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MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY LE MINH THANH CHAU FORMATION AND DEVELOPMENT OF TEACHING SKILLS BY EXPERIMENTS FOR UNDERGRADUATE STUDENTS OF PHYSICS PEDAGOGY IN CREDIT-BASED TRAINING Major: Theory and Teaching Method of Physics Code: 9140111 SUMMARY OF DOCTORIAL THESIS OF SCIENTIFIC EDUCATION Science instructor: Assoc Prof., Dr Mai Van Trinh Assoc Prof., Dr Ha Van Hung NGHE AN - 2020 The thesis was completed at Vinh University Science instructor: Assoc Prof., Dr Mai Van Trinh Assoc Prof., Dr Ha Van Hung Counterargument 1: Counterargument 2: Counterargument 3: The thesis is protected before the Evaluation Committee of doctoral dissertation at the University level Place: Vinh University Time: At (hour), on the day of (month) of 2020 The dissertation can be found at Vietnam National Library, Nguyen Thuc Hao Library – Vinh University INTRODUCTION Rationale The module "Physics experiment in high school" is a very important practical practice step in the process of training high school teachers Therefore, the wellorganized teaching activities for this module will be an important basis to supplement, consolidate, inculcate and expand the professional knowledge and pedagogy that students have learned At the same time, the well-organized teaching for this module will also form and hone career skills for students This is the basis for them to perform their tasks well and adapt quickly in later working environments in high school To have the capacity and teaching skills with experiments, pedagogical students should be trained in practical activities, and experienced in reality Forming experimental teaching skills for students will help improve vocational skills when they participate in career practice in high schools These days, the training of vocational skills for pedagogical students at universities has improved a lot and gained certain results However, the results have not been as expected, and have not met the requirements of society yet In recent years, many young and newly graduated teachers have not yet met the teaching requirements, have not paid much attention to teaching skills and especially experimental teaching skills One of the main reasons is that the training process and practicing at the pedagogical school is still academic, not paying much attention to the characteristics of students and their career training Until now, the process of teaching and learning organized in the working environment is still rigid, limited in space, time and implementation conditions The organization of training activities to develop teaching skills with experiments for students has not been implemented and there is no implementation plan to create many opportunities for students to study effectively Wishing to contribute to solving the aforementioned problem, we choose the research topic: “Formation and development of teaching skills by experiments for undergraduate students of Physics pedagogy in credit-based training” Study aims Proposing principles and measures to formulate and develop teaching skills with experiments of physics pedagogical students in pedagogical training schools in teaching module "Physics experiment in high school” Subjects and scope of study 3.1 Subjects Measures to formulate and develop teaching skills with experiments of physics pedagogical students in training under credit, module “Physics experiment in high school” 3.2 Scope of study Teaching activities of the module "Physics experiment in high school" in pedagogical training schools Hypothesis If building and using measures to form and develop teaching skills with experiments in teaching the module "Physics experiment in high school ", it will shape and grow teaching skills with experiments for physics pedagogical students at pedagogical training schools Mission 5.1 Research theoretical basis - Theories of educational innovation, capacity development and modern teaching perspectives in training students of pedagogy - Theories about forming and developing teaching skills with experiments for students of physics pedagogy 5.2 Research practical basis Surveying and evaluating teaching status towards capacity development and training teaching skills with experiments for students at pedagogical training schools 5.3 Experimental pedagogy Organize experimental pedagogy to evaluate the feasibility of the proposed measures for the development of teaching skills with experiments for students of physics pedagogy Methodology 6.1 Theoretical research methods - Analyzing, synthesizing, systematizing theoretical basis for developing teaching skills with experiments of physics pedagogical students at pedagogical training schools - Research the curriculum program "Physics experiments in high school", the textbooks, practice guidance documents of this module in some physics teacher training institutions, the content of physics textbooks general education and related references to determine the level of content, knowledge requirements, skills that physical pedagogy students need to master - Research and application of information technology to support teaching practice skills with experiments 6.2 Practical research methods Survey the teaching process of the module "Physics experiment high school" in pedagogical training schools and interviewed teachers and students in order to learn the practice of developing teaching skills with experiments and learning forms in teaching modules, Electrical and Optical sections 6.3 Pedagogic practice Performing pedagogic practice to evaluate the feasibility and effectiveness of the measures proposed in the topic 6.4 Mathematical statistical methods Applying statistical math to analyze and evaluate the research results achieved New contributions of the thesis 7.1 In theory: − Organizing and building theory of formation and development of teaching skills with experiments for physics pedagogical students − Providing a group of skills and component skills of teaching skills with experiments − Proposing teaching methods to develop teaching skills with experiments in teaching the module "Physics experiment in high school": renovating the structure and content of the subject curriculum, innovating methods teaching and evaluating, fostering skills of making laboratory equipment 7.2 In practice: − The research results of the project are applied to the formation and development of teaching skills with experiments for physics pedagogical students in teaching the module “Physics experiment in high school” − Research implementation and pedagogical experiment of the proposed methods in teaching the module "Physics experiment in high school" through teaching processes that have been built CHAPTER OVERVIEW OF RESEARCH ISSUE 1.1 Study results on formation and development of teaching skills with experiments for physics pedagogical students abroad Many countries around the world have studied and applied the perspective of education and training based on capacity development in teacher training In this view, training should be based on the competency of the learner, focusing on the results achieved after learning in line with the requirements of future work according to career standards, helping learners to perform a number of foundation skills under specific standard conditions, enabling them to develop other skills based on foundational skills in the new context, which then become competencies The above views have shown the need to practice teaching skills with experiments for physics pedagogical students However, the study to determine the level of development of teaching skills with physics experiment and the study of measures to develop these skills for pedagogical students based on the concept of capacity development has not been sufficient attention In the Teacher Assessment Project (TAP) at Stanford University, project members proposed the test methods and methods - which are worth the knowledge and skills necessary for teaching and solving practical problems in teaching of future teachers These methods and forms of test - assessment require pedagogical students to use their knowledge to perform practical tasks, thereby demonstrating the teaching skills of students The forms of examination - assessment used base on documents and activities, including: essay writing, interviews, paper and pencil experiments, simulations, observations, videos analyzing, hands-on activities, and analyze the products and materials students build According to several studies of the authors: Shulman, King, Stevahn, Ghere Minnema… evaluate teacher under professional standards has received a lot of attention, many professional standards and forms of testing - assessment have been used to evaluate teaching skills of teachers However, due to being separated from the context and complexity of teaching activities, such forms of testing and evaluation have not yet shown the ability whether teachers could teach effectively Many essential teaching skills require assessment for teachers of natural sciences However, there are currently no clear indicators to assess these skills 1.2 Study results on the formation and development of experimental teaching skills for physics pedagogical students in Vietnam Since 2009, in Vietnam, the Ministry of Education and Training has announced the standard of high school teachers' professional standards, which is the basis for pedagogical universities, pedagogical colleges and teacher training institutions to develop programs, organize training and testing - evaluation However, in terms of teaching skills with experiments of teachers of natural sciences in general and Physics in particular has not been mentioned The research mainly focuses on the skills of using experiments in teaching for pedagogical students: 1) Skills to create plans to use experiments in teaching; 2) Skills to implement plans to use experiments in teaching Researches in the world and in Vietnam have shown a number of methods and forms of testing – evaluation of teaching skills These methods, however, have just focused on testing – assessing the skills of conducting experiments or not fully evaluating teaching skills with experiment of physics pedagogical student Research is needed to identify specific criteria, apply a variety of methods, forms of testing – evaluation to assess the level of skills development of physics pedagogical students In practice, the application of credit-based training system has been implemented for a long time in universities around the world, as well as in Vietnam Implementing credit-based training in universities reflects the student-centered viewpoint in which students' self-study is given special attention It can be clearly seen that this is a method to create conditions for students to self-study, promote themself, take initiative and creativity in learning at pedagogical universities Well-organized self-study and selfstudy capacity improvement are the core of the credit-based teaching method 1.3 Issues that need further research Based on the above analysis, the questions posed to the research task are: Define the concept of "Skills to teach with experiments of physics pedagogical students"; The system of experimental teaching skills needs to foster students of pedagogical training schools; Practical basis and the need to propose measures to develop teaching skills with experiments of pedagogical students Proposing and manipulating practice measures to develop teaching skills with experiments for pedagogical students in teaching the part "Physics experiment in high school" section of Electricity and Optics under credit system meet the requirements of renovating teaching methods-oriented capacity development CHAPTER THEORY AND PRACTICE ON FORMATION AND DEVELOPMENT OF TEACHING SKILLS WITH EXPERIMENTS FOR PHYSICS PEDAGOGICAL STUDENTS 2.1 Teaching skills 2.1.1 Skills Skills are the ability to master the knowledge of how to operate in order to establish a system of operations and actions, with the means of implementation appropriate to the operational purposes, practical conditions and deployment implementing that system, successfully solving tasks 2.1.2 The concept of teaching skills To meet the educational mission, teachers should have the basic skills of teaching However, in order to form teaching skills, it is necessary to go through the process of forming a teaching motivation to accumulate the knowledge system and train teaching skills under certain circumstances There have been many different definitions of teaching skills but it is agreed that teaching skills have specific characteristics such as: - Teaching skills are a combination of teaching actions mastered by teachers Teaching skills demonstrate the technical side of teaching action and the teaching capacity of each teacher A person with teaching skills means teaching capacity to a degree that meets the requirements set out - Teaching skills and learning outcomes are closely related It is a purposeful factor, always oriented to the purpose of teaching and learning activities and has an important influence on the academic results achieved - Teaching skills are a system that involves specialized teaching skills in specific fields 2.1.3 The process of teaching at university under the credit system - Teaching content is career-oriented: Every subject is oriented to develop career capacity for students - Training content is highly integrated (program integration, integration of subjects, integration of knowledge ) The knowledge of every learner, subject, every learning activity, and teaching medium contains knowledge of other related scientific fields In credit training, credit is considered a quantity used to measure the amount of knowledge and skills of a subject that students need to accumulate over a certain period of time through the forms: - Learning in class - Studying in the laboratory, practice under the guidance of the teacher - Self-study outside class such as reading, researching or self-help preparation outside class 2.2 Teaching skills with physics experiment in training pedagogic students 2.2.2 Teaching skills with physics experiments Experimental teaching skills are the ability to apply existing knowledge to establish a system of actions and teaching activities through the use of experiments to achieve teaching goals The basis for building a system of teaching skills with physical experiments that need training for our pedagogical students are: − Objectives of teaching Physics in high schools of Ministry of Education and Training − Professional standards of high school teachers − Analysis of career activities of physics teachers in high schools The important task of teachers is to organize teaching and guidance for students to self-help experiments to dominate knowledge and form awareness Thus, in order to perform well the above task, students need the following skills: a) Skills in designing physics experiments in high school We analyze and propose each skill has manifestations and levels of performance as a basis for quantifying at a certain level to help assess students' practical experimental skills We propose evaluation scales according to the level of criteria as table 2.8 Table 2.8 Scale of experiment skills according to the level of criteria No Skills Criteria Level 1 Understand Insufficient and strictly understanding; comply with Not laboratory safety complying rules and with the rules, Using regulations safety safety regulations of experiment the laboratory and needing to Level Understand and strictly comply with some laboratory safety rules and regulations and need the Level Properly understand and implement laboratory rules and regulations and need the guidance of Level Understand and implement very well laboratory rules and regulations Point Know how to use and store instruments Conduct experimen ts Point Identification and selection of instruments needed to the experiment Point Assemble the necessary set of instruments for each experiment, understand the effects of each part, know the analysis of right and wrong in how to install the laboratory equipment Point Proficient use of laboratory instruments Point Experiment was conducted safely, in accordance with the correct procedures and successfully be guided by teachers guidance of teachers teachers in some stages 0.25 point 0.5 point 0.75 point 1.0 point Knowing how to Knowing Using Using use the instrument how to use fluently and fluently and but still having and preserve understanding understanding errors and some simple the measures the measures preserving is not instruments to preserve to preserve in accordance in the some instruments with the laboratory instruments regulations 0.25 point 0.5 point 0.75 point 1.0 point Unknown how Wrong Choose the Choice of to select choice some proper tools instruments instruments instruments when consistent yet, need the suggested by with help of the teacher experiments teachers 0.25 point 0.5 point 0.75 point 1.0 point Cannot be Correctly Correctly Correctly installed or install the install the install the installed necessary necessary kits necessary kits incorrectly kits for each for each for each test, test, not experiment, understand understand understand the effects of the effects of the effects of each part, some parts some parts, know the in the and analyze analysis of installation the right and right and of test wrong wrong in equipment methods of mounting installation 0.25 point 0.5 point 0.75 point 1.0 point The ability to Can use Can use Proficient in use the experimental laboratory using instruments is equipment instruments laboratory not good, need but still but need instruments the guidance having suggestions of teachers errors of teacher 0.25 point 0.5 point 0.75 point 1.0 point Experiment Experiment Conducting Conducting was was safety safe conducted, but conducted experiments experiments, there were still safely, with according to clear and errors in the small error the correct successful process but process and procedures successful success and easy-toobserve results 0.5 point Know the method of observation, but need the teacher's suggestion 0.75 point Know the method of observation 1.0 point Have a method to observe experimental phenomena in a short time 0.5 point Can describe the experimental phenomena, have not drawn conclusions from the experiment but need the guidance of teachers Point 0.25 point 0.5 point Processin Know how to Unknown how Applying g apply theoretical to apply the theoretical experimen content to content of content to tal explain knowledge to explain the informatio experimental explain the phenomena n phenomena experimental but scientifically phenomena incomplete 0.75 point Can describe enough experimental phenomena, draw conclusions that need suggestions of teachers 1.0 point Can accurately describe the experimental phenomenon, fully draw conclusions 0.75 point Applying theoretical content to explain the phenomena, but not fluently expressed 1.0 point Applying theoretical content explaining experimental phenomena scientifically and accurately 1.0 point Proficient handling of experimental results Observe, describe the phenomen on and conclude Point Know how to observe and recognize experimental phenomena Point Accurately describe the experimental phenomena, draw conclusions on the experimental phenomena and draw conclusions Point 10 Analyze and process experimental results Point Describe the level of quality Excellent: - 10 points Good: - points Satisfactory: - points Needs improvement: - point 0.25 point Cannot detect the experimental phenomenon, need the guidance of teachers 0.25 point Cannot describe the experimental phenomenon, cannot draw conclusions that need the help of teachers 0.25 point 0.5 point Inability to Students can analyze and analyze and process process experimental experimental results, require results of a the guidance number of of teachers experiments 0.25 point 0.5 point 0.75 point Know analysis and processing of experimental results 0.75 point 1.0 point b) Teaching skills with physics experiments in high school We analyze and propose each teaching skill with experiments with manifestations and levels of expression as a basis for quantifying at a certain level to help evaluate teaching skills with experiments of students We propose assessment scales according to the level of criteria as table (2.9) Table 2.9 Scale of teaching skills with experiments according to the level of criteria No Skills Preparation, experimental instruments for teaching hours Performing experiments in teaching Criteria Choose the correct, sufficient and appropriate tool for the experiment Level Choose an instrument that is not suitable for the experiment or Unknown how to choose instrument Point 0.25 point Good at There is no using tools skill to use tools Point Conducting experiments safely, in accordance with the procedure, the results are successful and easy to observe Teaching experiment Point Select an experiment that is suitable with teaching goals and students Point 0.25 point Experiment was not conducted in accordance with the procedure, the experiment was not safe, the experiment result was not successful, the phenomenon was difficult to observe 0.25 point Unknown how to choose the experiment to use for the lesson 0.25 point Level Some of the wrong tools are selected but can be used to conduct experiments Level Choose the correct and appropriate instruments for experiments, but some instruments are excessed Level Choose the right, sufficient and appropriate tool for the experiment, be creative 0.5 point 0.75 point Use less Good at using proficient tools but with tools sometime errors 0.5 point 0.75 point Experiment Experiment was carried was out safely, conducted the process safely, in was not accordance correct, the with the results were procedures, successful, the results the were phenomenon successful, was difficult the to observe phenomenon was difficult to observe 1.0 point Good at using tools 0.5 point Know how to choose experiments that meet teaching goals, but are not suitable for students 1.0 point Know how to choose experiments in accordance with teaching goals and students 0.5 point 0.75 point Know how to choose an experiment that meets teaching goals and student audience, but many experiments 0.75 point 1.0 point Experiment was conducted safely, in accordance with the procedures, the results were successful, the phenomenon was easy to observe 1.0 point 11 From the current situation of investigating on training teaching skills with experiments and developing the capacity of physical teachers, we propose teaching and experimenting skills that need to be trained focusing on the main groups: group of lesson preparation skills, group of teaching skills in class, group of assessment skills 2.6 Measure Renew the curriculum content structure of the module Physics experiment in high school towards the development of teaching skills with experiments for pedagogical students in credit training Adding to the specific content training program: "Developing teaching skills with physical experiments for pedagogical students" includes: a) Theoretical basis of teaching skills; b) Theoretical basis of teaching skills with physics experiments in high schools; c) Applying teaching skills with experiment to teaching practice in high schools Knowledge and skills to perform general physics experiments are an important basis for students to study the content of physics teaching in high school, while theoretical knowledge that teaches physics in high schools is a basis for students to organize effective teaching activities Thus, the subject "Physics experiment in high school" is a bridge between general physics, teaching theory and practice of teaching physics in high schools 2.7 Measure Innovating teaching methods based on competence approach and paying special attention to developing teaching and experimenting skills for students Lecturers must thoroughly grasp and apply active methods in the teaching process in a flexible manner, orienting activities according to the following phases.: The first phase: Transferring tasks, stimulating the learners' interest in cognition, expressing issues The second phase: Autonomous activities to explore knowledge and solve problems The third phase: Discussing and presenting reports The fourth phase: Institutionalizing, applying, expanding knowledge 2.8 Measure To foster skills in manufacturing and using self-created laboratory equipment Fostering and developing skills in using, assembling and manufacturing laboratory equipment, and the ability to apply theory into practice Being able to teach with selfcreated experiments The process of creating a lesson research experiment by yourself can be done according to steps: Step Determine the objectives of teaching; Step Study the lesson content; Step Find out the actual situation of facilities, laboratory equipment; Step Proposing and selecting experimental plans Step Prepare necessary materials and tools; Step Processing and manufacturing laboratory instruments; Step Assemble experiments; Step Conduct experiments; Step Complete the experiment 12 2.9 Measure Innovating forms of testing and assessing teaching skills with students' experiments Research, improve, coordinate various forms, measurement methods, evaluate learning and practice pedagogical performance of students With the view that teaching skills with physical experiments make sense of the career form, we choose the structure of Dreyfus scale (5 levels) CHAPTER DESIGN ON TEACHING PROCESS TO CREATE AND DEVELOP TEACHING SKILLS WITH EXPERIMENTS FOR STUDENTS OF PEDAGOGY IN CREDIT-BASED TEACHING MODULE OF “PHYSICAL EXPERIENCE IN HIGH SCHOOL” In this chapter, we apply the proposed measures to design the teaching process with the content: - Proposing a specific content teaching process for the module “physics experiment in high school” - Proposing a process of training teaching skills with experiments of specific physical content to foster for student the ability to apply knowledge into practice in high school 3.1 Process on organizing teaching activities of “Creating and developing teaching skills with physical experiments” for student of pedagogy The process of organizing learning activities of “Physics experiments in high school” as shown in Figure 3.1: S.1: Design S.2: Implement Study materials Implement with real experiments Design the experiment method Design experiments S.3: setup lessons Design lessons with physics experiments Setup lessons with experiments Design teaching plans Improve teaching plans Teach knowledge units with experiments S.4: Complete Complete lesson plans, supportive laboratory facilities, and evaluation formsof organizing learning activities of “Physics experiments in Figure 3.1 The process high school” 13 3.2 Teaching process of some specific contents of the module of “Physics experiments in high school” to develop teaching skills with experiments for students Designing a teaching plan with the subject experiment of “Determining the electromotive force and resistance of an electrochemical battery” I Object 1.1 Knowledge − Identify the necessary skills of teachers in teaching with experiments − Identify the knowledge of positive teaching: Nature, characteristics, organization, evaluation process − Know how to design a teaching plan for a topic / lesson / unit of knowledge in physics − Know how to use teaching techniques in teaching physics − Know how to apply information technology in teaching 1.2 Skills − Performance skills associated with teacher activities in teaching − Using experiments appropriately and coordinate reasonably with other teaching facilities − Organizing the control of classroom activities and promote positive, selfreliance and creativity − Defining the focus of the teaching topic and relating the lesson to real life − Creating problematic situations and using experiments to organize exploration activities − Using a variety of forms of testing and evaluation of student’s learning results 1.3 Attitude − Taking responsibilities in study tasks, teamwork − Uniting to cooperate in discussion and learning activities II Preparation 2.1 Lecturer: Computers, projectors, laser pens, etc 2.2 Students: − Experimental videos and websites for the experiment learning stage − Skills evaluation forms, laboratory equipment, cameras, A0 paper, extra boards, markers, etc III Teaching method * Method: Reverse class, proposed skills fostering process, teaching in corners, tablecloths, diagrams of thinking, modular teaching… * The process of organizing specific teaching activities: Time Content Session Receiving list of students Teacher’s activity Receiving the list of students Dividing students into groups of students each Choosing the leader, secretary Requiring preparation of groups: Computer (at least unit per group), Student’s activity Implemented by student 14 Time Teacher’s activity textbook, Teacher book for physics in grade 11 Introduction of learning materials: website, printed materials Hold discussions and validate skills that students need to develop in the unit Introduce the steps of the teaching process in the module Step Organizing self-research via the “Physics Experiment in High School” website with manipulations: Access the website under the link: https://sites.google.com/sgu.edu.vn/sgu Choosing experiments needed to be researched, researching goals, theoretical basis, observing real experiments via clips Requesting students to design experimental plans: theoretical basis, equipment description Presenting theoretical basis and procedure Requesting students to identify which experiments belong to the physics lesson and designing teaching plans for that experiment Step Organizing classroom teaching activities - Organizing to practice with real experiments: introduce how to perform, how to evaluate - Guiding students to repair and manufacture laboratory instruments Organizing for students to teach the knowledge units with experiments Step Designing lessons with experiments Organizing students to teach a complete topic / lesson Discussing improvement of teaching options Step Developing and completing lesson plan Activity Self-study guide, research about experiments Determining the - Assigning experiment sets to student electromotive force groups and internal - Instructing students to work with the resistance of an given web page to understand assigned electrochemical experiments battery Content Student’s activity Implemented by student Implemented by student Implemented student by Implemented student by 15 Time Content I Lesson’s object After the lesson, students can achieve: ✓ Knowledge - The Ohm's law is applied to the whole circuit to determine the electromotive force and internal resistance of an electrochemical battery - Proficiently using of current meter to determine the parameters of the circuit - Applying the mode of operation of an electrochemical battery ✓ Technique - Honing the skills of problem identification, analysis and evaluation skills, calculation and determination of parameters related to electromotive force, resistance in electrochemical batteries - Training skills to work independently and teamwork - Practicing presentation skills and performance of experiments in class - Training skills in preparing for experiments ✓ Attitude - Be positive, selfconscious, proactive in performing tasks, have a spirit of Teacher’s activity - Supporting students in studying experiments - Providing students with feedback on understanding, ability to conduct experiments (multiple choice) Student’s activity 16 Time Content Teacher’s activity cooperation in teamwork - Seriously during class, actively participate in building knowledge Activity Organizing for students to design experimental plans II Teaching process Requesting students to state the Rising theoretical basis, describing the device, problems (starting how to proceed knowledge) Organizing for student’s groups to Using method report the blueprint of the group Teacher: Give the Validating the experiment process of circuit diagram as the groups shown and the corresponding device Teacher: Describing the solution for determining the electromotive force and internal resistance of batteries Teacher: Divide as group to present the plan Theoretical reasoning Teacher: In the above circuit, it is assumed that when the circuit is opened, how to determine the voltage between the two poles? Student: When the circuit is opened, the potential difference between the two poles of the power source is equal to the electromotive force of the source However, when using a 2-pole voltmeter to measure power, there is actually electricity in the meter circuit of the meter, which creates a closed circuit But the Student’s activity Implemented by student + Drawing a circuit diagram corresponding to the experimental plans +Summarizing calculation formulas with the corresponding plans + Preparing tools and assemble the test + Selecting the electrical practice box with components in the box + Method to check the electricity meter displays by number + Order the steps to make the circuit according to the diagram 17 Time Content current in this case is very small, if the internal resistance of the voltmeter is very large According to the degree of accuracy, we can consider that U  E At that time, r = E −U , it’s really I hard to identify because E – U  and I  Teacher: When the circuit is opened, the potential difference between the two poles of the power source is equal to the electromotive force of the source Student: Recording Teacher: Using the meter Student: Explaining the measurement data Teacher: Conclusion Students practice their problem-solving skills Inferring the plan: The teacher asks the groups to present the plan Student: presenting the plan Teacher: To make accurate measurements, in general, to make measurement more accurate and determine the value of errors, we can apply Ohm's law for the whole circuit to determine E and r Teacher’s activity Student’s activity 18 Time Content Teacher’s activity Student’s activity There may be following options Activity Performing real experiments in the laboratory Students follow by − Preparing experiments (not assembled) Implemented researched options student at locations in the classroom space − Requesting the groups of students to take the kit of the experiment set assigned at previous session assigned − Requesting the groups by means of learning materials to carry out the steps of the experiment (the teacher asks all members to be responsible for the task because they will become "experts" to reguide the students in another group − Requesting the groups to repeat the experiment several times to achieve proficiency (layout, conduct experiments, collect data and process results) − Selecting one expert in each group to support other groups as needed in the following rounds − Collecting reports from groups and guiding groups to work via the exercise − Organizing the group to conduct experiments with the help of experts − Controlling the groups to experience arranged experiments in turn − Collect reports and make comments Activity Organizing students to design and make experiments Students state ideas − Gathering ideas from students about: Discussion in after studying groups refining, repairing and making experimental Consider closely at laboratory equipment options the experimental − Holding a discussion to propose issues and the feasible repaired kits extensive questions − Requesting students to suggest ways in the material to to work with the listed ideas understand the − Organizing for implementation (at problem the manufacturing space at school or at home) − Demonstrating the products reports (intended to overcome existing experiments or to be used in the processes of classrooms of physics programs in high school) Activity Organize the teaching of a unit of knowledge with experiments 19 Time Teacher’s activity Student’s activity - Organizing for students to design the Students practice teaching process for a unit of with of the preknowledge with existing experiments designed options - The groups report the results of the process design - Discussing, making suggestions for the teaching process in accordance with the specific process of teaching with experiments - Organizing for groups to implement the agreed teaching process in turn - Making comments, suggestions to help students form teaching skills with experiments Activity Organizing for students to design lessons with experiments Students practice Implemented by − Instructing students to write lesson writing lesson goals, student’s group goals record and process − Instructing, preparing learning data materials, laboratory equipment − Instructing students how to organize learning activities for students (specific lessons with experiments) − Guiding students to participate in evaluating student’s learning activities − Assign individual to make lesson recording video Activity Organizing the teaching with experiments Representatives of Implemented by − Requesting the time frame for student groups student teaching activities for the groups conduct lectures − Instructing for lesson recording − Assigning evaluation tasks (distributing evaluation sheets to students) − Requesting the representatives of the student groups to conduct the lecture − Organizing students to comment, discuss and evaluate − Assigning students to reflect on the lesson via video recording − Instructing students to submit feedback via the website Activity Organizing students to improve teaching plans Lecturer comments Implemented by − Guiding students to improve Students comment student teaching plans according to the on peer PDCA cycle: − General comments + Plan: planning, goal setting, learning on the experiment organization and evaluation Content Discuss and comment on the teaching process in accordance with the specific teaching process with experiments according to each plan 20 Time Content Teacher’s activity + Do: Organizing for students to conduct teaching activities + Check: Through discussion, video, to determine the extent of implementation Act: Through the collected information to propose the appropriate impact of improving teaching activities to restart the cycle with design activities Activity Instructing students to complete the lesson plan Lecturers suggest - Requesting students to implement the students to comment PDCA improvement cycle to complete on the teaching plan lesson plans and become a reference for of each plan, state future TTSP teaching practice advantages and - Requesting students to submit the limitations (if any) completed lesson plan on website - Organizing activities to assess the learning process Student’s activity + Collate and compare the results of the three options + Which option is easier to implement + Comment on the pros and cons of the experiment Implemented student’s group Study materials for topic We present theoretical basis, experimental plans, data collection tables, data processing requirements, extended questions, and advanced questions into sub-modules (in the form of learning materials and on website) so that students can self-study, selfassess in the process of self-study at home and in class Conclusion of On the theoretical and practical basis as well as the measures and principles presented above, we set out the tasks of implementing the methods of forming and developing teaching skills with experiments In order to test physics for physics pedagogical students, we achieve the following results: − Refactoring practical exercises from the viewpoint of developing teaching skills with experiments for students of pedagogy − Based on the theory of university teaching, we have built a process of organizing the teaching of the above experiments that have proposed a teaching innovation process from the program content structure, teaching method to the creation of selftest and test experiments to develop teaching skills with experiments for physics pedagogical students through the module “Physics experiments in high school” With the research results presented above, we continue to conduct a pedagogical experiment to verify the validity of the scientific hypothesis to achieve the proposed research goals CHAPTER PEDAGOGICAL EXPERIMENT 4.1 Purpose of pedagogical experiment The purpose of conducting pedagogical experiments is to verify the validity of the proposed scientific hypothesis and the necessity and feasibility of the topic Specifically, evaluating the feasibility and effectiveness of measures to train and develop teaching skills with experiments for physics pedagogical students in teaching the part of “Physics Experiments in High School” by 21 4.2 Pedagogical experiment process 4.2.1 Pedagogical experiment subject - Student of physics pedagogy at Saigon University - Experiment round 1: students in the third year, majoring in physics pedagogy, Department of Pedagogy of Natural Sciences, Saigon University - Experiment round 2: students in the third year, majoring in physics pedagogy, Department of Pedagogy of Natural Sciences, Saigon University 4.2.2 Pedagogical experiment contents Pedagogical experiment was conducted in two rounds: - Round 1: Selecting control and experimental classes, pedagogical experiment results are used to complete the established experiments and proposed teaching processes to put into the second pedagogical experiment round - Round 2: Selecting control classes and experimental classes to conduct pedagogical experiments to evaluate the feasibility and effectiveness of the topic 4.3 Pedagogical experiment method - Combining interviews, observing lesson hours qualitatively in both control classes and experimental classes - Conducting surveys, assessing students' level of positivity - Conducting tests and using mathematical statistics to quantitatively assess test results, thereby evaluating pedagogical experiment results In the process of pedagogical experiment, we conduct teaching in experimental and control classes in a time not far apart, with the content of Electricity and Optics Experimental sampling consists of experimental and control classes with equal population, equivalent education and academic quality 4.4 Experimental pedagogy results - We collect information as a basis for analyzing and evaluating pedagogical experiment results based on the entire process of research and research, with the following criteria: + The level of developing experimental design skills through preparation, blueprints of student’s experimental use plans + The level of development of students' performance skills through observation of the process of experiment implementation and practice of teaching practice in practice To assess the level of students' skill development, after each lesson we use rubric (Assessing skills using research experiments) and rubric 2a, rubric 2b (Assessing skills using experiments in teaching) to assess students' skills (student groups) through each practice Process the results obtained by calculating the average score of student groups, plotting and analysis Statistics of result at the end of semester, we obtain table of frequency distribution and cumulative frequency as follows: Table 4.1 Table of frequency distribution of points of experimental and control classes Class Score 10 0 0 10 Number of students Control 32 22 Experiment 32 0 0 Table 4.2 Table of frequency distribution of cumulative score of experimental and control class Score Class 0 0 10 Number of students Control 32 6,3 37,5 65,6 81,3 90,6 96,9 100 Experiment 32 0 0 3,1 25 50 78,1 87,5 100 From the results, we plotted the distribution of scores of classes, and the graph of cumulative frequency as follows: SCORE DISTRIBUTION CHART 12 10 ĐC TNg 0 10 Chart 4.1 Graph of distribution of scores of control and experimental classes ACCUMULATED FREQUENCY CHART 120 ACCUMULATION 100 80 60 ĐC 40 TNg 20 0 10 SCORE Chart 4.2 Graph of distribution of frequency of control cumulative control and experimental class Based on the analysis results through two rounds of pedagogical experiments, it was initially confirmed that the proposed measures were effective The effectiveness of the measures is shown in the following signs: 23 - The organization of experiments towards capacity development helps students save time to conduct experiments, spend a lot of time using experiments in teaching - Pre-studying the equipment, designing experimental plans, and helping students prepare for practice more carefully Students quickly access to real experiments Instructors take a little time for the introduction of tools, instructions on how to install, arrange experiments At the same time, they have more time to pay more attention to student activities, actively control student activities in a positive way - The construction of lesson records partly helps students experience the tasks that physical teachers in high school shall - The rubric has initially become a tool to help guide students in the process of learning, exchanging and helping to check and assess more objectively Conclusion of chapter Through the process of pedagogical experiment, the initial results can be concluded: The proposal of innovative measures based on the perspective of capacity development, comprehensive innovation has worked to help students accumulate extreme, self-reliance, creativity and effective development of teaching skills with experiments in teaching the part of “Physics experimental in high school” section of electricity and optics The experimental results also proved that the scientific hypothesis set out and the applied research methods of the topic are right and the research results are effective and feasible CONCLUSIONS AND RECOMMENDATIONS Conclusion We have performed the research tasks, achieved the research goals of the topic, and specifically achieved the following results: Has contributed to elucidating the theoretical basis of the formation and development of teaching skills At the same time, it clearly presented the concept and definition of teaching skills with experiments in training for pedagogical students under the credit system Has analyzed the status of the formation and development of teaching skills with experiments for students and the reality of teaching the part of "High school physics experiment" at Saigon University and other training schools Pedagogy Thereby discover the difficulties of teachers, students in the process of teaching this module and present the principles and basis necessary for proposing remedies Specifically proposed the implementation of renovating the content structure of the curriculum of the module of “Physics experiment in high school” to formulate and develop teaching skills with experiments for pedagogical students Physics major At the same time, it has proposed adding a new curriculum of “Developing teaching skills with physics experiments for students of pedagogy” Proposed a measure to innovate methods of developing teaching skills with experiments in teaching the module of “Physics experiment in high school” under credit system at pedagogical training university Proposed measures to focus on developing teaching skills with experiments for students through the creation of self-made laboratory equipment Proposed measures to renovate the forms of testing and assessing teaching skills with student’s experiments 24 Developed a teaching to develop experimental teaching skills for students in teaching credit-based training Proposed a new curriculum teaching process “Developing teaching skills with physical experiments” for pedagogical students and processes to train teaching skills with experiments for specific content of the module “Physics experimental in high school” The research results have shown that student’s awareness activities through training teaching skills with experiments have promoted student’s positive, independent and creative attitude These are also the main contributions of the thesis in contributing to improving the quality and effectiveness of training students in pedagogical universities The results obtained have proved the correctness of the scientific hypothesis Recommendations From the above results and limitations, we have the following proposals to complete the project: + The management levels need to pay attention, invest in equipment for all experiments in the universal physics program in the direction of completeness and completeness Needing to install cameras in the laboratory for many different purposes such as observing the panoramic view of the student's laboratory, especially recording the training hours in the laboratory so that teachers can easily draw experience for each student + Teachers who teach theory and practice need to use a combination of different methods and methods in order to achieve the goal of effectively training teaching skills with student’s experiments in the part of “general physics experiments” thereby laying the foundation for later access to the module of “Physics experimental in high school” + Department of Physical Education and Training needs to propose an additional unit of “Developing teaching skills with physical experiments” for students of pedagogy, and at the same time create conditions for building and using films (video) on how to conduct all the experiments included in the textbook in order to provide necessary materials for students in learning the part “Physics experiment in high school” 25 LIST OF PUBLISHED WORKS RELATED TO THE THESIS Le Minh Thanh Chau, Mai Van Trinh (2012), “Forming and developing experiments-using skills for students of physics pedagogy in credit-based training”, Education Magazine No 287 pp.59 - 61 Le Minh Thanh Chau, Mai Van Trinh (2012), “Forming lesson design skills with experiments for students of physics pedagogy in teaching optics of grade 11 in High School”, Vinh University’s Science Magazine No 41-1, (pp.05) Le Minh Thanh Chau (2016), “Forming skills to use experiments in teaching for students of physics pedagogy”, Science and Education Magazine No 135 (December 2016) Mai Van Trinh, Le Minh Thanh Chau (2019), Establishment and development of practical skills for pedagogical students of physics in the credit coursesystem at university, SOCIOSPHERE №1/2019, Научно-издательский центр «Социосфера» Le Minh Thanh Chau (2020), Fostering teaching skills by experiments for pedagogical students, Educational Equipment Magazine, vol (221), pp 30 – 32 Le Minh Thanh Chau, Bui Thi Cam Hue (2020) Organizing guide for students to learn by module in teaching General Experimental Physics in Saigon university, Educational Equipment Magazine, vol (221), pp 22 – 25 Le Minh Thanh Chau (2020), Building and Using Rubric in Assessing the Skills of Teachers with Experiments for Students of Physics Pedagogy, ARJHSS, Volume03, Issue-08, pp 32-38 ... in high school ", it will shape and grow teaching skills with experiments for physics pedagogical students at pedagogical training schools 2 Mission 5.1 Research theoretical basis - Theories... in High School” website with manipulations: Access the website under the link: https://sites.google.com/sgu.edu.vn/sgu Choosing experiments needed to be researched, researching goals, theoretical... teaching Physics in high schools of Ministry of Education and Training − Professional standards of high school teachers − Analysis of career activities of physics teachers in high schools The important