Research purposed: The thesis focuses on proposing and applying the teaching organizing methods of topic Kinematics and Dynamics in 10th grade Physics through experimental activities to develop student‟s creative capacity so as to improve teaching qualities.
MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY BUI NGOC NHAN DEVELOPING STUDENT’S CREATIVE CAPACITY THROUGH TEACHING A NUMBER OF KINEMATICS AND DYNAMICS TOPICS IN 10TH GRADE HIGH SCHOOL PHYSICS Major: The didactics and the methods of physics teaching Code: 9140111 SUMMARY OF PHD THESIS ON EDUCATIONAL SCIENCE NGHE AN - 2020 The thesis is completed at Vinh University Science instructors: Assoc Prof Dr Nguyen Thi Nhi Assoc Prof Dr Tran Huy Hoang Referee 1: Referee 2: Referee 3: The thesis will be evaluated by the Doctoral Evaluation Board of Vinh University at Vinh University on ………………………………… The thesis can be found at: - Vinh University Library - Ha Noi National Library INTRODUCTION The rationale of the research Science and technology has been developing rapidly in all aspects of social life The 4.0 revolution is present day by day and impact strongly on all fields that changes life incessantly The characteristic of modern labor is creative labor always associated with the development process General education must renew its goals, contents and methods quickly in order to satisfy social requirements The resolution 29-NQ / TW was effective as from November 4, 2013 at The 8th Central Committee Meeting (Session XI) which clearly stated the goal of general education is forming the quality of competencies, orienting career and training talents High school students must be equipped with fundamental knowledge, developed physically and mentally fully so as to promote all creative potential of human The general education „s curriculum in 2018 defined the goal of general education is to help students develop physically, mentally, qualities and abilities to become good citizens The qualities need to be formed are: patriotism, compassion, hard work, honesty, responsibility Common competencies need to be formed are: self-control and selflearning, communication and cooperation, problem solving and creativity Developing student‟s creative capacity in learning Physics is associated with the implementation of new curriculum which is also stated: “Problem solving and creativity are characteristic of learning about science activity” Therefore, teaching towards capacity development is an essential issue in the implementation of the new general education curriculum, in which how to develop student's creative capacities is an issue that needs research clearly Nowaday, most teachers are still familiar with traditional teaching methods, that mainly imparting knowledge, so they really have difficulty organizing teaching activities with new content, new goals, they not know how to organize teaching to develop creative capacity Students must be organized learning activities to quickly acquire knowledge and form the qualities and competencies desired Although there have been many scientific researches, programs and projects on teaching to develop creative capacity but how specific implementation in Physics is still needed in reality teaching Begining at the above perceptions and real situation, we find it necessary to research to find methods to help teachers have a full view of teaching to develop creative capacity, thereby they know how to organize teaching activities with the curriculum currently and the following years when the new general education curriculum will be deployed widely Hopefully, the research results will also contribute to helping the students grasp knowledge firmly and develop their creative capacities to meet the increasingly demanding requirements of society In oder to meet that need, the topic: “Developing student’s creative capacity through teaching a number of kinematics and dynamics topics in 10th grade high school physics" was selected for this study Research purposed The thesis focuses on proposing and applying the teaching organizing methods of topic Kinematics and Dynamics in 10th grade Physics through experimental activities to develop student‟s creative capacity so as to improve teaching qualities Research scope and objects 3.1 Research objects - Developing student‟s creative capacity in high school - Themes based learning in teaching high school Physics 3.2 Reseach scope - Physics learning activities in high school - Kinematics, Dynamics, 10th grade Physics Scientific theories If teaching activities organizing methods through experimental activities on Dynamics and Kinematics were proposed and applied, the student‟s creative capacity will develop and the teaching quality will be improved Research topic 5.1 Researching on the foundation of theory and reality of teaching to develop student‟s creative capacity in the current teaching innovation trend 5.2 Researching the teaching reality at high schools with the development of student‟s creative capacity, especially the teaching of kinematics and dynamics in 10th grade physics 5.3 The study proposes some teaching organizing methods through experimental activities on kinematics and dynamics in 10th grade Physics so as to develop student‟s creative capacity 5.4 Designing the teaching process of a number of topics in the kinematics and dynamics according to the proposed methods in oder to develop creative capacity for students 5.5 Experimental teaching verifies scientific theories of the thesis Research methodology 6.1 Theoretical method: Researching documents related to the topic, analyzing synthesizing scientific content, building the theoretical basis of teaching organization to develop creative capacity for students in teaching physics 6.2 Practical research method: Using the group of methods of mass investigation and regional investigation, using information documentation, using questionnaires and expert opinions to find out the reality of teaching organizing to develop student‟screative capacity in high school 6.3 Experimental method: experimental teaching, testing scientific theory of the thesis 6.4 Methods of mathematical statistics: Processing the data of investigation results and experimental teaching results by statistical mathematical tools New contributions of the dissertation 7.1 From theoretical perspective - Contribute to clarifying the theoretical foundation of teaching to develop student‟s creative capacity in the process of teaching high school Physics - Proposing methods to organize teaching activities through experimental activities to develop student‟s creative capacity 7.2 From practical perspective - Designing topic-based teaching of kinematics and particle dynamics towards developing the creative capacity of students - Designing the teaching process of topics with experimental activities in the kinematics and 10th grade physics dynamics to develop student‟s creative capacity CHAPTER LITERATURE REVIEW 1.1 Studies on developing student’s creative capacity 1.1.1 Foreign studies At the end of the 19 th century and early 20 th century, the creative science has began to develop based on the achievements of the scientific - technical revolution Firstly, learning about memory and creativity, which are very important factors in the formation of creative capacity Learning how to be creative is not only endemic but also the result of hard working However, when brain researchers realize that there are hidden pathways to creativity in each person, creative training becomes a developable skill Since the 50s of the twentieth century, American Psychologists have studied quite basically and systematically on the creative capacity of people from childhood to adulthood Especially since the 1970s - American Psychologists have had a lot of studies on Creative Psychology and the development of human creative talent In 1950, J P Guilford began a systematic study of creativity in the psychologist‟s point of view However, famous psychologists such as Barron, Blam, Wallase, Torrana, Bova have focused their research on creativity, they are still heavy on the descriptive of experience rather than to draw a rule Psychologists have not yet resolved what reality requires is to find the laws of creativity in order to use that as a basis for controlling and promoting creativity, In the Soviet Union and the (former) socialist countries, different directions of research on creativity began to appear through national and international conference such as: conference in Moscow (Soviet Union - 1967); conference in Prague (Czechoslovakia - 1967); conference in Liblice (1972 - Czechoslovakia) There were many psychologist who researched on creativity in the former Soviet Union, some famous scientists such as: O.K.Chikhômirôp; Ia.A.Ponvariop, B.M Checrop; M.G.Ia.Rôsepxki; A.N.Luk; D.N Bogoialenxki; X.L.Rubinstêin, L.X.Vugôgôxki, N.G.Alelcxki with the following main research directions: Comparing the problem solving between human and machine, researching on the problem of scientific activities, scientific thinking and find out the characteristics of scientist „s discovery activities, including creative activities, focusing on research on the most common problems of creative activity, researching and analyzing the importance of creativity and the relationship between creativity and human knowledge acquisition process, researching deeply on the interaction between thinking and imagination in human creative activities, researching deeply on the problem of practice as well as the theory of creative thinking and explore the relationship of creation and unconscious activity, researching on student‟s creative activities in schools and creative development methods for students The American psychologist W Gordon discovered two creative mechanisms: - Firstly, the uncontrollable creative mechanism: psychological phenomena: instinct, intuition, improvisation, everything belongs to subconscious, unconscious - Secondly, the controllable creative mechanism such as using creative methods By the 20th century, creativity was identified in different "types" of people Creativity or creative ability exists in everybody that is a magical and human conclusion Methods of finding new things such as: Focal object method, brainstorming methods and many other methods such as: exclusion method; flipped finding something new method… have been researched deeply Genric Sanlovich Altshuller (1926 - 1998) had great effort to build the science of creativity Synectic method by W.Gorden (USA) proposed in 1960 (in creative methodology, similar method (Synectics) - is a problem solving method which was developed by George M Prince and William J.J Gordon J Bruner applied the theory of J Piaget to build a teaching model based on the student‟s discovery learning J Bruner's teaching model of discovery learning has a positive impact on learning activities in the direction that students construct their own knowledge and skills, thereby developing thinking and creative capacity V.G Razumôxki (1975) with "Developing the creative capacity of students in teaching physics in high school” which generalized the opinions of many famous physicists about creative activities, the theoretical basis of methods of developing student‟s creativity in teaching physics and giving "scientific creation cycle" Recently, there are many articles such as: "Promoting creativity in learning and teaching" by Christine Smith, Chrissi Nerantzi and Andrew Middleton of Suffolk University, Manchester Metropolitan University, Sheffield Hallam University, United Kingdom ; "Fostering student‟s creativity and problem solving skills through a handson activity" by Ruey-Shyy Shieh, Ruey-Shyy Shieh Khai University, Taiwan and Wheijen Chang of University of Education Changhua, Taiwan; “Developing student’s creative potential by using visual methods while studying Physics” by Maria Dinica, Luminita Dinescua, Cristina Mirona, published in Procedia Social and Behavioral Sciences,Vol (2010): "Develoment of soft scaffolding strategy to improve student’s creative thinking ability in physics" by Novinta Nurulsari, Abdurrahman and Agus Suyatna published on IOP Conf Series: Journal of Physics: “Active physics learning: making possible student’s cognitive, growth, positive emotions and amazing creativity” by Josip Slisko which published in Scientia in educatione vol.8 (Special Issue), 2017 These authors all have their point of view that development of creative capacity needs many factors related to students, teachers and the learning environment In conclusion, it can be seen that the development of student‟s creative capacity in educational activities has been interested in research by many countries around the world The research results showed tha the creative capacity of human is closely related to the way the brain works, is revealed and promoted through action and experimental activity Specially in education, educators should make it easier for students develop their creativity However, how to organize teaching and assessement in our context of country is a problem that needs further research 1.1.2 Domestic studies In the late 1970s, research activities related to the science of creative thinking were spontaneous Until 1977, a class on creative methodology was organized Phan Dung organized classes on creative methodology to teach creative thinking skills to everyone by applying TRIZ Nguyen Van Le (1998) with "The scientific basis of creation"; Nguyen Minh Triet (2001) with "Awakening the creative potential"; Nguyen Canh Toan (2005) with "Arousing the creative potential"; Pham Huu Tong with "Forming knowledge, intellectual development skills and creative capacity of students in teaching physics" and "Teaching physics in high schools towards developing active activities, proactive, creative and scientific thinking "; Do Huong Tra (2014), "Lamap - A modern teaching method" [91] which presents the theoretical basis as well as salient features of Lamap about teaching in order to foster a passion for science, active, proactive and creative of learners The article "Some thoughts on creative capacity and methods to promote creative capacity" by Tran Viet Dung, published in the Journal of Science (Education University - Ho Chi Minh City) indicated that three basic ingredients in creative capacity are creative thinking, creative motivation and will The article "Some new teaching methods to develop creative thinking for students" by Nguyen Van Thien showed that the current teaching method in schools has lost creative thinking Creative thinking focuses on exploring ideas, developing solutions, finding many correct answers instead of just one There have been many projects, topics and articles mentioned in the development of student‟s creative capacity in teaching, but in the current teaching conditions and reality, it is still need to research fully Some studies related to the thesis in teaching physics: Besides, there are some dissertation and articles in theory and methodology of physics teaching which related to the project such as: Nguyen Thi Hong Viet's dissertation named "Teaching some part of 10th grade‟s knowledge in high school by using the cycle of cognitive scientific physics"(1993); Dissertation of Nguyen Van Hoa - Hanoi in 2002 was "Fostering experimental methods for students to improve the quality of learning and contribute to the development of creative capacity in teaching 6th grade‟s physics in junior high school”; the project of Vu Thi Minh named "Researching on construction and applying the system of creative exercises in teaching 10th grade‟s mechanics in high school"(2011); Nguyen Van Phuong made the project in 2017: "Applying creative activities for students in teaching “Conservation laws” chapter in 10th grade Physics "; Pham Thi Phu‟s disserttation named "Fostering experimental methods for students to improve teaching efficiency of 10th grade‟s mechanics"(1999) which mentioned that applying experimental methods and developing creative capacities for students are simultaneous combination in teaching physics high school; In the dissertation "Training creative capacity for students in teaching th grade‟s mechanics in junior high school"(2002), Ngo Thi Bich Thao proposed some solutions such as: problem solving teaching, fostering scientific cognitive method and using the system of physics exercises to train student‟s creative capacity; The project of Pham Thi Phu and Nguyen Dinh Thuoc named "Creative physics exercises in high school" (2007) which gave signs of creative exercises as a basis for designing and applying creative exercises to develop student‟s creative capacity in teaching high school physics The Journal of Science and Technology of Pham Van Dong University published in December 2019 with the topic: "Teaching physics to develop the quality of students' competencies to meet the new general education curriculum" which published a number of research results in some articles such as: "Teaching methods of Physics towards developing physical competencies for high school students so as to satisfy the new general education curriculum” written by Nguyen Bao Hoang Thanh, Pham Nghiep, and Le Thanh Huy [79]; The article "Designing teaching activities for a number of topics in Physics to develop the quality and capacity of students" written by Phung Viet Hai, Tran Thi Huong Xuan [35]; Vu Trong Ri and Nguyen Dang Nhat wrote "Examining and evaluating the results of learning physics of students in high schools towards developing capacity" [76] However, there are no specific research on the development of students' creative capacity from designing topic-based teaching towards organizing experimental activities in the 10th kinematics and dynamics 1.2 Studies on experimental activities towards developing student’s creative capacity 1.2.1 Foreign studies In the late of the 19 th century, the studies of psychology in scientific creation were mentioned, many research results had great significance to education Eduction needs to changes to satisfy the requirement of society, many researches on education were published, typical in this period was John Dewey (1859 - 1952), he advocated building an education that practice makes perfect, learning in practice, theory closely linked with practice Kurt Lewin (1890 - 1947) emphasized that experience is an important aspect of learning in his model of action research and experimental trainning Action research is a spiral cycle consisting of steps: planning, acting and fact-finding about the results of actions “Here and now” experiences have been explained through the process of data collection and sharing of research results Kolb's (1974) learning theory proposed four different learning styles, based on a four-stage learning cycle Kolb explained that everyone has their own learning style Various factors affect a person's style For example, the social environment, educational experience, or individual‟s basic cognitive David Kolb introduced his model of learning in 1984, he had been completing it since then According to Kolb's theory, the motivation for the development of new concepts is new experiences According to the Association for Experimental Education, experimental education is a category that includes many methods in which teachers encourage learners to participate in experimetal activity, then they reflect and summarize to enhance knowledge, develop skills, form living values and develop personal potentials, towards making a positive contribution to the community and society 1.2.2 Dosmetic studies According to Nguyen Minh Thuyet, experiment is an integrated activity in which students participate in community and experimental activities under the guidance of teachers that based on the combination of knowledge of many fields and differen group skills; The article of Tuong Duy Hai named: "Organizing creative experimental activities in teaching high school physcics" which presented the results of theoretical basis research and proposed to organize creative experimental activities in teaching high school physics towrads developing student‟s competencies; Tran Thi Gai had written the article in 2017: "Designing a model of creative experimental activities in the subject towards developing student’s competencies" that mentioned a number of issues about the definition and characteristics of the creative esperimental activity as a basis for designing a model of creative experimental activities in the subject in the direction of developing student‟s competencies; Other related articles are "International experience in teaching the natural science subjects through experiment in junior high school" written by Le Thi Dung and Nguyen Hoang Doan and "Fostering teachers to organize experimental activities in high schools" written by Nguyen Mau Duc, Nguyen Thi Phuong Thuy Duong Xuan Quy and Tran Thi Huyen indicated in their article: "Designing experimental activities in teaching high school physics" that: The selection and construction of the experimental theme should comply with principles in content, activity context, the required level of execution time and organizational conditions; ensure safety, means and benefits to families, schools and communities; Phung Viet Hai et al had written the article: “Organizing experimental activities applying knowledge of alternating current in 12th grade physics for students " which published Science Journal of the University of Education - Danang University – 2018 Le Cong Triem and Nguyen Thi Nhi had written the article: "Teaching solutions" Experimental activities "in training students of physics pedagogy to meet the requirements of renovation in general education"; Quach Nguyen Bao Nguyen et al had written the article "Organizing experimental activities in teaching physics" There are some problem that need further research: - Teaching methods to develop creative capacity for students in 10 th Physics at high school - Organize experimental activities of a number of topics in teaching kinematcs and dynamics of 10th grade physics towards the development of creative capacity for students - Designing criteria to assess student‟s creative capacity in the teaching process in accordance with teaching content and student's level CONCLUSION OF CHAPTER From the literature review of foreign and domestic studies, it could be seen that human's creative capacity has been highly valued and studied by mankind at early stage although the influence of ideologies and political regimes However, the science of human creativity has been continuously studied and clarified along with the development of science and technology and human civilization In the field of education, teaching to develop the creative capacity of students has been mentioned quite a lot in domestic and foreign research Many scientific researches have figured out the theoretical and practical basis for the development of student‟s creative capacity Some projects indicated some solutions to apply in the process of teaching current physics However, there are many theoretical and practical basis about the development of student‟s creative capacity still need to be further research, especially the method of teaching organization, testing and evaluating the development of student‟s creative capacity Experimental activities in the subject are also a relatively new issue for many teachers and how to apply in the teaching process is a problem that needs clarification in the current general education context CHAPTER DEVELOPING STUDENT’S CREATIVE CAPACITY IN TEACHING HIGH SCHOOL PHYSICS 2.1 Competence Creative capacity 2.1.1 Competence According to the Vietnamese Dictionary, "Competency is psychological and personal qualitification that enables people to complete an activity with high quality" Based on education and psychology, competence is a combination of unique attributes of an individual that suit the requirements of a certain activity, ensuring that the activity has good results Competence is both the premise and the result of the activity Competence is not only the condition for the activity, but also developing within the activity itself (experience, experiment) Competency "is considered as a combination of the abilities, qualities, and attitudes of an individual or organization to perform a task effectively" Therefore, “Competence is the mobilization of knowledge, skills and other personal attributes such as interest, belief, will to perform a kind of work well in a particular context” According to Hoang Hoa Binh, the capacity structure can be visualized according to the constituent resources by the following diagram: Diagram 2.2 The capacity structure according to the constituent resources Illustrate the capacity structure according to the iceberg model: The floating part: knowledge, skills, attitude The sinking part: understanding capacity, working capacity,behaviour capacity Figure 2.1 The iceberg capacity model 2.1.2 Creative capacity Some concepts about creative capacity In the psychology‟s point of view: “Creative capacity is the core of creative activities, which serves as the internal premise of creativity, creative activities, especially it is based on the quality of the thinking capacity, imagination, memory, emotions, motivation and will” We agree with Phan Dung's concept: "Creative capacity is the individual's ability Presenting the full problem of an object or phenomenon with the help of the teacher Presenting the full problem of an object or phenomenon; compare and comment on proposed solutions "novelty" (new ideas, new methods), with the help teacher Present the full issue in a flexible way propose solutions to improve or replace unsuitable solutions Presenting the problem in a flexible way, planning many solutions to solve Presenting the problem with the help of the teacher Motivation for action Working Working Working with Working because of because of a good with strong obligation motivation mission motivation and desire to complete the work Will to act Give up Play by it ear when having trouble Having a good sense of complete mission Always overcoming all difficulties and obstacles (new ideas, new methods) Problem solving is unique Excitement, freedom in presentation; proactively commenting; not worry too much about the correctness and error of suggestions; detect new factors, is positive in other opinions Always having the desire to create and dedicate, work day and night with high passion Always turning failure into a motivation to create new 2.2 Some teaching methods and techniques in teaching physics to develop student’s creative capacity Project-based learning method; Problem solving learning method and Modeling method in teaching physics Some teaching techniques: Teaching techniques are the smallest units of the teaching method: "Brainstorming" technique; The "Puzzle pieces" technique; The "XYZ" technique; The "Mind Sketch" technique Mind sketch (also known as mind map) 2.3 The reality of developing student’s creative capacity in teaching high school Physics A survey from 94 physics teachers at 15 high schools and 247 10th grader student who study Physics at 06 high schools in urban, rural and mountainous areas in Quang Binh province shows: A relatively large number of teachers are not aware of the goal of teaching 11 creative capacity development for students (23.40% is less necessary and 1.06% is not necessary) There are 37 /% of teachers always consciously applying active teaching methods, 37% only sometimes, 22% of teachers seldom use it and 4% of teachers never consciously apply them; There are 36.17% of teachers focus on promoting their student‟s creative capacity while evaluating, 38.29% sometimes and 25.53% of teachers rarely care about it Only 26.72% of students are regularly communicating with their teachers during the school hours, the remaining 28.74% are sometimes or never; about 29.95% of students rarely exchange with friends, especially 12.95% never exchange with friends; 30% of students really want to express their opinions in class, but quite a few students (26%) seldom want, especially 14% of students never want to express their opinions with the teacher Teacher perceptions of the role of experimental activities: About 2/3 of teachers think that this is a necessary and very necessary activity Approximately one third of teachers consider it less necessary and unnecessary The results are still quite large with 22% of teachers seldom or never use these activities in their teaching, 49% of teachers only occasionally introduce this activity, only 29% of teachers are always consciously applying experimental activities to the teaching process The performance of the test is assessed by the experimental activity results The survey results indicated that about 28% of teachers have little or no interest in using experimental results in testing and evaluation, 51.06% sometimes put the experimental activity results in the form of practice exercises or experiment projects, only 20.21% always pay attention to this activity 2.4 Solutions to develop student’s creative capacity in teaching physics towads organizing experiemental activities 2.4.1 Solution 1: Designing topic-based teaching in the direction of developing student’s creative capacity Theoretical basis of the solution, Steps to build themes, How to organize learning activities for students: The pedagogical process of each learning activity, Process of performing themes 2.4.2 Solution 2: Applying active teaching methods and techniques, enhance interactive activities and exchange towards developing student’s creative capacity Theoretical basis of the solution: According to the modern point of view, teaching is problem solving teaching, the teaching-learning process includes a system of teachers' purposeful actions organizing mental and physical activities for students, ensuring that students can dominate the teaching content, achieving defined goals Teachers apply a number of dominant teaching methods such as visual methods (especially practice, experimentation, ), problem solving learning methods, projectbased learning methods, Students accepted tasks, explore and solve problems by themselves Students projects, exercises, and practice in groups When performing these learning tasks, students are exchanged, presented, and shared ideas and learning content 12 The combination of diverse teaching methods and forms in the entire teaching process is an important direction to develop creative capacities 2.4.3 Solution 3: Organizing experimental activities to focus on developing the creative capacity of students in teaching some topics of Physics Experiment is inseparable activiry from real life and human activities, especially the conditions and circumstances that people experience Experimntal learning is a continuous process derived from experience to create knowledge This means that the source of knowledge that students have comes from practice, not a theory Learning by experiment a more attentive student's emotional experience The content of experimental activities is conducted by the topic and focus on the individual activities The method of organizing experimental activities is quite diverse and rich Characteristics of experimental activities: People are directly involved in practical activities People are experimented and expressed their emotions Experiment through Stem education and scientific technical research: Organizing experimental activities with the appropriate application of the David Kolb experimental model to the content of topic-based teaching will bring good results in the current educational environment The three solutions mentioned above are all towards the development of student‟s creative capacities If solution is to choose content and towards the goal of teaching, solution and is the way to achieve that goal Solution also creates an environment or favorable situation for students to have many opportunities to develop their creative capacities CONCLUSION OF CHAPTER The content of the definition of capacity, the structure of the capacity, enquiring about creative capacity, clarifying the conceptual content of creativity, the impacting factors and levels of creativity, the manifestations of the creative capacity and the levels of those manifestations in students in the teaching process are analyzed and clarified deeply in chapter Basing on manifestations of the student's creative capacity in teaching physics and the reality of teaching in high schools, we have proposed three solutions to organize teaching activities towards developing creative capacity for students: Solution 1: Designing teaching topics in the direction of developing student‟s creative capacity Solution 2: Applying active teaching methods and techniques, enhance interactive activities and exchange towards developing student‟s creative capacity Solution 3: Organizing experimental activities to focus on developing the creative capacity of students in teaching some topics of Physics Based on principles of evaluating teaching results, we also researches and proposes criteria and scales to evaluate the development of creative capacity of students in accordance with each topic in teaching physics 13 CHAPTER TEACHING A NUMBER OF KINEMATICS AND DYNAMICS TOPICS IN 10TH GRADE PHYSICS TOWARDS DEVELOPING STUDENT’S CREATIVE CAPACITY Topic 1: Speed with traffic safety includes contents, each content has a specific goal but aims to develop creative capacity for students Content 1: The concept of velocity and velocity of objects in uniform and uniform circular motion Content 2: Speed control, safety solution for drivers Content 3: Manufacturing speed warning devices to ensure traffic safety Content 1's objective is to develop student‟s creative capacity in understanding, discovering and applying new knowledge Content objectives is to develop student‟s creative capacity in training practice skills and consolidating knowledge Content 3's objective is to develop student‟s creative capacity in applying knowledge to solve a real problem Topic 2: “The effect of friction force” includes contents: Content 1: Friction force, the effect of friction force Content 2: Determining the coefficient of sliding friction Content 1's objective is to develop student‟s creative capacity in understanding and discovering new knowledge Content 2's objective is to develop student‟s creative capacity in training practice skills and consolidating knowledge * Form of topic-based teaching: Presented by the table of describing teaching activities There are descriptive tables for contents in topics (numbered from to 5) Table 3.1 Description of activites in content The concept of velocity and velocity of objects in uniform and uniform circular motion Activity Starting up Forming knowlede Description of activity Behavioral index will Estimated Tools evaluate time - Recognize the type of Study form 25m orbit 1.1.1: Describe speed Obervation and changes evaluation form - Show the method to 1.1.1 mesure the speed Table of assesement criteria 1.1 Teacher: Tranfer the mission: Find out the information on the textbook and say What is the velocity? Which aspect of movement characterize? Student: Perform the mission: Students research documents and answer the questions on the study form 1.1.1: form Teacher: Tranfer the mission: - Presenting a method Study Determine the value of the for determining the 1.1.2: velocity of uniform speed of uniform and Obervation and motion - evaluation form motion,uniform motion circular changes steadily and uniform Analyzing many new 1.1.1 cicular motion speed determination Table of Student: Perform the mission: methods, proposing the assesement Students research documents optimal one - Show the criteria 1.1 and answer the questions on formula for velocity the study form 1.1.2: calculation: uniform 14 65m Pactice Applying, Openning mind motion, uniform motion changes steadily and uniform cicular motion stating the characteristics Teacher: Tranfer the mission: - Answer the questions Study form Complete the question (study - Solve comprehension 1.1.3: form 1.1.3) exercises, apply simply Obervation and Student: Perform the mission: in different ways evaluation form Do exercise - Giving ideas to 1.1.1 of determine train‟s Table assesement velocity criteria 1.1 Teacher: Tranfer the mission: - Present the method to Study form Complete the question (study determine train‟s 1.1.4: form 1.1.3 Obervation and velociry Student: Perform the mission: - Perform the method to evaluation form Students learn and apply determine the train‟s 1.1.1 Table of knowlegde, propose ideas, velocity assesement complete study form 1.1.4 criteria 1.1 45m 45m Table 3.3 Description of activites in content Speed control, safety solution for drivers Activity Starting up Description of activity Teacher: Tranfer the mission: Students watch motion pictures at the intersection, perform the following tasks: - State the necessity of speed control Propose options for determining the speed of cars and trains Student: Perform the mission: Observing, analyzing images and implementing study form 1.2.1: Teacher: Tranfer the mission: - Design a motion model of Experiment the uniform and cicular motion, project and set up a velocity device Student: Perform the mission: Complete study form 1.2.2 Consolidate the Teacher: Tranfer the mission: knowlegde, - Let students perform the Training skills determination of the car speed Behavioral index will evaluate Student: Observe, propose a plan to determine the speed of a car or train Presentation of different methods Estimated time form 20m Tools Study 1.2.1: Obervation and evaluation form 1.2.1 Table of assesement criteria 1.2 Propose ideas, Study form week (out exchange discussions 1.2.2: of the class) Assignment of duties Obervation Implementation process and evaluation Product results form 1.2.1 Table of assesement criteria 1.2 form The representative of Study 25m the group presented the 1.2.3: speed determination Obervation 15 (from the project they have prepared) Calculate the speed at which a car moves in a uniform motion Student: Perform the mission: Complete study form 1.2.3 plan and evaluation Students working in form 1.2.1 groups measure and Table of calculate the results assesement criteria 1.2 form Representatives of the Study Teacher: Tranfer the mission: group present the plan 1.2.4: - Calculate the velocity, period, to determine the Obervation frequency, and radial Applying, velocity, and the and evaluation acceleration of circular motion openning mind quantities to be found form 1.2.1 cars Students working in Table of Student: Perform the mission: groups measure and assesement Complete study form 1.2.4 calculate the results criteria 1.2 45m Table 3.4 Description of activites in content Manufacturing speed warning devices to ensure traffic safety Behavioral index will Estimated Tools evaluate time Students present Study form 45m0 Teacher: Tranfer the mission: project ideas, self- 1.3.1: Propose ideas for project to assess the scientific Obervation and determine the speed of meaning and feasibility evaluation form Propose movement of objects in traffic of projects ideas 1.3.1 Student: Perform the mission: Table of Complete study form 1.3.1 assesement criteria 1.3 ideas, Study form week Teacher: Tranfer the mission: Propose (out of the Design a project exchange discussions 1.3.2: class implementation plan and Assignment of duties Obervation and Implementation evaluation form implement step by step Experiment 1.3.1 Project implementation and process the project Students self-evaluate Table of product completion assesement Student: Perform the mission: their products criteria 1.3 Performing tasks according to Product results the experimental framework form The representative of Study 45m Teacher: Tranfer the mission: the group presents the 1.3.3: Representatives of teams plan Obervation and Dicuss and present the project‟s product,all Students work in evaluation form evalute the members follow up, comment groups and evaluate 1.3.1 and evaluate project project results Table of Student: Perform the mission: assesement Study form 1.3.3 criteria 1.3 Activity Description of activity Table 3.5 Description of activites in content Friction force, the effect of friction force Behavioral index will Estimated Tools evaluate time different Study form 25m Teacher: Tranfer the Studying documents to identify 2.1.1: Starting up mission: Obervation and What causes friction force research problems Activity Description of activity 16 occurs? What effects of Discuss in class to complete evaluation form friction on the movement of research problem 2.1.1 objects ? Table of Student: Perform the assesement criteria 2.1 mission: studying documents and implementing study form 2.1.1 form Teacher: Tranfer the Students work in groups, Study 2.1.2: study documents mission: What are the characteristics Group discussion to perform Obervation and tests and evaluation form of friction force in terms of predictive complete learning tasks 2.1.1 set point and direction? of How does the magnitude of Groups report on the results Table of group work and exchange assesement friction depend on the factors Forming involved? to draw conclusive criteria 2.1 knowlede How is friction force applied comments in the fields of life and engineering? Student: Perform the mission: Work in groups and perform learning tasks Complete study form 2.1.2 form Teacher: Tranfer the - Answers to the questions Study -Students work in groups, 2.1.3: mission: summarize their knowledge Obervation and - Complete the questions evaluation form - Apply knowledge to explain about frictional forces some phenomena and solve - Students present the results 2.1.1 of exercises on learning of their group exercises to Table the class and discuss assesement documents Pactice criteria 2.1 Student: Perform the mission: - Students solve exercises - A group of students perform the task of summarizing knowledge Complete the study form2.1.3 form Teacher: Tranfer the Activity to find out the role Study of friction in life The use 2.1.3: mission: - Learn the role of friction for and limitation of the effect Obervation and evaluation form of friction in real life each field of life Applying, Homework - Representative of the 2.1.1 opennig Student: present the Table of Perform the group mind application of friction force assesement mission: in life, in engineering, in criteria 2.1 Complete the exercises traffic - Be able to report the results to the class 17 45m 40m 25m Table 3.6 Description of activites in content Determine the coefficient of sliding friction (2 classes) Activity Propose ideas Experiment the project Dicuss and evalute the project Behavioral index Estimated Tools will evaluate time Groups present Study form 20m Teacher: Tranfer the mission: proposed options 2.2.1: Propose a plan to determine friction and discuss the Obervation and coefficient µ feasibility of each evaluation form Student: Perform the mission: option 2.2.1 Students work individually and Table of complete study form 2.2.1 assesement criteria 2.2 Propose ideas, Study form 45m Teacher: Tranfer the mission: 2.2.2: - Design a project implementation exchange discussions Obervation and plan and implement step by step of evaluation form - Present the steps and conduct the Assignment 2.2.1 test assembly to determine the duties Implementation Table of coefficient of friction process assesement - Project implementation and Students self- criteria 2.2 product completion evaluate their Student: Perform the mission: Performing tasks according to the products Product results experimental framework Complete study form 2.2.3 The representative Study form 25m Teacher: Tranfer the mission: of the group 2.2.3: Representatives of teams present presents the plan Obervation and the project‟s product,all members Students work in evaluation form follow up, comment and evaluate groups and 2.2.1 Student: Perform the mission: evaluate project Table of Study form 2.2.3 results assesement criteria 2.2 Description of activity * Teaching process: Teaching method is done through Study forms (with indicators in the order: Subject, Content and Number of votes), Observation and evaluation forms (by number subject and content) * Examination and evaluation: Base on the creative capacity criteria table for each content through observation and evaluation forms * Each topic includes activity steps, they are: Step 1: Identify the problem to be solved Step 2: Select content: Synthesize knowledge from textbooks; Exploiting teaching documents on the internet; Knowledge in practice Step 3: Determine the standard of knowledge, skills, attitudes and describe the level of requirements (recognizing, understanding, application) Step 4: Compile specific questions / exercises according to levels Recognizing; Understanding; Application; Creation Step 5: Design the teaching process The teaching process is done by activities, each activity usually has the following steps: Transfer missions, perform missions, exchange discussions and evaluate results Teachers clearly play a role in assigning and evaluating results 18 Students perform tasks, exchange discussions under the guidance of teachers CONCLUSION OF CHAPTER Base on the theoretical basis of developing creative capacity in teaching physics, proposed methods of designing topic-based teaching and the role of experiential activities in teaching to develop creative capacity for students, we design a number of topics for teaching dynamics and dynamics to concretize the development of students' creative capacities In chapter 3, we design teaching topics: Topic 1: Velocity with traffic safety; Topic 2: Effects of friction force The content of topics includes:, search and explore knowledge, practice to reinforce, apply problem solving and implement projects Through different teaching contents, students will have the environment and conditions to develop creative elements such as: proposing ideas, choosing solutions and implementing skills creatively Teaching topics both inherit traditional teaching methods, at the same time apply active teaching methods and techniques in accordance with the current educational innovation process, especially focusing on experimental activities in teaching Physics with the application of David Kolb experimental model The design of experimental models is simple and close, exploiting simulated images associated with teaching topics, suitable for students and real conditions of the school We also concretizes the evaluation criteria for the development of student‟s creative capacity in accordance with each content through teaching topics in chapter 19 CHAPTER PEDAGOGICAL EXPERIMENT 4.1 Purpose of pedagogical experiment Pedagogical experiment aims to test hypotheses, evaluate the feasibility and effectiveness of the thesis 4.2 Content of pedagogical experiment Experimental content of topics, in which each topic has discovery of new knowledge, organized experimental activities, and practical projects to develop student‟s creative capacity 4.3 The topic of pedagogical experiment Evaluate the feasibility of the teaching process then editing, supplementing and perfecting processes in accordance with reality Evaluate the development of student‟s creative capacity corresponding to the stages of the proposed teaching process Evaluate the effectiveness of the implementation of topic-based teaching for student‟s creative capacity development 4.4 Object of pedagogical experiment The object is 10 th grade students represent different regions in Quang Binh province 4.5 Conduct the pedagogical experiment The first round aims to experiment research results and initial assessment, thereby we can learn from experience in organizing and implementing topic-based teaching, and adjusting the design of teaching process The second round determines the effectiveness of the solutions after completing the design of teaching topics, conducting both qualitative and quantitative assessments, specifically focus on the development of students 4.6 The first experimental round: From October 25, 2018 to December 26, 2018 The experimental class 10A1 includes 40 students in Le Quy Don high school The control class 10A8 includes 45 students Results on the creative capacity development of students when conducting experiments On the basis of the established evaluation criteria tables, we conduct an assessment of creative capacity at the beginning and at the end of the experimental process Form of assessment: Combining between students evaluate each other and teachers' evaluation on study forms and observation forms The control class is still conducting normal teaching according to the plan and lesson plan of the teacher Experimental results: From the obtained data, if taken for a group of students, the chart is as follows 20 The result of creative capacity of group of 10 students before and after the first experiment 52 65 57 75 53 62 76 87 51 68 53 56 BUI PHAN PHUC A1 PHAM PHU A2 HO TUAN A3 HO HOAI HOANG A4 PHAN THANH B1 TU NGUYEN DUC C1 Before 45 61 50 62 47 71 50 62 DO HUNG C2 NGUYEN HA C3 NGUYEN BAO NGUYỄN TRẦN C4 LINH C5 After Diagram 4.1 The description of the creative capacity development of each student in a group Table 4.3 The statistical parameter in the first experimental round t-test Parameter Standard SMD Mode Median Average Grade deviation coefficient coefficient Experiment(before) 50 53.50 57.35 11.06 0.696 0.00063 Experiment (after) 62 62.00 65.05 10.03 5.4 From the above results, we evaluate the progress of students as follows (only evaluated in experimental classes): The average score of the experimental class after the impact (65.05) is higher than before the impact (57.35), the cumulative line of experimental class after impact is on the right side of the road before impact The standard mean diference (SMD coefficient) after the impact (5.4) is higher than before the impact (0.696), showing that the influence of pedagogical effects on the experimental group is a large influence The t-test coefficient of the t-test has a very small value (0.00063), which shows that the difference in mean scores between before and after the impact is significant, not by chance The results demonstrate the impact of the solutions that we proposed is effective 4.7 The second experimental round: From October 15, 2019 to December 15, 2019 The experimental class 10A1 includes 39 students in Minh Hoa high school The control class 10A2 includes 39 students The result of creative capacity of group of 10 students before and after the second experiment 51 66 57 77 54 66 PHANTIENDINHA1TRINHNGOCPHAMA2QUOCDANGB1 78 92 HUNGDINHC1 51 72 51 58 MINHDOANC2 Before 45 66 50 62 47 74 51 68 QUY TUDINHD1 TUAN D2CAO MINH H1TRAN SI H2CAO THI THANH H3 After Diagram 4.4 The description of the development of the creative capacity of each student in a learning group Examining the comparison of the two above statistical tables of evaluation results of each student before and after participating in experimental activities shows that the manifestations of the creative capacity increase, so the results are satisfactory We analysis deeply and specific assessment of the development of the creative capacity of some students as follow: 21 T H E C A P A C I T Y D E V E L O P M E N T LINE: D I N H T R I N H N G O C A 10 Criteria Criteria Criteria Criteria Criteria Criteria General assessemet CONTENT CONTENT CONTENT CONTENT CONTENT T HE CAPACITY DE VE LO P ME NT LINE : P HA N TIEN A Criteria Criteria Criteria Criteria Criteria Criteria General assesement 10 CONTENT CONTENT CONTENT CONTENT CONTENT THE CAPACITY DE VELO PME NT LINE : P H A M Q U O C B1 10 Criteria Criteria Criteria Criteria Criteria General assesement Criteria CONTENT CONTENT CONTENT CONTENT CONTENT Besides monitoring and evaluating the results of each group and some individual students through study forms and observation forms, we also conducted for both control and experimental classes to take the test together, the result and the cumulative line are as follows: The cumulative line Comparison the student's creative level before and after experiment Cumulation Number of student 15 10 150 100 50 Score 0-30 30-40 40-50 50-60 60-70 70-80 80-90 90-100 10A1 - TRƯỚC 10A1 - SAU Score 10A1 - TRƯỚC 10A1 - SAU Diagram 4.8 Distribution of scores and cumulative frequency of experimental class 10A1 Table 4.9 Results of determining experimental satistical parameter of the sencond round t-test Parameter Standard SMD Mode Median Average Grade deviation coefficient coefficient Experiment(before) 51 53.00 56.23 9.74 1.295 0.00114 Experiment (after) 72 68.00 68.85 8.63 5.4 From the above results, we evaluate the progress of students as follows (only assess the progress in experimental classes): The average score of the experimental class after the impact (68.85) is higher than before the impact (56.23), the 22 accumulative line of the experimental class after the impact is on the right of the road before the impact The standard mean diference (SMD coefficient) after the impact (5.4) is higher than before the impact (1,295), showing that the influence of pedagogical effects on the experimental group is great The t-test coefficient of the dependent t-test has a very small value (0.00114), which shows that the difference in mean scores between before and after the impact is significant, not by chance This result once again confirms the impact level of the solutions that we proposed is effective CONCLUSION OF CHAPTER In the first experimental round, we implement solutions to build teaching topics, organizie experimental activities and apply appropriate teaching methods and techniques in the process towards developing student‟s creative capacity In the second experimental round, we reinforce and promote the results which achieved in the first round and overcome shortcomings by enhancing student‟s creative activities through experimental, boldly transfer learning projects to students earlier We alsso overcome the negative effects of traditional teaching methods and encourage creative capacity of students Through two experimental rounds, we found that the solutions impact on the teaching process which have contributed to the development of student‟s creative capacity Especially, when focus on implementing experiential activities in the subject appropriately, it has increased teaching efficiency The construction of teaching topics should adhere to the requirements of the educational program, associated with the real life and suitable for student‟s levels and characteristics 23 CONCLUSION Results 1.1 The research process has clarified the theoretical basis of teaching organization to develop student‟s creative capacity through a number of topics of Physics Presenting the main concepts as theoretical basis such as: creativity, creative capacity and creative thinking, experiment and experimental activities of students in teaching physics 1.2 We researched and proposed manifestations of creative capacity in teaching physics, proposed methods of organizing teaching activities to develop student‟s creative capacity and steps when building teaching topics, apply David Kolb's experimental model in organizing experimental activities The study proposes criteria and scales including levels to evaluate the development of student‟s creative capacity in accordance with each activity content 1.3 We have also investigated and evaluated the reality of teaching physics and organized experimental activities for students at a number of high schools in Quang Binh province 1.4 We prepare techniques of teaching organization and experimentall activities in the teaching process of kinematics and dynamics topic which include: - 02 equipment to organize experimental activities; 02 learning project products - Some video clip simulation experiment; design some creative exercises; organized two-round pedagogical experiment at high schools in Quang Binh province Conclusion From the results of researching and developing the student's creative capacity in teaching physics, we found that: Building appropriate teaching topics towards developing student‟s creative capacity with applying active teaching methods and techniques, focusing on experimental activities in the teaching process is a good and feasible method to develop student‟s creativity Suggestions In order to develop student‟s creative capacity in the teaching process, it should be based on science and reality then set appropriate teaching objectives Design teaching topics with the goal towards the development of student‟s creative capacity, and design plans to implement with thoughtful preparation of facilities and equipment It is necessary to apply active teaching methods and techniques to the teaching process, focusing on student‟s activities through experimental activities Assessment should be conducted step by step, based on the criteria and behavioral manifestations that reflect the creative capacity 24 LIST OF PUBLICATIONS RELATED TO THE THESIS Bui Ngoc Nhan (2018), “Reality and teaching solutions to develop student’s creative capacity in Physics in high school of Quang Binh province today”, Vietnam Journal of Educational Science, Vol 8, 8/2018 ISSN 2615 – 8957 Nguyen Thi Nhi, Bui Ngoc Nhan (2019), “Reality and organizing experimental activitiy solutions while teaching Physics toward develop student’s creative capacity in high school”, Vietnam Journal of Educational Science, Vol 21, 9/2019 ISSN 2615 - 8957 Nguyen Thi Nhi, Bui Ngoc Nhan (2020), “Experimental activity and applying David A.Kolb model to teaching Physics to develop student’s ability in high school”, Journal of Science of Vinh University, 2020 Nguyen Thi Nhi, Bui Ngoc Nhan (2019), “ Applying David A.Kolb experimental model to teaching topic “Mechanical Motion” in 10th Physics towards develop student’s creative capacity”, Journal of Science and Technology, Vol 18,12/ 2019 (special issue: journal of scientific national Conference, ISSN 0866-7659) Bui Ngoc Nhan, “Reality and teaching to develop student‟s creative capacity solutions in Physics high school nowaday”, The 2nd International Conference on Education and Technology Research 2018: Critical Innovation Date: 26 July 2018) Venue: Roi Et Rajabhat University, Thailand Bui Ngoc Nhan,(2018) “Experimental activities solutions to develop student‟s creative capacity in learning Physics”, The summary record of scientific national conference: Access to smart education in general education innovation, The National Economics Publishing House, 2018 ... kinematics and dynamics in 10th grade Physics so as to develop student‟s creative capacity 5.4 Designing the teaching process of a number of topics in the kinematics and dynamics according to the... methods of designing topic-based teaching and the role of experiential activities in teaching to develop creative capacity for students, we design a number of topics for teaching dynamics and dynamics. .. creativity, creative capacity and creative thinking, experiment and experimental activities of students in teaching physics 1.2 We researched and proposed manifestations of creative capacity in