The evaluation process includes the following steps: (1)teachers assign evaluation content, genetic exercises with a system of questions to assess the development of cognitive competence; (2)teachers require students to answer these questions; (3)teachers evaluate student‟s cognitive competence Conclusion of chapter The dissertation has generalized the main genetic content in High school‟s Biology program in general to see the logic between different subjects of genetics module, which is causality, that is, the previous topic is the cause of the following one The core content of genetics section is “the transmission of genetic information” and “Expression of genetic information”, thereby it can be determined that the common cause of „the transmission of genetic information‟ is due to mechanisms transmitting genetic information which is actually the movement mechanism of genetic material; The common cause of “the expression of genetic information” is the expression mechanism of genetic information which is essentially the interaction among genes in the genotype and between genes with the environment “Chapter II Regularity of genetic phenomena” is particularly analyzed to see clearly the causal relationship The study and analysis of the above mentioned content is the basis to develop a 16 procedure to specify a causality including: Defining teaching objectives of genetics section; Defining core contents of genetics section; Specifying causes-effects in pairts; Describing relationship between a cause and an effect Applying the causality shown in the regularity of genetic phenomena as a tool to develop the cognitive competence on regularity of genetic phenomena On that basis, to establish teaching procedures to apply causality to develop the cognitive competence on regularity of genetic phenomena including the following steps: Assigning learning tasks; Instructing students perform the assigned tasks; Organizing to help students to explore results and causes from the performance of learning tasks; Organizing to help students to express conclusions of causality; Applying knowledge into practice According to the requirements of genetic knowledge to be grasped and expression of cognitive competence on regularity of genetic phenomena to build a path to develop the capacity to recognize the law of genetic phenomena set up a set of criteria to assess the cognitive capacity to calculate the rules of genetic phenomena and criteria to assess the level of acquiring knowledge, building a set of evaluation tools to evaluate cognitive competence laws of genetic phenomena and assess the level of acquiring genetic knowledge Chapter PEDAGOGICAL PRACTICAL EXPERIMENT 3.1 Objectives of pedagogical practical experiment Pedagogical practical experiments are conducted to verify the scientific hypothesis of the dissertation topic 3.2 Methodology of pedagogical practical experiment The methodology of pedagogical practical experiment is described clearly in section 7.4 3.3 Content of pedagogical practical experiment Pedagogical practical experiments cover all content of “Chapter II Regularity of genetic phenomena” 3.4 Evaluation contents, tools, and methods - Evaluation contents are all elemental skills of cognitive competence on regularity of genetic phenomena - Evaluation tools are exercises and tests - Evaluation methods: Test and evaluate levels of perceived skills and manage the results 3.5 Results 3.5.1 Quantitative analysis of experimental results 3.5.1.1 Evaluation on development levels of cognitive competence Statistics of all tests and evaluation in the control group and the experimental one in terms of the levels of perceived competence Using the evaluating scale of perceived competence level to compare with the statistical table of perceived cognitive competence on regularity of genetic phenomena in the control and experimental groups shown in table 3.1 17 Percentage Table 3.1 Ratio of perceived competence levels according to tests and evaluation in the control (CO) and experimental (EX) groups Test N0 N0 N0 N0 N0 Statistics EX CO EX CO EX CO EX CO EX CO Valid 207 204 207 204 207 204 207 204 207 204 N Missing 0 0 0 0 0 Level 80,7 79,9 60,4 70,1 6,3 16.7 Level 19,3 20,1 29,5 24,5 67,1 70,6 8,7 24,5 2,9 8,3 Level 10,1 5,4 26,6 12,7 64,3 61,3 21,3 50,5 Level 27,1 14,2 75,8 41,2 Total 100 100 100 100 100 100 100 100 100 100 Data in table 3.1 show that students‟ cognitive competence increases gradually, especially that of the experimental group increases faster than the control group After tests, the experimental group reached level with a higher ratio (75.8%) while that of the control group is much lower (41.2%) Verifying the difference in percentage in different tests and evaluation in experimental and control groups and control the level of perceived cognitive competence on regularity of genetic phenomena In order to verify the significance of the difference in the percentage of perceived cognitive competence through the tests, correlation analysis is applied (Pearson correlation with significance level
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