Phát triển năng lực hợp tác giải quyết vấn đề của học sinh trong dạy học phần hóa học phi kim trung học phổ thông tt tiếng anh

MINSTRY OF EDUVATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION VU PHUONG LIEN DEVELOPING STUDENTS‟ COLLABORATIVE PROBLEM SOLVING IN TEACHING NON-METALLIC CHEMISTRY AT HIGH SCHOOLS Major: Theory and Methologody in Teaching Chemistry Code: 91.40.111 DOCTORAL THESIS SUMMARY HA NOI - 2020 The thesis was completed at Faculty of Chemistry, Hanoi National University of Education Supervisors: Asso.Prof.Dr Tran Trung Ninh Asso.Prof.Dr Le Kim Long Reviewer 1: Associate Professor Le Van Nam Vinh University Reviewer 2: Associate Professor Dang Thi Oanh Hanoi National University of Education Reviewer 3: PHD Cao Thi Thặng The VietNam National Institute of Educational Sciences The thesis is defensed in front of the Council at Hanoi National University of Education at … … … … … The thesis can be found at The National Library, Hanoi or the library of Hanoi National University of Education INTRODUCTION Rationale Globalization and modernization are creating an increasingly diverse and connecting world The knowledge explosion together with the rapid development of science and technology poses great demands and challenges to human resources In this context, the competencies that individuals need to meet the requirements of work and life become more complicated Therefore, the basic goal of education today is to train people who are adaptable and creative in all working places and complex conditions of modern life More and more new capabilities of the 21st century citizens are mentioned in teaching and assessment In Vietnam, the 8th Plenum of the 11th Session Resolution on basic and comprehensive innovation of education and training clearly stated: “Continue to vigorously renew teaching and learning methods towards modernization; promote positiveness, initiative, creativity and apply learners‟knowledge and skills; overcome one-way transmission, memorizing automatically Focus on teaching how to learn, how to think, encourage self-study, create a basis for learners to update and renew their knowledge, skills, capacity development ” The curriculum of general education for Chemistry issued under Circular No 32/2018 / TT-BGD ĐT also mentioned in detail the chemical competence elements, including: cognitive chemistry competence, nature exploration through chemistry and knowledge and skills application in practice competence In the published competence system of the general education program, collaborative problem solving competence has been completely mentioned but not the students‟ collaboration and problem solving Problem solving collaborative compentence is very important in the 21st century Studying the overview of materials and current state of teaching at high schools, the author found that the collaborative problem solving competence and the organization of evaluating these competences are still new in Vietnam From the above analysis, the author has chosen the PhD thesis "Developing the students’ collaborative problem-solving compentence in teaching non-metallic chemistry at high school", with the desire of improving and developing students' capacity through chemistry teaching, contributing to the comprehensive renovation of education and training in the country The purpose of the research Research on designing and implementing teaching topic-based integrated subjects accordance with Kolb‟s experience models on non-metallic chemistry with topics to develop the students‟ collaborative problem solving competence, thereby contributing to innovating teaching methods and improving the quality of teaching chemistry in high schools according to the orientation of developing students' capacity The research tasks (1) Research theoretical basis on issues related to the topic: teaching topic-based integrated subjects and Kolb‟s experience model to develop students' competence, problem solving competence, collaborative problem solving competence (concept, structure, rating scale ) (2) Investigate and assess the current state of teaching Chemistry at some high schools today on developing students‟ collaborative problem solving competence (3) Study output standards, capacities that should be formed for students; analyze the content, the structure of high school chemistry program, especially further research nonmetallic chemistry Concretize the students‟ collaborative problem solving competence in teaching chemistry (4) Research and propose two measures to form and develop the students‟ collaborative problem solving competence in teaching non-metallic chemistry at high schools The object and subject of the research - Research object: The process of teaching chemistry at high school - Research subjects: Students' collaborative problem solving competence and two measures to develop the students‟ collaborative problem solving competence by integrated scientific natural subjects teaching and experience Kolb model The scope of research - Non-metallic chemistry in high school chemistry program - The students„ collaborative problem solving competence in chemistry - Survey and pedagogical experiment at some high schools representing three regions of North, Central and South Scientific hypothesis If the topic-based non-metallic chemistry teaching integrated with other subjects according to Kolb's experience model is applied scientifically and the assessment tool of collaborative problem solving competence is built appropriately, this will form and develop the students‟ collaborative problem solving competence, contributing to improve the quality of teaching chemistry at high schools according to the orientation of developing capacity Research approach The thesis used 03 main groups of research methods, including: theoretical research methods; practical research methods; data processing methods CHAPTER THEORETICAL AND PRACTICAL BASIS ON TEACHING TO DEVELOP STUDENTS’ COLLABORATIVE PROBLEM SOLVING COMPETENCE IN TEACHING CHEMISTRY 1.1 Overview of research issues 1.1.1 Research on problem solving competence The problem solving cabpacity is the ability to bridge the gap between a problem and a solution by using information (knowledge) and theories In addition, research used Demuth‟s five steps to solve a physic problem (2007): focusing on the problem, physic description, planning solutions, implementing the plans, and performing solutions Two tools: Testing problem solving ability in Physics and testing of results in Physics were used for research Testing problem solving capacity in Physics requires students to solve problems in physics and is used to determine their problem solving capacity It contains twenty items, ten of which are to test students' attitude towards problem solving and the remaining ten are based on basic principles to solve problems in physics Research results showed that student's problem solving competence is a factor affecting students' academic performance in Physics 1.1.2 Research on problem-solving collaborative competence Collaborative problem solving competency (abbreviated as CPSC) is one of the essential competencies of modern humans in the 21st century Many studies have shown that learning with frenquent cooperation can improve the learners‟ learning records The formation and development of learners‟ CPSC will enable them to identify strengths and weaknesses and to collaborate to solve tasks that learners are unable to perform alone and thereby improve themselves The CPSC has been officially included in the 2015 PISA evaluation program by the OECD and has been very interested in researching in teaching and testing in the world in recent years 1.1.3 Research on teaching and testing collaborative problem solving In the past years, researching and implementing teaching to develop students' capacity, including problem solving competence has been particularly interested in most educational levels due to the general trend of comprehensive innovation in education and training In the study "Applying project-based teaching in teaching Organic Chemistry to develop the students‟ problem-solving competence in Northern High School", the author Nguyen Thi Phuong Thuy designed project-based teaching plan to develop the students‟ problem-solving competence in the Organic Chemistry Results assessed by the proposed toolkit have confirmed the effectiveness of project-based teaching on developing problemsolving competence In general, the researches have built common theoretical basis for competence, collaborative problem solving competence Some studies have been conducted experimentally beside the theory and initially gained some results However, in Vietnam at present, there are not many studies on teaching and evaluating collaborative problem solving competence, especially evaluating the collaborative problem solving competence in chemistry 1.2 Teaching capacity development 1.2.1 Concept and competence structure Competence can be defined as ability, the performance demonstrated by actual results It relates to knowledge, skills, attitudes and personal traits Competency is built on the knowledge base, established through values as capabilities, formed through experience, reinforced through experience, materialized through the will (John Erpenbeck, 1998) Sigmund Freud proposed a model of "3 levels of brain thinking: cognition - supernatant, pre-cognition-middle and unconsciousness, lower part." (Behaviour) (Thoughts) (Willingness) Action (observable) Knowledge Skill Attitude Standard, value, belief Motivation Personality Virtue Figure 1.1 Iceberg model of competence structure 1.2.2 Psychological basis of competence development teaching 1.2.2.1 Piaget's theory of cognitive development The sensory-motor phase (from to years), is the period when a child identifies the world through a combination of sensation and movement The specific premanipulation phase (from to 7-8 years old) is when children can recognize the world through symbols, especially symbols in language In the specific manipulation phase (from 7-8 years old to 11 years old), children can understand the world in theory rather than simple perception through the concept of external objects In the manipulation or logical thinking phase (from 11 to 14-15 years old), children have the ability to generalize ideas and structure abstractions They are more likely to draw conclusions from hypotheses than rely entirely on actual observation The child's intelligence has reached full development 1.2.2.2 Vygotsky’s social and cultural theory in the process of creating knowledge L.S Vygotsky and the former Soviet psychologists studied Marxist-Lenin writings and used this doctrine as a methodology to build the Macxism psychology This psychology branch stated that people are social existence, historical existence, rational existence, labor existence, emotional existence Activities are the key to understanding, evaluating, forming and controlling psychology Consciousness was formed by the social relationships between people and the world around and it is the result of these relationships and that life Exchanging activities create psychology, consciousness and language Collaborative teaching is one of L.X Vygotsky's major contributions to the modern teaching theory system In his research works, he has repeatedly affirmed that children cannot directly perceive social-historical experience by themselves but indirectly through adults, through collaborative activities between children and adults For him, collaborative teaching is always more effective than the children's self-study to access the knowledge Practically, collaborative teaching can take place in the form of exchanging between teachers and individual students or exchanging in groups of students 1.2.2.3 Howard Gardner’s multi-intelligencel theory According to Howard Gardner, this multi-intelligence theory shows that every learner is capable of expressing his knowledge in different ways and once you know what types of intelligence you have, you will know how to learn the most effectively Howard's theory is highly influential and is widely used in education This theory does not only help children to be more confident in their own abilities but also profoundly changes the learning methods of children around the world Today the developed educational institutions have adopted the theory of multi-intelligence, creating opportunities for every child to explore their competences through learning music, exercise, expressing their thoughts, interacting with friends and natural learning environment When directly exposed, they will reveal their strengths and limitations and draw their own learning method that is most suitable for themselves 1.2.3 Some approaches in competence development teaching 1.2.3.1 Integrated subjects teaching Integrated subjects teaching is teaching the content related to two or more subjects "Integration" refers to the method and goals of teaching activities, while "integrated subjects" refers to the content of teaching To ensure the effectiveness of integrated subject teaching, it must be towards the integrated goal Topic-based teaching is a teaching model in which content is formulated into practical topics and demonstrates in different subjects and in interdisciplinary relationships so that students can develop ideas completely In each activity of this integrated subject learning process, students can form and develop skills, can know how to apply integrated skills and knowledge to solve problems in the real life related to the knowledge in subjects This is an opportunity for students to achieve the competency criteria which is the component of the common competencies as well as specific competencies for each subject 1.2.3.2 Teaching under Kolb's experience model Experience teaching is an activity that takes place in a social process including dialectical relationship between experience activities (teachers‟ instructions, guide, orientation) and experience learning activities with the students‟ knowledge and specific experiences to affirm and systematize knowledge, skills, techniques to meet teaching objectives Experientcel teaching focuses on training students through exchanging, group collaboration to know how to exploit learning materials, scientific information, know how to rediscover existing knowledge, thinking to explore and discover new knowledge The process of exchanging, discussing and practicing in groups is an opportunity for students to form common competences and some specialized competencies Through performing each learning task, teachers can guide students to detect problems, propose solutions and together select the optimal solution to solve problems 1.3 Collaborative problem solving competence 1.3.1 Definition of collaborative problem solving competence We can approach the definition of collaborative problem solving competence based on the collaborative competence and problem solving competence, There are a number of definitions of the collaborative problem solving competence (such as O'Neil et al, Salas, Dickenson, Converse, & Tannenbaum have the similarity that (a) learners are composed of at least two or more people, (b) assume that there is a problem to be solved and a common goal the group of learners needs to achieve, and (c) to solve the problem the group of learners does not only need perceptive competency but they also need social competence and communication competence The collaborative problem solving competence is a combination of skills, knowledge and attitudes of learners needed to participate in solving a problem that cannot be solved, and we need to have collaboration and exchanging with people who work together to achieve common goals.Therefore, it can be seen that to evaluate the collaborative problem solving competence, teachers need to give complex tasks which can only be solved with the participation of many members The collaborative problem solving competence assessment framework should be based on the previous assessments of addressing individual issues with these cognitive processes The criteria for evaluating the competencies in the framework are based on other assessments such as the CRESST teamwork model, Salas and colleagues‟ team work model 1.3.3 Tiêu chí đánh giá lực hợp tác giải vấn đề Trên sở nghiên cứu mô tả NL HTGQVĐ PISA, nghiên cứu đề xuất 36 báo sử dụng thiết kế công cụ đánh giá (Bảng 1.4): 1.3.3 Criteria for evaluating collaborative problem solving competence Based on the description of PISA‟s collaborative problem solving competence, this study has proposed a set of 36 indicators using the design of evaluation tools (Table 1.4): Table 1.4 Proposed indicators for evaluating collaborative problem solving competence Establising and maintaining general knowledge Exploration and knowledge Description and statement (A1) Discover the potential and abilities of team members A1.1 Identify advantages and disadvantages of team members related to the problem A1.2 Assign work to members A3.1 Identify the problem (B1) Develop a general description and be aware of the implications of the problem B1.1 Describe the relationship of the problem to the subject knowledge B1.2 Describe the importance of problems in Selecting the suitable solutions to solve problems (A2) Identify types of collaborations to achieve requirements and set goals A2.1 Provide some forms of collaboration A2.2 Choose from a variety of group meetings A3.2 Frequency, work efficiency during group meetings (B2) Identify and describe the goals that need to be formulated B2.1 Identify and describe the goal of subject knowledge and social knowledge needed to solve the problem B2.2 Identify and Maintaining group work (A3) Describe the principles of problem solving A3.1 Identify the problem A3.2 Analyze a number of reasons A3.3 Given the main cause (B3) Describe the group's principles and organization B3.1 Electing a team leader B3.2 Develop common principles for group work Establising and maintaining general knowledge life B1.3 Identify the relationship between theoretical knowledge and social knowledge related to the problem (C1) Communicate with team members about activities C1.1 Attend team meetings Plan and C1.2 Learn and present implementation views on issues related to nitrogen-phosphorus pollution C1.3 Communicate actively to find common ideas Supervision and reflection Selecting the suitable solutions to solve problems describe the goal of the subject's skills and problem-solving skills B2.3 Identify and describe the attitude goals for the lesson and the attitude to the problem to be solved (C2) Implement the plan Maintaining group work B3.3 Implement the group's rules (C3) Monitor the given principles (D1) Correct shared knowledge D2) Monitor the outcome of the action and evaluate the problem solving effectiveness C3.1 Take notes, follow up the group work C3.2 Remind and give comment to members who are not yet active C3.3 Adjust the rules in accordance with reality (D3) Supervise, provide feedback and adapt to group principles D1.2 Detect errors in common knowledge D1.3 Accept, adjust the behavior according to common understanding D1.3 Revise statements and solutions in accordance with changing conditions D2.1 Monitor the problem-solving process D2.2 Adjustment D2.3 Assess the results of problem solving activities D3.1 Provide feedback to each member D3.2 Share your views and adjust the group principles D3.3 Adapt to group principles C2.1 Propose a solution to the problem C2.2 Adjust the solution based on members' opinions C2.3 Agree on choosing a solution 1.3.4 Methods to assess collaborative problem-solving competence Teacher’s observation-based evaluation This method is often used when teachers need to provide the qualitative information to supplement the quantitative information in investing and collecting the evidences to evaluate the criteria Record-based evaluation: Learning records are documents that demonstrate the progress of students, in which students evaluate themselves, state their strengths, weaknesses, interests, record their results in the learning process, self-assessing, comparing with the learning objectives to realize what is in progress or not yet progress, and then find the causes and solutions in the future Productbased evaluation: can be the evaluation through the reports, presentations, seminars or research products Product-based evaluation requires the use of rubric to have specific, clear criteria that help with accurate assessment Self-evaluation: is a form of evaluation that students connect the tasks performed with the objectives of the learning process Peer evaluation is a process in which groups of students at the same age or in the same class will evaluate each other's work 1.4 Some positive teaching methods to develop collaborative problem solving competence 1.4.1 Project-based teaching method Project-based teaching is a teaching method in which learners perform a complex learning task, combining the theory and the practice to create a specific product Learning tasks are implemented by learners with high self-reliance in the learning process, including defining goals, planning, implementing the project, checking and evaluating the process and results of implementation 1.4.2 Collaborative group teaching method Cooperative group teaching helps students enhance their ability to focus and study on the right goals At the same time, it helps students enhance the spirit of solidarity and the ability to collaborate with themselves in the group During group discussion, students have the opportunity to develop sharp thinking and critical thinking 1.4.3 Problem discovering and solving teaching method Problems discovering and solving teaching is a teaching method that helps students have the habit of finding and solving problems in a scientific way of thinking Problem discovering and solving teaching method does not only create demands, interests to study and self-dominate knowledge but also develops students‟ creative competence 1.5 Current state of teaching chemistry in accordance with the development of collaborative problem solving competence in some high schools today The current Chemistry teaching methods, Students‟ iInteresting level for knowledge units in Chemistry lessons, Current state of teaching Chemistry with topics associated with current practice, Students‟ interest level when studying Chemistry with topics in integrated subject or in the form of experience and Students‟ way dealing with the problems when encountering practical problems related to Chemistry Students' opinions about the frequency of Teachers' opinions about the frequency of teachers’ using methods in teaching Chemistry using methods in teaching Chemistry Diagram 1.1 Frequency of using teaching methods of high school teachers Figure 1.8 Teachers’ self-assessment and assessment on the criteria of students’ collaborative problem solving competence through the status survey CHAPTER MEASURES FOR DEVELOPING COLLABORATIVE PROBLEM SOLVING COMPETENCE FOR HIGH-SCHOOL STUDENTS IN NONMETALLIC CHEMISTRY TEACHING COMPOSITION 2.1 Goals, content, structure of non-metallic chemistry in high school Chemistry program analysis Figure 2.1 High school nonmetallic chemistry program diagram 2.2 Principles of formulating and selecting topics of non-metallic chemistry teaching to develop high school students' collaborative problem solving competence 2.2.1 Principles of formulating topics of teaching chemistry to develop the students' collaborative problem solving The topics of teaching chemistry to develop collaborative problem solving must be suitable with the cognitive characteristics and students„ capacity as well as the conditions of the school and classrooms to ensure feasibility and practice The topics of teaching chemistry to develop collaborative problem solving competence must ensure that students have just reached the content objectives, basic skills, characteristics, specific competencies of chemistry, and at the same time, developing the problem solving competence, achieving the criteria of collaborative problem solving competence The topics of teaching chemistry to develop collaborative problem solving competence must generalize, cover the key knowledge, the nature of chemistry, the relationship between structural characteristics and the properties and applications of the substances The topics of teaching chemistry to develop collaborative problem solving competence often selects complete issues such as understanding a group of elements; compounds containing the same element; or substances of the same type; The topics of teaching chemistry to develop collaborative problem solving competence must contain problems in practice, close to students, attract the students„ attention and excitement as related to environment, health, career issues 2.2.2 The topics of non-metallic chemistry are selected to design teaching activities to develop collaborative problem-solving capabilities for students Based on the teaching objectives, the content of non-metallic chemistry, practical issues related to the monomers and compounds of non-metallic elements and the principles of topics building In section 2.2.1, we have proposed: 11 characteristics - The harms of using - Use chemical experiments mechanism sulfur in to identify the presence of of using preserving food sulfur-containing sulfur in and beverages substances in food and preserving beverages food and - Explain the metabolism of beverages sulfur when it is used to - Identify preserve food and the presence beverages of - Assess the benefits and substances harms of using sulfur in containing preserving food and sulfur in beverages food and - Set out safe use measures beverages for foods and drinks containing sulfur Topic 5: "Effects of N and P content on the growth of green algae and blue algae in ponds and lakes" Objectivies Content Chemistry Biology Physics Chemistry Biology Physics - Present the existence of - State the Analyze of - Physical - Activity of Adsorption, compounds containing N concept of adsorption, ion properties autotrophic ion exchange and P in the lake green algae, exchange of inorganic method - Explain the metabolism of blue algae methods compounds bacteria group N and P in lake water - Indicate and containing (nitrite group) - Explain the effect of explain the N, P - Activity of concentrations of N and P activity of - Chemical heterotrophic on the growth of blue algae inorganic properties bacteria and green algae bacteria (nitrite of (Pseudomonas) - Assess the effectiveness group), compounds of chemical, physical and heterotrophic containing biological measures to treat bacteria N, P N and P pollution in lakes (Pseudomonas) Topic 8: “Silicon-hidden charm” Objectivies Content Chemistry Biology Physics Chemistry Biology Physics - Analyze the existing state, - Explain the - Compare the - The - Process of Mechanism of chemical properties of process that role of physical causing semiconductor silicon and their causes semiconductor properties silicosis, types p, n and compounds osteoporosis p with of silicon osteoporosis solar cells - Explain the metabolism of depending on semiconductor and its - Propose silicon-containing the content of n in the compounds measures to compounds in the body silica salt operation of - The ensure - Explain the effect of the solar cell chemical minimum silica silicon compounds on properties salt content human health of silicon provided to the - Assess the role of silicon and its human body in the mechanism of action compounds of n, p semiconductor materials and the structure of solar cells 2.3.2.2 Tasks/problems to be solved when teaching non-metallic chemistry on the topic of integrated natural science After defining the teaching objectives and selecting the content for intergrated natural science parrallel with each topic, the author designed two types of tasks: General tasks and 12 specific tasks for each student group These two types of tasks are built on the teaching objectives and ensure the content of the lesson in general and the focus of the lesson in particular General tasks of all groups is to study and analyze the intrinsic relationship between the structural, properties, applications and modulation characteristics of chemical substances The general tasks may also be to predict chemical properties based on their structural characteristics, which may also be to classify or compare chemical properties between substances/groups of substances The specific tasks of each group is to apply the chemical and physical properties of the substances and combine them with the knowledge and skills of the goal of teaching physics or teaching biology to students Exchange, discuss to be able to identify analysis, explain and evaluate some phenomena in related practice 2.3.2.3 Teaching methods used in teaching integrated natural science to develop collaborative problem-solving The project-based teaching method is used as a key teaching method in teaching nonmetallic chemistry on intergrated natural science in order to develop collaborative problem solving for students The common task of all groups and the individual task of each student group is organized by the teacher, assigning tasks to the students in the form of a project These learning tasks are quite complex, requiring synthesis and comparison between substances; combining properties and characteristics of Chemistry, Physics or Biology of matter with practical problems to create a specific product (Figure 2.3) Photo 2.3 Students perform experiments that simulate practical tasks 2.3.2.4 The process of teaching non-metallic chemistry on the topic of intergrated natural science to develop collaborative problem solving After building 04 natural science inter-subjectal topics in teaching non-metallic chemistry with common tasks and corresponding tasks to develop the problem-solving capacity of students, we build a teaching process for each subject integrated interdisciplinary science course in teaching non-metallic chemistry in stages, including phase (30 minutes in class): project introduction, group formation; idea development, planning; Phase (1-2 weeks after class): groups take initiative in performing tasks at home and contact teachers for support; Phase (2 periods in class): student groups take turns to report the results, perform the group products performed; stage (20-30 minutes in the classroom): feedback and evaluation 13 2.3.3 Some tools to assess students’ collaborative problem solving through teaching nonmetallic chemistry with natural science inter-subjectal topics The study carried out the evaluation tools according to the following matrix: Table 2.6 Matrix of assessment tools for collaborative problem solving in "Siliconhidden beauty" Observation Forms Self-evaluation A1.1 Detect team members' strengths and weaknesses related to silicon's role in semiconductor materials and human health A1.2 Assign work to members A2.1 Provide some form of cooperation A2.2 Choose from a variety of group meetings A2.3 Frequency, work efficiency during group meetings B3.1 Elect a team leader B3.2 Develop common principles for group work C2.2 Adjust the solution based on members' opinions C2.3 Agree on choosing a solution C3.1 Take notes and follow up on group work C3.2 Giving reminders and suggestions to members who are not yet active C3.3 Adjust the rules in accordance with reality D2.1 Track the problem-solving process D2.2 Adjust D3.1 Provide feedback to each member A1.3 Search and share materials related to silicon in semiconductor materials and human health B3.3 Implement the group's rules C1.1 Attend team meetings C1.2 Learn and present views on the role of silicon and the manufacture of semiconductor materials C1.3 Exchange ideas actively to find common ideas C2.1 Propose preventive measures related to silicon D1.1 Detect errors in common knowledge D1.2 Accept and adjust your behavior according to common understanding D1.3 Revisve the reasoning and treatment in accordance with changing conditions D3.2 Share the views and adjust the principles of group activities D3.3 Adapt to group working principles Group-work products A3.1 Identify the problem A3.2 Analyze a number of reasons A3.3 Give the main cause B1.1 Describe the relationship of the problem to the subject knowledge B1.2 Describe the importance of problems in life B1.3 Identify the relationship between theoretical knowledge and social knowledge related to the problem B2.1 Identify and describe the goal of subject knowledge and social knowledge needed to solve the problem B2.2 Identify and describe the goal of subject skills and problem-solving skills B2.3 Identify and describe the attitude goals for the lesson and the attitude to the problem to be solved Tests D2.3 Assess the results of problem solving activities 2.4 Measure Teaching non-metallic chemistry under Kolb’s experiential model to develop collaborative problem-solving for high school students 2.4.1 Principles of developing non-metallic chemistry topics following Kolb's model in order to develop collaborative problem-solving for high school students Building a topic of teaching non-metallic chemistry based on Kolb‟s experiential model to develop collaborative problem-solving for students should be based on the teaching objectives and teaching content of the non- metallic chemistry part and general principles when developing the subject of teaching chemistry to develop collaborative problem-solving (in section 2.2.1) At the same time, it is necessary to ensure some specific principles for the subject 14 of non-metallic chemistry teaching according to Kolb‟s experiential model in order to develop collaborative problem-solving for students, as follows: The topic of teaching non-metallic chemistry under Kolb‟s experiential model to develop collaborative problem-solving for students must be formulated including experimental tasks corresponding to the steps of the cycle Kolb's experience: discrete experience, observational thinking, conceptualization and positive experiment At the same time, it must be consistent with the objectives of teaching chemistry and teaching content, ensuring that students meet the criteria and develop the specific competences in chemistry: cognitive competence in chemistry, capacity explore the natural world from a chemical perspective, ability to apply knowledge and skills The topic of teaching non-metallic chemistry part of Kolb‟s experiential model to develop collaborative problem-solving, including experience tasks corresponding to the steps of the Kolb experience cycle, can be done in pairs, groups of 6-8 and take place in the form of regular experiences, "miniaturizing the practical model" right in the classroom, consistent with the use of positive teaching methods, Experimental methods, practical experiments in the conditions of the school Students have the most opportunities to experience and learn together, achieve criteria, develop collaborative problem-solving 2.4.2 Designing a teaching plan on non-metallic chemistry topics based on Kolb’s experiential model to develop collaborative problem-solving capacity for high school students The study proposed six topics and in which 04 topics were designed to teach nonmetallic chemistry based on Kolb‟s experiential model to develop collaborative problemsolving to solve problems for students The four topics in turn are: topic Compounds of chlorine with life; topic Sulfur in food preservation; topic Compounds of nitrogen with the environment and topic Compounds of carbon with life, corresponding to 04 chapters in the non-metallic chemistry program at high school level For each teaching plan, there must be a full range of contents: non-metallic chemistry teaching objectives, teachers and students' preparation, lesson focus, teaching methods and organizational process Teaching activities in four stages corresponding to the four steps of the Kolb experience cycle Each stage is organized accordingly in one class in the class, including the teaching objectives, instruction to organize the activities and the student materials to complete respectively student Materials are interactive documents that support students to be able to keep up, complete solving their respective tasks, and proactively complete tasks teachers may collect student materials upon completion of stages for timely control, monitoring, evaluation and assistance 2.4.2.1 Objectives and tasks/problems to be solved in teaching non-metallic chemistry according to Kolb's empirical model Designing a plan for teaching non-metallic chemistry topics based on Kolb‟s experiential model to develop collaborative problem-solving for students, built from the goal of teaching non-metallic chemistry Students combine the knowledge and skills of nonmetallic chemistry with practical problems to solve the group's set of problems This contributes to help students achieve the criteria, develop collaborative problem-solving and still ensure the formation and development of students of the specific competencies of the subject such as capacity of Cognitive capacity study, capacity to explore the natural world from a chemical perspective, capacity to apply knowledge and skills learned The content of teaching non-metallic chemistry section selected to organize subject teaching according to Kolb‟s experiential model needs to be complete knowledge groups 15 suitable to the objectives of teaching non-metallic chemistry Identify and ensure compliance with program difficulty and delivery Each topic includes 06 experiential tasks built from defining the target of teaching chemistry and choosing the content of non-metallic chemistry at the respective high school Experimental tasks are designed in four steps of Kolb's experience model, which range from discrete experience, thoughtful observation, conceptualization to positive experiment, or sequentially from discrete experience, positive experimentation, conceptualization, and finally thoughtful observation 2.4.2.2 Method of teaching non-metallic chemistry topics based following Kolb’s experimental model Cooperative group teaching methods and experiential methods, conducting experiments in classroom space, or in practice are used primarily in the organization of teaching nonmetallic chemistry topics according to the experience model of Kolb (Figure 2.9) Photo 2.9 Students experiments in classroom 2.4.2.3 The process of teaching non-metallic chemistry following Kolb’s experimental model Kolb's experience-based learning model can be organized in both processes, specifically ensuring that students can experience the lesson, experience real phenomena, or experiment with simulating re-enactment of real phenomena right in the classroom Within the scope of the thesis, we aim to teach non-metallic chemistry in a "regular" type of experience, taking place right in the classroom lessons, with the conditions of the classroom Organize teaching according to Kolb‟s experiential model according to process and process In each task, there will be goals and implementation Giving the goal to the students will help them determine the outcome of the task, so that the student easily assesses whether he/she has achieved the goal of the task After the goal part is how to it The tasks are designed in the form of joining, joining columns, filling vacancies; with the help of photographs, drawings and scientific or current news The interaction on the material was distributed to help students learn, communicate in the group in a specific, clear and concurrent manner, record and complete the learning tasks in a personal and easy way The content of the materials of the students and teachers is designed to ensure the compatibility between the activities/methods used by the teachers and the goals and objectives of the students (Table 2.11) 16 Table 2.11 Correlation between teachers’ activity and students’ learning tasks Period 1, Task 1& 2: Form, build the system of concepts and definitions Teacher’s materials Students’ materials Methods and forms: conversation Tasks: usually fill-in exercises, combined with visual media, games, match pictures groups of people Awareness level: remember; understand Period 2, Task 3: Perform experiments to verify chemical properties Task: Instruct students to experiments to prove chemical properties Methods and forms: Group activities, experiments Task: Predict and practice experiments in a group of verified chemical properties that have been anticipated and complete an experiment description Awareness level: understand, apply Task: Instruct students to experiments to prove chemical properties Methods and forms: Group activities, experiments Tasks: Students compare chemical properties between substances and can express creativity in both form (presentation) or content Awareness level: apply, analyze, compare, create Task: Provide a problem that is too abstract and general, ask students to observe, analyze, explain the phenomenon Then propose solutions Methods and forms: group activities, product evaluation of students after the topic Tasks: Participate in activities in a specific, general situation, it is necessary to mobilize and synthesize a lot of knowledge given by teachers to be evaluated by teachers Awareness level: synthesis, evaluation Learning phases Period 3, Task 4:: Research, synthesize and compare chemical properties between substances Task 5: Understand the modulation process in the laboratory and in industry Period 4, Task 6: Observe and explain the aggregate phenomenon, from which propose solutions 2.5 Pedagogical experiment with teaching non-metallic chemistry under two measures to develop collaborative problem-solving capacity for students 2.5.1 Experiment purposes After surveying and assessing the situation of teaching chemistry, designing nonmetallic chemistry teaching topics based on the interdisciplinary integration perspective and Kolb's empirical model, we conducted pedagogical tests on the small, typical model for the purpose of evaluating the effectiveness of some teaching plans, assessing the reliability of the evaluation tool set components of collaborative problem-solving and making appropriate adjustments to the objectives, a set of assessment tools for collaborative problem-solving to effectively implement teaching plans on a wider scale and evaluate and classify the level of collaborative problem-solving 2.5.2 Tasks of pedagogical experiment 2.5.2.1 Subjects and areas of pedagogical experiment With the method of teaching non-metallic chemistry on the subject of interdisciplinary integration of natural sciences, the study conducted experiments on 02 grade 11 classes in Hanoi, including: Class 11D5, Tran Phu High School and Class 11A2, High School for Education Science, school year 2016-2017 17 With the method of teaching non-metallic chemistry following Kolb‟s experimental model, the study conducted experiments on 02 classes of 10 in Hanoi, including: Class 10A3, Viet Duc High School and Class 10A3, High School for Education Science, school year 2016-2017 2.5.2.2 Experiment topics With the method of teaching non-metallic chemistry on the subject of interdisciplinary integration of natural sciences, the study conducted experiments on two topics including: Topic Effect of N and P content on algae development continent, bluegreen algae in ponds and theme Silica of latent beauty With the method of teaching non-metallic chemistry following Kolb‟s experimental model, conducting experiments on two topics: Topic Compounds of chlorine with life and topic Compounds of sulfur in life 2.5.3 Experiment contents 2.5.3.1 Designing a plan for teaching non-metallic chemistry on the subject of interdisciplinary integration and assessment tools collaborative problem-solving for students * Designing a teaching plan with 02 topics integrated interdisciplinary science: teaching plan topic (appendix 3.3.1), teaching plan topic (part 2.3.4) * Designing assessment tools for students‟ collaborative problem-solving through teaching 02 topics integrated interdisciplinary natural sciences: assessment tools for collaborative problem-solving in teaching topic (appendices 3.3.3 to 3.3.6) and assessment tool for students‟ collaborative problem-solving in topic teaching (part 2.3.5) 2.5.3.2 Designing a plan for teaching non-metallic chemistry parts based on Kolb’s experiential model and assessment tool collaborative problem-solving for students * Designing a teaching plan for 02 teaching topics based on Kolb's empirical model: teaching plan for topic (appendix 4.1.1) and topic (appendix 4.2.1) * Designing assessment tools collaborative problem-solving for students through teaching 02 teaching topics based following Kolb‟s experimental model: assessment tool collaborative problem-solving of students in teaching topic (appendix 4.1.3 to 4.1.6) and in teaching topic (appendix 4.2.3 to 4.2.6) 2.5.2.3 Implementing the experiment The process of implementing the experiment: Teaching in topics during: December, December 2017, according to their teaching plan Method of evaluating students' problem solving competence, through a toolkit: selfassessment (self-assessment), peer evaluation (peer evaluation), teacher evaluation (observation, rubic product evaluation) group, quiz) 2.5.4 Results of pedagogical experiment and building tools to develop students’ collaborative problem-solving 2.5.4.1 Reliability Cronbach‟s Alpha coefficient of 12 criteria are at 0.660 and 0.819 Once again confirming the 12 main criteria are the interference of sub-components of collaborative problem-solving and steps of problem solving The indicators after being adjusted after the first time, were completely in accordance with the criteria and structure of collaborative problem solving proposed by PISA researchers Therefore, it can be seen that through the evaluation tasks and toolkit during the test, indicators were measured with reliable results 2.5.4.2 Distribution of problem solving competence Based on the results of calculating the reliability of the toolkit and the NL structure, the author conducted a statistical analysis describing the results of the Cooperative to solve the 2nd problem to propose a rating scale of collaborative problem solving The statistical 18 results described above show average score (35,547), median score (37.5) and dominant score (35) of measurement results of cooperative cooperation of problems; scope of cooperation of problems vary from 22.50 to 51, the capacity becomes from to 19, component is from 4.5 to 19 and the 3rd component is from to 19.5 (Table 2.18) 2.5.4.3 Improving tools to develop students’ collaborative problem-solving Lesson plan After conducting the experiment, from the results obtained, it is combined with observation and interviewing the implementation teacher to find out the points that need to be adjusted in the teaching plan The study conducted to revise and supplement the basic points: writing detailed objectives, each topic selects a key teaching method, prepares detailed documents for teachers and students On the basis of then complete the set of teaching and learning development plans collaborative problem solving by two measures: interdisciplinary integration of Natural Sciences and teaching subject through Kolb's model experience (See the appendix) Evaluation toolkit In the above section, the author presents two processes, detailed teaching plan and assessment tool matrix for 02 topics, other topics are presented similarly in the appendix In order to complete the assessment tool and the teaching plan for the topics under two development measures, collaborative problem solving, the author developed the corresponding assessment tools according to the code a tool match, conduct a test to standardize the tool as well as a teaching process of the two measures, before experimenting on a larger scale In this section, the author presents a detailed set of tools and how to deploy the evaluation in the process of experiment the topic Official criteria to assess collaborative problem solving Each criterion of collaborative problem solving was analyzed including levels from to 4, corresponding to levels of total collaborative problem solving published in Pisa, 2015 In 12 criteria of collaborative problem solving, 07 criteria that are generally described for the subjects of development teaching capacity collaborative problem solving and 05 described criteria that change corresponding to each topic teaching and developing capacity collaborative problem solving 07 common descriptive criteria for topics of developmental education collaborative problem solving: A2 - Proposing the type of cooperation in problem solving (similar or different among members) in accordance with objectives, A3 - Identify the role of each individual in problem solving, B2 - Describe and divide the tasks to be done by the group, B3 - Establish the principles of group activities, C3 - Compliance complying with the given principles (e.g., supporting other members in the task), D1 - Monitoring and adjusting shared knowledge, D3 Monitoring, providing feedback and adapting to principles and group organization 05 criteria are described to change corresponding to each of the development teaching topics capacity collaborative problem solving: A1 - Discover the potential and ability of team members, B1 - Define goals and Being aware of the significance of the problem, C1 - Unifying the group's problem-solving plan, C2 - Implementing the problemsolving plan, D2 - Monitoring and evaluating the effectiveness of problem-solving (2) Matrix of official assessment tools of collaborative problem solving Self-assessment and peer assessment sheets are used by students during and at the end of group activities: assessing the criteria A1, A3, B2, B3, C3, D1, D2 Teachers' observation sheets are used in the whole group of students, evaluating the criteria: A1, A2, B2, C1, C2 teachers evaluate the products and presentations of groups, as well as the test at the completion of the task, the end of the group activity, and evaluate the criteria: B1, C1, C2, D2, A3 19 CHAPTER PEDAGOGICAL EXPERIMENT AND DISCUSSION 3.1 Purpose of pedagogical experiment The purpose of the PEdagogical experiment is to demonstrate the impact and effectiveness of two interdisciplinary integrated teaching methods in natural sciences and Kolb's experiential teaching model for the development of collaborative problem-solving through teaching non-metallic parts in grades 10 and 11, through analyzing data with descriptive statistical analyzes and interpreting the results obtained after experiments 3.2 Experiment tasks 3.2.1 Subjects and experimental areas In order to carry out the experimental process on representative samples, the author has selected the geographical areas in the North, Central and South; at the same time both grade 10 and grade 11 to ensure sufficient grounds for evaluating the effectiveness of capacity development measures collaborative problem solving according to the experiment phase The pedagogical experiment of integrated teaching subjects in natural science subjects at grade 10 and 11 at 06 high schools The study repeats the second round with the same students in classes over two years of study with 04 different topics, and repeats the second round on the same two teachers, same topic in two different school years for each specific measure (Table 3.1, Table 3.2): 3.2.2 Teaching topics of pedagogical experiment For interdisciplinary integrated measures, natural sciences include 04 topics: topic practical application of halogen-containing salts; topic - sulfur in food preservation; topic - Effect of N, P content on the development of green algae, blue-green algae in ponds and topic - Potential beauty silicon For teaching methods under Kolb's experience model, there are topics: topic chlorine compounds with life; topic - compounds of sulfur in life; Topic - Compounds of nitrogen with the environment; Topic - Compounds of carbon with life 3.2.3 Experimental method Pedagogical experiment of integrated interdisciplinary topic teaching plans and experience based on Kolb's model and development toolkit collaborative problem solving (08 teaching plans and 08 sets of evaluation tools for cooperation and problem solving capability) Each empirical measure 04 topics at two different times to verify the repetition of each measure as well as evaluate the development of collaborative problem solving on the same subject, in the two academic years 2017- 2018 and 2018-2019 Based on the analysis of the results after the experiments, it will prove the increase of collaborative problem solving 3.3 Experimental contents Based on the notes of the experiment process, the set of 12 evaluation criteria at levels and the assessment tool matrix, we conducted to complete the set of 08 teaching plans of 04 integrated teaching topics Subjects and 04 teaching topics based on the Kolb experience model in teaching non-metallic high school chemistry Each of the interdisciplinary integrated science teaching topics includes: A teaching plan specifying the goals of chemical, physical and biological learning; task system or problem to be solved; teaching process and evaluation toolkit collaborative problem solving Each topic taught through Kolb's experience includes a set of materials for students (students can read in advance at home, convenient when participating in class activities) and teacher material is a teaching plan, including teaching objectives, experiential tasks, and guidance for organizing each corresponding task 20 3.4 Reliability of the assessment results on students’ collaborative problem solving Through the implementation of empirical lesson plans with 230 students, the results show that the problem solving tool set of cooperative problem solving has good reliability, in all groups satisfied with the correlation with the variable The sum is greater than 0.3 The results of the detailed analysis also show that the criteria are designed to evaluate the capacity of collaborative problem solving with levels is reasonable, no criteria reduce the reliability of the evaluation results In which, the correlation coefficient in the fourth empirical lesson plan: between 12 criteria of collaborative problem solving to solve the problem is the largest (0.931), the group of Discovery and understanding criteria is the lowest (0.722) but still satisfy the request The cronbach's alpha requirement fulfillment across all topics with different evaluation tools but based on a set of 12 criteria has confirmed the validity of the proposed evaluation tools As a result, the results can be used to assess students' collaborative problem solving and thereby evaluate the increase in collaborative problem solving across each teaching topic (Table 3.5) 3.5 Developing students’ collaborative problem-solving through two experimental cycles of teaching chemistry in two ways 3.5.1 Distribution of points in collaborative problem solving through two experimental rounds of teaching chemistry in two ways Descriptive statistical results show that the evaluation of collaborative problem solving by the system of assessment tools has ensured the reliability and at the same time has the ability to distinguish well Capacity distribution diagram collaborative problem solving and the component capacities asymptotic distribution (GA1: 17-40, GA4: 19-47) due to the average, median and dominant points approximately equal to each other and better test results Specifically, the results of empirical assessment of the integrated interdisciplinary topic points of average, median and dominant points collaborative problem solving respectively: 32,722; 32,000; 32,000 This result also shows that the collapse of the evaluation criteria has helped teachers and learners more convenient in the implementation process, the evaluation results are able to distinguish the ability to cooperate in solving students' problems Better The actual range of variability is quite wide, approaching the proposed scale (0-48: however the zero here does not make sense because any student already has a certain capacity of zero Absolute) The results of this assessment also show that multi-channel factors in capacity assessment are necessary, especially with complex capacity such as problem solving capacity The results of detailed analysis by Explore algorithm in SPSS show that: in lesson 1, 25% of students achieved the collaborative problem solving below 26, 25% got from 27 to 30 points, the next 25% follow from 31 to 34 points, 25% from 35 to 39 points This result increased after each topic, 50% of students placed more than 33 points in topic Figure 3.1 also saw a decrease in the number of students in group (low level of competence) and the number of students Students in group (high level of competence) gradually increase through topics 3.5.2 The point distribution of components through two experimental rounds of chemistry teaching under two measures Next we conducted, analyzing the results of each component capacity of collaborative problem solving, to better understand the distinctiveness of the toolkit Evaluation results after the subject of integrated interdisciplinary teaching (Table 3.8) 21 Intergrated natural science contents Indicators Kolb experimental model CPS1 CPS2 CPS3 CPS1 CPS2 CPS3 Valid 920 920 920 880 880 880 Missing 0 0 0 Mean 10.540 10.212 10.505 10.625 10.269 10.586 Std Error of Mean 0833 0797 0803 0854 0822 0815 Median 10.000 10.000 11.000 11.000 10.000 11.000 Mode 10.0 12.0 11.0 12.0 12.0 11.0 Std Deviation 2.5261 2.4168 2.4348 2.5345 2.4391 2.4180 Variance 6.381 5.841 5.928 6.423 5.949 5.847 Minimum 4.0 5.0 5.0 4.0 5.0 5.0 Maximum 16.0 16.0 16.0 16.0 16.0 16.0 25 8.000 8.000 9.000 9.000 8.000 9.000 50 10.000 10.000 11.000 11.000 10.000 11.000 75 12.000 12.000 12.000 12.000 12.000 12.000 N Percentiles N: number of students, Mean: average, Std Error of Mean: error standard, Median: Median, Mode: Outstanding, Std Devitation: Standard deviation, Variance: Variance, Minimum: Lowest score, Maximum: Highest score 3.5.3 The point distribution according to four steps of problem solving through two experimental rounds of teaching chemistry under two measures Perform descriptive statistical analysis according to problem solving steps: Discovery and understanding (A), Description and statement (B), Planning and implementation (C), Monitoring and reflection (D) shows that the student's score ranges from to 12 points, the average of the discovery step is the lowest (7,499), the highest expression and statement (8,007) for the integrated measure Interdisciplinary Natural Sciences and 7,541 and 8,0741 respectively with experience measures modeled by Kolb The quartile results show that approximately 25% of students score below the average in their problem-solving steps and only about 25% of students score between and 12 points for both Solution This result shows the differentiation of the assessment toolkit of students' problem solving skills, about 50% of students achieved the average score from points 3.5.4 The point distribution of 12 criteria through two rounds of experimental teaching chemistry under two measures Table 3.10 below shows the results of students' achievement level for each of the evaluation criteria collaborative problem solving, showing that most learners achieved Level and Level of the assessment criteria Prices accounted for 80.2% (A1) - 91.36% (A2) for integrated interdisciplinary natural science topic 1; 65.91% (C3) -74.09% (A2 & C2) for integrated interdisciplinary natural science teaching method The results also show more clearly the problem identification component (A) is the problem that is most problematic for most students 22 Figure 3.3 Comparison of 12 criteria through empirical inter-subject integrated topics and 3.6 Comparing the results of collaborative problem solving through each trial period 3.6.1 Comparing results of collaborative problem solving of students through teaching chemistry under measure Testing the difference in average value of collaborative problem solving between the assessments with ANOVA, showing the increase in average score of collaborative problem solving after students each topic taught study is statistically significant (sig