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MINISTRY OF EDUCATION AND TRAINING HA NOI NATIONAL UNIVERSITY OF EDUCATION ******* DANG TRAN XUAN DEVELOP PROBLEM SOLVING CAPABILITIES FOR PUPILS THROUGH COGNITIVE PROBLEMS SYSTEM IN NON-METAL CHEMISTRY IN HIGH SCHOOLS SUMMARY OF SCIENCE EDUCATION PHD THESIS HA NOI - 2020 The thesis have been completed at: Divison of Chemistry Methodology Faculty of Chemistry - Hanoi National University of Education Science instructors: Assoc Prof Ph.D DANG THI OANH Assoc Prof Ph.D LE THI HONG HAI Reviewer 1: Assoc Prof Ph.D Phung Quoc Viet Hung Vuong University Reviewer 2: Assoc Prof Ph.D Nguyen Thi Suu Hanoi University of Education Reviewer 3: Dr Nguyen Thi Kim Thanh University of education, Ha Noi National University The thesis will be defended in front of The Dissertation Examination Committee at Hanoi National University of Education At hour month year 2020 The thesis can be found in Hanoi National Library, or in Hanoi University of Education PREAMBLE The reason for choosing a topic The 21st century is the century of knowledge, technology and globalization Currently, in our country, the education and training system has also been innovating and developing That is expressed through the documents of the National Assembly, the Government of the Party's Resolution In the Resolution of the 11th National Party Congress affirmed, "Innovating curriculum, content, teaching and learning methods, examination and testing methods in the direction of modernization; improving the quality of comprehensive and special education, give special attention to ideal education, traditional education on revolutionary history, morality, lifestyle, creative skills, practical skills, industrial working style, sense of social responsibility " Resolution No 29-resolution /national of XI course on fundamental and comprehensive innovation of education and training identified “Continuing to strongly and synchronously renovate the basic elements of education and training in the direction of giving specific attention to product development quality and competency of learners” Our country’s education system is making a transition from the educational program to approach content in order to approach students 'competence, that is, from being interested in what students are learning to being interested in applying students' skills The Ministry of Education and Training's overall education program (December 2018) has announced that problem solving skill is ranked in the group of problem solving and creative skills This is one of the essential skills of the 21st century Because today, the amount of knowledge is rapidly developing, contradicts the limited time of learning With a huge amount of knowledge and ever-developing subject, it is necessary to foster the quality and develop students' capacity Therefore, it is necessary to change the way of teaching and learning The positive application of teaching method in teaching chemistry to develop students' capacity can be done through the use of Chemistry exercises in general and cognitive problems in particular, in which special attention should be paid to the exercises Part of developing problem solving skill for students are forms of mathematical representation, cognitive problem that is open, practical content, containing problematic situations In the high school chemistry program, the non-metallic chemistry course is taught in grades 10 and 11 after the key theory has been completed, so there are many opportunities for students to apply general Chemistry basis knowledge in the prediction, explain the properties, applications and production of inorganic Chemistry substances and compounds, solve to a certain extent practical problems On the other hand, non-metallic Chemistry and compounds also have many important applications and are widely used in the National economy as well as human life So if you know how to exploit, design and use cognitive problem, it will contribute to developing abilities in general and problem solving skill in particular for students For these reasons, we chose the topic "Developing students' problem-solving capacity through high-school non-metallic chemistry awareness problem" as my research topic 2 Purpose of the research Researching to build and use cognitive problems of non-metallic chemistry to develop problem solving skill for students, contributing to innovating teaching and learning methods at high schools in accordance with the orientation of developing capacity Object and subject of the research 3.1 Research object: The process of teaching High School Chemistry in Vietnam 3.2 Research subjects: Chemistry cognitive problem and problem solving development of high school students Scope of research - Cognitive problems and knowledge of Nonmetallic Chemistry (Standard curriculum) in high school - Experiments’ location: High school in some provinces and cities of the North, Central and South of Vietnam - Research period: from October 2014 to October 2019 Scientific hypothesis : If the construction of cognitive problem is diversified, abundant and rationally used, and is suitable for students in the forms of new documentary research, consolidation, practice and in assessment and evaluation, it will develop capacity Problem solving for students, contribute to improving the quality of teaching chemistry at high schools Research tasks 6.1 Overview of theoretical and practical basis of the topic: - Research the theoretical basis of renovating higher education according to the orientation of developing capacity; Theoretical basis of capacity, problem solving competence; Assessing students’ capacity; Innovating teaching method according to the orientation of developing capacity for high school students; Theoretical basis of cognitive problems and the relationship between cognitive problem and problem solving development - Practical research: Historical study of problem solving; problem solving and cognitive problem in the world and in Vietnam; Current situation of teaching and developing capacity in general and problem solving competence in particular; Current situation of using cognitive problem in teaching and the reality of problem solving competence of high school students 6.2 Analysis of structural content and characteristics of teaching method of non-metallic chemistry in high school geometry 6.3 Determine the principles, selection process, and build a system of cognitive problems of non-metallic chemistry 6.4 Proposing measures to use the cognitive problem system in combination with some teaching methods such as problem solving teaching; Teaching according to angle in the form of lessons: Passing on new knowledge; Study format, practice and Assessment Design lesson plan according to the proposed measures 6.5 Building the structure and the levels of problem solving competence evaluation, designing and using the tool to evaluate problem solving competence of students through the proposed measures 6.6 Conducting pedagogical experiments confirming the feasibility and effectiveness of the proposed measures Method of research The tasks of this project will be done by coordinating the following research groups: 7.1 Group of theoretical research methods (methods of analysis, synthesis, generalization, ) in an overview of literature sources with content related to the thesis 7.2 Group of practical research methods (methods of investigation, observation, interview, pedagogical experiment, expert method, ) 7.3 Information processing method: Using mathematical statistical methods in educational scientific research, SPSS software to process TNSP results New contributions of the thesis 8.1 About theory: Overview of the theoretical basis of the topic, clarify the relationship between cognitive problem and problem solving problem development in Chemistry teaching 8.2 In practice: - Assessing the situation of teaching development development in general and problem solving competence in particular; Current situation and needs of using recognition problem in chemical teaching at high schools - Proposing principles, supplementing the process of building a recognition problem system, building 59 recognition exercises (qualitative, quantitative, practical and practical, according to levels of awareness: knowing, understanding, applying and applying creation) Nonmetallic chemistry, Analysis of problem solving problems of problem solving through the built-in recognition problem - Proposing measures to use the problem recognition system through the form of new knowledge formation and the type of perfecting the knowledge and skills (practice, review) to develop problem solving competence for students and using recognition problem in testing investigate to assess the problem solving competence of students - Identify criteria and expression level of problem solving competence through using recognition problem Design and use the toolkit to evaluate problem solving competence of students through the proposed measures The thesis structure In addition to the introduction (5 pages), general conclusions and recommendations (3 pages), references (129 documents) and appendices (132 pages), the thesis has chapters: Chapter (41 pages), Chapter (70 pages), Chapter (34 pages) In addition, there are abbreviations, lists of tables (45 tables), diagrams, drawings (29 pictures), list of scientific works related to the published thesis (7 works) CHAPTER 1: THEORETICAL AND PRACTICAL BASIS OF THE DEVELOPMENT OF THE PROBLEM RESOLUTION CAPABILITY AND COGNITIVE MATHEMATICAL PROBLEMS IN HIGH SCHOOL CHEMISTRY 1.1 History of research issues Presentation of the research competence and capacity to solve problem solving, the use of cognitive problems in teaching in the world and in Vietnam 1.2 Rationale for capacity, problem solving capacity 1.2.1 Basis of academic theory Presenting a number of learning theories related to the thesis: Cognitive theory, constructivist theory and the theory of "nearest development region" 1.2.2 The concept of competence, the competencies that need to be developed for high school students Capacity is a personal attribute formed and developed by existing qualities and learning, training, allowing people to mobilize a combination of knowledge, skills and other personal attributes such as will and belief… successfully perform a certain type of activity, achieve the desired results under specific conditions The skills that need to be developed for high school students are common abilities (autonomy and self-study; Communication and cooperation competency; Problem solving competence ), Specialized capacity (Linguistic language; Computational capacity; Natural and communal learning capacity Association ), in chemistry, the skills that need to be developed are practical competence, capacity to use chemical language, problem solving competence, ability to apply chemical knowledge to life 1.2.3 Capacity to solve problems 1.2.3.1 Concept The problem solving competence is the ability of individuals to find adaptive solutions to solve difficulties and obstacles With a specific problem, there may be a number of possible solutions, some of which may be optimal components of the process of problem solving are: 1) Identifying the problem; 2) Understanding difficulties in detail; 3) Propose a solution; 4) Implement the solution; 5) Assess the effectiveness of the implementation 1.2.3.2 Problem solving capacity structure The components of problem solving competence include: i) Understanding the problem; ii) Establishing problem space; iii) Planning and implementing solutions; IV) Assess and reflect the solution The above elements of problem solving competence are used to determine the criteria, the level of the problem solving competence for high school students through nonmetallic chemistry exercises and to design a toolkit to evaluate this capacity development of students 1.2.4 Method of capacity assessment Assessing students' competence through learning products and learning process of students, student assessment is done by some methods (forms) as follows: Assessing results and evaluating the process; standard evaluation and evaluation criteria; Self-reflection and selfassessment; Written tests, oral tests, etc In which, assessment tools are used such as: Rubric (observation checklist, questionnaire), test papers and marking instructions, study records 1.3 Cognitive problem 1.3.1 Exercises, math problems and cognitive problems "Exercises are assignments for students to apply the knowledge they have learned" “The problem is a definite information system that contains contradictions, including the known and the unknown (which is still a hypothesis) that are not explicitly related to each other and need to be clarified by the method " “The problem of cognitive problem in teaching is a definite information system containing contradictions, including the known and the unknown with an unspoken relationship with each other, but by active activities, research and research new solution for problem solving, then students not only acquire new knowledge, but also the confidence and joy of new awareness ” 1.3.2 The relationship between exercises, problems and cognitive problems In our view, the exercises, problems and cognitive problems are the same as they are all made up of elements "Required derived data" Aim Chara cterist ics Result Skills develo pment Table 1.1 Differentiate problems from cognitive problem and exercises Problems Cognitive problem Exercises Scientists research, find Students research, find out Memorize and practice a skill, knowledge, techniques, knowledge, skills, solution fluently apply a formula, a rule PP, formulas, methods, formulas, relationships, relationships, new to completely new to themselves humanity - Contains cognitive Contains cognitive - Does not contain cognitive contradictions between contradictions between contradictions the known and what what the student already - Algorithms are available and science has not yet found knows and the unknown the results will surely be found - Solution and results are Solution and student's not yet available for results are unknown but science science has Researching out new Students discover new Students remember knowledge, knowledge, a new knowledge, new skills, a practice fluently a skill, apply invention, new new solution method, a new fluently a formula or a method of technological processes, formula, solving math problems, new laws, Developing human Developing problem Not attaching much importance capacity, especially solving competence and to developing general capacity, problem solving, creative creative capacity of but mainly developing capacity students specialized capacity 1.3.2 Use chemistry exercises in teaching 1.3.2.1 Classification of chemistry exercises 1.3.2.2 Method of building chemical exercises 1.3.2.3 Using chemistry exercises in teaching High School Chemistry 1.3.3 The role of mathematical cognitive problems in teaching 1.3.4 Construct chemical cognitive problems 1.3.5 Use cognitive problems to develop problem-solving skills for high school students Principles of using cognitive problem system to develop problem solving ability for high school students The process of using cognitive problem system to develop students' capacity in teaching chemistry Use cognitive problems to develop students' ability to identify and solve problems 1.4 Some teaching methods are oriented towards capacity development 1.4.1 Teaching problem solving 1.4.1.1 Problem solving teaching concept 1.4.1.2 The method of using cognitive problems to create situations that contain problems 1.4.1.3 Teach students how to solve problems 1.4.1.4 The degree of application to develop problem-solving competence for students 1.4.2 Teaching by angle 1.4.2.1 Concept of teaching with angles 1.4.2.2 The stages of teaching by angle 1.4.3 Cooperative group teaching 1.4.3.1 Intuitive teaching concept 1.4.3.2 Process of implementing visual teaching 1.5 Investigate the teaching situation in the direction of developing problem solving competence of high school students, the situations of using the cognitive chemistry problem in teaching in high schools 1.5.1 Planning an investigation To investigate the necessity of developing problem solving competence for students and the situation of using positive teaching methods in teaching chemistry in high school to improve students' activeness, initiative and creativity ; the use of cognitive problem to develop problem solving competence for students; teacher's knowledge about cognitive problem / problemsolving 1.5.2 Analyze survey results with teachers 1.5.2.1 Actual situation of using positive teaching methods in teaching chemistry in high school Most teachers use traditional teaching methods, the number of teachers who regularly use the presentation method accounts for 72,6% and the use of conversation method accounts for 90,3% of the total number of teachers 1.5.2.2 Teacher's awareness about cognitive problem / problem problem Among 225 teachers interviewed, 24% of teachers understood correctly about recognition problem/problem problem, 63,1% of teachers used it occasionally and 25,1% of teachers often used recognition problem in teaching to develop problem solving competence for students 1.5.2.3 Using cognitive problems to develop students' problem-solving abilities The number of teachers who often use recognition problem to develop problem solving competence for students is 25,4%; 63,1% of teachers surveyed occasionally used recognition problem 1.5.2.4 Investigate teachers 'assessment of high school students' problem-solving abilities From the assessments of the teachers, it can be seen that students mainly focus on solving exercises, not many students have built a problem solving plan of exercises and have not evaluated and generalized the problem solved This is a favorable condition to build and put recognition problems into teaching, helping students develop problem solving competence 1.5.3 Analysis of survey results for students We use the questionnaire for 876 students to know the status of developing problem solving competence of students The rate of students mainly determines the data of the lesson is normal but few students recognize the contradictions in the problem, most students not pay attention to other options to solve the exercises and not pay attention General idea about problematic forms, focusing only on the problem results, students have not built the same problems, have not assessed the problem of exercises 1.5.4 Survey of exercises in textbooks and chemical workbooks In the textbooks of Chemistry and Exersise Chemistry, there are a considerable number of problems containing the contents and problematic situations of recognition problem, but most of the teachers have not realized such problems as recognition problem, so they still teach According to traditional methods, the effectiveness is not high, not fully promoting the problem solving ability of students CHAPTER 2: DEVELOP THE CAPACITY TO RESOLVE THE PROBLEM THROUGH AWARENESS NON-CLASSIZED CHEMICAL PROBLEM SYSTEM 2.1 Analyze the goals, program structure and general characteristics of the high school non-metallic Chemistry (standard program) teaching method 2.1.1 Teaching objectives of Non-metallic Chemistry for 10th and 11th classes 2.1.2 The structure of Nonmetal Chemistry teaching program in high school 2.1.3 Analyze the general characteristics of the method of teaching non-metallic chemistry in High School 2.2 Design a set of tools to assess students' problem-solving capacity through cognitive problems A toolkit for evaluating problem solving competence through teaching non-metallic high school chemistry, including: Evaluation through observation checklist, self-assessment sheet, and 45-minute test 2.2.1 Structure of the ability to solve problems through cognitive problems After constructing the structure of problem solving competence through cognitive problem, based on the characteristics and criteria of cognitive problem, problem solving problem, comment on accuracy, criteria of cognitive problem, about cognitive problem development problem solving problem according to the opinion of experts, we have replaced the phrase in component "Establishing problems" with the phrase "Proposing problem solving plan" We have built a rating scale to rate high school students’ problem solving skills through cognitive Chemistry exercises as follows 2.2.2 Toolkit of assessing problem solving ability through cognitive problems 2.2.2.1 Observation checklist for teachers - Purpose: Observation checklist is a tool to help teachers intentionally observe criteria of problem solving competence through learning activities, attitudes and behaviors of students, thereby making appropriate adjustments to help students advance the set - Requirement: The observation checklist must be clear, specific and stick to the criteria of the skills efficiency training - Design process: + Step 1: Determine the object, time and target of observation + Step 2: Develop observation criteria and appropriate levels of assessment + Step 3: Complete the criteria and the suitable levels of evaluation 2.2.2.2 Questionnaire for students on the level of development in applying practical knowledge - Purpose: It is used for students to self-assess their self -studying skills after finishing a project, a topic that the student has just joined - Request: The questionnaire includes clear, specific, detailed questions, adhering to the criteria of problem solving skills To make students easy and convenient for self-evaluation, we have studied and proposed the 11 criteria design - Design process: + Step Determine the subjects, objectives, time of interview or question + Step Determine the criteria of the responsibility of the resolution and the level of evaluation for each criterion, thereby designing the questions and options accordingly + Step Arrange and complete the questions 2.2.2.3 The test assess students We base on the requirements on skill knowledge standards, requirements on curriculum implementation, needs to assess the development of problem solving competence of students who have compiled the test and assessment of students The tests use some recognition exercises (essay exercises) and are presented in measure main thesis thesis, in Appendix of the thesis 2.3 Constructing a system of cognitive problems in non-metallic section in the direction of problem-solving capabilities for high school students 2.3.1 The procedure of developing cognitive problems in the direction ofdeveloping problem-solving capabilities Based on the principles of the formulation of the character material, the process of building the subject today in chapter 1, the characteristics of the act, combining practice we propose to supplement the general process of building a mathematics division in teaching chemistry into steps as follows: Step select the content of the account forward identify the knowledge that students already know, the cognitive ability of students and the knowledge that needs to be formulated in the forms - identify the knowledge and skills to form - determining the knowledge of known students - determining the common cognitive ability of the collective student life 11 + Chlorine water and Gia-ven water have the common composition of chloride ions and hipoclorite ions + The hydrochloric ion corresponding to HClO acid is a weak acid, so this ion exists hydrolyzed balance to create HClO acid - Requirement of recognition problem: Explain the bleaching properties of HClO - Statement of issue: List the chemical composition of chlorine and Giap water Which ions cause bleaching properties? * Understanding the problem of recognition problem (criteria 3; 4) - Select and organize the given data in relation to the relevant knowledge learned to explain the facts: Students identify and explain the given initial information and data: Fact 1: Chlorine water contains HCl, HClO, Cl2 Fact 2: The water of Jupiter contains NaCl, NaClO Fact 3: Chlorine and Giap water both have bleaching properties - Finding out the relationship between facts of recognition problem; propose hypotheses based on intermediate data: We solve problem solving from theoretical reasoning, by proposing the mathematical representations in the order of the data 1, 2, above b Proposing problem solving solutions (criteria 5; 6) and c Implementing the problem solving (criteria 7; 8) - Determining ways, processes and proposing solutions; Planning and implementing problem solving Explain and write the chemical equation: + Chlorine containing HClO and Gia-ven containing ClO- ions, in ClO- ion solution ⎯⎯ → HCl + HClO ; ⎯⎯ → OH- + HClO hydrolyzed to form HClO Cl2 + H2O ⎯ ClO- + H2O ⎯ ⎯ ⎯ + In the air with a lot of CO2, a volume of this gas is dissolved to shift the balance to ⎯⎯ → NaHCO3 + HClO create HClO acid NaClO + CO2 + H2O ⎯ ⎯ + HClO acid containing Cl+ easy to receive electrons, showing strong oxidation: Cl+1 + 2e → Cl-1 + Strong oxidizing agents have bleaching properties, so chlorine and Giapine water both have bleaching properties d Evaluate the results and draw conclusions (criteria 9; 10) The above problem solving solution has explained the facts of recognition problem; Through this recognition problem, it is emphasized the strong oxidation nature of HClO acid Cognitive problem 41: Nitrogen, phosphorus are all in the VA group, N atoms are more electronegative than P atoms, but phosphorus is flammable in oxygen, and nitrogen reacts with oxygen only in very high temperature conditions (3000 ° C) or there is sparks Explain why ? Analyzing the manifestations of problem solving competence through recognition problem a) Understanding the problem of recognition problem (criteria 1, 2) - Initial data of BT: N, P belong to group VA, these two elements have the ability to react with oxygen very differently - Intermediate data: 12 + The elements of the VA group all have an outer layer electron structure of ns2np3, easy to receive e more, showing oxidation + N has electronegativity 3.04; P has an electronegativity of 2.19 But phosphorus is flammable in air, while nitrogen only reacts with oxygen under very high temperatures - Requirement of recognition problem: Explain the conflict between electronegativity and ability to express nonmetal properties - Problem statement: Why is N more electronegative than P, but N2 has a very poor chemical activity compared to P? Understanding the problem of recognition problem (criteria 3, 4) - Select and organize the given data in relation to the relevant knowledge learned to explain the facts: Students identify and explain the given initial information and data: Fact 1: Both N and P belong to the VA group, there are 5e of the outer layer, easy to receive e more, showing oxidation Fact 2: N2 is inert at normal conditions, reacting with oxygen under 3000oC, flammable P in air forms P2O5 Fact 3: N2 molecule has a stable triple bond, in phosphorus molecule there is only less stable P - P bonds - Finding out the relationship between facts of recognition problem; propose hypotheses based on intermediate data: We solve recognition problem from theoretical reasoning, by proposing the mathematical representations in the order of the data 1, 2, above - Determine ways, processes, propose solutions: Determine the relationship of nonmetallic (oxidation) and electronegativity of the element, chemical bonds in the molecule of substances; from that relationship apply the contradictory interpretation of the problem b) Proposal of problem solving solutions (criteria 5; 6) and c Implementing the problem solving (criteria 7; 8) Explain and write the chemical equation: + N, P all have the outermost electron structure of ns2np3, tend to receive electron more and show nonmetal properties + The N2 molecule contains a stable triple bond (consisting of bonds π and bond ϭ), the bonds in the red phosphorus molecule or white phosphorus are single bonds (bond ϭ), the energy of triple bond in N2 molecule (942 kJ / mol) is much larger than the energy of three single PP bonds around P atom (single PP energy is 200 kJ / mol) + The energy to break the triple bond is much greater than the single bond, so the reaction conditions of N2 need to be at very high temperatures (sparks) + When sparks: N2 + O2 → 2NO + When burning phosphorus: 4P + 5O2 → 2P2O5 d) Assess the results of problem solving and draw conclusions (criteria 9; 10) The above problem solving solution has explained the facts of recognition problem; Through this recognition problem, it is emphasized that the chemical inertness of N2 under normal conditions, the reaction of nitrogen only occurs when conditions of high temperature and 13 chemical reactivity of a nonmetal are dependent on electronegativity of elemental and chemical bonds in that nonmetal molecule 2.4 Measures to use cognitive problems system in teaching chemistry to develop problem-solving capabilities 2.4.1 Foundationto use cognitive problems in developing problem-solving capabilities - Based on the characteristics of the lesson form to form new knowledge, practice, review and characteristics of the content as well as methodology of non-non Chemistry - Based on the nature of the methodology of non-non (as mentioned above) - The type of practice exercises review plays an important role in the systematization of the basic knowledge that students have been acquired through a number of lessons Establishing the relationship between knowledge and skills in practice, review and consolidation of knowledge helps students have a systematic awareness method, knowledge development and practice thinking skills chemistry 2.4.2 Measure 1: Using the system of cognitive problems to develop problem-solving capabilities in forming new knowledge 2.4.2.1 Designing lesson plans using cognitive problems to develop problem-solving capabilities 2.4.2.2 Illustration 2.4.3 Measure 2: Using the system of cognitive problems to developproblem-solving in consolidation and practice hours 2.4.3.1 Designing lesson plans using cognitive problems to develop problem-solving capabilities 2.4.3.2 Illustration 2.4.4 Measure 3: Using the system of cognitive problems in tests and assessments to assess students' ability to solve problems 2.4.4.1 The basis of the measure - Chemistry exercises used in tests and assessments often have a summary of the learned knowledge in parts, chapters, and periods, so the amount of knowledge is often large, theproblemsare often linked with many knowledge units - The assessment test is often combined with the forms of multiple choice and written forms according to the standards of knowledge and skills Multiple choice are often used to assess competence of the students, icluding problem-solving competence According to Cognitive levels, the test is based on the levels of : Know - Understand - Apply and Create For the Nonmetal Chemistry section, the test aims to: + Engrave concepts and theory learned Applying theoretical basis of atomic structure, chemical bonding to predict properties of research substances + Research or verify the chemical properties of specific substances through mathematical expressions and mathematical problems to illustrate the knowledge learned + Forging skills of solving exercises especially recognition problems containing many contradictions 14 + Through recognition problem in assessment to develop problem solving competence for high school students Exercises on the knowledge content used for testing and evaluation are always general, connecting the units of knowledge learned When finding cognitive contradictions between units of theoretical knowledge learned and practical knowledge encountered in tests, it is necessary to propose solutions to solve and implement problem solving according to the proposed plans The decisive factor to develop the problem-solving competence of students 2.4.4.2 Assessing problem solving competence through cognitive problems One of the important stages when evaluating problem solving competence is the analysis of the expression and the level of achieving the criteria of problem-solving competence through the problem-solving problems in the examination We analyze some examples of evaluating problem solving competence through recognition problem For example: Method to extinguish the fire of gasoline and oil Why is it normal for people to use water to extinguish fires but not to use gasoline fires or electric fires? What substances should one use to extinguish fires of this type? Assessing problem solving competence through recognition problem Component 1: Detecting the problem Criterion 1: Analyzing the data of the problem (data for and need to be found) Level 1: Determine the quality of the card, use water to extinguish the ordinary fires Level 2: Determine the quality of the card, use water to extinguish the ordinary fires Petrol and oil fires must not use water to extinguish fires Measures to isolate the fire from the air may be used Level 3: Determine the quality of the card, use water to extinguish the ordinary fires Petrol and oil fires must not use water to extinguish fires Can use sand, wet blankets, CO2 foam to extinguish some fires Level 4: Determine the quality of the card and use it to extinguish ordinary fires Petrol and oil fires must not use water to extinguish fires Depending on the level of fire, you can use sand, wet blankets, CO2 foam to extinguish the fire Criterion 2: Determine the contradiction of the problem Level 1: Confirming that water is a commonly used substance to extinguish fires, but when encountering gasoline fires, oil must not be used to extinguish Level 2: Determine the contradiction that not using water to extinguish the fire of gasoline, oil, why using sand, wet blankets, CO2 foam can put out the fires of gasoline and oil Level 3: Determining the contradiction that water does not extinguish the gasoline fire, can cause fires to spread, sand, wet blankets, CO2 foam can all be used to extinguish gasoline fires Depending on the fire, choose the appropriate method to extinguish the fire Level 4: Determining the contradiction that water does not extinguish gasoline fires, oil, can cause fires spread, sand, wet blankets, CO2 foam can all be used to extinguish gasoline fires, oil Need depending on the extent and area of the fire that select the appropriate method to extinguish the fire 15 Component 2: Proposing problem solving plan Criterion 3: Find the relationship between given data Level 1: Identification of associated fire and common fire extinguishers Level 2: Identify the relationship of combustion and substances that not sustain combustion, petrol and oil are substances lighter than water, insoluble in water The methods of using sand, wet blankets and CO2 foam bottles are closely related to the processes of burning petrol and oil Level 3: Identify the relationship of combustion and substances that not sustain combustion, gasoline and oil are substances lighter than water, insoluble in water The methods of using sand, wet blankets and CO2 foam bottles are closely related to the processes of burning petrol and oil Determine the type of fire to have the right choice Level 4: Identify the relationship of combustion and substances that not sustain combustion, petrol and oil are substances lighter than water, insoluble in water The methods of using sand, wet blankets and CO2 foam bottles are closely related to the processes of burning petrol and oil Determine the extent and area of the fire to make an appropriate choice Criterion 4: Provide solutions to solve problems, problem solving solutions Level 1: Only determine the solution to the problem of extinguishing the fire without using water, you can use other methods such as sand, wet blankets Level 2: Identify gasoline, lighter oil than water, insoluble in water, so if used to extinguish fires can be spread, dangerous Depending on the extent and area of the fire, it is possible to choose the method of using sand, wet blankets, CO2 foam to extinguish this fire because these substances are all insulating the fire from the air environment, they are all substances Do not maintain combustion, will reduce the heat of the fire Level 3: Identify the nature of petrol and oil fires Provide a method that can be used to extinguish these fires Level 4: Identify the nature of petrol and oil fires Provide methods to extinguish these fires Component 3: Problem solving Criterion 5: Implementation of problem solving Level 1: Calculate the molar SO2, write the chemical equation, but cannot balance the chemical equation, not explain Fe2(SO4)3 products; Br2; SO2 Level 2: Calculate the molar SO2, perfect the chemical equation, then calculate the number of moles, FeBr2 mass according to chemical equation; explain the products Fe2(SO4)3; SO2 (due to concentrated H2SO4 has strong oxidizing properties) Level 3: Calculate the molar SO2, complete the chemical equation, from which calculate the number of moles, mass of FeBr2 according to chemical equation; explain the products Fe2(SO4)3; Br2, SO2 (because H2SO4 has strong oxidation properties and Fe2+ easily shows reducing properties) Level 4: Calculate the molar SO2, complete the mathematical representation, from which calculate the number of moles, the mass of FeBr2 according to chemical equation; explain the 16 products Fe2(SO4)3; Br2, SO2 (because concentrated H2SO4 has strong oxidation and Fe2 +, Br easily shows reductibility) Component 4: Evaluation Criterion 6: Self-assessment Level 1: Evaluate a part of the plan Level 2: Evaluating the implemented plan, not comparing the advantages and disadvantages of different options Level 3: Evaluate the implemented plans, see the advantages of PP using electronic LBP when solving the redox problem Level 4: Assessing the implemented plans, showing the advantages of PP using electronic LBP when solving the redox problem, the analysis provides the scope of application of the type using ElectronicBT 2.4.4.3 Illustration One of the important stages when evaluating problem solving competence is the analysis of the expression and level of achieving the criteria of problem solving competence through the problem solving problems in the examination In order to build a test to assess the development of problem solving competence through recognition problem, we follow these steps: - Objectives of the test: Determining according to the standards of knowledge and skills - Develop matrix to test - Content of the test: in the test, using recognition problem to develop students' problem solving competence In the thesis, we built 04 test questions and corresponding test matrices through teaching the halogen group, oxygen - sulfur group, nitrogen - phosphorus group, carbon - silicon group Design the lesson plan, using the system of awareness questions in teaching - Basing on the objectives of the lesson (the standard for the knowledge and skills) to figure out the objectives; Basing on the content of the lesson to learn, reference from the text book, reference books, other sources of materials to have an insight into the theme/the lesson Think over, choose BTNT, the methods using BTNT, exploit the knowledge apprpriately and creatively; Basing on the characteristics of each style and form of the lesson; Basing on the infrastructure, the reality of each school and the students to choose different ways of organising teaching activities, methods of teaching and teaching techniques appropriate to improve the solving problem ability for the students We design lesson plans: Lesson 23: Hiđro clorua Axit clohidric muối clorua; Lesson 26: Groupwork Halogen (Period 2); Lesson 32: Hiđro sunfua - Lưu huỳnh đioxxit - Lưu huỳnh trioxit (Period 2); Lesson 33: Axit sunfuric Muối sunfat (tiết 1); Lesson 13: Practice: The properties of nitơ, photpho compounds Period 22: Test 45 minutes (Chapter Nitơ – photpho); Lesson 16: The compound of cacbon; Lesson 19: Practice cacbon cacbon compound (Period 1) 17 CHAPTER 3: PEDAGOGICAL EXPERIMENT 3.1 Purpose and responsibility of pedagogical experiment 3.1.1 Purpose of pedagogical experiment Teaching Practice is to assess the appropriateness, the necessity, the scientific meanings of the topic; assess the quality and effectiveness of the system of cognitive math issue established and the methods to develop the ability to solve problems for high school students; assess the development of the students in the ability to solve problems through the used methods using cognitive math issues in Chemistry, Non-metalic in high school 3.1.2 Responsibility of pedagogical experiment Activities of Teaching Practice include: Design lesson plans, design the tool system to assess the ability to solve problems, including: The table to observe and test (For the teacher); The self-assessment paper for the students; The paper to ask for experts' opinions on the system of math cognitive issues; Setting up the tests; Choose the object and the location for empirical teaching practice; Identifying the content and the methods for empirical teaching practice; Set up the plan and carry out the empirical teaching practice; The round includes: Probing experiment; Draw the experience and Adapt to carry on empirical teaching Round 1, Round 2; Gather and Process the results of empirical teaching (Qualitative and Quantitative), draw the conclusion 3.2 Experimental content and methods 3.2.1 Content of pedagogical experiment Organising empirical teaching activities for lesson plans established, assess the development of the students' ability to sove problems through teaching activities using cognitive math issues, part non-metalic, chemistry at high school 3.2.2 Selecting objects and experimental areas - Carry out empirical teaching to students at grade 10, 11 in a number of pilotting high schools; In each school, we chose a couple of pilotting class and compared class at the same grade, at the same level of studying ability, awareness, student number and the same teacher - The location of pilotting teaching: 09 schools in 05 provinces and cities: Hà Nội, Bắc Ninh, Thanh Hoá, Đồng Nai, An Giang 3.2.3 Teaching methods of pedagogical experiment 3.2.3.1 Plan of pedagogical experiment - Pilotting Round to Probe: in order to assess the quality and adjust the system of awareness exercises; Ask the experts (officials in different Education and Training Departments) and high school teachers about the criteria to assess the ability to solve problems through the system of awareness exercises; Initially consider the possibility of the tool system to assess the ability to solve problems - Official Pilotting Round and Round in order to: + Assess the development of the ability to solve problems through the system of awareness exercises + Assess the results of fulfilling the objectives through the standard of knowledge and skills 3.2.3.2 Pedagogical experiment is implemented with the following steps Step 1: Discuss with teachers involved the content, methods, time and ways to carry out the pilotting lessons Step 2: Teach lessons in pilotting classes and compared classes After each period, discuss 18 with the teachers to get the experience, adjust and complement the content of the lesson plans Step 3: Survey the results of empirical teaching, before and after pilotting teaching, administer 15 minute tests, 45 minute tests according to the tests set up Besides, use other tools to assess the the ability to solve problems through the system of awareness exercises 3.2.3.3 Selecting methods of data collection and evaluation of pedagogical experiment results In order to collect and assess the results of empirical teaching, we followed the following steps: Step 1: Choose the design for the study; Step 2: Measure and gather the data; Step 3: Analyse the data 3.3 Assessing quality of the cognitive problems system We asked for the opinions of experts in Chemistry in some Departments of Education and Training, 20 teachers of Chemistry at high school, 10 university lecturers to give comments on the quality of the system of coginitive exercises In general, the experts says that the system of coginitive exercises is necessary to have appropriateness, the propriety of structure and the feasibility; Meet scientific and reality requirements Through the organization of this probing activity, we realised that it is necessary to adjuct the system of cognitive exercises to be suitable 3.4 Implementation of pedagogical experiment We carried out the ma phuc responsibility in three experimental rounds: making the professional profession in the exploration round at 03 high schools including classes of tn and 03 classes of program; round at 09 high schools including 09 classes tn and 09 classes program; round at 09 high schools including 09 classes tn and 09 classes program 3.4.1 Experimental pedagogical exploration To assess the results of empirical teaching to probe, we used a set of tools to assess the students' ability to solve problems as proposed and administer the tests for the students With the results that teh teachers assess teh students' ability to solve problems according to the table to observe and test, we figured out the mean score for grade 10 (Pilotting: 2,81; Compared: 2,51) Grade 11 (Pilotting: 2,84; Compared: 2,52), which shows that the application of empirical teaching initially improved the students' ability to solve problems, but marginally only It shows that the exploitation of cognitive exercises in teaching can improve the students' ability to solve problems to some extent The value of the affecting scope of the tests in grade 10, Probing Round shows: ES = 0,67; in grade 11 Probing Round shows: ES = 0,53 This proves that the effects are at the medium level 3.4.2 Official pedagogical experiment round 3.4.2.1 Pedagogical experiment round Empirical teaching round with the system of cognitive exercises includes 60 lessons, belonging to Chapter 5,6, non-metalic Chemistry Grade 11 and lesson plans for 08 lessons we designed, the application in class by teachers in round 3.4.2.2 Pedagogical experiment round After conducting round 1, we analysed the collected data, withdrew the experience, and continued to adjust the content of cognitive exercises to make them suitable for the awareness ability of the students, to set up the problem solving issues better for the students, to improve the quality of teaching in empirical teaching round 3.4.2.3 Analysis and evaluation of official pedagogical experiment round a Qualitative results 19 In the lessons using the cognitive exercises, non-metalic part in chemimstry, the direction to develop the students' ability and the problem solving methods in empirical lessons made students enthusiastically take part in the lessons, develop the students' ability to solve problems, to help students understand the lessons better, grasp well and remember for long the knowledge than the ones from compared classes b Quantitative results b1 Results of students' ability to solve problems through questionnaires Table 3.1 evaluation results of the responsibilities of student's problems through the student question questionnaire Round Round G 10 G 11 G 10 G 11 Criteria Practice Practice Practice Practice Practice Practice Practice Practice before after before after before after before after Average score 10 2,52 3,00 2,61 3,07 2,56 2,56 2,78 3,23 criteria The results of this evaluation are also subjective and sentimental of students to objectively assess the possibility of student's problems, we asked the teachers to teach empirical assessment of each criterion for each student then proceed to make statistics, calculate the average score for each criterion lice b2 Results of students' ability to solve problems through observation checklists of teachers 22 Table 3.2 Results of assessing students' ability to solve problems through the observation checklist of teachers Round Round G 10 G 11 G 10 G 11 Criteria Practice Practice Practice Practice Practice Practice Practice Practice before after before after before after before after Average score 10 2,38 2,91 2,49 3,03 2,50 3,02 2,67 3,16 criteria After the first round of experiment, we have learned from experience and revised lesson plans to be more appropriate, then after the students studying for the academic academic progress, the scores of the criteria have been improved compared to before the impact, and the results of the teacher's evaluation that the capacity of the problems of the students the second round is higher than the first round in each grade therefore, the average score for assessing the problem solving ability was higher than before impact b3 Analyzing and assessingg problem-solving capabilities through the tests Table 3.3 Statistics table of frequency scores of the Criterias of students after the second round experiment Mark (x)