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Research purposes: Developing problem-solving skills for students in teaching about Thermal Science of General Physics at Military Technical Officers; Research Subjects: Students'' problem-solving skills in studying Physics. Teaching process of General Physics.
MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY TRAN NGOC DUNG DEVELOPING PROBLEM-SOLVING SKILLS FOR STUDENTS IN ENGINEERING MAJORS IN THERMAL SCIENCE OF GENERAL PHYSICS SUMMARY OF DOCTORIAL THESIS OF SCIENTIFIC EDUCATION Major: Theory and Teaching Method of Physics Code: 9140111 Science instructor: Assoc.Prof., Dr Nguyen Dinh Thuoc Assoc.Prof., Dr Nguyen Thi Nhi NGHE AN – 2020 The thesis was completed at Vinh University Science instructor: Assoc.Prof., Dr Nguyen Dinh Thuoc Assoc.Prof., Dr Nguyen Thi Nhi Reviewer 1: Reviewer 2: Reviewer 3: The thesis is defended in front of the University – level doctoral thesis – grading council, Location: Vinh University Time: At , date month 2020 The thesis can be found at Vietnam National Library, Nguyen Thuc Hao Library – Vinh University INTRODUCTION REASONS FOR CHOOSING THE TOPIC Innovating higher education institutions and teaching methods towards capacity development The training objectives are based on the output standards to meet the performance capacity of professional human resources required by the labour market Education - training work at Military Schools plays a very important role in realizing the goal of building Vietnam People's Army: “revolutionary”, “regular”, “elite”, “gradually modern” General Physics is said to be a subject of basic knowledge in the curriculum of military schools and is taught from the first semester of the beginning year Therefore, the program is designed directly by the purpose of equipping students with the ability to propose and to implement technical solutions as well as analytical and practical problemsolving skills through science knowledge block related to the basic knowledge of Mathematics and Physics; specialized knowledge With the above reasons, we choose the research topic: " Developing problem-solving skills for students in engineering majors in Thermal Science of General Physics" RESEARCH PURPOSE Developing problem-solving skills for students in teaching about Thermal Science of General Physics at Military Technical Officers SUBJECTS AND SCOPE OF THE STUDY 3.1 Research Subjects - Students' problem-solving skills in studying Physics - Teaching process of General Physics 3.2 Research scope The Thermal part of General Physics is in the training program of the Military Technical Officers SCIENTIFIC HYPOTHESIS On building and using oriented pedagogical measures to develop problem-solving skills in teaching General Physics, it will contribute to the development of problem solving of students RESEARCH MISSION 5.1 Researching the teaching of university teaching related to the development of general competences; problem-solving skills for students 5.2 Researching the curriculum and syllabus designing of General Physics in teaching military schools 5.3 Finding out the reality of teaching the development of problem-solving skills in teaching General Physics of students who belong to technical major 5.4 Proposing some measures to develop figuring out and problem-solving ability of students in teaching the Thermal science part in General Physics 5.5 Using the methods already built into teaching the Thermal part of General Physics program 5.6 Conducting experimental pedagogy RESEARCH METHODS 6.1 Methods of theoretical research - Studying Education Law, the Party and State resolutions, the Ministry of Education and Training's documents on higher education - Studying documents on philosophy, psychology, university teaching theory, theory and method of teaching Physics; Innovative perspectives in university education, active teaching methods, issues related to research topics 6.2 Practical research methods Making Survey and interviews with managers, experts, teachers, students 6.3 Experimental research method Conducting pedagogical experiment to verify the scientific hypothesis of the topic 6.4 Mathematical statistical methods Processing and evaluating survey data and pedagogical experimental results with mathematical statistical tools NEW CONTRIBUTIONS OF THE THESIS 7.1 In the theoretical side - Contributing to elucidate the scientific basis to develop problem-solving skills of students in the process of teaching General Physics in accordance with the training program of technical branches of the Military Technical Officers - Proposing the structure of problem-solving skills of students in general Physics learning - Developing criteria and a scale to find out students' problems and help them to solve problems 7.2 In the practical side - Investigating the reality of teaching General Physics in the orientation of developing necessary skills in general and problem-solving skills in particular in some army universities of the Ministry of Defense - Proposing pedagogical measures to develop problem-solving skills of students in the process of teaching Thermal Science of General Physics - Designing the teaching process of thermal part according to developing the orientation of problem-solving skills - Preparing conditions for teaching the Thermal part according to the orientation of developing the skills to find out and solve problems STRUCTURE OF THE THESIS Introduction (5 pages) Chapter Overview of research issue (14 pages) Chapter Theoretical and practical basis for developing problem-solving skills of students in technical major of tertiary education system(44 pages) Chapter 3: Designing teaching a number of knowledge for developing problemsolving skills (80 pages) Chapter 4: Pedagogical experiment (24 pages) Conclusions and Recommendations (2 pages) List of author's works: (1 page) References: (11 pages) Appendix: (72 pages) CHAPTER OVERVIEW OF RESEARCH ISSUES An overview of the development of problem-solving skills in teaching General Physics at university is set out by the thesis including: - Research to find out results about teaching and developing problem-solving skills in many foreign countries - Research to find out the results of teaching and developing problem-solving skills in Vietnam - Problems needing the further study 1.1 Research results on teaching and developing problem-solving skills in foreign countries Developing necessary skills in general as well as problem-solving skills in particular for learners have become an international trend This trend has not only oriented all teaching and learning activities but also is interested by researchers Teaching process based on the abilities to figure out and solve problems interested as the effective method to apply widely in the past few decades by many various countries such as: America, Canada, Australia, New Zealand, Singapore, Taiwan, etc The goal of the method is to focus on developing necessary skills contributing to successful learners in all areas and this method has replaced the traditional educational method with a contentoriented approach Research in many foreign countries has shown that many different methods taken by different researchers to develop the ability to find out and solve problems The above studies have the same such as emphasizing on learning activities in teaching The ability to figure out and solve problems is only improved is that when learners have a positive attitude, self studying in the process of finding out problems, brainstorming to find efficient solutions, making solutions and adjusting Learners are taught about the ability to evaluate the effect of the solution in specific situations 1.2 Research results on teaching and developing problem-solving skills in Vietnam Vietnam's education reform has now shifted from approaching the contents to forming and developing learners' abilities Many researches on theories and teaching methods have mentioned the development of problem-solving skills in Vietnamese educational institutions In the studies of many authors, we found that the studies focused primarily on the following contents: identifying the vital factors of developing problem-solving skills; proposing the effective measures to improve problem-solving skills for the learners; suggesting a process to assess problem-solving skills However, these researches focuses mainly on students at the secondary and high school levels We recognize that the concept of problem-solving skills and problem-solving skills structure is not consistent; The authors almost point out the structure of problem-solving skills according to element abilities and approaching methods to problem-solving activities The research projects which base on problem-solving skills mainly focus on teaching subjects of general education programs To develop problem-solving skills for high school students in teaching Physics, there have been many research projects in the following main ways: - Improve the abilities to solve problems associated with problem-solving activities during the learning process - Use positive teaching methods, diversify modern forms of teaching such as teaching based on project, corner-based teaching, LAMAP, with the main purpose to foster students' problem-solving skills - Use Physics exercises to improve problem-solving and creative skills - Exploit and use learning tools, traditional and modern laboratory equipments; Apply of information technology to teaching Physics together with developing student's abilities in which include problem-solving skills Developing problem-solving skills for students in the teaching process at universities, has been shown by teaching each specific subject of the training program The research results in the world and in the country have confirmed that the goal of university education/training should focus on developing the abilities of students to meet the needs of human resources for national socio-economic and international science fields Among common and professional abilities, students' abilities to decide and solve problems are extremely important So far, no work has announced the results of research on developing the abilities to find out and solve students' problems in studying General Physics explicitly and systematically 1.3 The continuing problems to research Theoretical and practical basic background of education as well as training system at university have many differences from general education Cognitive characteristics, cognitive capacity of students are unique The task of educational psychology in university system is to find the relationship between knowledge acquisition and the development of individual psychological functions of students In addition, educational psychology in university system also analyzes and proposes the basis for teachers to help students adapt to the specific requirements of university activities - a new environment with new requirements On the other hand, educational psychology in university system needs analyzing on the laws of forming students' personality and qualities, the important ability of acquiring knowledge with qualities and ability corresponding to bachelor's degree, It can be said that teachers give students a way to get knowledge Along with its orientations, teachers will instruct students the effective method and useful research methodology Students will approach learning, self-study and research It means that students must have creative problem-solving skills The big questions for us need to be addressed in the thesis topic: What is the structure of finding out and solving problems of students in learning? Evaluating problem-solving skills of students according to criteria? How to develop problem-solving skills of students in teaching General Physics in general and the Thermal part in particular? Chapter THEORETICAL AND PRACTICAL BASIS FOR DEVELOPING PROBLEMSOLVING SKILLS OF STUDENTS IN TECHNICAL MAJOR OF TERTIARY EDUCATION SYSTEM 2.1 Teaching activities and learning activities in tertiary education system 2.1.1 Teaching process in the university Teaching is called as a special form of education It is really necessary for intellectual development, improving the learners' personality Teaching activities can be described briefly as the systematic relationship between the components of the teaching process, as shown in Figure 2.1: Figure 2.1 Structure of Teaching process in the university system 2.1.2 Teaching and learning activities in the university Teaching can be said as a purposeful organized process unifying the coordination between teaching and learning activities 2.1.2.1 Teaching activities of lecturers in the university In the view: If the student is considered to be the center of teaching activities, the teacher acts as the organizer, orienting the comprehension of knowledge of the students, guiding learning methods and helping them to get learning strategies Moreover, the teacher is also as a scientific adviser, even as an examiner to assess the learning process of his students 2.1.2.2 Learning activities of students in the university Students' learning activity plays a central role with having the most basic characteristics meeting the requirements of the teaching process in the university Students are both the object of the teaching activity and the objects of activities Therefore, they are often independent and creative in learning activities in order to gain knowledge, skills and techniques related to their future careers as well as practicing and participating in scientific research 2.1.2.3 Characteristics of cognitive activities of university students In the teaching process in the university, students' awareness process is extremely original Students have begun to really participate in the search for finding out new truths It is a scientific research activity conducted from low to high as required by the curriculum of the subjects High level is for students participating in scientific research with lecturers, scientists and other student groups to conduct research on scientific, technical and technological topics to meet the urgent demands of localities, companies, enterprises, students' cognitive process is considered a factor of research nature, it is higher than the awareness process of high school students and access to the cognitive process of scientists 2.2 Competence concepts 2.2.1 Some concepts of competence In the study of the thesis, we use the definition of competency of author Hoang Hoa Binh (2015) to apply research on the development of students' competences, including problem-solving skills in the teaching process of the Thermal part of General Physics According to Hoang Hoa Binh (2015), “A competence is an individual attribute formed and developed thanks to the available qualities and the process of learning and training, allowing people to successfully improving a certain type of activities as well as getting desired results under specific conditions ” 2.2.2 The basic characteristics of competence - The first characteristic: Competence is associated with many various activities Therefore, a fundamental competence shows clearly itself in a specific activity For example, The competence to communicate successfully are shown in communicative competence; Collaborative competence is reflected in teamwork skills - The second characteristic: The competence to show activities brings efficiency, quality, and success 2.2.3 Competence structure Forming and developing competence needs to identify their components and structures So far, building competence is being pursued in two construction approaches/directions: - The first way: Competence structure by component In this way, competency is a combination of three components: attitude + skills + knowledge (knowledge); The first constructing way is called the Competence structure according to ASK model - The second way: Structure of ability according to component competencies/component competencies Competence = Component (specialized fields) + Component (a part of competence) + Behavior (elements) In the second way, people build the competence structure based on the division of competences into element competences that need to be formed 2.2.4 Types of competencies The ability classification is considered to be a complex issue Depending on the perspective of approaching capacity, people can divide competences into different forms Currently, the materials on common competencies can help us see that competencies are classified into two main types of competences: general competences and specific competences - General competences play an essential basic role for people to live and to work normally in society General competences are formed and developed by many subjects/fields - Specific/specialized competences are formed and developed in a particular field or subject 2.3 Problem-solving skills of students in teaching General Physics 2.3.1 The concept of problem-solving skills Based on the concept of competence, the characteristics of problem-finding activities and problem-solving activities in learning and scientific research, we can understand problems as the following steps: Students' problem-solving skills in learning General Physics is said as a combination of potential abilities (in the process of figuring out and solving problems) allowing students to mobilize knowledge Appropriate skills with positive attitudes successfully enable students solve cognitive tasks in building new knowledge and applying knowledge into practice 2.3.2 Structure of problem-solving skills in learning General Physics We propose a model of the skills to find out and solve students' problems in the course of General Physics including potential abilities: - Potential Ability to find out problems; - Potential Ability to find solutions and make solutions; - Potential Ability of presenting solutions; - Potential Ability to evaluate solutions and results (see Figure 2.4) In each potential ability there are the behavior/criteria (1) Ability to find out problems includes: - Criteria Finding out contradictions in problematic situations (awareness of cognitive stresses); - Criteria Orienting the concept on solutions/tasks to solve perceived conflicts; - Criteria Identifying the problem is known as identifying a question/a problem to be solved; (2) Ability to find solutions and implement solutions - Criteria Collecting, analyzing and synthesizing information related to the question/problem; - Criteria Proposing solutions to answer/solve problems; - Criteria Deciding to choose the optimal solution from the proposed solution; - Criteria Making the solution with results; (3) Ability to present solutions and results - Criteria Presenting in oral language; - Criteria Presenting in written language; (4) Ability to evaluate solutions and results - Criteria 10 Evaluating and reflecting on the values of results; - Criteria 11 Evaluating and reflecting the value of the implemented solution; Figure 2.4 Structure diagram of problem-solving skills 2.3.3 Assess students’ problem-solving skills in General Physics 2.3.3.1 Quantify the criteria and evaluation criteria Based on potential abilities (standards), each potential ability includes actions (criteria) serving as a basis for quantification to a certain extent, helps in assessing problemsolving skills We propose a scale to assess problem-solving skills according to the following table: Table 2.1 Measuring scale for problem-solving skills Standard Criteria Score Total Criteria 0.5 Finding out problems Criteria 0.5 2/10 Criteria Criteria Criteria Finding and making problem-solving solutions 4/10 Criteria Criteria Criteria Presenting solutions and results 2/10 Criteria TC 10 Evaluating solutions and results 2/10 TC 11 Assess the ability to find out and solve problems - Total score less than points: Not achieved - Total score from to 6.4: Satisfactory - Total score from 6.5 to 7.9: Fair - Total score from to 10: Good In order to concretize the scale of problem-solving skills in Table 2.1 above, we evaluate each criterion according to different levels according to Table 2.2 Table 2.2 Scale for problem-solving skills according to the levels of criteria Level I II III IV Criteria/Score Finding out Although students With the support of With the Students can conflict in have the support of teachers, students support of figure out and problematic teachers, they have can figure out teachers, identify situations not found conflicts in students can contradictions contradictions in the problematic figure out in problematic problematic situations, but they conflicts in situations situation or false are not sure about problematic discovery this situations 0.5 points point 0.125 points 0.25 points 0.5 points Ideas on how to - Although students - With the support With the Students come solve conflicts have the support of of teachers, support of up with their teachers, they have students have ideas teachers, own ideas to not any idea of about solving students solve the solving conflicts or conflicts but they propose ideas conflicts have wrong ideas haven’t yet given to solve the results conflicts 0.5 points point 0.125 points 0.25 points 0.5 points The teacher raises the problem for learners to be aware of the problem and to carry out the stages of solving problems themselves Teaching problem-solving skills at the level can be done in the form of a learning project or solving problems / creative tasks in learning Physics The three levels of training problem-solving skills are presented above When applying these levels, they should be coordinated in a flexible manner so so as maximizing the positive, self-reliant and proactive character of learners in cognitive and applied activities to build new knowledge in solving problems in the practical situation 2.4.5 Teaching problem-solving skills to help students in learning process of General Physics Teaching problem-solving ability does not only play an important role in the development of a learning and teaching strategy positively, but also becomes one of the priority orientations to organize learning activities for students in which it emphasizes the self studying, seminar, project-based learning The skill to find out and solve problems is not only said to be one of the common competencies but also is the specific ability of students when studying Physics The ability for figuring out and solving problems is closely related to the capacity of thinking, self-studying ability and creative capacity These competencies interact with each other, depend on each other, form and develop together The activities helping students to find out and solve problems require them to practice regularly thinking manipulations such as comparing, analyzing- summarizing, generalizing, using cognitive methods, reasoning, The teachers should create convenient conditions for the students to improve logical thinking capacity The students propose hypotheses or speculate solutions as well as decide many various optimal hypotheses/solutions However, they also recognise themselves problems from many ways, the mothods how to solve problems in many ways and how to assess results and solutions It is considered to be the efficient method to train critical, dialectical and creative thinking 2.5 Current situation of developing students' problem-solving skills in teaching General Physics at military university 2.5.1 Purpose of making survey The purpose of survey activity in the current situation of developing the capacity of discovery and problem solving of technical students at military university to know the reality of organizing the process of teaching General Physics, based on that to propose pedagogical measures to contribute to the general development of the ability of detection and problem-solving method for students 2.5.2 Objects to make survey We make survey on the following objects: Managers, lecturers teaching General Physics (36 lecturers); Students studying General Physics (715 students) of universities in the military education system: Military Technical Officers in Ho Chi Minh City; Engineering Officers School in Binh Duong Province; The second Army Officer School in Dong Nai province; Academy of Cryptography techniques in Ho Chi Minh City Survey period: from September to December 2015 2.5.3 Survey method - Exchanging and interviewing the school leaders in charge of training as well as in charge of material facilities and teaching equipment - Use questionnaire for teachers and students - Observe the teaching and learning activities in General Physics through the class visits - Exchange and interview students about teaching activities and about students' awareness in the course in General Physics 13 - Make document research: research General Physics program for technical students of the universities 2.5.4 Results of current survey Base on the answers of the teachers and students through the questionnaires, summarize the questions asked, interviewed to the teachers, students as well as depend on the percentage of the total number of votes (number of people received the questions/ making interview) for each option and problem We analyze and assess some main results: a) Awareness of managers and teachers - There are 100% of managers and teachers are concerned about the quality of training in general and innovating teaching methods towards developing ability - There are 100% of teachers who have been trained or fostered with the certificate of college pedagogy b) Current situations of teaching General Physics of teachers The issue we are most interested in is the teaching activity of teachers in General Physics at the military universities The purpose of the questionnaire on the current teaching situation of teachers is specified in questions 2.5.5 Identify survey results Basing on the results of a survey on the situation of teaching General Physics in the instruction of developing the ability for finding out and solving problems in military universities, we draw some general comments as follows: - The management staff and teachers are fully aware of the importance to the quality of training in the school They all pay attention to the output objectives of the training program in the orientation of developing capacity - In the school, there were facilities and equipment for teaching General Physics subjects creating convenient conditions for students to study themselves - Training team has innovated teaching and testing assessment in General Physics in the orientation of developing the ability for figuring out and solving problems - Students have many benefits from the results of teaching innovation and evaluation of teachers in General Physics - Teaching General Physics in the orientation of developing the ability for figuring out and solving problems have achieved results in a certain extent through the specific survey data that we have presented (in the section 2.5.4 Results in making the survey and getting details in the Appendix Table and 6) 2.6 Proposing pedagogical measures to develop the ability for finding out and solving problems of students in the process of teaching General Physics 2.6.1 Scientific basis of measures a Biological and psychological basis b Dialectical materialism basis c Practical basis of university education 2.6.2 Orientation to develop measures - Orientation 1: Teaching General Physics is in the development of finding out and solving problems to contribute to improving the personality for students Measures must be focused on the objects of the subject in the field of studying and the educational goal of military university - Orientation 2: Measures must contribute to changing the course in General Physics into an open process with integrating creative elements in finding out and solving problems - Orientation 3: Measures must build a whole, which is shown in the general teaching process, expressed through the Thermal part 14 2.6.3 Principles of formulating measures - Principle 1: Must originate from the scientific basis of the training and development of ability in general as well as finding out and solving problems in particular suitably and feasibly with the General Physics program for students of training in the military - Principle 2: Must come from the cognitive activities of university students, which are expressed in teaching and learning activities by teaching tasks (cognitive tasks, tasks) intellectual development, and moral education mission) - Principle 3: Must come from a modern approach to the process of teaching General Physics, appreciate the role of students - take students as the center of teaching activities, towards forming and developing the ability for finding out and solving problems Ensure the uniformity of the main role of teachers and the active role of students in teaching activities 2.6.4 Pedagogical measures to develop the ability to find out and solve problems for students in teaching General Physics Measures Improving thinking capacity for students in teaching thinking capacity in General Physics Therefore, thinking capacity is especially important for humans because without thinking, there is no any ability Through teaching and learning knowledge, we can teach and learn by thinking methods In order to carry out the training of students' thinking capacity, teachers need to pay attention to the following issues: Duties of teachers: - Build and use problematic situations, problematic exercises in teaching General Physics - Create all favorable conditions for students to develop thinking: - Practice the oral and written language of students - Create convenient conditions for students to regularly practice problem-solving ability: Figure out contradictions in problematic situations, decide the problems to be solved - Organize the problem solving activities for students: propose hypotheses, options and solutions to solve problems; select the most feasible hypothesis/plan/solution; evaluate problems and solve results from different perspectives (creativity level, problem-solving methods, applicability/development) Measure Teach students how to learn, create conditions for students to self study and self research in the orientation of finding out and solving problems From the modern opinion, teaching in university has been becoming an essential organization of learning activities for students in self studying, the most importance of this activity is to teach students how to learn, how to find out and solve problems Students need to equip the ability for finding out and solving problems themselves in learning General Physics as well as other subjects Through teaching General Physics knowledge, teachers need to teach students the methods to acquire the knowledge Moreover, the teachers also need to teach them problemsolving methods in learning Physics adapted from the method of physicists Research methods of the physicists are often used such as experimental methods, similar methods, modeling-simulation methods, theoretical reasoning methods (logical and mathematical reasoning method) Measure Teaching General Physics according to problem-solving teaching strategy Theoretical basis of problem-solving teaching strategy is presented in the section 2.4 of the thesis Applying the strategy of teaching problem-solving skills in the subject of General Physics, it is very necessary to have knowledge and preparation to deploy problems solving 15 - Steps for the development of finding out and solving problems for a chapter/part, a topic (lesson) in General Physics curriculum: Step "Issue of teaching content" In order to carry out teaching how to solve problems, teachers must clearly define the objectives, tasks and requirements of the program to arrange the teaching content into each problem according to a certain logic to ensure the teaching content as required by the program has created teaching content in the orientation of solving problems It is called as "the problems of teaching content" The process of solving the problems of learning content" is as follows: - Analyzing content to identify cognitive issues in the lesson - Constructing a series of cognitive problems in descending order of generality: Chapter-level problems, problem-solving issues, difficulties of knowledge unit Step Developing problematic situations The problem chain (results in step 1) is the basis for designing problematic situations (corresponding to each problem) Step Preparing equipment and teaching facilities - Preparing equipment and means related to the purpose of creating problematic situations, proposing hypotheses, testing hypotheses or verifying certain theoretical consequences - Collecting and editing experimental video clips related to teaching content - Developing, exploiting, simulating experiments as well as virtual experiments to visualize real experiments or test video clips (if necessary) - Developing, collecting and editting problematic problems (in accordance with the corresponding teaching content) Step Designing teaching process according to problem-solving orientation (prepare lesson plan) Step Organizing the teaching process according to the design Step Checking and evaluating the ability for finding out and solving problems of students Building problems in teaching content Building problematic situations Preparing teaching equipment and facilities in the orientation of solving problem Designing the teaching process in the orientation of solving problem Organizing the teaching process Assessing the ability for finding out and solving problems Figure 2.5 Steps to implement teaching problem-solving skills 16 Measure Focusing on assessing the ability for finding out or solving problems of students in evaluating the learning results of General Physics Assessing the development of the ability for finding out or solving problems of students in the process of teaching General Physics, it is necessary to carry out according to the process of learning activities of students Basing on the method of collecting information for the assessment, we can use forms: oral language, written language, practice, practice combined with writing - Basing on the results of doing practice exercises, tests, exams of students which focus on evaluating the potential competencies of students who can find out and solve problems quickly - Using 11 evaluation criteria - the scale of the ability for finding out or solving problems (presented in the section 2.3 of the thesis) to assess according to the process and final assessment Combining the four contents above, we can evaluate the ability for finding out or solving problems of students in learning General Physics 2.6.5 The process of using methods to develop problem-solving skills of students during the course of the Thermal part in University Physics In order to improve the ability for finding out and solving problems when teaching the Thermal part of General Physics, we build a process of steps as follows: + Step 1: Basing on the structure of the identified potential ability to build the criteria for the ability to find out and solve problems + Step 2: Developing the content of teaching, according to the goals of knowledge and skills identified in the framework program + Step 3: Developing situations for detecting and solving problems according to the lesson and chapter, then designing suitable lessons to the teaching content Basing on the content of knowledge, the method of teaching method and appropriate organizational structure determined + Step 4: Conducting teaching the edited lectures + Step 5: Checking and evaluating the results of teaching and learning to improve the ability for finding out and solving problems; using the criteria to evaluate students' learning results, focusing on the potential capacity to discover problems + Step 6: Editing and completing the evaluation process Conclusion of chapter Basing on the findings of the modern teaching theories of modern teaching methods, we have systematized the theoretical basis and contributed to clarify the content in order to develop problem-solving skills of students in teaching General Physics Building the structure of students' problem-solving skills in General Physics at the same time building a scale to figure out and solve problems in levels Investigating the current situation of teaching General Physics in the orientation of the development of students' problem-solving skills at military universities Basing on theoretical and practical basis, we have proposed pedagogical measures to develop problem-solving skills of students in the process of teaching General Physics The ability for finding out and solving problems plays an important role in determining the formation and development of other abilities Students' ability can’t only be acquired through teaching but also through learning and training Among the abilities, there is interdependence as well as promoting each other to form and develop The level of capacity development depends on the learning activities of students under the orientation and organization of teachers It also depends on many 17 factors of internal and external force of students such as the motivation for learning as well as for good learning environment Chapter DESIGNING TRAINING PROCESS ABOUT SOME KNOWLEDGE OF DEVELOPING PROBLEM-SOLVING SKILLS 3.1 Analyzing General Physics program for engineering students In tertiary education, depending on the training group, Physics has different positions - Physics belongs to the specialized subject group for the fields of Bachelor of Physics, Bachelor of Physics pedagogy In this position, Physics covers many different subjects (Mechanical, Thermal, Electrical, Optical, Theoretical Physics, Experimental Physics, Quantum Physics, etc.) which are the main subjects in forming and developing occupational capacities (work capacity) for learners The general abilities were specific in the occupational capacities For example: self-studying ability, problem-solving ability, linguistic competence, ICT competence, etc are formed and developed through making a scientific research project on Physics or teaching Physics In order to achieve the career competency standard, learners must use common skills to solve specific problems of the major basing on career situations as well as future jobs after graduation Physics belongs to the basic group of Technology - Engineering branches In this aspect, Physics is considered as one of the core subjects in forming and developing the ability of "Understanding" for learners In addition, it is also said to be a subject contributing to the formation of general abilities such as: self-studying skill, problemsolving skills, cooperative competence, linguistic competence, etc - Physics belongs to the group of General Education subjects in high schools and in other natural sciences (Bachelor of Chemistry, Bachelor of Biology, ), Natural Pedagogy (Bachelor of Chemistry, Information Technology , ) Physics is called as the core subject in forming and developing the ability of "Feeling" for learners Educating good attitude towards the true love of science and suitable career for intellectuals must start from the stage of general education in schools The goal of the general education stage is to equip learners with necessary knowledge depending on the specific content of the subject, choosing a highlight for this background General knowledge of education is not needed much but profoundly and is covered all fields, thereby equipping learners with scientific method, scientific thought, and background knowledge is considered to be the raw material through which form thought, scientific method for learners in the learning process 3.1.1 The objectives of General Physics at Military Technical Officer - Knowledge: Provide students with basic knowledge of General Physics: mechanics, thermal field, electric field, conductor, magnetic field, electromagnetic field and waveparticle optics, quantum mechanics as the basis for helping students to easily acquire basic and specialized technical subjects - Skills: Know how to apply the learned knowledge to explain physical phenomena, practice scientific reasoning methods, experimental research methods, logical thinking and necessary scientific manners Form some basic skills for students such as: + Skill to analyze and solve physical phenomena + Skill to conduct subject experiments + Thinking skill, self-studying skill, teamwork skill + Skill to present scientific problems - Attitude: 18 Form the right viewpoints and attitudes toward learning basic science subjects for improving to raise professional qualifications Get awareness about the role of Physics in particular as well as of basic science subjects in general for training quality in universitylevel science, technology and technology in universities Improve the worldview in Physics for students Form critical thinking, self-studying skill, self-scientific research 3.1.2 The position of the Thermal part in General Physics The Thermal part consists of three chapters, studying the phenomena related to the processes occurring inside an object (system)-thermal motion; studying conditions of energy conversion from one form to another and studying those changes to quantitatively The distribution of teaching timeline in this section has 24 periods, including 16 periods of theory and 08 periods of exercises 3.1.2.1 Characteristics of the Thermal part 3.1.2.2 Teaching objective of the Thermal part - Master the concept of thermodynamics - Understand the content of the kinetic molecular theory of gases - Understand the concept of pressure and temperature - Applying the equation of energy balance to solve exercises - Understand the ideal gas law - Apply the state equation for an ideal gas to solve exercises of the Thermal part - Apply the properties of gases when changing its state according to the process of isothermal, isothermal and adiabatic - Apply isometric and adiabatic equations to solve exercises - Apply the first law of thermodynamics to study equilibrium processes - Understand the consequences of the first law of thermodynamics - Understand two ways of saying the second law of thermodynamics - Apply the second law of thermodynamics Explain some phenomena in real life and in fields of science and technology - Understand Carnot's theorem - Apply the efficiency of Carnot cycle in solving problems related to the performance of internal combustion engines - Understand the concept of entropy, entropy function - Analyze the meaning of entropy function and increasing law of entropy 3.1.2.3 The contents of General Physics as a vital part of thermology 3.2 Guiding students to self study the content of the Thermal part In the Thermal part, there are 03 chapters in which we have built a system of knowledge to guide students to study the corresponding Thermal part themselves for each specific chapter: Objectives to be achieved are the guidelines for monitoring content, the guidance for mastering the content by question system related to teaching content such as: the kinetic molecular theory of gases, the laws of distribution, the first law of thermodynamics, the second law of thermodynamics, entropy In order to guide students to self study effectively the knowledge of Thermal part and know how to apply the knowledge creatively to solve practical problems, we have prepared for students an orientation exercise system to develop problem-solving skills The system is selected for students to perform in doing Physics exercises, especially for self-solving activities at home by individual method and in teamwork The exercise system which we built consists of 38 exercises for the purposes mentioned above 19 3.3 Preparing teaching facilities for training problem-solving skills in the Thermal part 3.4 Making a lesson plan for the Thermal part as the way to develop problem-solving skills We have designed the teaching process (lesson plan) of the Thermal part, specifically we have prepared lesson plans for the following lessons: Lesson 1: Work heat and the first law of thermodynamics Lesson 2: Physics exercises Lesson 3: Carnot's theorem, the Carnot cycle Lesson 4: Seminar topic Lesson 5: Physics exercises Conclusion of chapter The research results presented in Chapter have the following main problems: Analyze the curriculum and content of teaching General Physics for technical students at military university Identify characteristics and objectives of teaching the Thermal part Build the instruction table for students to study the Thermal part themselves with the following content: Instruct students to study themselves the Thermal part specifically Read and study the teaching content of lessons: the kinetic molecular theory of gases and the laws of distribution, the first law of Thermodynamics and the second law of Thermodynamics, entropy Prepare necessary conditions for the course of teaching Thermal part with orientation of discovering and solving problems, including: - Build 10 problem situations and 25 exercises - Build experimental exercises - Prepare: Practical experiments to conduct experiments in the Thermal part; Digital visualization media: Simulation experiments, virtual experiments, models of substance composition; diagrams, drawings of heat engines, automotive engines; video clip… Design the teaching process, specific lessons under the orientation of teaching problems, including the following lessons: Lesson 1: Work, heat and the first law of thermodynamics Lesson 2: Physics exercises Lesson 3: Carnot's theorem, the Carnot cycle Lesson 4: Seminar topic: “Types of internal combustion engines and the fuel economy of engines in protecting environment” Lesson 5: Physics exercises The research results mentioned above will be developed in pedagogical experiments Chapter Pedagogical experiment 4.1 Purpose and task of pedagogical experiment 4.1.1 Purpose of pedagogical experiment Pedagogical experiment is to verify the scientific hypothesis of the thesis: When building and using pedagogical measures according to problem solving-oriented teaching in General Physics, it will contribute to the development of problem-solving skills of students 4.1.2 Experimental pedagogical tasks 1) Carrying out pedagogical measures, evaluating and adjusting the proposed pedagogical measures 20 2) Organizing the teaching of the Thermal part, revising, supplementing and improving the teaching plans according to the orientation of developing problem-solving skills of students in accordance with the reality 3) Assessing the effectiveness of pedagogical measures and preparing the teaching plans for developing problem-solving skills of students 4) Collecting and processing the results of pedagogical experiment (qualitative and quantitative), drawing conclusions about the scientific hypothesis of the thesis topic and general conclusions 4.2 Pedagogical experiment objects - Experimental objects include the first year student at Military Technical Officers All students in the experimental and controlled classes have equal entrance exam scores Round of the benchmarks for the entrance of the school year 2016 - 2017 is 24.5 points; Round of the benchmarks for the entrance of the school year 2017 - 2018 is 25 points The mark for the final test of Mechanics section between two quality classes is approxiately similar - The conditions for studying in class and in battalions (army barracks) as well as doing daily tasks are the same - Selecting experimental teachers: Teachers teaching experimental and controlled classes are qualified, enthusiastic, and all they have good professional abilities Table 4.1 Experimental and controlled classes in pedagogical experiments Round of Teacher for Experimental Controlled Teacher for pedagogical Experimental class class Controlled class experiment class 16DQS06041 16DQS06112 Tran Ngoc Dung Cao Thi Thanh Tra (30 Students) (31 Students) 17DQS07111 17DQS07021 Tran Ngoc Dung Cao Thi Thanh Tra (30 Students) (31 Students) 4.3 Content of pedagogical experiment in the first round and second round a Teaching activities in experimental class - Organizing the teaching of lessons in the Thermal part of General Physics according to the designed teaching processes (presented in the chapter of the thesis) The names of specific lessons are shown in the Table 4.2 Table 4.2 Content of pedagogical experimental teaching Number of teaching Name of lesson periods Lesson (2 periods) Work, heat, the first law of thermodynamics Lesson (2 periods) Carnot's Theorem and Cycle Lesson (2 periods) Physics Exercises Lesson (2 periods) Organizing seminar topics Lesson (2 periods) Physics Exercises Teachers use pedagogical methods that have been proposed (presented in chapter of the thesis) b Teaching activities in a controlled class Teachers organize teaching activities to teach lessons like in the experimental class in the traditional methods • Pedagogical experimental time - Pedagogical experiment in round 1: From August 12, 2016 to November 14, 2016, the first semester of the 2016-2017 academic year 21 - Pedagogical experiment in round 2: From September 18, 2017 to November 24, 2017, the first semester of the 2017-2018 academic year 4.4 Pedagogical experimental method We have conducted directly pedagogical experiments in both rounds: Experimental teaching of lesson plans designed in the orientation of the development of the ability for finding out and solving problems Carrying out the coordinated pedagogical measures proposed for students in experimental classes during pedagogical experiment, the measures are conducted in teaching activities in classtime and in self-studying activities of students in dormitories Analyzing the observed results based on the students' learning behaviors in the experimental class, which were recorded in the diary of the pedagogical experimental process Analyzing by the statistical method on students' scores to take the test as well as to compare results between experimental with control classes to draw conclusions 4.5 Pedagogical experiment in round The results of pedagogical measures proposed in pedagogical experiment in round We have implemented a combination of pedagogical measures proposed in the course of teaching the Thermal part inside the experimental class The following results are shown as: - Implementing measure 1: We have used problematic situations and problem exercises in teaching the Thermology section Using exercises in the orientation of developing ability, exercises with the content in real life, techniques, and using technological facilities in teaching activities We have created conditions for students to present their ideas, solutions, made reasoning in theory and practical lessons However, many students are hesitant to contribute their own opinions on the learning issues given by teachers or other students during the lesson - Implementing measure 2: We have combined educational managers with extracurricular activities to teach selfstudying methods for students (2 periods of teaching time) in the dormitory and at the same time instruct students to implement the content of instructing self-studying activities in the Thermal part in which we have compiled (in Chapter of the thesis) Organizing and checking self-studying activities of students in the dormitories Ask students to study with teachers (in class) and study themselves without teachers (selfstudying activities at home) Students can study and research themselves in the orientation of problem-solving skills as follows: + Asking students read the Thermal part according to the instruction of self-studying activities according to the content of the curriculum, all students (30/30) have complied with it + Students have been positive, self-reliant in doing the learning tasks that teachers have assigned such as: Recording the full content of the teacher's lectures, doing homework in class and at home, implementing seminar topics However, in the above mentioned learning activities, the limitation of students is that they not often ask many questions about the learning content + Students the task of solving exercises in class and at home: All students (30/30) have completed solving the assigned exercises (specific results as presented in the part b General principles of finding out and solving problems above) The problem exercises are exchanged and excitedly discussed by students about solutions for each exercise Limitations can be seen in the solution in students' exercise notebooks: In the solution, the arguments are not presented in written language but merely in mathematical tools and symbols 22 - Implementing measure 3: In the process of teaching to build new knowledge, we have given problematic situations and problem exercises, organized cognitive activities of students The results show that students' learning atmosphere is positive Some students have participated in problem-solving activities as well as in building new knowledge - Implementing measure 4: + In evaluation process: We have collected information to assess students' learning results in forms (oral language, written language, practice, speaking combined writing activities) in the Thermal part Studying and focusing on evaluating the skills for finding out and solving problems of students Basing on pedagogical experiments diary, we track the potential ability for finding out and solving problems, the results show that problem-solving skills is getting better and better + In the final assessment: In the test, we spend 50% time to evaluate the skills for finding out and solving problems The biggest difficulty is known as the assessing process of finding out and solving problems of students In summary, through the results of the first round of pedagogy, four proposed pedagogical measures have been implemented in a coordinated and synchronous manner, which have a positive impact on the development of problem-solving skills of students in learning the Thermodynamics part Shortcomings about the content of measures, learning activities of students have in various forms (lessons for building new knowledge, exercises, seminars, self-study at home) in pedagogical experiments These issues have been specifically mentioned above, they need requiring corrections and modifications about the content of pedagogical experiment in round 4.6 Pedagogical experiment in round The results of pedagogical measures proposed in pedagogical experiment in round We have implemented the pedagogical measures proposed in teaching the Thermal part to pedagogical experiment in round 2, with adjustments, focusing on the content of each measure that during the pedagogical experiment in round 1, we have drawn the need to test in pedagogical experiment in round - Implementing measure 1: We have explored and used problematic situations, problem exercises in teaching the Thermal part Using examples in a technical field related to the lesson content Using technological means such as images, video clips, simulations to realize teaching objectives Creating conditions for students to develop oral and written language, practice skills of performing thinking manipulations, practice logical reasoning skills - Implementing measure 2: We have combined educational managers with extracurricular activities to teach selfstudying methods for students (2 periods of time) in the dormitories and at the same time to instruct students to carry out the content of instructing how to perform self-study in the Thermal part in which we have compiled - Implementing measure 3: In the process of teaching to build new knowledge, we have given problematic situations and problem exercises, organized cognitive activities of students according to the problem-solving teaching process Learning results in class is shown when students have the exciting learning atmosphere Students are actively involved in problem detection and problem-solving activities in the process of building new knowledge Training the abilities to solve Physics exercises in the orientation of problem-solving skills practically and effectively in developing students' learning abilities 23 - Implementing measure 4: + In process evaluation: We have evaluated students' learning results in forms (oral, written, practical, combined writing - practice) in learning the Thermal part and focused on the assessment, in the development of problem-solving skills Basing on the pedagogical experimental diary in round 2, we track the potential development of the ability to find out and solve problems, the results show that students' problem-solving skills is getting better and better + In the final assessment: In the test, we spend 50% time to evaluate problem-solving skills Evaluate learning results on a scale to assess students' problem-solving skills in studying General Physics In summary, through the results of the second round of pedagogical experiment, it shows that four pedagogical measures proposed have been implemented that have a positive impact on the development of students' problem-solving skills in learning the Thermology section 4.7 Conclusion of pedagogical experiment results 4.7.1 Qualitative results on pedagogical experiment Carry out two rounds of pedagogical experiments, analyze the results of students' learning activities in class and in dormitories Through observations and pedagogical diaries, we obtained the following main results: - The pedagogical measures proposed and applied in teaching at the Military Technical Officers School not only ensure the feasibility but also have a positive impact on the development of students' ability to detect as well as solve problems in General Physics course - The process of teaching the knowledge of the Thermal part has been compiled according to the orientation of teaching problem-solving skills that has shown clearly positive learning awareness of students Students are not only well aware of Physics knowledge but also learn the way how to solve problems and problem-solving methods The students have many opportunities to show the ability to apply knowledge to solve Physics exercises, have problem-solving skills in learning process - Problem-solving situations and problem-solving exercises, the system of exercises in the Thermal part should be suitable to the students' learning ability as well as has a positive impact on the formation and development of problem-solving skills 4.7.2 Quantitative results about pedagogical experiment Table 4.11 Frequency table of controlled and experimental class Class Number of The percentage of students achieving Xi scores students 10 Experimental 30 0 0 6.67 23.34 53.34 86.67 100 100 31 0 6.45 19.35 51.60 74.2 93.55 100 100 Controlled 24 Represent the cumulative frequency of the controlled and experimental classes 120 100 80 60 40 20 0 EC 10 12 CC Figure 4.7 Represent the cumulative frequency of the controlled and experimental classes Through two rounds of pedagogical experiment, according to the process and experimental method, we have some main conclusions as follows: - The scientific assumption of the thesis is correct with the practice of teaching General Physics for students in military universities of the Ministry of Defense - pedagogical measures are proposed to develop students' problem-solving skills in the course of the Thermal part in General Physics to ensure forming and developing their problem-solving skills during the learning process - The teaching programmes have been compiled based on the strategies of teaching problem-solving skills at three levels Thanks to this, the cognitive activities are organised for students with the main purpose to acquire knowledge of Physics well, to imitate the creative methods of studying Physics and to apply new knowledge in solving problems in the practical situations The content for instructing students to cary out self-studying activities in the Thermal part, to give them some specific tasks in the self-studying activities of students, to train problem-solving skills The supporter can build problematic situations, interesting exercises and homework for his/her students to cary out self-studying activities, solving homework themselves Therefore, this is said to be a good means to build and develop students' problem-solving skills The teaching facilities and equipment that we prepare to teach problem-solving knowledge in the Thermal part have supported students in cognitive activities of figuring out and solving problems process to build new knowledge and apply knowledge in the practical situations CONCLUSION AND RECOMMENDATION I CONCLUSION We have done the research tasks, achieved the research purpose of the topic There are some new contributions as follows: - Contributing to elucidate the scientific basis to develop problem-solving skills of students in teaching the Thermal part of General Physics according to the technical training program at Military Technical Officers - Proposing the structure of figuring out and solving problems of students in learning General Physics 25 - Developing criteria and scale of figuring out and solving problems of students in learning General Physics in levels - Investigating the reality of teaching General Physics in the orientation of the development of figuring out and solving problems in military universities of the Ministry of Defense - Proposing pedagogical measures to develop problem-solving skills of students in the process of teaching General Physics - Give 10 problematic situations, 25 problem exercises, prepare exercises and other teaching facilities such as pictures, drawings, models for teaching problem-solving skills in the Thermal part - Drafting a self-study guide to the Thermal part - Drafting the processes of teaching the Thermal part under teaching how to solve problems The scientific hypothesis of the topic has been verified through rounds of pedagogical experiment, which confirms, “The scientific hypothesis is correct, pedagogical measures and the teaching process of the Thermal part can ensure good feasibility in teaching and studying General Physics for students at Military Technical Officers” • The development trend of the research topic In the future, we will apply the research results in the thesis and carry out the teaching of the rest part of General Physics in the training program at Military Technical Officers II RECOMMENDATION We would like to recommend to the Ministry of Education and Training as well as the universities with the following issues: - It is necessary to have regular training plan and detailed instruction on pedagogical ability building for the lecturers teaching basic/general subjects in the first year of engineering training program at the colleges in the orientation of developing students' general skills and problem-solving skills - In the universities, two fields need to be paid attention such as, Making plans and gaining achievements in scientific research of teachers Moreover, transferring technology equipment as well as scientific research of students also need to be guided by the teacher staff so that when the students graduate, they can meet the response to the domestic and international labor markets 26 LIST OF THESIS, DISSERTATION AND ARTICLE WRITING OF THE AUTHORS PUBLISHED Dung, T N (2018), “Building some methods for enhancing capacity of figuring out and exploring the problems of Thermodynamics tasks”, Научно-методический и теоретический журнал Социосфера, vol (4), pp 26 – 29 Dung, Tran Ngoc, Thuoc, Nguyen Dinh (2018), “Some methods to improve self - learning ability of MTO cadets in general Physics”, The European Journal of Education and Applied Psychology, vol (4), pp – 13 Dung, Tran Ngoc, Tra, Cao Thi Thanh (2019), “The current situation of ability for figuring out and solving problems in teaching General Physics” Educational equipment Magazine special issue in November 2019, pp 281 – 284 Dung, Tran Ngoc, Thuoc, Nguyen Dinh (2018), “Developing self-study ability for students of Military Technical Officers in the process of teaching General Physics”, Vietnam Journal of Educational Science, vol (11), pp 106 – 110 Dung, Tran Ngoc, Thuoc, Nguyen Dinh (2018), “Improving the motivation of studying General Physics for students of Military Technical Officers” Educational Journal vol (431), pp 46 – 48 Tran Ngoc Dung, Nguyen Dinh Thuoc (2014), Training the skills of solving General Physics exercises for students in technical majors in teaching Educational Equipment Magazine, vol (106), pp 38 – 39 &43 Dung, Tran Ngoc, Duc, Nguyen Lam (2018), “Developing the ability for figuring out and solving problems for military students in General Physics” Educational Equipment Magazine, vol (179), pp 15 – 17 27 ... learning? Evaluating problem-solving skills of students according to criteria? How to develop problem-solving skills of students in teaching General Physics in general and the Thermal part in particular?... process of teaching Thermal Science of General Physics - Designing the teaching process of thermal part according to developing the orientation of problem-solving skills - Preparing conditions for. .. syllabus designing of General Physics in teaching military schools 5.3 Finding out the reality of teaching the development of problem-solving skills in teaching General Physics of students who