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MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN THI PHUONG LIEN COMPILING AND USING SELF-STUDY EXERCISES IN GENERAL CHEMISTRY MODULE TO FOSTER SELFSTUDY CAPACITY FOR HIGH SCHOOL STUDENTS Major: Theory and Teaching Methodology of Chemistry Code: 9140111 SUMMARY OF DOCTORAL THESIS OF SCIENTIFIC EDUCATION NGHE AN - 2020 The thesis was completed at Vinh University Supervisors: Assoc.Prof., Dr Cao Cu Giac Assoc.Prof., Dr Nguyen Xuan Truong Reviewer 1: Assoc.Prof., Dr ………………………………… Reviewer 2: Assoc.Prof., Dr ………………………………… Reviewer 3: Assoc.Prof., Dr ………………………………… The thesis will be defended in front of the University Thesis Evaluation Council at Vinh University at … am/pm on …, 2020 The thesis can be found at Vietnam National Library or Nguyen Thuc Hao Library – Vinh University INTRODUCTION Rationale Resolution of the 8th Central Conference Session XI confirmed: “ Focusing on teaching how to learn, thinking, encouraging self-study, creating a basis for learners to update and renew their knowledge, skills and develop their ability by themselves” To response that training goal, it is necessary to renovate the teaching method in the education strategy follow orientation of developing ability, focusing on fostering self-study capacity for students In current practical teaching, students' awareness and motivation are not high Students are also passive, lack of self-awareness in acquiring knowledge In addition to the factors such as overload of knowledge, the program content is still heavy in theory, in favor of academic knowledge, lacks of applicability, etc, measures to help students be proactive and positive promote maximum capacity for students One of the measures to foster self-study capacity for students is using chemistry exercises In the High School Chemistry program, general knowledge in Chemistry is mainly concentrated in the 10th and 11th grade programs and plays an important role in helping students explain the molecular structure and physical and chemical properties of inorganic and organic substances as well as their preparation and application methods However, these are complex and abstract knowledge for junior high school students, requiring students to have to memorize, understand and apply well to promote the effectiveness of learning about substances and specific chemical compounds Stemming from the above reasons, we choose the topic: "Compiling and using selfstudy exercises in general chemistry module to foster self-study ability for high school students" Purpose of the research Fostering self-study capacity for high school students through the compilation and using self-study exercises in general chemistry module Task of the research - Research theoretical and practical basis of the topic: + Theoretical basis of self-study, capacity, self-study capacity, and Chemistry exercises; Active learning and experience; Bloom's cognitive competence scale; + The practical basis of self-study in Chemistry of students at high schools today and the levels of using chemistry exercises of teachers in the teaching process to foster student's self-study capacity as well as the teacher's understanding of self-study exercises in Chemistry; Studying the levels of expression of self-study capacity through Chemistry self-study exercises of high school students + Researching and proposing measures to foster self-study capacity in chemistry through chemistry self-study exercises of high school students: Researching to identify the content of the general Chemistry module in the program of basic high school chemistry; Building the self-study capacity framework in Chemistry through Chemistry self-study exercises and the standards of component competencies; Studying to identify the principles and processes of formulating self-study exercises; Establishing the Chemistry self-study exercises system in general chemistry module for fostering self-study ability for high school students; Proposing some measures for fostering self-study ability for high school students through the Chemistry self-study exercises at high schools; Designing a toolkit to assess for self-study ability through the Chemistry self-study exercises - Pedagogical experiment to assess the effectiveness and feasibility of the built selfstudy exercises system and the proposed measures Object and subject of the research 4.1 Object: The process of teaching chemistry in high school 4.2 Subject: The compilation and use of general chemistry self-study exercises system to foster self-study capacity for high school students Scope of the research 5.1 Content of the research Compiling and using self-study exercises in general chemistry (general base chemistry knowledge part) which belong to the basic program, to foster self-study ability for high school students 5.2 Research area Some high schools in Dong Thap, Dong Nai, Ho Chi Minh City, Quang Ngai, Nghe An, Ha Tinh, and Thanh Hoa 5.3 Research time: From December 2015 to February 2020 Research Hypothesis If the self-study exercises in general chemistry module are compiled and used appropriately, effectively, they will foster self-study ability for students, thereby improving the quality of current chemistry teaching at high schools Research methods Used theory research methods (analysis, synthesis, classification, systematization), practical research methods (survey method, interview, experimental research method, and expert method), information processing method (Statistical method) Contribution of the thesis 8.1 On the theory side - Systematize and clarify some theoretical and practical issues as a basis for fostering self-study ability for high school students through the self-study exercises system in general chemistry module - Proposing the concept of self-study exercises in Chemistry 8.1 On the practical side - Developing a framework of chemistry self-study capacity, identify the expressions, criteria, and indicators of the level of developing self-study capacity through the self-study exercises system in general chemistry module - Designing a toolkit to assess for chemistry self-study capacity through self-study exercises at high schools - Establishing the Chemistry self-study exercises System in general chemistry module for fostering self-study ability for high school students - Proposing measures to use self-study exercises in teaching chemistry to foster selfstudy capacity for high school students Structure of the thesis In addition to the introduction (4 pages), conclusions, suggestions (2 pages), references, the thesis is presented in chapters: Chapter Theoretical and practical basis for self-study capacity and chemistry exercises (36 pages) Chapter Compiling and using the self-study exercises in general chemistry module to foster self-study capacity for high school students (98 pages) Chapter Pedagogical experiment (22 pages) Chapter THEORETICAL AND PRACTICAL BASIS FOR SELF-STUDY CAPACITY AND CHEMISTRY EXERCISES 1.1 Overview of the research situation In the history of education in the world, the problem of self-study was researched by scientists early At present, it is still a hot issue for current and future educational researchers because self-study is very important, determining every academic success, which is a guarantee for efficiency and quality of all educational and training processes Some scientists study typical self-study issues such as John Dewey (USA), T Makiguchi (Japan), Rubakin (Russia), Cark Rogers (USA), Klas Mellander (Netherlands), Gordon Green Jr (USA), Alina Gil (Poland), etc Up to now, in Vietnam, there have been many seminars, thematic reports, training for teachers on renovating teaching methods in the direction of developing capacity for students including primary students Several studies of domestic scientists on self-study are also concerned Since 2014, the Ministry of Education and Training has implemented the Teaching Innovation program under the orientation of developing students' capacity, in which, the primary energy is one of the top focuses Besides, many types of research on developing mathematical representation for students have also been interested in all subjects and levels In the field of teaching chemistry, some studies are also interested in fostering the mathematical competence of students such as proposing “Methods of self-study and selfstudy for students to meet the requirements of institutional training credits ”by author Cao Cu Giac; the book "Self-study good chemistry in grades 10, 11 and 12" by author Cao Cu Giac; some doctoral theses of authors Duong Huy Can, Nguyen Thi Nga, Nguyen Thi Kim Anh, Le Trong Tuan, etc Through researching materials in Vietnam and other countries, we realize that the problem of self-study and developing self-study has been concerned in all subjects and levels In the field of chemistry teaching, researches on self-study and developing self-study focus on designing tools to support self-study such as designing application software, electronic lessons, preliminary school supplies or using chemistry exercises However, researches on using chemistry self-study exercises in general chemistry modules at high schools to foster self-study capacity for students has not been paid enough attention 1.2 Self-study 1.2.1 The concept of self-study Self-study is a process of individual self-discipline, activeness, independence selfacquiring knowledge in a certain area of life by one's actions to achieve a certain purpose 1.2.2 Forms of self-study - Self-study without guidance - Self-study with instruction - Self-study with direct instruction 1.2.3 The self-study process of students Self-study cycle of students is a 3-time cycle: Self-study; Self-expression; Self-test, selfregulation 1.2.4 The role of self-study 1.3 Fostering self-study capacity for students 1.3.1 Capacity Capacity is a combination of psychological attributes of an individual, formed and developed in a specific field of activity The concept of capacity used in our thesis is understood as the ability to perform, know and (know-how), not just know and understand (know-what) 1.3.1.1 Concept of capacity 1.3.1.2 Structure of capacity 1.3.1.3 Classification of capacity 1.3.1.4 Capacity of student Student’s capacity is the ability to master systems of knowledge, skills, attitudes suitable to their age and operating (connecting) them appropriately in implementing learning tasks successfully and solving issues raised for themselves in life effectively 1.3.1.5 Developing a student’s capacity 1.3.2 Self-study capacity and self-study capacity in Chemistry The concept of self-study capacity is the ability of learners to conduct self-study activities Self-study capacity in Chemistry is the self-study capacity of learners formed and developed through Chemistry 1.3.3 Theoretical background for teaching to develop student’s capacity 1.3.3.1 Lev Vygotsky's Theory of Development Zone (1896 – 1934) 1.3.3.2 The theory of response to the question of Rasch 1.3.3.3 Robert Glaser's capacity development path (1921 – 2012) 1.3.3.4 Cognitivism Theory 1.3.3.5 Constructivism Theory 1.4 Active learning and experience 1.5 Bloom's cognitive competence scale 1.6 Chemistry exercises 1.6.1 Concept of chemistry exercises Chemistry exercises are exercises include questions or chemical problems, while completing them, students can grasp and perfect a certain knowledge or skill 1.6.2 The function of chemistry exercises 1.6.3 Classification of chemistry exercises 1.6.4 Stages of the process of solving chemistry exercises 1.6.5 Some positive teaching methods and techniques are often used in conjunction with chemistry exercises 1.6.5.1 Group teaching method 1.6.5.2 Contract-based learning 1.6.5.3 Flipped Classroom 1.7 The survey of students’ self-study at high schools today We surveyed 72 teachers teaching chemistry and 1268 students at high schools in the provinces of Dong Thap, Dong Nai, Ho Chi Minh City, Quang Ngai, Quang Binh, Nghe An, Ha Tinh 1.7.1 The reality of students’ self-studying Chemistry at high school today and the levels of using chemistry exercises of teachers in the teaching process to foster student's ability as well as an understanding of teachers about Chemistry self-study exercises According to the survey data, the current system of chemistry exercises in student books and workbooks is in moderate quantities but still not diversified to respond better for teaching chemistry Teachers still face many difficulties in using chemistry exercises in teaching mainly due to the limited time, the levels of students in the class is not equal and due to the low ability of students' self-studying Students also face many difficulties when solving chemistry exercises because most of the exercises have no answers, no sample answers, there is not a diversified system of chemistry exercises, lack of information to solve the exercises Teachers often use chemistry exercises in teaching chemistry, especially in fostering self-study ability for students Students spend a lot of time on self-studying Chemistry, they mainly learn by themselves through reference materials or the chemistry exercises system compiled by teachers 91.67% of teachers said that the self-study exercises are the exercises that contain the necessary information to help students can solve the exercises These exercises help teachers in all stages of the teaching process from teaching new lessons, reviewing, strengthening, to checking and assessing student learning results The current trend of compiling chemistry exercises systems is mainly compiled in chapters or thematic sections 1.7.2 Studying the levels of expression of the self-study ability of high school students The most teachers and students (over 50%) think that chemistry self-study ability in high schools includes levels: Collecting and selecting materials; Read and understand materials; Analyze the data from materials; Applying the data from materials Each level includes expressions Summary of chapter In chapter 1, we have reviewed the research situation in Vietnam and other countries We have studied the theoretical basis of self-study capacity and chemistry exercises We have also conducted a survey of the reality of students' self-studying Chemistry at high schools and the level of using chemical exercises of teachers in the teaching process to foster self-study ability for students as well as teacher's knowledge about Chemistry self-study exercises and studied the levels of expression of the self-studying ability of high school students The survey data shows that the needs of students, as well as teachers, are the need for a diverse chemistry exercise system, which contains the necessary information to solve, as well as the necessary guidance to suggest for students can chemistry exercises well 91.67% of teachers said that the self-study exercises are the exercises that contain the necessary information to help students can solve the exercises The current trend of compiling chemistry exercises systems is mainly compiled in chapters or thematic sections The most teachers and students think that chemistry self-study ability in high schools includes levels: Collecting and selecting materials; Reading and understanding materials; Analyzing the data from materials; Applying the data from materials The research results of theory and practice have confirmed the compilation and use of self-study exercises in teaching chemistry to foster self-study capacity for high school students is an urgent issue, meeting the requirements of innovation current general education The above research results will be the basis for us to propose the self-study capacity framework through self-study exercises, a compilation of self-study exercises system and proposing measures to use self-study exercises to improve self-study ability chemistry for high school students which are presented in Chapter Chapter COMPILING AND USING THE SELF-STUDY EXERCISES IN GENERAL CHEMISTRY MODULE TO FOSTER SELF-STUDY CAPACITY FOR HIGH SCHOOL 2.1 Analysis of objectives and structural characteristics of the general chemistry program in high school In the high school chemistry program, the general chemistry part is concentrated mainly in grade 10 and is further supplemented in grades 11 and 12 General knowledge is applied inherited and developed The mainstream theories provided to students also through the General Chemistry section such as atomic-molecular theory, chemical structure theory, electrolyte theory, etc These are abstract knowledge, students are difficult to access But it is the knowledge that affects directly the acquisition of inorganic and homologous ranges of organic compounds 2.2 The framework of self-study capacity and criteria for assessment chemistry selfstudy capacity through chemistry self-study exercises in high school 2.2.1 Principles of construction The framework of self-study capacity in chemistry through chemistry self-study exercises built should ensure principles: (1) accuracy and science; (2) objectivity; (3) pedagogy; (4) practicality; (5) comprehensiveness 2.2.2 Construction process The framework of self-study capacity in chemistry through chemistry self-study exercises is built in steps: (1) Studying materials as a basis for building a framework of selfstudy capacity in chemistry; Surveying teachers' opinions on the manifestations of self-study capacity in chemistry at high school; (2) Identify component competencies and assessment criteria; (3) Develop the evaluation level of each TC; (4) Consult, consult experts; (5) Revise, supplement and finalize the mathematical framework and description of criteria to assess 2.2.3 The framework of self-study capacity in chemistry through chemistry self-study exercises Table 2.1 The framework of self-study capacity in chemistry through chemistry self-study exercises No Component capacity Criteria (Expression) Collecting and selecting Collecting and selecting print materials (books, chemical materials (books, newspapers, scientific publications, etc.) newspapers, scientific Collecting and selecting electronic materials publications, etc.) (books, newspapers, scientific publications, learning software, etc.) Reading and understanding of chemical Reading and understanding materials in Vietnamese chemical materials Reading and understanding of chemical materials in English Analyzing the data from chemical materials to Analyzing the data from determine the accuracy of the information chemical materials Analyzing the data from chemical materials to elucidate knowledge or chemical issues of interest Applying the data from chemical materials to Applying the data from improve chemical knowledge and skills chemical materials Applying the data from chemical materials to propose difficult problems and find solutions 2.2.4 The criteria to assess self-study capacity in Chemistry through Chemistry self-study exercises Table 2.2 The criteria to assess self-study capacity in Chemistry through Chemistry selfstudy exercises Levels Criteria Collecting and selecting chemical materials Collecting Knowing to To list and to To classify and To find some and selecting collect collect to refine materials in print materials materials materials from materials English in (books, related to trusted and related to addition to newspapers, chemical mainstream academic issues Vietnamese scientific knowledge but sources that or content of materials to publications, not yet to select support interest expand learning etc.) as well as be learning resources related able to classify to difficult learning issues Collecting Knowing to Finding online Using advanced Using advanced and selecting search for materials "keywords" in "keywords" in electronic materials online related to Vietnamese to English, search materials but not yet to learning localize search trusted materials (books, select as well as content but the content from of open resources newspapers, be able to scope of search trusted on the internet scientific classify is too wide due resources on related to learning publications, to unknowing the internet issues or content learning to use advanced related to of interest software, etc.) "keywords" academic issues or content of interest Reading and understanding chemical materials Reading and Reading To identify Presenting the Explain the understanding various information knowledge of chemical of chemical chemical related to chemistry knowledge written materials in materials in chemical written in in the materials Vietnamese Vietnamese knowledge in materials materials Reading and To read and to To read and to To translate To translate understanding translate a translate the correctly the correctly the of chemical portion of the entire contents content of content of materials in content of of materials but materials and materials and English materials not completely present the explain the accurate chemical chemical 11 Chemistry self-study exercises are built according to the following steps: Step To determine the exercise goals Step To prepare the knowledge and skills related to the exercise Step To write the exercise, in which, to write the lead of the exercise including extensive and advanced knowledge facts, using illustrations to increase attractiveness for students; write questions (multiple choice or essay) on a scale of levels of perception from easy to difficult (know, understand, manipulate, create) Step To remove unnecessary data, correct the contents of the introduction part and questions, correct spelling errors, rewrite the lead and questions, to complete the exercise To re-solve the exercises in different ways (if any), analyzing the meaning and effect of each question as well as the whole exercise Step To assess self-study ability for students after doing the exercises An example illustrating steps to build self-studying exercises about the content "Factors affecting the reaction rate" in grade 10 Chemistry program Step To determine the exercise goals: The exercise help students self-study about the factors that affect the reaction speed Step To prepare the knowledge and skills related to the exercise: - Factors that affect the reaction speed - Apply the formula to calculate the reaction rate Step To write the exercise: Exercise: To increase the speed of a reaction, we need to change factors such as increasing concentration, increasing temperature, increasing pressure, increasing contact area and adding appropriate catalysts (Knowledge level) In the following each pair of reactions, which reaction has greater speed than the other one? a) Fe + CuSO (2M) and Fe + CuSO (4M) b) Zn + CuSO (2M, 25 C) and Zn + CuSO (2M, 50 C) c) Zn (grain) + CuSO (2M) and Zn (powder) + CuSO (2M) , d) 2H + O ⎯⎯⎯⎯⎯ 2H O and 2H + O ⎯⎯⎯⎯⎯⎯⎯⎯ 2H O (Comprehension level) Explain the difference in reaction rate in the above cases? (Application level) Indicate the speed of the reaction Fe + CuSO (2M)by how many times the reaction Fe + CuSO (4M)when both reactions occur at the same temperature? You are given the formula for calculating the speed of a reaction A + B  C + D is V = kCA.CB (Creative application level) Give factors increase the speed of reaction in the following cases: - Cooking in a pressure cooker faster than cooking in a normal cooker - People often chop wood before cooking - To blow air into the stove to make the fire burn bigger Step To remove unnecessary data, correct spelling mistakes, rewrite the introduction part and questions, etc, to complete the exercise Re-solve the exercise in different ways, 12 analyzing the meaning and effect of each question as well as the whole exercise We have the answer to the exercise as follows: The reaction that has greater speed is a) Fe + CuSO (4M) b) Zn + CuSO (2M, 50 C) c) Zn (powder) + CuSO (2M) , d) 2H + O ⎯⎯⎯⎯⎯⎯⎯⎯ 2H O Meaning: The question helps students to use the data in the introduction part, They identify the reaction with greater speed based on the effects of one of the factors that increase the reaction rate Therefore, students can easily acquire knowledge about the factors that increase the reaction rate However, this question is not strict because of comparing the speed of reactions, besides the changing conditions, other conditions must be kept the same It is, therefore, necessary to rewrite this question The difference in the reaction rate in the above cases is: a) The two reactions are different about the concentration of CuSO so the reaction of Fe + CuSO (4M) that has a bigger concentration of CuSO will have a greater speed b) The two reactions are different in temperature, so the reaction of Zn + CuSO (2M, 50 C) with higher temperature will have a higher speed c) The two reactions are different in the contact area of Zn, whereby Zn (powder) has a larger contact area than Zn (grain), so the reaction Zn (powder) + CuSO (2M) has a higher speed , d) The two reactions are different in the catalyst so that 2H + O ⎯⎯⎯⎯⎯⎯⎯⎯ 2H O has a higher speed Meaning: The question helps students to identify and explain the factors that increase the reaction rate The speed of the reaction Fe + CuSO (2M) is 1/2 times of the reaction Fe + CuSO (4M) Meaning: The question helps students apply the formula to calculate the given reaction speed to compare the speed of two reactions with two different initial concentrations Students receive knowledge when the concentration of reactants increases, the reaction rate also increases However, it is possible to put the data of this question on the introduction part, to avoid too specific suggestions to force students have to think Factors that increase the rate of reaction in the following cases: - Increasing in temperature due to increased pressure - Increasing the contact area - Increasing the concentration Meaning: The question helps students apply the factors that increase the speed of reaction in practice 13 After checking the spelling, adding conditions for question 1, putting the data in question on the introduction part, the exercise is completed as follows: Exercise: In order to increase the speed of a reaction, we need to change factors such as increasing concentration, increasing temperature, increasing pressure, increasing contact area and adding appropriate catalysts You are given the formula for calculating the speed of a reaction A + B  C + D is V = kCA.CB In the following each pair of reactions, which reaction has greater speed than another one (if no further notes are compared in the same condition)? a) Fe + CuSO (2M) and Fe + CuSO (4M) b) Zn + CuSO (2M, 25 C) and Zn + CuSO (2M, 50 C) c) Zn (grain) + CuSO (2M) and Zn (powder) + CuSO (2M) , d) 2H + O ⎯⎯⎯⎯⎯ 2H O and 2H + O ⎯⎯⎯⎯⎯⎯⎯⎯ 2H O Explain the difference in reaction rate in the above cases? Indicate the speed of the reaction Fe + CuSO (2M) by how many times the reaction Fe + CuSO (4M), when both reactions occur at the same temperature? Give factors increase the speed of reaction in the following cases: - Cooking in a pressure cooker faster than cooking in normal cooker - People often chop wood before cooking - To blow air into the stove to make the fire burn bigger Step To assess self-study ability for students after doing the exercises - Students can search for documents related to exercises (Criterion 1.1 and 1.2) - Students read and understand the data given in the part of the exercise (Criterion 2.3) - Students determine the accuracy of the information (Criterion 3.5), analyze the information provided in the exercise to see the relationship with the problem to be solved (Criterion 13.6) - Students know how to apply the knowledge provided in the exercise to solve related chemical problems and convert the provided information into knowledge and skills for themselves (Criterion 4.7 and 4.8) 2.4 System of self-study exercises in general chemistry module Based on the principles and procedures for building self-study exercises above, we design the self-study exercises system based on the following knowledge circuits: 2.4.1 Structure of atoms, molecules, and chemical bonds: 15 exercises 2.4.2 Periodic table and the periodic law: exercises 2.4.3 Oxidation-reduction reaction: exercises 2.4.4 Reaction rate and chemical equilibrium: 11 exercises 2.4.5 Solution and dissociation: exercises 2.4.6 Electrochemistry: exercises 2.5 Some measures to use self-study exercises to foster self-study capacity for high school students 2.5.1 Principles and the basis for proposing measures to use self-study exercises 14 2.5.1.1 Principles for proposing The proposed methods of self-study exercises should ensure principles: (1) the specific characteristics of chemistry subject; (2) general education program objectives; (3) pedagogy in teaching chemistry; (4) diversity and comprehensiveness in chemistry teaching; (5) feasibility in teaching chemistry 2.5.1.2 The basis for proposing Measures to use self-study exercises in teaching chemistry that were proposed, base on the following basis: - Data and analysis results of the survey on the status of developing self-study capacity in high schools - Experimental analysis results from exploration during the process of experimentation of the thesis - The framework of self-study chemistry includes component competencies, indicators of criteria as well as levels achieved - Toolkit to assess the process of developing self-studying chemistry - To consult with experts in the field of Theory and Methodology of teaching Chemistry as well as exchanging ideas with teachers who teach Chemistry at some high schools 2.5.2 The process of proposing and applying measures in teaching organization Based on the above principles and bases, we offer a 4-step process to propose measures to use self-study exercises in teaching chemistry to ensure the goal of developing self-study capacity chemistry for students effectively Step 1: To analyze the proposed principles and basis to make an idea for proposing measures Step 2: Proposing some measures Step 3: pedagogical experiment measures, to consider and assess the feasibility and effectiveness of each measure If the measure is not appropriate, continue back to step to supplement, correct and can propose a new measure If the measured response the proposed principles, proceed to step Step 4: To complete the contents of the measures and implement them 2.5.3 Content of measures 2.5.3.1 Measure Using self-study exercises to organize effectively the important stages in teaching chemistry a) Using self-study exercises in a stage of teaching a new lesson In the stage of teaching new lessons, self-study exercises help to form new knowledge for students through the information provided in self-study exercises, shorten teaching time, reduce overload, increase the interest in self-discovery knowledge through self-study exercises Thereby, they also foster the capacity to solve problems and creativity, as a basis for developing self-study capacity 15 When choosing self-study exercises to form new knowledge, teachers need to pay attention to the information provided in the exercises that must be related to the knowledge that they need to form the students b) Using self-study exercises in a stage of improving knowledge and skills Teachers can use compiled self-study exercises to improve knowledge of skills for students in the consolidation of lessons or revision and practice periods Students through self-study exercises train themselves with the necessary skills and consolidate the knowledge in class The selection of self-study exercises for practice and review, teachers should pay attention to select typical, highly generalized and generalized exercises so that through solving these exercises, students consolidate a lot of knowledge, skills and practice the ability to analyze, detect problems, apply knowledge to solve problems c) Using self-study exercises in the stage of the test - assessment of teaching results Self-study exercise is an effective tool to test and assess students in the teaching process Teachers need to select typical exercises that can test certain knowledge content or assess students' learning results in a certain period Teachers can use these self-study exercises to compose questions for old-lesson tests, 15-minute tests, 1-period tests or semester exams, etc to evaluate teaching results And students, through solving self-study exercises, can self-assess their learning results to adjust and have a more positive learning plan 2.5.3.2 Measure Using self-study exercises with some positive teaching methods and techniques a) Group teaching method The group teaching process can be divided into basic stages: Stage 1: Introduction and task assignment ((Identify topic; Identify tasks in groups; Form groups) Stage 2: Teamwork (Workplace preparation; Work schedule; Agreement of work rules; Conducting tasks settlement; Preparation of result reports) Stage 3: Work as a whole class (Presentation of results, assessment: Groups of presentation of results; Assessment of results) b) Contract-based learning The process includes: Stage 1: Preparation (after defining the lesson content, the lesson time according to the contract: Planning the lesson (lesson plan) according to the form; Making study forms; Making learning support forms; Making the contract) Stage 2: Organizing learning (Introducing content, methodology; students research and sign contracts; Organizing the implementation of the contract; Liquidation of the contract) 2.5.3.3 Measure 3: Using self-study exercises for Flipped Classroom The process includes: 16 Stage 1: Preparation (Planing lessons (lesson plans); Designing lectures with PowerPoint or videotapes, video clips, etc; Sending lecture materials to students) Stage 2: Understanding the content of the lecture (students self-study the materials provided by the teacher; students learn more information related to knowledge through other materials such as books, internet, etc) Stage 3: Applying and checking knowledge (Teachers allow students to discuss what they have learned and answer questions; Students apply the knowledge they have learned to solve exercises; Assessment results) 2.6 The toolkit for assessing self-study capacity in Chemistry through Chemistry selfstudy exercises for high school students 2.6.1 Principles of construction The toolkit was developed to ensure the following principles: (1) scientific; (2) objectivity; (3) practicality; (4) comprehensiveness 2.6.2 The basis of construction The toolkit was built based on Lev Vygotsky's Theory of Development Zone; The theory of response to question of Rasch; Robert Glaser's capacity development path; Cognitivism theory; Cognitivism Theory; Theory of measurement and evaluation in educational science; Evaluate research before and after the impact in educational science; Chemistry program at high school 2.6.2 The process of construction We designed the toolkit in a 6-step process: (1) to identify the objects, objectives, and content of the assessment; (2) developing a framework of self-study capacity including component capacity and criteria/expression; (3) to assess the levels achieved by each criterion; (4) designing the toolkit to assess; (5) testing; (6) finishing 2.6.3 Content of the toolkit for assessing self-study capacity in Chemistry through Chemistry self-study exercises for high school students 2.6.3.1 Student’s self-assessment form SELF-ASSESSMENT FORM ABOUT SELF-STUDY CAPACITY CHEMISTRY OF HIGH SCHOOL STUDENTS Student’s name: ………………………………………………… Class:……………… School: ………………………………………………………………………………… No Component Criteria (Expression) Assessment capacity Good Pretty Average Weak (9-10m) good (5-6m) (0-4m) (7-8m) Collecting Collecting and and selecting print selecting materials (books, 17 chemical materials (books, newspapers, scientific publications, etc) Reading and understandi ng chemical materials Analyzing the data from chemical materials Applying the data from chemical materials Score the columns newspapers, scientific publications, etc) Collecting and selecting electronic materials (books, newspapers, scientific publications, learning software, etc) Reading and understanding of chemical material in Vietnamese Reading and understanding of chemical material in English Analyzing the data from chemical materials to determine the accuracy of the information Analyzing the data from chemical materials to elucidate knowledge or chemical issues of interest Applying the data from chemical materials to improve chemical knowledge and skills Applying the data from chemical materials to propose difficult problems and find solutions 18 Total score Assessing self-study ability in Chemistry by total score: Weak Level: Students achieve a total score of to 39 points Average: Students achieve a total score from 40 points to 55 points Pretty good Level: Students achieve a total score from 56 points to 71 points Good Level: Students achieve a total score from 72 points to 80 points 2.6.3.2 Teacher’s assessment form ASSESSMENT FORM ABOUT SELF-STUDY CAPACITY CHEMISTRY OF HIGH SCHOOL STUDENTS Student’s name: ………………………………………………… Class:………………… School: …………………………………………………………………………………… Teacher’s name: …………………………………………………………………………… No Component Criteria (Expression) Assessment capacity Good Pretty Average Weak (9-10m) good (5-6m) (0-4m) (7-8m) Collecting and Collecting selecting print and materials (books, selecting newspapers, scientific chemical publications, etc) materials (books, Collecting and newspapers, selecting electronic scientific materials (books, publications, newspapers, scientific etc) publications, learning software, etc) Reading and understanding of Reading and chemical material in understandi Vietnamese ng chemical Reading and materials understanding of chemical material in English Analyzing Analyzing the data the data from chemical from materials to determine 19 chemical materials the accuracy of the information Analyzing the data from chemical materials to elucidate knowledge or chemical issues of interest Applying the data from chemical materials to improve Applying the data chemical knowledge and skills from chemical Applying the data materials from chemical materials to propose difficult problems and find solutions Score the columns Total score Assessing self-study ability in Chemistry by total score: Weak Level: Students achieve a total score of to 39 points Average: Students achieve a total score from 40 points to 55 points Pretty good Level: Students achieve a total score from 56 points to 71 points Good Level: Students achieve a total score from 72 points to 80 points 2.6.3.3 Assessment questionnaire of teacher 2.6.3.4 Test to assess self-study capacity through student’s learning result Summary of chapter In chapter 2, we have presented researches to propose content and measures for fostering self-study ability Chemistry for high school students through self-study exercises, specifically: We have analyzed the objectives and structural characteristics of the general chemistry program at high school, showing that the knowledge of General Chemistry is quite abstract, spread across all three grades, affecting the acquisition of knowledge of inorganic substances and homologous ranges of organic compounds Therefore, the role of the self-study is very important We have built a self-study capacity Chemistry framework through self-study exercises at high school with component competencies and criteria, each criterion consists of levels of assessment At the same time, we have formulated concepts, characteristics, 20 principles, and procedures for building chemistry self-study exercises On that basis, we compiled a system of self-study exercises in general chemistry module in high school program including 58 exercises based on the following knowledge circuits: Structure of atoms, molecules and chemical bonds (15 exercises); Periodic table and the periodic law (8 exercises); Oxidation-reduction reaction (8 exercises); Reaction rate and chemical equilibrium (11 exercises); Solution and dissociation (8 exercises); Electrochemistry (8 exercises) We have proposed measures to use self-study exercises to foster self-study capacity for high school students and to design a toolkit for assessment self-study ability Chemistry for high school students through self-study exercises, including student’s self-assessment form, teacher’s assessment form, teacher’s assessment questionnaire, and test These research results have been conducted in a pedagogical experiment and presented in chapter The analysis and processing of pedagogical experiment results will be the basis for assessment of the effectiveness and feasibility of the thesis conclusion Chater PEDAGOGICAL EXPERIMENT 3.1 Experimental purposes Confirming the correctness and necessary, scientific meaning of the topic; Assessing the quality of the built-in self-study exercises, the effectiveness and feasibility of the proposed measures when using the self-study General Chemistry module to foster self-study capacity for high school students Common; Assess the development of students' self-study capacity through the system of chemistry exercises in Chemistry in high schools 3.2 Experimental tasks Selecting objects and areas to organize experiments; Compilation of experimental documents including the system of self-study exercises built, experimental lesson plans, tools to assess self-study capacity through self-study exercises Communicate with teachers to implement well the proposed content and methods; Planning and conducting pedagogical experiments including exploration experiments to draw experience from adjustment and formal experiments through two rounds; Collect and process, analyze pedagogical experimental results to conclude 3.3 Experimental object Conducting pedagogical experiments on students of grades 10, 11 and 12 in high schools in Dong Thap, Dong Nai, and Ho Chi Minh City Ho Chi Minh City, Nghe An, Thanh Hoa 3.4 Experimental process and content 3.4.1 Selecting experimental and control classes 3.4.2 Talking to an experimental teacher 3.4.3 Conducting experiments Using the system of self-study exercises compiled to foster the capacity of gathering for students based on helping students build a process of interpreting to practice the ability to 21 think independently, help students find a method to solve math problems for some specific types of exercises by themselves, help students detect and solve cognitive obstacles a) The exploration round: Performed in chapter Oxidation - Reduction Reaction grade 10 b) Round Performed in the reaction rate and chemical equilibrium chapter grade 10 c) Round Performed in atomic structure grade 10; Dissociation grade 11; General about metal grade 12 3.5 Methods of processing pedagogical experiment results Pedagogical experiment results are processed according to statistical methods 3.6 Pedagogical experiment results 3.6.1 Quantitative results are obtained through a student's test Table 3.1; 3.17 Summary of typical parameters through the test of round 1; round Standard Coefficient of Standard Round Group x  m deviation S variation V error m Experimental 6,57  0,13 1.72 26.23 0.13 group 5,45  0,12 Control group 1.58 28.92 0.12 Experimental group 6,76  0,07 1.78 26.33 0.07 Control group 5,16  0,06 1.54 29.85 0.06 We tested the experimental results with the Student test with the probability of error 𝛼 = 0.05; k = 2n - We looked up the Student distribution table to find the value We had value t > 𝑡 , , so the difference in learning results between experimental and controlled groups is significant (with 𝛼 = 0.05) The independent t-test obtained a value of p < 0.05, showing that the difference between the two average values of the experimental groups and control groups is due to effect with effect value ES = 0.71 (in round 1) and ES = 1.04 (in round 2) 3.6.2 Results of the assessment of students' self-study chemistry a) Results of Teacher’s assessment form Table 3.2; 3.18 Teacher’s assessment about student’s self-study capacity of round 1; round Round Average score of criteria of Average score of criteria of control experimental group = 6.58 group = 5.36 The difference of Average score = 1.22 Standard deviation of experimental Standard deviation of control group group = 1.71 = 1.68 The independent t-test p  0.00 (9.56.10-79) 22 Effect value ES = 0.73 Round Average score of criteria of Average score of criteria of control experimental group = 6.72 group = 5.19 The difference of Average score = 1.53 Standard deviation of experimental Standard deviation of control group group = 1.77 = 1,43 The independent t-test p = 0.00 Effect value ES = 1.06 b) Results of Student’s self-assessment form Table 3.3; 3.19 Student’s self-assessment about student’s self-study capacity of round 1; round Round Average score of criteria of Average score of criteria of control experimental group = 6.60 group = 5.40 The difference of Average score = 1.20 Standard deviation of experimental Standard deviation of control group group = 1.76 = 1.69 The independent t-test p  0.00 (1.66.10-73) Effect value ES = 0.71 Round Average score of criteria of Average score of criteria of control experimental group = 6.71 group = 5.22 The difference of Average score = 1.49 Standard deviation of experimental Standard deviation of control group group = 1.71 = 1.39 The independent t-test p = 0.00 Effect value ES = 1.08 c) Results of Teacher’s assessment questionnaire *Conclusion: Based on the data collected, we found: - The learning results of the experimental group are higher than the control group due to the impact of the proposed measures, not by chance with effect value from medium to large - The results of the assessment criteria of the experimental group are also higher than the control group - Most students think that self-study exercises have helped them acquire a lot of knowledge about Chemistry, the information of self-study exercises helps them answer questions of exercises with increasing levels of awareness well Self-study exercises also help students to check their learning results, improve their learning results and create habits for them to study Chemistry for themselves 23 Summary of chapter In chapter 3, we presented the results of pedagogical experiments with the purpose to assess the quality of self-study exercises that were built and the effectiveness and feasibility of the proposed measures to foster self-study capacity Chemistry for high school students through self-study exercises in general chemistry module The data of the pedagogical experiment was processed by statistical methods Thereby, we assessed the experimental results The results of the pedagogical experiment helped us assess fully the impact of the selfstudy exercises system on the development of students' self-study ability has achieved good results as well as proposed measures They can be applied in teaching chemistry on a large scale Thereby, we draw the conclusion and suggestions of the thesis research process CONCLUSION AND SUGGESTIONS A Conclusion After the research period, the thesis has completed the basic objectives and tasks, as follows: About theoretical and practical basis The thesis has reviewed the history of research issues in Vietnam and in the world about self-study, especially in teaching chemistry; studied about concepts, forms, cycles and the role of self-study; studied the fostering of self-studying chemistry: capacity, self-studying capacity, self-studying ability, some basic theories for teaching and developing students' capacity; studied about active learning and experience, Bloom's cognitive competence scale; clarified concepts, effects, classifications, stages of solving Chemistry exercises, some positive teaching methods and techniques are often used in combination with self-study exercises In the thesis, we also conducted a survey on 72 teachers teaching Chemistry and 1268 students at high schools in provinces and cities such as Dong Thap, Dong Nai, Ho Chi Minh City, Quang Ngai, Quang Binh, Hà Tĩnh, Nghệ An about the reality of students' self-study chemistry at high schools today and the level of using chemistry exercises of teachers in the teaching process to foster self-study capacity for students as well as teacher's knowledge about Chemistry self-study exercises, the level of expression of the self-study ability of high school students On the basis of theory and practice, we have proposed the content and measures of fostering self-study capacity chemistry for high school students in general chemistry module, including: - Proposing the concept of Chemistry self-study exercises - Developing a framework of chemistry self-study capacity based on Chemistry selfstudy exercises including components with criteria, each criterion has levels - Establishing the Chemistry self-study exercises System in general chemistry module including 58 exercises, including Structure of atoms, molecules and chemical bonds (15 exercises); Periodic table and the periodic law (8 exercises); Oxidation-reduction reaction (8 24 exercises); Reaction rate and chemical equilibrium (11 exercises); Solution and dissociation (8 exercises); Electrochemistry (8 exercises) - Designing a toolkit to assess for chemistry self-study capacity for high school students, including teachers' assessment form to assess students' self-study capacity, students' selfassessment form to assess students' self-study capacity, assessment test and assessment questionnaire of Teachers on student's self-study capacity - Proposing measures to use self-study exercises in teaching chemistry to foster selfstudy capacity for high school students The proposed content has conducted pedagogical experiments through one exploration and two official rounds at high schools in provinces and cities such as Dong Thap, Dong Nai, Ho Chi Minh City, Nghe An, Thanh Hoa Experimental results showed the learning results of the experimental group are higher than the control group, the independent t-test showed an average score of the experimental group is higher than the control group due to the impact of the proposed measures, not by chance with effect value from medium to large The obtained results have proved the correctness of the scientific hypothesis, the feasibility of the topic We affirmed that the system of self-study exercises has high quality and efficiency in fostering self-study capacity Chemistry for high school students, the proposed measures are completely feasible in practice of teaching chemistry and can be applied on a large scale B Suggestions Through the implementation of the thesis, we would like to make some suggestions to maximize the effectiveness of the research results as follows: Deploying this research result in a teaching material for high school teachers Continue to improve and expand the research direction of the topic on many knowledge sections of the Chemistry as well as expand with other subjects at high schools, contributing to improving the quality of teaching and implementing innovation in general education LIST OF SCIENTIFIC WORKS RELATED TO THE THESIS WERE PUBLISHED C.C.Giac, N.T.P.Lien, P.N.Tuan (2017), “Training skills to solve some inorganic chemistry exercises by using the graphic method of calculation for teaching chemistry in high school” World Journal of Chemical Education, Vol.5, No.1, 12-19 C.C.Giac, L.H.Hoang, N.T.P.Lien and P.H.Thanh (2017), “Designing experimental exercises used for teaching chemistry in high school” World Journal of Chemical Education, Vol.5, No.5, 168-174 Cao Cự Giác, Nguyễn Thị Phượng Liên (2017), “Thực trạng sử dụng tập hóa học bồi dưỡng lực tự học cho học sinh trường Trung học phổ thông” Dạy Học ngày nay, số 12-2017, tr 53-56 Cao Cự Giác, Nguyễn Thị Phượng Liên (2018), “Khảo sát mức độ biểu lực tự học mơn hóa học học sinh Trung học phổ thơng” Tạp chí Giáo Dục, Số 421 (Kì 1-1/2018), tr 36-38 Cao Cự Giác, Nguyễn Thị Phượng Liên (2018), “Xây dựng tập tự học phần hóa đại cương cho học sinh Trung học phổ thơng” Tạp chí Khoa học trường ĐHSP Hà Nội, Vol 63, Iss 2, pp 141-151 Cao Cự Giác, Nguyễn Thị Phượng Liên (2019), “Thiết kế công cụ đánh giá lực tự học mơn Hóa học học sinh trường trung học phổ thơng” Tạp chí Khoa học giáo dục Việt Nam, số 13-01/2019, tr 54-59 Cao Cự Giác, Nguyễn Xuân Trường, Nguyễn Thị Phượng Liên (2019), “Xây dựng sử dụng tập tự học phản ứng oxi hóa – khử để bồi dưỡng lực tự học cho học sinh lớp 10 Trung học phổ thơng” Tạp chí Khoa học Đại học Vinh (đã nhận đăng) ... trạng sử dụng tập hóa học bồi dưỡng lực tự học cho học sinh trường Trung học phổ thông Dạy Học ngày nay, số 12-2017, tr 53-56 Cao Cự Giác, Nguyễn Thị Phượng Liên (2018), “Khảo sát mức độ biểu lực. .. tự học mơn hóa học học sinh Trung học phổ thơng” Tạp chí Giáo Dục, Số 421 (Kì 1-1/2018), tr 36-38 Cao Cự Giác, Nguyễn Thị Phượng Liên (2018), “Xây dựng tập tự học phần hóa đại cương cho học sinh. .. “Xây dựng sử dụng tập tự học phản ứng oxi hóa – khử để bồi dưỡng lực tự học cho học sinh lớp 10 Trung học phổ thơng” Tạp chí Khoa học Đại học Vinh (đã nhận đăng)