Purpose of research: Construction and use of the system of chemical exercises used in teaching organic chemistry to develop the creative capacity for students in gifted high school, contribute to renovating teaching and learning methods Chemistry in gifted high schools oriented towards capacity development.
MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY QUACH VAN LONG CONSTRUCTION AND USE OF THE SYSTEM OF CHEMICAL EXERCISES USED IN TEACHING ORGANIC CHEMICALS TO DEVELOP CREATIVE CAPACITY FOR STUDENTS IN GIFTED HIGH SCHOOL Major: Theory and Teaching Methodology of Chemistry Code: 9140111 SUMMARY OF DOCTORAL THESIS OF SCIENTIFIC EDUCATION NGHE AN - 2021 THE THESIS WAS COMPLETED AT VINH UNIVERSITY Science instructors: Assoc.Prof Dr LE VAN NAM Assoc.Prof Dr NGUYEN THI SUU Reviewer 1: Assoc.Prof Dr…………… Reviewer 2: Assoc.Prof Dr…………… Reviewer 3: Assoc.Prof Dr…………… The thesis will be defended in front of the University Thesis Evaluation Council at Vinh University at: …hour….month ……year 2021 The thesis can be found at the National Library of Vietnam, or the Nguyen Thuc Hao Library – Vinh University INTRODUCTION The reason for choosing a topic With the current trend of integration of the country, socio-economic development as well as industrialization-modernization, the country needs a highquality workforce to meet the human resource requirements for such growth The dynamic and creative human resources that meet the national development requirements are mainly from specialized high schools in provinces and cities nationwide The capacity for problem solving and creativity is one of three important shared competencies that need to be formed and developed for students through the subjects In gifted high schools, this capacity is paid more attention, especially the development of creative capacity is considered one of the school's teaching objectives and tasks The content of organic chemistry focusing on providing in-depth knowledge in terms of the structure, formation mechanism of substances, explanation, and comparison of properties, synthesis and application of organic substances that is relevant to practical life, helping students to have a proper and profound understanding of the physical world, actively contributing to the development of cognitive abilities, action capacities, creative capacities and qualities of new workers From the reality of teaching chemistry in gifted high schools, we realize that students have already had the great cognitive ability, self-study and willpower Teachers have highly taken notice of equipping students with in-depth knowledge in various topics, but haven‟t emphasized the growth of students' creative capacities through the use of active teaching methods, chemical exercises, especially organic chemistry exercises combined with active teaching methods to organize research activities, propose novel and unique solutions to solve real-life issues For the aforementioned reasons, we have chosen the topic: Construction and use of the system of chemical exercises used in teaching organic chemistry to develop the creative capacity for students in gifted high school We hope this topic will contribute to developing students' creative capacities and improving the quality of chemistry teaching in gifted high schools Purpose of research Construction and use of the system of chemical exercises used in teaching organic chemistry to develop the creative capacity for students in gifted high school, contribute to renovating teaching and learning methods Chemistry in gifted high schools oriented towards capacity development Object and subject of the research - Research objects: The process of teaching chemistry in a gifted high school - Research subjects: Construction and use of the system of organic chemistry exercise in gifted high school organic chemistry exercises system in coordination with active teaching methods to develop creative capacities for students specializing in chemistry Scope of research -Research content: chemical exercises in gifted high school programs and creative capacity of specialized students - Research period: From December 26th, 2016 to December 26th, 2020 - Experiment‟s locations: 38 gifted high schools across the country Scientific hypothesis If we can construct a diverse and rich system of organic chemistry exercises oriented to develop competencies and be used in combination with the problem-solving and collaborative team teaching appropriately, which is suitable for students, it will develop the creative capacity of students in gifted high schools, contributing to enhancing the quality of teaching Chemistry Research tasks - Researching on the theoretical basis of capacity, creativity, creative capacity, and methods to develop: creative capacity in teaching chemistry; chemical exercises for capacity development and using chemical exercises in teaching chemistry, some positive teaching methods contributing to the development of creative capacity - Investigating the status quo of the building and using the system of organic chemistry exercises to develop the creative capacity for students specializing in Chemistry in gifted high schools in Vietnam - Researching the objectives, the structure, and the content of organic chemistry for gifted high school students and principles, processes of building organic chemistry exercises oriented towards developing creative capacities for students in gifted high schools - Proposing to build a system of organic chemistry exercises and methods to use them in teaching to develop creative capacities for students specializing in chemistry in gifted high schools - Designing tools to evaluate the creative capacity development of students in gifted high school through solving organic chemistry exercises - Pedagogically experimenting to assess the suitability, effectiveness, and feasibility of the developed organic chemistry exercises system and proposed measures Research methods 7.1 Group of theoretical research methods - Researching theoretical documents related to the research content of the topic - Combining different methods of analysis, synthesis, systematization, generalization, review of documents related to the research topic - Analyzing the content of the organic chemistry program in gifted high schools, building a system of organic chemistry exercises with a view to fostering creative capacities for students in gifted high schools 7.2 Group of practical research methods - Surveying and assessing the status quo of the creative capacity of students specializing in Chemistry to develop creative capacities for chemistry gifted students in teaching chemistry in the current gifted high schools - The expert method: Discussing and consulting with educational experts and teachers teaching organic chemistry in gifted-chemistry classes about the issues: Evaluating the appropriateness of the developed organic chemistry exercise system and methods to harness them to develop creative capacities for students; structure, expression, and evaluation criteria for students based on solving organic chemistry exercises - The pedagogical experiment: Determining the effectiveness and feasibility of the proposals 7.3 Statistical methods Using mathematical-statistical methods in educational science research to process and evaluate the results of the pedagogical experiment New contribution of the thesis - Systematizing and concretizing several concepts, issues related to capacity, creative capacity, organic chemistry exercises in the direction of creative capacity development - Surveying and assessing the status quo of creative capacity, the construction and use of organic chemistry exercises to develop the capacity for students specializing in chemistry through questionnaires of 74 teachers teaching organic chemistry and 2572 students from 38 gifted high schools in Vietnam - Determining the structure and the expression of the creative capacity of chemistry gifted students; identifying 10 criteria, describing levels of expressing creative competencies, from which to build and use toolkit for assessing the creative capacity of gifted high school students through solving organic exercises - Proposing principles and a 6-step process to build organic chemistry exercises in the direction of developing creative capacities for students in gifted high schools Thereby, building a system of organic chemistry exercises including 11 types with 75 exercises oriented to develop the creative capacity of gifted students - Proposing measures to use organic chemistry exercises system to develop the creative capacity for students: Including using organic chemistry exercises in combination with problem-solving teaching methods and teaching methods studying group collaboration The proposed measures have been demonstrated through illustrated lesson plans and pedagogical experiments to evaluate their effectiveness and feasibility The thesis structure Besides the introduction, general conclusion, recommendations, references, appendices, the thesis has chapters: Chapter (including 33 pages); Chapter (includes 68 pages); Chapter (including 33 pages) Chapter THEORETICAL BASIS AND PRACTICE DEVELOPMENT OF CREATIVE CAPACITY FOR STUDENTS IN GIFTED HIGH SCHOOL IN TEACHING ORGANIC CHEMISTRY 1.1 Overview of the research issues 1.1.1 Researching on creativity, developing creative capacity in teaching worldwide In the world, there exist many types of research on creativity, creative capacity, teaching to develop the creative capacity for learners through specific subjects Some typical authors: Rickards; Ruco, Vygotsky, Ekwall, Frenklack, Brady, Fettes, Karwowski, Soszynski; Sorby, Engel, Miliszewska, Dakich, Claxton, Spencer, Sahlberg, In Chemistry, there are authors such as Johnson, Ajoke, Joe, Trivia, Tomasevic, and Vukovic 1.1.2 Research on creativity, developing creative capacity in teaching in Vietnam Researching on creativity and creative capacity has attracted some authors such as Nguyen Duc Uy, Nguyen Canh Toan, Pham Minh Hac, Hoang They, Tran Viet Dung, Phan Dung, Tran Thi Bich Lieu, Nguyen Cuong, The research on the development of students' creative capacities in teaching chemistry has been mentioned in several theses such as Pham Thi Bich Dao, Hoang Thi Thuy Huong, Tran Thi Thu Hue, Dinh Thi Hong Minh, As such, Vietnamese educators have also researched creative thinking, creative capacities, and developed creative capacity for students in chemistry teaching However, there have not been any authors mentioning the construction and use of organic chemistry exercises system to develop creative capacities for students of gifted high schools 1.2 Capacity development for students in teaching in high school 1.2.1 The concept of competence Competence is a personal attribute formed and developed, based on the available qualities and the process of learning and training, allowing people to successfully perform a certain type of activity, achieving the desired results in a specific condition 1.2.2 The structure of competence The general structure of competencies is a combination of the following four component competencies: professional, methodological, social, and individual competencies 1.2.3 Characteristics of competence - Being a unique combination of psychological and physiological properties of an individual - Being formed and developed in the process of operation and communication 1.2.4 Competencies to be developed for high school students in chemistry teaching In addition to the common and professional competencies, chemistry also contributes to the formation and development of chemical competencies in students With the Chemistry subject in the gifted high school, it is necessary to focus on forming and developing for students the common qualities and capacities specified in the Master Program; the chemical capacity Regarding gifted-chemistry students, there is a need to focus on developing more capacities to apply chemical knowledge in new and complex contexts; students know to analyze and understand the relationships among chemical problems that occur in the real world as well as have impacts on life, the environment and society 1.2.5 Evaluating capacities To evaluate students' competencies, teachers need to use a combination of methods and tools: Evaluation through observation; assessment through learning records; self-assessment; peer assessment; assessment through the test 1.3 Developing creative capacities for high school students 1.3.1 The concept of creation and creation process a) The concept of creation Creation is the process of human activity generating new and valuable solutions to solve proposed problems effectively, meeting social needs b) Creation process There are four stages in the creation process: Preparing - generating ideas; respect - Thinking about an idea or opportunity; developing the idea; Implementing new ideas - inventions c) Elements of Creation Creative environment Input Knowledge, skills, attitudes, experiences, emotions, environment Process Curiosityexploration, imagination, creative thinking Output New ideas, solutions, or a new product, new questions, innovative perspectives Creative environment Figure 1.1 The Elements of Creation 1.3.2 Creative competencies of high school students 1.3.2.1 The concept of creative capacity Creative capacity is the individual's ability to find new solutions, new valuable products based on the combination of its unique knowledge and intellectual qualities For students at gifted high school, their creative capacity needs to focus on many factors such as exploration, discovery, imagination, creative thinking, creative process, 1.3.2.2 The structure of creative capacity In the Ministry of Education and Training's project about the renovation in coursebook program, the creative capacity structure of high school students has been identified: i) The ability to question valuable inquiries to clarify situations and abstract ideas; identify and clarify new and complex information, ideas from different information sources; analyze independent sources of information to examine inclinations and reliability of new ideas ii) Considering things with different perspectives; forming and connecting ideas; researching to change solutions to the changing context; risk assessment and provision iii) Arguments about thinking processes, recognizing creative elements in opposing views; detects weaknesses in one's opinion, and applies what is known in new situations iv) Infatuating; raising many new ideas in study and life; being unafraid of being wrong; thinking outside the box, creating new elements based on different ideas 1.4 Several positive teaching methods contribute to the development of creative capacities for students in gifted high school 1.4.1 Capacity development-oriented exercises and their use in teaching chemistry 1.4.1.1 Capacity development-oriented exercises a) The context of Chemistry exercises and capacity development-oriented exercises Chemical exercises are tasks that teachers put on learners, forcing learners to apply their learned knowledge or practical experience, use intellectual actions or practical actions to solve tasks to occupy knowledge and skills in a positive, proactive, and creative way Capacity development-oriented exercises are those that focus on applying different insights to solve a new problem against students, associated with situations in life The exercises used in assessing international students' proficiency PISA are typical examples of the types of capacity development-oriented exercises to evaluate the ability to apply knowledge in solving problems of real life b) Characteristics of capacity development-orientated exercises Capacity development-orientated exercises have some outstanding features such as supporting cumulative learning; assisting with personalizing learning; build exercises on a standard basis; containing different paths and solutions; intrinsic differentiation To develop the creative capacities of students at gifted high schools, it is imperative to contemplate using this type of exercise c) Types of capacity development-oriented exercises Based on the above cognitive levels, capacity development-oriented exercises are built in the following forms: (1) Repeating exercises; (2) Manipulated exercises; (3) problem-solving exercises; (4) Exercises associated with contexts and practical situations This type of exercise plays a vitally important role in the development of students' competencies, especially problem-solving, knowledge-applying and creative capacity Teaching practice shows that this type of exercise is still little interested in use To develop creative capacities for students at gifted high schools, teachers need to combine the appropriate use of problem-solving exercises and exercises that are associated with contexts and practical situations 1.4.1.2 Use capacity development-oriented exercises in teaching chemistry With the characteristics of chemistry, in teaching, it is necessary to pay attention to using chemistry exercises in the direction of active teaching Specifically: Increasing the use of experimental exercises; as well as exercises using drawings, diagrams, graphs, containing mistakes in perception, ; increasing the construction and use of problem-solving exercises, exercises associated with contexts and practical situations 1.4.2 Problem-solving teaching method 1.4.2.1 Definition 1.4.2.2 The process of teaching problem solving 1.4.2.3 The extents of applying problem-solving teaching method 1.4.2.3 Advantages and limitations of problem-solving teaching method 1.4.3 Group collaborative teaching 1.4.3.1 Definition 1.4.3.2 The essence of group collaborative teaching 1.4.3.3 Group collaborative teaching process 1.4.3.4 Advantages and disadvantages of group collaborative teaching 1.5 Characteristics of gifted high schools 1.6 The reality of building and using exercises used in teaching organic chemistry to develop creative capacities for students in gifted high schools 1.6.1 Describing the process of surveying the status quo a) The purpose of the survey: To study and evaluate the teaching situation and develop the creative capacity for students in gifted high school through the use of teaching methods and chemical exercises in teaching organic chemistry b)Subjects and surveyed areas: Surveyed 74 teachers directly teaching organic chemistry and 2572 students in class 11 and 12, specializing in chemistry in 38 gifted high schools from 37 provinces and cities across the country The survey was carried out in phases, in 2016 and 2017 c) Content of the survey: Surveying teachers and students about the necessity of developing creative capacities for students specializing in chemistry, the current situation of students' creative capacities, the use of positive teaching methods, and the construction and use of organic chemistry exercises in teaching to develop creative capacities for students d) Survey method: The content of the survey is determined and built in the form of questionnaires, distributing survey cards along with observations, and exchanging with some teachers who have had experience in teaching organic chemistry in gifted high schools for many years 1.6.2 The results of surveying the status quo a) Teacher survey results In terms of the construction and use of organic chemistry exercises to develop creative capacities for students - Regarding the use of chemical exercise resources: 100% of teachers take exercises from textbooks, exercise books, reference books, and from exam questions, the internet, to teach Only 6/74 (8.11%) teachers use chemistry exercises built by themselves in the direction of developing creative capacity for students - Regarding the level, method, and basis to build new chemical exercises: Most teachers rarely create new chemical exercises, the method of creating mainly based on existing exercises and then converting types of exercises (essay to multiple-choice exercises and vice versa), changing data, the basis for a building is mainly the content of the program but little attention to students - Regarding the most concerning issue when building and using the new exercise of organic chemistry: There are 71/74 (95.95%) teachers to test the level of knowledge in the textbook, merely 10/74 (13.51%) teachers focus on developing creative capacities for students - Teachers' perceptions of organic chemistry exercises oriented to foster the creative capacity for students: Although teachers are aware that expanding creative capacities for students is extremely necessary, many teachers are not properly aware of the concepts, characteristics, and classification of organic chemistry exercises in the direction of developing creative capacities for students - Most teachers assumed that the 11 types of exercises that we have built will develop creative capacities for students - The use of teachers' organic chemistry exercises to develop creative capacities for students is still limited, and there are no specific plans and clear measures - When building and using organic chemistry exercises to develop creative capacities for students, teachers encounter the following difficulties: Determining the structure, criteria, and toolkit for assessing creative capacity through solving organic chemistry exercises (91.89%); identifying principles, requirements, and processes for building organic chemistry exercises to develop creative capacity (87.84%); not finding ways to use effective organic chemistry exercises, suitable for developing creative capacity (86.48%); the time for implementing the lesson plan oriented creative capacity development is still insufficient (85.13%); classifying exercises of organic chemistry in the direction of developing creative capacity (83.78%); the number of organic chemistry exercises to orient the development of creativity capacity is small, not meeting the requirements (81.08%);the dearth of teaching facilities;failing to meet the requirements of solving organic chemistry exercises in the direction of creative capacity development (54.05%); students are not active, proactive and creative in learning (31.08%); other difficulties (33.78%) - The use of teaching facilities (experiments, models, pictures, samples) to improve observation capacity; capacity to research, explore and create; develop imagination; helping students be interested, passionate about learning and have a scientific view of the phenomenal things in activities to solve organic chemistry exercises that have not been given adequate attention About the student's manifestations of creative capacity Manifold teacher's awareness of the manifestations of students' creative capacity is still empirical, emotional, without a scientific basis About teaching methods - Most teachers are aware that using a combination of chemical exercises with problem-solving teaching methods and group cooperative teaching methods will bring more efficiency in developing creative capacities than other teaching methods This 11 conducting it briefly, scientifically and effectively Presenting results, Criterion 7: Presenting profoundly and uniquely research self-comment, results (solutions to exercises) in a particular style self-assessment Criterion 8: To flexibly and creatively comment on and evaluate individual/group perspectives and problemsolving plans Proposing to apply Criterion 9: Synthesizing knowledge and skills according the research results to their understanding and propose the ability to apply in new situations research results in learning and real life and contexts Proposing Criterion 10: Proposing certain new problems resulting problems that need from the given exercises to be solved in learning and practices 2.2.3.2 Building the table describing the levels of expression of the creative capacity of students in gifted high school through solving organic chemistry exercises Table 2.2 Criteria and levels assessment of the creative capacity of students in gifted high school through solving organic chemistry exercises Criteria Detecting problems that need to be solved in the exercise Collecting and processing information related to problematic contents that need to be solved in the exercise Proposing numerous valuable research questions to clarify the Level (4,0 point) Quickly, completely, and clearly detecting problems to be solved and hidden factors in exercises Gathering all relevant information, analyzing the relationship between this information and hidden elements of the exercise Level (3,0 point) Fully detecting the problem to be solved in the exercise and point out some hidden factors Full proposing valuable research questions for the problem posed in the exercise Having proposed the majority of research questions for the problem posed in the exercise Level (2,0 point) Fully detecting the problem to be solved in the exercise Collecting full Gathering information information related to the related to problematic content of content to be problem to solved in the solved in exercise, exercise but explaining the clarifying meaning of this meaning of information information Level (1,0 point) Not fully detecting the problem to be solved in the exercise full Not collecting the sufficient the information be related to the the problematic not content to be the solved by this the exercise Proposing a few valuable research questions to the problem posed in the exercise Cannot propose valuable research questions to the problem 12 problems raised in the exercises clearly, valuable posed in the exercise Proposing exploration, new and unique options to answer the research question Proposing a new and valuable solution or improving the old one into a new one with higher efficiency Proposing all research, new and unique options to answer the research question Proposing most research, new and unique options to answer the research question Proposing a few research plans, new and unique options to answer the research question Proposing all valuable new solutions, choose the optimal solution or completely improve the old ones into a new and more effective ones Proposing few new valuable solutions to solve the exercise or only partially improve the old ones to new ones with higher efficiency Making a plan to solve the exercises and conducting it briefly, scientifically and effectively Developing a complete and detailed plan to solve the homework and conducting it in a brief, scientific and creative way Proposing most of the new valuable solutions to solve the problem or improving most of the old solutions into new solutions with higher efficiency Developing a complete and detailed plan to solve the problem and conducting it in a brief, scientific and creative way Presenting profound and unique research results (solutions to exercises) on its own style Highlighting all of the main content obtained from the research results The diverse, unique, style of presentation; arrange content in research results logically and scientifically Presenting research results in a diverse way, in its style, but not highlighting all of the main content obtained from research results The structure was clear The full presentation of research results The presentation was relatively clear but shows little originality and creativity Having made a plan to solve the exercises fully and in detail, but when conducting, it was marginally scientific and creativie Cannot propose a research plan, new, unique plans to answer the research question Proposing how to solve stereotyped mechanical exercises according to sample exercises Making a plan to solve the exercises but not fully and in detail and when done, was stereotyped and mechanical Presenting the results of the study in a brief way The layout was not very clear, the structure was messy, stereotyped 13 Flexibly and creatively commenting on and evaluating individuals‟ or groups‟ perspectives and problemsolving methods Commenting, evaluating the views, problemsolving plans of individuals/group s Content commented, evaluated with design, proposed the ability to create new things Commenting, evaluating the views, problemsolving plans of individuals/group s The content of comments and reviews had clear and creative analysis, explanation Presenting content of comments, evaluation in a sketchy, stereotyped, and mechanical way Fully and clearly synthesizing knowledge and skills according to their own understanding ,and proposing most of the ability to apply research results in learning and in real life flexibly, creatively and vice versa Utterly commenting and evaluating opinions and problem-solving methods of individuals/group s The content of comments and reviews has been compared, explained, but less flexible and creative Fully and clearly synthesizing knowledge and skills according to their own understanding, but having little content proposing the ability to apply research results to creative learning and practice in life and vice versa To synthesize knowledge and skills according to their understandin g and propose the ability to apply research results in learning and real life 10 Proposing some new problems arising from the given exercises Fully and clearly synthesizing knowledge and skills according to their own understanding, and fully proposing the ability to apply research results into learning and real-life in a unique, analytical and clearly explained way Proposing problems stemming from given exercises Suggested content is the deep, rich, varied, unique, and having full and clear analysis and explanation Proposing problems stemming from given exercises Most proposed content was new and has a clear analysis and explanation Proposing problems stemming from given exercises The proposed content was less new and there is no clear analysis and explanation New problems stemming from the given exercises cannot be proposed Synthesizing knowledge, skills and proposing the ability to apply research results to learning and real life, but stereotyped and mechanicall y 2.3 Designing a set of tools to assess the creative capacity of students in gifted high school through solving organic chemistry exercises 2.3.1 The basis of designing a set of tools for assessing the creative capacity of students in gifted high schools 2.3.2 A set of tools to assess the creative capacity of students in gifted high school when using exercises to organize the teaching of organic chemistry 14 2.3.2.1 Purpose, requirements and process of designing a creative capacity assessment toolkit of students in gifted high school The toolkit is intended to be used for a quantitative assessment of the creative competencies of students in gifted high school in problem-solving posed in the organic chemistry exercise Therefore, the toolkit to be built must clearly show the evaluation topic, evaluation object; specific criteria and levels of achievement corresponding to the clear scores from which to objectively evaluate and quantify the creative capacity of high school students through solving organic chemistry exercises The toolkit for assessing the creative capacity of high school students through solving organic chemistry exercises is built according to the following 5-step process: Step Determine goals and objects, timing and evaluation tools; Step Determine the criteria for assessing creative capacity; Step Develop evaluation indicators for each criterion; Step Design the creative capacity assessment toolkit; Step Test, adjust and use to evaluate students' creative capacity in specific teaching activities 2.5.2.2 A set of tools for assessing the creative capacity of students in gifted high school Assessment of creative ability according to the criteria of teachers; self-assessment of students' creative abilities; tests that measure students' creative capacity 2.4 Building organic chemistry exercises oriented to develop creative capacities for students in gifted high schools 2.4.1 Compare the exercises of creative capacity development oriened exercises that not develop creative capacity 2.4.2 Principles of building creative capacity development exercises for students Principle 1: Ensuring the objectives implementation and standards knowledge, skills of the program in High School Chemistry Principle 2: Ensuring accuracy and science Principle 3: Ensuring fit and high differentiation Principle 4: Ensuring problem-solving features, associated with contexts and practical situations Principle 5: Ensuring the development of students' competencies, especially creative capacities 2.4.3 The process of building exercise develops the creative capacity The process of building the exercise consists of the following steps: Step 1: Define goals and contents; Step 2: Determine the format of the exercises to build; Step 3: Collect and process information related to the exercise's content; Step 4: Develop exercises and instructions to solve the exercises (answers); Step 5: Conduct testing, consult experts and colleagues; Step 6: Edit, supplement and complete the exercise Example: Alkene exercise - Step 1: Objectives and content of the exercise + Knowledge: Consolidate, train and inculcate, expand knowledge about reaction plus hydrogen into alkene, decomposition of ozone reaction, structural formula and name of an alkene + Skills: Calculate and determine the molecular formula according to the selfselecting method of quality, determine the correct structural formula of an alkene based on a product of ozone reaction, and call the alkene name when knowing the structural formula + Creative capacity: Developing criteria: From criterion to criterion 10 - Step 2: Exercise form: Determine the molecular formula and write the correct 15 structural formula of the alkene - Step 3: Collect and process information related to hydrogen plus alkene reaction, ozone reaction, how to write the structural formula and how to name the alkene The data are given: The mass ratio of the mixture X consisting of alkanes Y and H2 to H2, the density of the mixture Z (obtained by passing X through Ni, heated) compared with H2 Organic matter T (obtained when ozone of fertilizer Y) is the main ingredient of vinegar Requirements: Argument to indentify the molecular formula, write the structural formula and call the name Y - Step 4: Develop exercises and guide solutions The mixture X consists of the alkanes Y and H2 with a vapour density compared to H2 is 17.20 Conduct X through a glass tube containing heated Ni powder until the reaction completely occurs, to obtain a mixture of Z with a vapour density of 28.67 compared to H2 Y fertilizer ozone obtained the only organic product T (the main ingredient of vinegar) An argument to determine the molecular formula, write the correct structural formula and call the name Y - Step 5: Conduct testing, consult experts and colleagues In fact, experts and colleagues have commented on some contents such as: + Y is a gas in normal conditions, so I not use the term "steam" + Ozone-oxidation reaction has types: fertilizer-reduction ozone (reducing ozone by Me2S; Zn / AcOH or Na2SO3) and fertilizer-oxidation (hydrolysis of ozone with water then oxidation of aldehydes generated by H2O2) how to specify ozone distribution? - Step 6: Edit and supplement to complete BT 20 (PL5): The mixture X includes alkene Y and H2 with the density compared to H2 is 17.20 Conduct X through a glass tube containing heated Ni powder until the reaction completely occurs, to obtain a mixture of Z with a density of 28.67 compared to H Y Ozonation, then treatment of ozone with H2O2 solution, obtain the only organic product T (in the main ingredient of vinegar) Reason and identify the molecular formula, write the correct structural formula and call the name Y 2.4.4 The organic chemistry exercise system oriented to develop creative capacities for students in specialized high schools - Basis of classification and arrangement principles: - Types of built-in exercises: Including 11 types with 75 exercises: Exercises on structural effects (4 exercises); exercises on the metabolism of substances (5 exercises); exercises on organic synthesis (4 exercises); exercises on writing reaction mechanisms (5 exercises); exercises to determine the formula and molecular structure of organic compounds (6 exercises); exercises that contain the "mistakes" factors in perception (6 exercises); chemical experiment exercises (7 exercises); exercises with many solutions (4 exercises); exercises associated with the context and practical situations (5 exercises); open exercises (6 exercises); generalized exercises in many formats (23 exercises) 2.5 Some measures to use organic chemistry exercises in teaching to develop creative capacities for students in gifted high schools 2.5.1 Measure Use creative capacity development orientation exercises in coordination with problem-solving teaching 16 2.5.1.1 The basis for choosing the measure This method is chosen by us based on the relationship between the problemsolving teaching process with criteria of creative capacity when solving organic chemistry exercises as follows: Table 2.3 Expressing students' creativity through the process of problemsolving teaching methods when solving organic chemistry exercises The steps Step 1: Detect the problem Step 2: Find solutions and present solutions Step 3: In-depth research solutions or propose new arising problems The implementating content of the process and the criteria for manifesting the creative capacity - Detect a research problem from a specific situation during the exercise - Explain and more exactly the situation (when necessary) to correctly understand the research problem in the exercise (Criterion 1) - Collect information, organize data, mobilize knowledge and skills to analyze, comment, and evaluate the collected information (Criterion 2) - Propose research questions and new ideas and solutions to answer research questions (Criterion and 4) - Propose solutions to solving research problems in many different ways Compare solutions and draw new, suitable solutions to solve research problems effectively and creatively (Criterion 5) - Make a plan and implement a scientific and creative problem-solving method (Criterion 6) - Present the solution in its own style (Criterion 7) - Debate to defend correct and new views and solutions (Criterion 8) - Synthesize knowledge and skills according to their own understanding, propose the applicability of research results in learning and in real life (thanks to similar consideration, generalization, problem reversing, ) (Criterion 9) - Propose new arising problems related to chemical knowledge in research issues (Criterion 10) 2.5.1.2 An example illustrates the use of creative capacity development orientation exercises in coordination with problem-solving teaching 2.5.2 Measure 2: Use group collaborative teaching 2.5.2.1 The basis for choosing the measure This method is chosen because we realize that students' creative competency criteria will be formed and developed through the process of group collaborative teaching when solving organic chemistry exercises Especially for the form of exercises that contain "mistakes" in perception and open exercises Specifically: Table 2.4 Expressing students' creative capacity through the process of group collaborative teaching when solving organic chemistry exercises The steps The implementation content of the process and the criteria for manifesting the capacity of creativity Explore, analyze ideas, clarify research problems of exercises and Step 1: Enter the propose, decide to choose sub-topic (or idea) as a research topic for your subject group (Criterion 1) - Carry out activities search and discovery as assigned in the group to 17 Step Teamwork 2: collect and process information and data from many different sources (Criterion 2) - Propose research questions and new methods to answer research questions (Criterion and Criterion 4) - Discuss in groups to exchange ideas, propose new ideas, opt for effective solutions, suitable to the conditions of their group's facilities and equipment to solve research problems (Criterion 5) - Make a plan and implement it to solve assigned tasks (Criterion 6) - Presente the results of the team's research in its own style The other Step 3: Evaluate group listens, questions, comments and adds opinions (Criterion 7) and propose the - Self-assess the results and products of the group and the products of application of other groups according to common criteria (Criterion 8) research results, - Propose the applications of the research results in learning and life new-emerging (Criterion 9) problems - Propose new arising problems related to chemical knowledge in their research problems (Criterion 10) 2.5.2.2 An example illustrates the use of creative capacity development oriented exercises in collaboration with group collaborative teaching 2.5.3 Activities support to improve the effectiveness of creative capacity development measures of gifted high school students 2.5.3.1 Create a creative environment in the classroom 2.5.3.2 Encourage timely 2.6 The lesson plan design implements two measures of developing creative capacities for students in gifted high school 2.6.1 Basis the design 2.6.2 Design process Includes steps: Step 1: Determine the goal; Step 2: Choose teaching methods; Step 3: Preparation of teachers and students; Step 4: Design teachers‟ and students‟ activities; Step 5: Evaluate and deduce experience In the framework of the thesis, we have designed lesson plans using organic chemistry exercises to help develop students' creative capacity The list of lesson plans and creative capacity development measures we present are in the following table: Table 2.5 Measures and experimental lessons Measures Measures Measures Measures Measures Measures Measures Measures Measures Experimental lessons Review on unsaturated hydrocarbons Review on alcohol-phenol Review on aldehydes - ketones Review of carboxylic acids Review on esters Review on carbohydrates Review on amine Review of amino acids Grade 11 11 11 11 12 12 12 12 Notation BD1 BD2 BD3 BD4 BD5 BD6 BD7 BD8 18 Chapter PEDAGOGICAL EXPERIMENT 3.1 Purpose and responsibility of the pedagogical experiment 3.1.1 Purpose of the pedagogical experiment We conduct the pedagogical experiment with a view to: Checking the appropriateness of organic chemistry exercises system in gifted high schools built in the thesis; evaluating the effectiveness and feasibility of the measures using organic chemistry exercises system built in coordination with problem-solving teaching methods and group teaching methods in developing creative capacity for students Since then, confirming the correctness of the scientific theory set forth 3.1.2 Responsibility of the pedagogical experiment Experimental pedagogical tasks include: Selecting pedagogical experimental subjects and locations; preparing lesson plans, teaching facilities, tools to evaluate the creative capacity of students in gifted high school through proposed measures, and discussing with experimental teachers about the lesson plans content, implementingevaluating pedagogical experimental results; using expert methods to assess the appropriateness and quality of organic chemistry exercises system built and structure, the criteria for assessing the creative capacity of gifted students; conducting a pedagogical experiment Collect results, process data and make comments 3.2 Content of pedagogical experiment The content of the pedagogical experiment includes: Implementing experimental lessons in Table 2.5; quality assessment and suitability of the organic chemistry exercise system built through expert questionnaires; assessing the creative capacity of students in gifted high school through assessment criteria, students„ self - assessment and tests 3.3 Objects and experimental pedagogy areas - We conducted pedagogical experiments on students in grades 11 and 12 who are studying a gifted program about organic chemistry in gifted high schools in the selected experiment area; In each experimental school, we chose a pair of experimental groups – verified groups of the same grade, the same class Because there have been only one chemistry-gifted class in each gifted high school, we divided the classes into two parts to create groups of to conduct experiments and verify groups These two groups had students who were similar in number, cognitive level, and the same teacher performing the different two lesson plan - We chose 15 gifted high schools in 14 provinces across the country: Hoa Binh, Thai Binh, Thanh Hoa, Nghe An, Ha Tinh, Quang Tri, Quang Binh, Lam Dong, Binh Dinh, Khanh Hoa, Binh Duong, Binh Phuoc, Long An and Tay Ninh 3.4 Experimental method of pedagogy 3.4.1 Prepare a pedagogical experiment 3.4.2 Selection of pedagogical experimental options and experimental data processing methods 3.4.3 Experimental implementation of pedagogy 3.4.3.1 Experimental pedagogy exploration 3.4.3.2 Experimental formal pedagogy round 3.4.3.3 Experimental formal pedagogy round 3.4.4 Handling experimental results of pedagogy 19 3.5 Results of consulting with experts on organic chemistry exercise systems developed We consulted with 50 experts who are teachers teaching organic chemistry in gifted chemistry classes and teachers are teaching Methodology of Chemistry or organic chemistry at universities, about quality, the suitability level of organic chemistry exercise system has built As a result, the experts evaluated the organic chemistry exercise system that we built at a level that were very necessary, suitable for the target audience and had the effect of developing creative capacities for students in gifted high school when being used in combination with problem solving teaching method and group collaborative teaching 3.6 Pedagogical experimental results on measures to develop creative capacities of students in gifted high school when using the organic chemistry exercise system built-in teaching 3.6.1 Qualitative analysis results - In the verified group: Students were less likely to propose research questions, research hypotheses, solutions to solving research problems, experimental plans to explore Therefore, creative skills are not trained and boosted - In the experimental group: Students have been created a creative environment to actively participate in creative activities such as self-proposed research questions; self-selecting tools and chemicals to propose experiments to verify their properties; self-develop ideas and solutions to solve research problems; self-planning and presenting research plans, research products according to their own understanding; self-draw knowledge and skills to be acquired and especially actively propose the ability to apply research results in learning and real life Therefore, the school atmosphere had heating and exciting discussions and debates 3.6.2 Analyze quantitative results We show the analyzed quantitative results of pedagogical experiments in rounds and 3.6.2.1 The results of the students' creative capacity assessment through evaluation papers according to the criteria The results of the students' creativity assessment by teachers are aggregated from the results of 2058 votes evaluate according to the students' criteria of the experimental groups in grades 11 and 12 through observing activities solutions to students' organic chemistry exercises at the time before and after the impact The results are listed in the following table 3.1: Table 3.1 The results of the students' creative capacity assessment through evaluation papers according to the criteria Criteria The average score of 10 criteria Round Grade 11 Grade 12 Before After Before After Round Grade 11 Grade 12 Before After Before After 22.96 23.23 29.28 23.30 29.90 29.98 23.64 30.59 3.6.2.2 The results of students' creativity assessment through votes self-assessment 20 The evaluation results were synthesized through 2058 votes self-assessment of students in experimental groups of grades 11 and 12 at the time practice before and after the practice The average score results of the criteria are described in the following table 3.2: Table 3.2 The results of students' creativity assessment through votes self-assessment Round Criteria The average score of 10 criteria Round Grade 11 Before After Grade 12 Before After Grade 11 Before After Grade 12 Before After 23.01 23.13 23.40 23.61 29.48 29.95 29.80 30.71 3.6.2.4 The results assess students' creative capacity through the test When designing the test, making the answers and the scoring chart, we found it impossible to evaluate criteria 3, criterion 4, criterion 8, criterion and criterion 10 Therefore,we have mainly practiced the concentrate assessment of criteria 1, criterion 2, criterion 5, criterion and criterion The results are listed in Table 3.3 as follows: Table 3.3 The table of the average frequency of total scores assessing creative ability through the test Grade 11 12 Round 2 Level (0 < x ≤ 1) number % 54 2.17 51 1.90 48 1.97 41 1.53 The average score (x) of the criteria Level Level Level (1 < x ≤ 2) (2 < x ≤ 3) (3 < x ≤ 4) number % number % number % 342 13.73 1526 62.33 568 21.33 321 11.98 1499 55.93 809 30.19 333 13.65 1522 62.38 537 22.01 327 12.20 1663 6.05 649 24.22 The average score 3.00 3.10 3.01 3.07 From Table 3.3 we see that most of the students reached levels and Compared to round 1, in round 2, the number of students at levels and decreased, the number of students reached level and the average score of each criterion increases proves that the creative capacity of students after round is higher than round 3.6.2.3 Evaluate the results of implementing the goals according to the knowledge and skills standards through the test a) Results of round test: Through the evaluation of 1934 tests of 28 experimental groups (14 grade 11 groups and 14 grade 12 groups) and 28 verified groups (14 grade 11 groups and 14 grade 12 groups), we draw the cumulative curves of % of students who scored Xi lower as shown in Figures 3.3 and 3.4 follows: 21 Figure 3.1 Graph of cumulative curves represent the test results of the experimental and verified groups (Grade 11, Round 1) (Ex: experiment; Ve: Verify) Figure 3.2 Graph of cumulative curves represent the test results of the experimental and verified groups (Grade 12, Round 1) b) Results of round test: In this round, we have statistic and processed scores of 2098 tests of 30 experimental groups (15 groups of grade 11,15 groups of grade 12), 30 verified groups (15 grade 11 groups and 15 grade 12 groups) The cumulative line graph is as follows: Figure 3.3 Graph of cumulative curves represent the test results of the experimental and verified groups (Grade 11, Round 2) Figure 3.4 Graph of cumulative curves represent the test results of the experimental and verified groups (Grade 12, Round 2) Table 3.4 Synthesis of basic statistical parameters of test results Round Grade 11Ex Round 11Ve 12Ex Average score 7.28 6.33 7.00 6.03 7.39 6.28 7.16 6.02 Standard deviation 1.411 1.504 1.391 1.417 1.374 1.548 1.415 1.540 Standard error 0.063 0.069 0.063 0.065 0.059 0.068 0.061 0.068 average The experimental and verified average Sig (p) ES 12Ve 11Ex Round 11Ve 12Ex 12Ve 0.95 0.97 1.11 1.14 3.00533x10-23 1.1684x10-25 1.37646x10-32 2.28192x10-33 0.63 0.68 0.72 0.74 Through table 3.4 we see, the experimental and verified average > means that the average score of the test of the experimental group is higher than that of the verified group, the dispersion around the mean of the former is lower than the later because the experimental group had lower standard deviation than the verify group From Figure 3.1, 3.2, 3.3 and 3.4, it shows that the cumulative test point of the experimental group is always on the right, proving that the learning quality of the experimental group is better than the verified group In the independent t-test, the p values < a = 0.05 proves that the difference in the average score of the test of 22 the experimental group and the verified group is not accidental but due to the influence of the measures of creative capacity development proposed in the thesis - Influence level (ES) of round 1> 0.6 and round > 0.7 shows that the influence level of the measures impacts on the development of students' creative capacity in the experimental process from intermediate to higher, and the next experimental rounds always have higher ES than the previous ones because we have learned from the experiences and made timely adjustments from previous experimental rounds 3.6.2.4 Assess the degree of achievement of creative capacity criteria of each student To assess the effectiveness of the measures using organic chemistry exercises oriented to develop creative capacity, we have analyzed and evaluated based on the average score of each criterion after round with grade 11 and round with grade 12 on the same student audience Figure 3.5 Average score chart of the results of the teachers' creative capacity assessment of experimental grade round and round through assessment cards according to the criteria Figure 3.7 The average score chart of the results of the students' creative capacity in experimental grade through the test (Cr: Criteria; Av: Average) Figure 3.6 Average score chart of the results of the self-assessment of students in experimental grades round and round through questionnaires Figure 3.8 Chart of frequency average score of criteria creative capacity of grade 11, round and grade 12, round 23 From figures 3.5, 3.6, 3.7 and 3.8 above we see that, on the same student, the achievement level of the creative capacity criteria of grade 12 students is generally higher than grade 11 CONCLUSION AND RECOMMENDATION Conclusion After completing our dissertation, we have solved the theoretical and practical problems posed in the thesis, namely: 1.1 On the theoretical side - Having systematized and clarified several issues related to the capacity, creativity, creative capacity, difference of creative capacity of students in gifted high school and students in high school, chemical exercises based on development orientation develop creative competencies as a theoretical basis for proposing principles, construction processes and methods of using organic chemistry exercises to develop creative capacities for students in gifted high schools - Clarifying the manifestation of students' creative capacity in solving organic chemistry exercises, according to problem-solving and group collaborative teaching processes, to assess students' creative capacity in gifted high school 1.2 On the practical side The thesis has commented and reviewed several practical issues about creativity, creative capacity and teaching to develop creative capacity worldwide and Vietnam in particular Analyzing objectives, the content structure of organic chemistry program in gifted high school Surveying the status of the building and using organic chemistry exercises to develop creative capacities for students in gifted high school, through a survey of 74 teachers and 2572 students from 38 gifted high schools representing separticular regions in the country 1.3 From the theoretical and practical basis of the main issues, the research has had certain new proposals - Proposing the creative capacity structure of the gifted high school students with elements and 10 expressions Since then, determining 10 criteria to evaluate the creative capacity of students through solving organic chemistry exercises At the same time, describing levels of expression of 10 criteria for assessing the creative capacity of students in gifted high schools - Proposing principles and a 6-step process to build exercises of organic chemistry in the direction of developing creative capacities for students of gifted high schools Building a system of organic chemistry exercises with 11 different types with 75 exercises to organize teaching activities to develop creative capacities for students of gifted high schools The system of exercises is diverse in genres, covering the full contents of the gifted high school organic chemistry program Cognitive 24 conflict in each exercise ensures to stimulate students to be active, to explore and have creative thinking to solve the problems posed - Proposing measures to use exercises oriented to developing creative capacity, in coordination with problem-solving teaching methods, group cooperative teaching and other supplementary activities such as creating a creative environment, timely encouragement in teaching organic chemistry with a view to expanding creative capacities for gifted high school students - Designing lesson plans of organic chemistry part that illustrate the measures taken to develop creative capacities for students in gifted high schools - Producing toolkits for assessing the creative capacity of students in gifted high school, including assessment cards relied on the teacher's criteria, cards self-assessing students' creative abilities and assessment tests of knowledge, skills and creative capacity 1.4 Pedagogical experiments - Having conducted a pedagogical experiment in gifted high schools, pedagogical experiment rounds and at 15 gifted high schools in 14 provinces and cities representing particular regions in the country The process of pedagogical experiments involved 44 teachers, with 31 experimental groups and 31 verified groups (a total of 2158 students) - Having collected data from 2200 assessments according to the criteria, 2200 self-assessment creative capacity, 4316 tests of students specializing in chemistry in grades 11 and 12 The results of statistical processing Pedagogical empirical data have demonstrated the feasibility and effectiveness of the methods of using organic chemistry exercise systems to develop creative capacities for students in gifted high schools Recommendation Through the research and implementation of the thesis topic, we have the following recommendations: 2.1 The thesis's research results meet the renewal requirements of the Ministry of Education and Training's general education program, therefore it should be further expanded and applied in high schools in Vietnam, especially gifted high schools 2.2 Strengthening the training so that teachers in gifted high schools can clearly understand chemical exercises oriented to develop students‟ creative capacities Since then, step-by-step construct and proficiently use this type of exercise in teaching chemistry to improve the efficiency of developing capacity for learners Especially, the creative capacity 2.3 When implementing a new general education program, in addition to using exercises in textbooks, exercise books, reference books, teachers should build and use the system of chemical exercises oriented to develop creative capabilities to improve the quality of teaching chemistry towards developing students competencies LIST OF PUBLISHED SCIENTIFIC WORKS RELATED TO THESIS Le Van Nam, Quach Van Long (2017), "Developing creative capacities for students in gifted high school through solving organic chemistry exercises" Journal of Education and Society, No 74 (135), pp.14-22 Le Van Nam, Quach Van Long (2017), "Using exercises of Organic Chemistry to develop creative capacities for students in gifted high schools" Journal of Education and Society, No 77 (138), pp.50-53 Nguyen Thi Suu, Quach Van Long (2018), "Using open exercises in teaching the section on Organic Chemistry to develop creative capacities for students in gifted high schools" Vietnam Journal of Educational Science, No 10, p.50-55 Le Van Nam, Quach Van Long (2018), "Using the exercise of Organic Chemistry with many solutions to develop creative capacities for students in gifted high schools" Journal of Education and Society, No 88 (149), pp.37-41 Nguyen Thi Suu, Quach Van Long (2018), “Evaluating the creative capacity of students in gifted high school through using organic chemistry exercises in teaching Chemistry” Vietnam Journal of Educational Science, No 12, pp.59-64 Quach Van Long (2019), "Developing creative capacities for students in gifted high school through teaching the Organic Chemistry project" Vietnam Journal of Educational Science, No 15, pp.59-64 Quach Van Long (2019), "Using problem-solving teaching methods to develop creative capacities for students in gifted high school through organic Chemistry exercises system" Vietnam Journal of Educational Science, No 17, pp.71-76 Quach Van Long (2019), "Designing teaching plans in the direction of developing creative capacities for students in gifted high school part organic chemistry" Vietnam Journal of Educational Science, No 19, pp.48-53 Le Van Nam, Quach Van Long (2019), "Using exercises containing mistakes in the perception of organic chemistry to develop creative capacities for students in gifted high schools" Proceedings of the 8th national chemical conference "Vietnamese chemistry for sustainable development", Natural Science and Technology Publishing House, pp.154-160 10 Le Van Nam, Quach Van Long (2019), "Using practical exercises on organic chemistry to develop creative capacities for students in gifted high schools" Journal of Science, Vinh University, No 4, pp.56-66 ... positive teaching methods contributing to the development of creative capacity - Investigating the status quo of the building and using the system of organic chemistry exercises to develop the creative. .. teaching in gifted high schools Purpose of research Construction and use of the system of chemical exercises used in teaching organic chemistry to develop the creative capacity for students in. .. capacity, organic chemistry exercises in the direction of creative capacity development - Surveying and assessing the status quo of creative capacity, the construction and use of organic chemistry exercises