Purposes: Organize the theme-based teaching process for the Electricity part of Physics Grade 11 in high schools in contribution to fostering students'' problem-solving competence.
MINISTRY OF EDUCATION VINH UNIVERSITY TRAN NGOC THANG TEACHING THE "ELECTRICITY" PART OF PHYSICS GRADE 11 IN HIGH SCHOOL IN CONTRIBUTION TO FOSTERING STUDENT'S PROBLEM-SOLVING COMPETENCE Major: THEORY AND TEACHING METHOD OF PHYSICS Code: 9140111 ASTRACT OF DOCTORIAL THESIS Science instructors: ASSOC PROF DR MAI VAN TRINH ASSOC PROF DR NGUYEN THI NHI NGHE AN – 2020 The thesis was completed at Vinh University Science instructors: ASSOC PROF DR MAI VAN TRINH ASSOC PROF DR NGUYEN THI NHI Opponent 1: Opponent 2: Opponent 3: The thesis is defended in front of the University-level doctoral thesis evaluating committee Location: Vinh University Time: At…………o’clock, ………………………………… 2020 The thesis may be available at Vietnam National Library, Nguyen Thuc Hao Library - Vinh University INTRODUCTION Reason for choosing the topic Theme-based teaching is a combination of traditional teaching and modern teaching, in which the teaching process is designed according to students' learning activities, student-centered, the content of knowledge is designed as a topic that is not restrictive in terms of time, enhances experience actitivities, self-study and application of knowledge into practice linking life and production This form of teaching contributes to fostering students' competence to solve problems when studying high school physics today and also meets the requirements of the high school education program in 2018 The "Electricity" part of Physics Grade 11 deals with phenomena related to the interaction between stationary electrical charge and moving electrical charge, collectively called the electromagnetic phenomenon and the rules governing these phenomena such as such as conductivity in environments such as metals, electrolytes, gases, semiconductors They are widely applied in science and engineering, as well as in life and business production This allows teachers to design learning topics with practical activities, creat opportparties to foster students' problem-solving competences With that idea, we have chosen the thesis title: "Teaching the "Electricity" part of Physics 11 in high schools, contributing to fostering students' problem-solving competence" as the research topic of the thesis Purposes Organize the theme-based teaching process for the "Electricity" part of Physics Grade 11 in high schools in contribution to fostering students' problem-solving competence Subjects and scope of the research Subjects: - Teaching and learning activities for the "Electricity" part of Physics 11 in high schools - Theme-based teaching activities - Theme-based teaching with fostering problem-solving competence Scope: - The Charter of “Electric current in environments” Physics 11 in high schools Scientific hypothesis If organization of the theme-based teaching process for the "Electricity" part of Physics 11 in high schools is successful, the problem-solving competence of students may be fostered Tasks of of the research - Research theoretical basis for organizing theme-based teaching and fostering problem-solving competence for students in teaching physics - Survey the practice and the situation of organizing theme-based teaching with fostering problem-solving competence for students in teaching high school physics today - Propose measures to organize teaching by topic oriented to develop problemsolving competence for students in teaching physics - Analyze the content of the Chapter "Electric currents in environments" of high school physics 11 - Design topics and plans to organize theme-based teaching for the Chapter "Electric currents in environments" of high school physics 11 - Design criteria and tools to evaluate students' problem-solving competence in theme-based teaching - Organize pedagogical experiments to test the feasibility and effectiveness of organizing theme-based teaching Research method 6.1 Methods of theoretical research - Study documents of the Party, State, Ministry of Education and Training on teaching and innovating test and evaluation to improve teaching quality in high school - Research books, articles, journals, theses and dissertation related to the topic - Research materials on education, psychology, theoretical basis of theme-based teaching with fostering problem-solving competence - Study curriculum and materials for teaching high school physics 6.2 Methods of practical research - Survey and investigate the current situation of organizing theme-based teaching according to the orientation of capacity development and fostering students' problemsolving competence in teaching physics in high schools today - Research on some methods of teaching physics which are commonly used in some high schools; difficulties in designing lesson by theme; difficulties in organizing cognitive activities for students when teaching the Chapter "Electric currents in environments” 6.3 Empirical method of pedagogy Conduct pedagogical experiments to evaluate the feasibility and effectiveness of the theme-based teaching process with fostering students' problem-solving competence 6.4 Method of mathematical statistics Use the method of mathematical statistics to present pedagogical experiment results when evaluateing students' competence to solve problems in the learning process The contributions of the thesis 1) Theoretical contributions: - Systematize the theoretical basis of theme-based teaching in teaching Physics in high schools, analyze the views of organizing theme-based teaching for the current high school curriculum and orientations of the new general education program - Systemize the theoretical basis of problem-solving competence in teaching Physics in high school, identify the elements of problem-solving competence in themebased teaching, levels of behavioral manifestations of the element competencies - Propose a theme-based teaching process that contributes to fostering problem solving competence for students in teaching physics in high school - Propose set of criteria and tools to evaluate students' problem-solving competence when organizing theme-based teaching of Physics in high schools 2) Practical contributions: - Survey the current situation of teaching the physics subject at 34 high schools in Binh Phuoc province, and then analyze and evaluate the collected data to find out the causes and have appropriate solutions in organizing theme-based teaching - Analyze the content in knowledge of the Chapter "Electric currents in environments", from which to build and design the teaching process of themes - Develop a set of criteria and a scale to evaluate students' problem-solving competence in theme-based teaching CHAPTER OVERVIEW OF THE RESEARCH ISSUES 0.1 Researches on theme-based teaching 0.1.1 Research results in the world Theme-based teaching is a teaching model in which content is built into practical meaningful themes and clearly shows inter-subjects and interdisciplinary (integrated themes) so that students can develop ideas comprehensively In some countries' curriculum, theme-based teaching has content developed at different levels, depending on grade, plan, the ability of each teacher and and relationships between different teachers In countries like the US, Western European countries (such as France, the Netherlands ), Australia and countries in Southeast Asia such as Thailand, Indonesia, Singapore, Malaysia, Philippines , the curriculum is no longer separate from subjects at the primary and early secondary levels At these two levels, subjects are integrated into science subjects and are separated only in the last grade of secondary school, even at high school level, the program is built into integrated themes with high practical significance According to Forgaty, Susan M.drake, Xavier Rogier the integration of subjects from simple level to complex, from low to high is distinguished mainly at three levels: Intradisciplinary integration; multi-disciplinary integration (clearly seen at the primary level in natural sciences and social sciences); interdisciplinary integration or transdisciplinary integration These are the views used by many authors to build theme-based teaching models with practical content with different levels 0.1.2 Research results in Vietnam In Vietnam, from the 90s of the twentieth century until now, the issue of building integrated teaching themes at different levels has been tested and applied mainly at primary and secondary schools The general education program in 2018 is designed in two stages: for basic education from primary to high schools, subjects was designed in an integrated direction Career-oriented stage in high school with subjects divided into modules, themes and experiential activities in which students can choose modules and themes that are consistent with the aspirations of self and the school's organizational ability Currently, the research on theme-based teaching is not much, only at primary and secondary school For high school, there are general orientations mentioned in some research projects These studies give the concepts of integration, integrated teaching, theme-based teaching, the process of developing interdisciplinary integrated themes according to characteristics of different subjects Although there are differences in form, but basically the content has in common that the teaching process comes from problem discovery and problem solving 0.2 Studies on capacity, problem-solving competence and fostering problemsolving competence 0.2.1 Research results in the world According to some views of Western researchers such as A.Binet, T.Simon, E Durkhiem, JBWatson the common point of these studies is focusing on human instincts, genetics but not interested in educational activities yet Marxist psychologists who study competence, argue that competence does not absoluteize the role of genetic factors, but emphasizes the activity, labor and learning factors to create competence According to some authors such as R Shingh, (Nier, 1999) and OECD organization of teaching research and evaluation of student capacity development, they not directly evaluate the content of the curriculum but focus on evaluate the capacity to apply knowledge to solve problems posed in practice Therefore, problem-solving competence is understood as the ability of an individual to meet complex requirements and successfully carry out a task in a specific context The leading countries in this field are Newzealand, Canada, Indonesia, Australia, Japan and European countries such as Spain, Germany, etc Fostering problem-solving competence for students has many different studies The common point of the research is to emphasize that the activities in teaching, problemsolving competence are fostered and developed when learners participate in solving meaningful problems of life, in other words, fostering problem-solving competence is to involve learners in "dual" activities which are learning in class and learning through practical experience activities 0.2.2 Research results in Vietnam In Vietnam, there have been a number of researches on the approach of competencies, by the end of the 20th century, there were quite a lot of researches on the concepts of competency of learners with many different subjects and fields Competence is understood as the ability of an individual when knowing a combination of experience, knowledge, skills, attitudes, and other conditions to solve problems in a specific context Fostering problem-solving competence can use subject-specific teaching methods, methods of diversifying forms of teaching such as project-based teaching, corner-based teaching, etc Competence, measurement, test and evaluation of competence has been studied by many authors In particular, the general theoretical study of competencies, types of competencies has been focused Up to now, there has been no agreement on the concept and element structure of problem-solving competence Each research topic follows the specific characteristics of each subject The subject of high school physics has many researches on problem-solving competence, but theme-based teaching to contribute to fostering problem-solving competence for students still has many unsolved, unspecific issues and teachers still face many difficulties in organizing teaching Some issues being researched Currently, the general education program in 2018 is aiming to realize the goal of forming and developing the quality and competence of students through the subject contents However, in the current general education program and the program in 2018, the subjects are still designed for each subject separately for high school Requirements for teachers when implementing career-oriented education at high school in general, physics in particular to contribute to fostering competence for students, especially, especially problem-solving competence through the "dual" activities is learning at the school and experimental activities From these requirements, the issues posed for research tasks are: Propose measures to foster problem-solving competence in theme-based teaching of the physics subject in high school How to create content for teaching themes and design theme-based teaching process in the physics subject in high school to foster students' problem solving competence How to evaluate students' problem-solving competence development in themebased teaching of the physics subject in high school CHAPTER THEORETICAL AND PRACTICAL BASIS OF THEME-BASED TEACHING OF FOSTERING PROBLEM-SOLVING COMPETENCE IN TEACHING PHYSICS IN HIGH SCHOOL 1.1 Competence and problem-solving competence - Competence is a combination of unique psychological attributes of an individual shown in an activity that meets the requirements and ensures that that activity achieves the results set out by the task - The problem is a "problem" containing the conflict (between the known and the unknown things) posed to the subject (students, learners) when they need to consider, research and resolve to get the result they want and they must find a way to achieve it by themselves -Problem-solving competence: is competence that students are able to apply knowledge, skills, experiences, attitudes through their actions (inside, outside) to solve problems - Elements of problem-solving competence: Physics is a natural science subject that has practical applications in which students must use their experience, knowledge and skills to solve practical problems through activities such as: Experiences, document analysis, building models, in addition, physics is an experimental subject with specific characteristics, so its contains a lot of potential for fostering problem-solving competence We propose the structure of problem solving competence in teaching physics including the following elements: Table 1.1 Behavioral indicators and quality criteria of problem-solving competence Quality criteria M2 M3 Analyze the problem and Analyze the problem, make some relevant give relevant information, consistent information to the with the content of the problem Identify the problem, but have not relationship between clarified the information that information and about the relationship the content of the between that information problem and the problem 1.2 Recognize the Not recognize yet the Recognize the conflict Recognize the conflict conflict between a conflict between the between the new problem between a new Problem new arising new problem and the and existing knowledge problem and existing discovery problem and an existing knowledge but not yet pointing out the knowledge, point out existing knowledge core content of the the core content of the (from experience, problem problem to be found learned knowledge) 1.3 Discover and Undiscover or Discover the problem but Discover the problem, express the discover contents not clear, less relevant to clearly, logically and problem that are unrelated to with the problem, not in accordance with the the problem expressed in scientific content of the language problem, expressed in scientific language Element competence Behavioral indicators M1 1.1 Analyze and Not analyze yet or clarify the content point out some of the problem information but less relevant to the content of the problem given 2.1 Proposal of solutions Not yet given or given solutions but not suitable for the problem content Propose a number of solutions including appropriate solutions, some inappropriate Proposal solutions of solutions 2.2 Analyze, Not analyzed the Give some comments to compare solutions solution yet compare solutions 2.3 Choose a Not yet selected or Choose the right solution feasible solution found a solution but to the problem content but not suitable not optimal Propose solutions that are appropriate to the content of the problem Analyze, compare feasibility of solutions Choose solutions that are both optimal and appropriate to the problem content 3.1 Propose No specific proposals Propose a number of There is a specific and options to are proposed options to implement feasible plan to implement solutions implement the solutions solution 3.2 Perform the No plans have been Develop a plan, implement Perform the solutions solution according developed, solutions solutions but need support in accordance with the to the selected plan have not been plan implemented or plans Solution have been developed performance but solutions are still facing difficulties 3.3 Provide No evaluation has Provide an evaluation of Make correct results, explain and been made on the the problem that the evaluation of the clarify causes and problem that the situation mentioned but is problem, draw draw conclusions situation metioned not complete, need support conclusions to clarify the problem 4.1 Adjust each Not know how to Evaluate the results Fully evaluate after step to perform the evaluate after each obtained after each step of each step of solution step of implementing implementing the solution implementing the the solution solution 4.2 Confirm the The value of Identify the value of Identify the value of knowledge, draw knowledge has not knowledge, gain knowledge and gain experience gained been determined yet, experience when experience for self Evaluation experiences have not completing problem when completing of solutions, been gained yet when solving, but incomplete problem solving application problems are completed 4.3 Apply Not yet applied Apply knowledge to solve Apply knowledge to knowledge to solve knowledge to solve similar problems solve new problems new problems new problems 1.2 Theme-based teaching Theme-based teaching is a teaching model in which content is built into practical meaningful themes and demonstrates interdisciplinary, inter-fields (integrated themes) relationships so that students can develop ideas comprehensively Theme-based teaching enhances the integration of knowledge, makes knowledge have a multi-dimensional relationship In order to integrate different content into the theme, it is necessary to find the nature and relationship between problems to integrate Because integration (monodisciplinaany theme; interdisciplinary subject; and mixed theme) always has two properties that are closely interrelated and mutually regulated: interconnection and integrity Theme-based teaching for a knowledge unit is designed so that students gain complete knowledge The content of study in a theme is more meaningful and more practical, so that students themselves can work more to find knowledge and apply it in practice In our opinion, theme-based teaching has stages (Figure 1.1) that can be encapsulated within a subject or multiple subjects, many fields with related content In particular, the main content contains common and typical elements throughout a certain theme Experience activities a Search for new knowledge: According to individual needs and assigned tasks b Apply personal experience: Old conception and knowledge Identify and state the problem - Recognize elements of the problems posed - Combine experience reports - State the problem to be solved Formation and legalization of knowledge 3a Proposal of solutions 3b Solution performance - Test and observation - Collection and processing of information - Inference, conjecture, and practical application - Analysis of documents 3c Validation of knowledge - Discussion and evaluation of solutions, Solution performance - Set up the main knowledge of the study topic Apply knowledge - Practice and reinforce knowledge - Solve some new and existing problems in the lesson Expand knowledge into practice - Manufacture some simple products - Learn about practical applications - Apply knowledge to solve new tasks Figure 1.1 Diagram of theme-based teaching (with the orientation of fostering problem solving competence for students) 1.3 Evaluate problem-solving competence in theme-based teaching + Evaluation toolkit for problem solving competence: Built on the basis of the above mentioned evaluation methods Combined with the quality criteria, the level of expression of the behavior of problem-solving competence elements (Table 1.1), in the thesis, we propose the evaluation methods include: (1) Observation checklist (for teachers to evaluate students); (2) Questionnaire (for students to self-evaluate when finishing a theme); (3) Teacher’s evaluation form on student work; (4) Students' self-evaluation form (groups self-evaluate when completing the work); (5) Test (evaluation after finishing the theme) + Competence development line: The problem-solving competence development line is understood as a line describing the development of problem-solving elements that students can achieve at different levels Table 1.2: Table The development level of problem-solving competence in theme-based teaching Level Description of levels Know and connect some simple information about the problem; no specific solutions have been proposed yet; solutions have not been yet implemented, only base on experience Identify problems, connect basic information; choose solution; no plan has been given to perform a solution to implement the solution; new knowledge have not been identified and applied it to solve the problem Identify problems, connect basic information; choose a solution; propose a plan to implement the solution; Some general knowledge has not been identified and applied to solve simple problems Identify the problem; choose a solution; give the required results; Identify some new knowledge and apply it to solve relatively complex problems Identify the problem; choose a solution; give the required results; identify the overall knowledge and apply it to solve new problems From Table 1.1, we generalize the ideal problem-solving competence development line which is a set of competency elements described as Figure 1.2 below Levels (a) (b) (c) (d) Time (t) Figure Line chart of the ideal problem solving competence development 11 Experience activities a Search for new knowledge: Learn about some applications of electric currents in metals - How to measure temperatures in high-temperature furnaces? How to reduce resistance on metal conductors - How to prevent electrical shock, fire in house, business production b Apply personal experience: + The higher the temperature of the metal, the lower the electrical conductivity of the metal + At higher temperatures, the greater the rate of oscillation of the metal cations, the movement of the free electron flow is further hindered + The composition of metal Identify and state the problem Which charge carriers in the metal wire move in a direction to produce electricity? What factors does a metal carrier depend on? Formation and validation of knowledge 3a Propose Solutions Solution 1: Experiment to prove metal conductivity, find the relationship between U and I Give an electrical circuit including a galvanometer, light bulb, switch, power source, a metal bar and a plastic bar + Option 1: Connect the metal rod to the circuit, without setting the voltage at both ends of the circuit + Option 2: Connect the metal rod to the circuit, set the voltage at both ends of the circuit Solution 2: Have students observe the hypothetical model (metal crystal structure), analyze the material to answer the questions 3b Solution performance Solution 1: Prove that the metal conducts electricity: draws the relationship between U and I + Option 1: Connect the metal rod to the closed circuit, without setting the voltage at both ends of the circuit, we see the galvanometer's needle stand still, the light does not light up, let's explain + Option 2: Connect the metal rod to the closed circuit, set the voltage at both ends of the circuit, we see the galvanometer needle moves, the bright light bulb shows that there is a conductive metal voltage + Re-performed the two options of solution but replacing the metal bar with a plastic bar, we see that in both cases they are not conductive Option 2: From the experiment of solution 1, observe the hypothetical model, analyze the documents to draw conclusions: + Metal has an atomic structure; each atom consists of a positively charged nucleus (cations) and negatively charged electrons orbiting the nucleus + The metal has a crystalline structure, cations are arranged into a lattice, electrons are always in chaotic motion, some electrons in the outer layer can escape the attraction of the nucleus, becoming free electrons + When a voltage is set at both ends of the wire, free electrons move in the same direction and form an electric current in the circuit + As the temperature increases, the cations in the lattice nodes fluctuate sharply causing the free space of the free electrons to decrease, causing a much higher resistivity, increasing resistance and decreasing conductivity c Validation of knowledge + Conduct discussions, evaluate solutions, the implementation of solutions for currents in metal, properties of metal currents + The metal conducts electricity, and the current in metal is the directional displacement of free electrons under the influence of an electric field force The thermal motion of the lattice impedes the movement of the carriers, making the resistance of the metal dependent on temperature (superconducting, thermocouple) Application of knowledge + Answer unresolved issues while experience activities + Practice and apply the knowledge of electric current in metal to solve practical problems Expand knowledge into practice + Make a simple thermoelectric battery + Learn more about the application of superconducting phenomena + How to use wires in domestic electricity, the principle of operation of the iron, etc • Specific teaching activities by the process 12 Activity 1: Self-study of the application of metal conductivity Target - Learn about electric wires, fuses, automat, tin soldering facilities in practice to collect information, organize information and ask research questions - Ensure safety during experience sightseeing - Learn some other applications in students' daily lives Content - Go sightseeing and practical experience at business premises of civil electrical equipment, collect practical information - Prepare reports based on the tasks of the study card (deliver about days to week in advance) and experience results- Đề xuất lựa chọn câu hỏi có liên quan Expected Study profile contains products about practical learning and research results questions from the groups Preparation of teacher: - Determine task of experience, targets, content, and method of performance - Establish rules for the experience - Work with school administrators, students' parents Preparation - Find out in advance about production and business facilities related to electrical wires, circuit breakers (fuses), aptomat, local tin soldering facilities, and other reference materials - Provide additional documents: Video https://www.youtube.com/watch?v=swDSQHK86y0, , photos, auxiliary documents related to electric current in metal, wires, circuit breakers, automat (https://www.youtube.com/watch?v=TdRgGKgjX68, https://www.youtube.com/watch?v=eugZdyhHA_U https://www.youtube.com/watch?v=iGH-nD9WCb4; - Study card 1; books, documents, computers, laboratory equipment, internet, etc Preparation of student: Notebooks, paper, pens, vehicles and other conditions such as cameras, phones, computers, camcorders, etc Teacher’s activities - Organize the introduction of the theme of experience in order to create events containing phenomena, physical processes to be investigated - Divide groups of to students each, disseminate a tour plan, visit civil electrical equipment businesses, tin soldering facilities to learn about electrical conductors, fuses, automat, , and soldering tin; give tasks to students like Study card - Instruct students on how to collect information, how to report, group discussions to introduce and present information; how to organize information; provide documentation resources and complete the report Manifestations of Students’ activities problem solving competence - Discuss and share to -Collect detect or set up tasks to information by be performed different sources and - Perform research means tasks such as inference, selection, manufacture, test, discuss results Analyze, related to the civil process electricity; Other information and applications of electric organize it in current in metal the form of diagrams, tables - Develop reports on and reports experience product - 13 - Remind students to pay attention to safety: + Comply with the regulations of facilities and the instructor + When coming to a facility related to electricity, not approach or touch the devices Collaborate with the group to complete assigned tasks and get specific products STUDY CARD LEARN THE APPLICATION OF METAL CONDUCTIVITY Name of school: …………………… …… Class ……………………… Full name: …………………………………………… Group …………………… Question 1: Find out about thermometers, thermo batteries via internet and answer the following questions: In places where there is a large temperature such as a furnace, if a normal thermometer is put into, it melts immediately So how people check its temperature? In what circumstances is a thermoelectric thermometer used? Structure of thermoelectric thermometer? What is thermoelectric battery? Its structure and operating principles Q 2: Find out about superconducting materials, trains running on magnetic levitation via internet, in your life and on the radio to answer the following questions: In your opinion, how to transmit power away without wasting electricity? History of the super-speed train on magnetic levitation? Compared with normal train, what are the advantages of super-speed trains on magnetic levitation?? Q 3: In the household electricity network, there are many types of electrical equipment in production and business and there are many ways to prevent electric shock Learn about the exothermic phenomenon on metal conductors when current flows through them to answer the following questions: Metal conductors with resistance waste electricity but in many cases, resistance in metal wires is useful and applied in life Please list the electrical appliances that apply the exothermic phenomenon of metal wires when electricity flows through them? Incandescent in iron, hair dryer, electric kettle usually made of what material? Why often choose that material? Please list of equipment needed to prevent electrical shock? Q 4: Observe and list the names of equipment, tools, and materials that a tin welder uses when soldering tin The order of working operations of the tin welder? Why the tin welder have to perform these procedures?? Q 5: What are the unresolved issues? Students need to pay attention: + Comply with the regulations of the facility, the instructor + When coming to facilities, not come near or touch devices without permission + Complete an individual study card after the experience, then work as a team at home to develop a group product report on the above issues to present in class for the Theme-based lesson of metal’s conductivity Each group presents from to 10 minutes, 14 products include reports, video clips, power point presentations, photos, Activity 2: Report on experience results Target - Present the report, share and discuss on the things gained from experiential activities of some current applications in metal - Discover some characteristics of electric current in metal - Discover the nature of electric current in metal Content - Present reports and exchange experience results - Present and discuss to unify research questions; Learn about the nature and conditions of electric currents in metal Expected - Students present the report and discuss according to the plan results - Choose appropriate questions The expected questions: + Why use large-sized conductors, the power consumption is less than using small-sized conductors? + Principle of operation of the circuit breaker and aptomat? Is physical phenomena based on?) + What is superconducting material? Common application?? + Groups submit reports to teachers directly or via Email and prepare Preparation reports to present to the class + Conditions of equipment for teaching (room, tables, chairs, projectors, etc…) Manifestations of problem Teacher’s activities Students’ activities solving competence - Organize, guide and - Representatives of student - Joint groups in product monitor the reporting of groups report, others monitor reporting or presentation experiential activities of and discuss - Actively answer group each group (maximum 10 - Members of the group questions or supplement minutes per group) collaboratively present, ideas from the gained - Act as an arbitrator illustrate, or supplement and results during student discussion clarify the experience results - Evaluate activities by - Ask additional questions - Other groups ask questions monitoring individual to clarify the problem or make comments contributions to their Evaluate group - Answer questions from other group, group products discussions, evaluate groups through presentations and products, evaluate students' - State the problem of further discussions recorded results, and theoretical and experimental Discover problems presentation in class research on electric currents in according to the - State the next problem metal (may be true or false) individual's conception of that needs to be addressed electric current in metal Target Content Activity 3: Learn about the electrical conductivity of metals Research and present knowledge according to curricula and textbooks: + The nature of electric currents in metals, conductive particles + Characteristics of electric current in metal Explain some related phenomena Read textbooks, select and record knowledge of electrical currents in metal according to skill knowledge standards 15 Organize knowledge into group products for reporting Expected Reports and notes of the student group are fully content and meet the results requirements: + Free charged particles in metal? + Conditions for having electric current in metal? + Nature of electric current in metal? + Structure of thermocouple? + Thermal phenomenon? Thermal electromotive force? It’s application + Superconducting phenomenon? It’s application + Prepare reports and exchange knowledge gained from group activities to confirm the correct and full knowledge Teacher: Additional materials for students Preparation Students: Read textbooks first, learn about metal crystal models, research on some practical tests to perform Manifestations of problem Teacher’s activities Students’ activities solving competence Introduction: - Why does metal conduct Propose models, - Propose the performance electricity? Nature of experimental plans on the plan, analyze and select electric current in metal? electrical conductivity of the appropriate plan What types of particles are metals there? What are the Conduct verification - Perform experiments as characteristics? (using experiments on U and I Draw planned hypothetical model of conclusions metal structure) - Work in groups, read - May use criteria table of - Organize students to textbooks combined with self-evaluation and peer work in groups with Study supplementary materials evaluation card studied from the previous - Ask students to experience to learn the current experiments in groups in metal in order to answer Provide additional questions documents related to - Discuss and select important superconducting knowledge to build a group phenomenon, product for reporting in class thermoelectric battery Application - Evaluate student results STUDY CARD LEARN KNOWLEDGE OF METAL CONDUCTIVITY Name of school: …………………… …… Class ……………………… Full name: …………………………………………… Group …………………… Through studying the hypothetical model of metal crystal structure; conduct experiments to understand the relationship U and I in metal; conduct group discussions and results reporting, including the following contents:: Charged carriers are in metal Nature of electric current in metals, characteristics 16 Activity 4: Systematize knowledge and practice Target Comment, praise, motivate and assign the task of exploring and researching for students Reinforce the learned knowledge, answer the essential questions Content The knowledge was presented and supplemented Apply them to solve some simple exercises, some common situations in life Expected Answer the problems raised results Student's complete notebook Study cards Preparation Supporting documents (if any) Teacher’s activities - Ask students to summarize their knowledge of electrical currents in metal - Tell students to perform the task on Study Card - Giving opinions (comments, compliments, criticisms, sharing ) on the results and working spirit of the groups - Add inadequate knowledge (if necessary) Students’ activities Complete knowledge of electric current in metal - Complete Study Card Self-evaluate academic results Manifestations of problem solving competence - Discover and propose ideas related to learned knowledge - Propose solutions to the problem and select an appropriate plan - Gather, analyze and process information to implement the proposed plans - Apply knowledge to solve problems posed STUDY CARD APPLICATION OF METAL CONDUCTIVITY KNOWLEDGE Name of school: …………………… …… Class ……………………… Full name: …………………………………………… Group …………………… Students complete the following contents: Question : After a series of house fires causing serious casualties such as the fire that killed people at a wedding rental service shop in Ho Chi Minh City on October 4, 2018 The cause of the fire was determined to be short-circuited According to firefighters, the number of fires and explosions caused by electricity is increasing The danger of fire and explosion in families is often due to the use of electrical equipment What measures should be taken to prevent fire and explosion caused by electricity in family activities as well as to ensure the safety of life and property for people ? Q 2: Conductors used to connect water pumps for households with a capacity of 1500W usually have wire diameters from 1.5mm-2.5mm Why is it recommended to use type of 2.5mm wire? Q 3: After the use of electricity system, there will be the degradation phenomenon of metal conductor such as leaks, when phases collide, or when the phase conductor touches the ground causing a fire to conductors, causing electric fires and damaging electric equipment 17 In your opinion, what causes the phenomenon of fire? Activity 5: Expand knowledge into practice Target Explore, expand knowledge about industries and applications related to the theme "Conductivity of metals" Content Application of thermistor thermometer Technology of manufacturing electromagnet using superconducting wire, mechanism of high-speed train running on magnetic levitation Design a simple thermoelectric battery Expected Articles of students, video clips, powerpoint, images, by the content results A pair of thermoelectric batteries for class presentation Report on the application of thermometers, superconductors Teacher: Instruct students to search for materials, how to present reports, Preparation divide group and assign tasks Preparing materials (textbooks, notebooks, materials ), teaching equipment (pictures, models, real/virtual/ simulation experiments, videos, slides) The content of the problem to find out Students: Prepare reports and products Manifestations of Teacher’s activities Students’ activities problem solving competence - Give the task to the groups: - Receive tasks and assign - Explain phenomena Learn about structure and tasks in groups through the use of application of Thermistor - Make a plan to perform knowledge of electrical Thermometers - Groups of students currents in metals Learn about manufacturing perform tasks at home, - Propose solutions and technology of superconducting build products as apply knowledge to electromagnet, high-speed train introductions to the class implement solutions to mechanism running on magnetic or the whole school; get design a simple levitation support when needed thermoelectric battery Design a simple Report products - Know how to evaluate thermoelectric battery according to the prescribed products - Provide more information, time documents and how to find - Evaluate products by content related to the problem to groups (if any) learn - Product reviews 5) Check and evaluate Evaluate the problem-solving competence in the lesson through checklists Name of school: …………………… …… Class ……………………… Full name: …………………………………………… Group …………………… Name of teacher: Theme Title: Conductivity of metals Expressions through the lesson Quality criteria Occurence of content the problem-solving M1 M2 M3 Score competence by (less than (less ( 8-10) criteria 5) than 8) 1.1 Analyze and Learn about practice, clarify the clarify the content information about the application of 18 of the problem 1.2 Recognize the conflict between a new problem and an existing knowledge (experience, learned knowledge) electricity in metal through experiential activities + Why can metals conduct electricity? Why can't plastic and porcelain conduct electricity? + What are the characteristics of conductive metal different from porcelain and plastic? + Which elements are applied in soldering, fuse when electric current flows through the metal conductor? 1.3 Discover and express problems in specialized languages Identify the problem to be solved + What kind of particle forms electric current in metal wire? + What factors the charged carrier in the metal depend on? 2.1 Propose solutions Proposing solutions to prove the conductive metal and explain the conductivity of the metal (hypothetical model, experiments to verify the relationship U and I for the electric current in metal Analyze, compare advantages and disadvantages of the proposed solutions Choose a feasible and suitable solution Propose solutions to find out the nature and characteristics of electric currents in metals Make plans and implement plans effectively: Read more documents about the structure of metal atoms, give models to explain Conduct experiments on the electrical conductivity of metals 2.2 Analyze, compare solutions 2.3 Choose a feasible solution 3.1 Propose options to perform the solution 3.2 Implement the solution according to the selected plan 3.3 Provide results, explain, clarify causes and draw conclusions Draw conclusions: Conductivity of metals Characteristics of electric current in metal, the relationship between U and I 4.1 Evaluate and adjust step by step the implementation of the solution Adjust solution: + Adjust appropriately for measurement values when performing experiments 19 4.2 Confirm the knowledge, draw experience gained + Adjust results in accordance with the experimental results, test results, document research results (hypothetical model) + Conductive particles in metal are directional displacements of free electrons + The electrical conductivity of metals depends on temperature, relationship between U and I Perform new classroom tasks based on study cards and homework tasks 4.3 Apply knowledge to solve new problems In addition to the observation checklist (for teachers who assess students) We use: Questionnaire (used for students to self-assess when finishing a theme); Teacher's evaluation form on student’s work; Students' self-evaluation form for their products (groups self-evaluate when completing the product); Exam (evaluate after finishing the themes) Conclusion of Chapter From the theoretical basics of theme-based teaching and the fostering of problemsolving competence for students as outlined in chapter 1, we proceed to rebuild the content of the Chapter "Electric currents in environments" into 04 themes: Theme 1: Conductivity of metals; Theme 2: Electrolysis; Theme 3: Discharge in gases; Theme 4: Semiconductor components For each problem, students need to come from practice, know how to identify and state problems in physical language, offer solutions, implement solutions, evaluate solutions, apply the learned knowledge and personal experience to problem-solving skill We also conduct experiments on the four themes mentioned above in the direction of fostering students' problem-solving competence CHAPTER Pedagogical experiment 3.1 Purpose and subjects of pedagogical experiment Pedagogical experiment to test the scientific hypothesis of the theme, test the feasibility and effectiveness of fostering problem-solving competence under theme-based teaching process for grade 11 students in some schools in Binh Phuoc province 3.2 Results of pedagogical experiment We conduct an analysis of the learning activity of the theme according to the stages of the teaching process; Construct the competence development line of separate students through the measurement tools and quality criteria, details are as follows: 1) Problem discovery competence Table 3.1 Achievements on Problem discovery competence of students Name of students Theme Theme Theme Theme Le Thi Tuyet Vy 7.4 7.9 8.9 9.0 Quach Thi Thu Thao 7.5 7.7 8.5 9.1 Mai Quang Anh 5.6 5.7 6.4 7.3 Vu Tat Dat 4.2 4.5 5.5 5.7 20 Figure 3.1 The chart compares the development of problem discovery competence of students 2) Solution proposal competence Table 3.2 Achievements on Solution proposal competence of students Name of students Theme Theme Theme Theme Le Thi Tuyet Vy 7.9 8.1 9.0 9.6 Quach Thi Thu Thao 7.3 8.4 8.7 9.0 Mai Quang Anh 5.0 5.6 6.4 7.0 Vu Tat Dat 4.5 4.8 5.5 5.7 Figure 3.2 The chart compares the development of Solution proposal competence of students 3) Solution performance competence Table 3.3 Achievements on Solution performance competence of students Name of students Theme Theme Theme Theme Le Thi Tuyet Vy 6.1 6.7 7.2 9.1 Quach Thi Thu Thao 5.8 6.7 6.8 7.6 Mai Quang Anh 4.2 5.1 5.0 5.9 Vu Tat Dat 4.0 4.4 4.8 5.4 Figure 3.3 The chart compares the development of Solution performance competence of students 21 4) Competence of solution evaluation and application Table 3.5 Achievements on Competence of solution evaluation and application Name of students Theme Theme Theme Theme Le Thi Tuyet Vy 5,2 6,1 7,0 7,9 Quach Thi Thu Thao 4,9 5,8 7,1 7,4 Mai Quang Anh 3,8 4,8 5,1 5,9 Vu Tat Dat 3,9 4,4 4,3 5,1 Figure 3.4 The chart compares the development of Competence of solution evaluation and application 5) Evaluate the gained level of development of problem-solving competence by Student Le Thi Tuyet Vy Table 3.5 Gained level of development of problem-solving competence by Student Le Thi Tuyet Vy The average score of the competence elements Solution Average Gained Problem Solution Solution evaluation Theme score level dícovery proposal performance and application Theme 7.4 7.9 6.1 5.2 6.7 Theme 7.9 8.1 6.7 6.1 7.2 Theme 8.9 9.0 7.2 7.0 8.0 Theme 9.0 9.6 9.1 7.9 8.9 Figuer 3.5 Competence development line of Student Le Thi Tuyet Vy 22 Vy is one of the most excellent students in the class, so the goal of knowledge, skills and elements of problem-solving competence expected by a teacher will be higher than other students in the class doing the same task Through the monitoring of Vy's academic performance, we see the results of the developmental levels in line with the proposed line of problem-solving competence development 6) Evaluate the level of problem-solving competence development through the project implementation We compare the results of the aggregate score based on the level of problem solving competence development to compare with the scores of the projects Figure 3.6 The chart compares scores of the problem-solving competence and the score of the project implementation Table 3.6 Achievements on experience products after each theme of students Theme Theme Students Theme Project Theme Project Project Project 4 Vy 6.7 6.8 7.2 7.1 8.0 7.4 8.9 7.2 Thao 6.4 7.2 7.2 7.5 7.8 7.6 8.3 7.8 Anh 4.7 5.7 5.3 6.8 5.7 7.2 6.5 7.5 Dat 4.2 6.5 4.5 7.3 5.0 7.1 7.1 7.6 7) Evaluate students' level of problem-solving competence development through testing To conclude the four themes, we have students take a test for quantitative evaluation for students who not follow a theme-based teaching lesson plan (called Control class (CC)) including 110 students whose academic performance is generally similar, while the remaining 109 students study theme-based teaching lesson plans (called Experimental classes (EC)), the results are as follows: Figure 3.7 Graph of cumulative frequency distribution 23 Conclusion of Chapter With experimental results and the analysis given, it can be confirmed that themebased teaching helps students develop problem-solving competence Because in the learning process, students are involved in solving problems through hands-on experience with classroom learning, where students solve the assigned problems by themselves and find new problems, propose solutions, implement solutions, draw knowledge and apply knowledge Theme-based teaching achieves its targets and performs the teaching goals, that is, students may achieve the standards of knowledge and skills in the current curriculum At the same time, achieving the development of problem-solving and other competencies through theme-based teaching process All of these results allow us to assert that the scientific hypothesis of the theme is right, the application of theme-based teaching is one of the experimental paths to fostering problem-solving competence for students GENERAL CONCLUSIONS AND RECOMMENDATIONS Achievements of the thesis 1) Theoretical achievements: Systematize the theoretical basis of theme-based teaching; analyze the views of theme-based teaching on current general education program and orientations of the new general education program Systematize theoretical basis of problem-solving competence, structural concepts of problem-solving competence and measures to foster problem-solving competence in teaching physics in high school Research on organization of theme-based teaching with the fostering of current problem-solving competence in teaching physics in high schools today such as theme content design, improvement measure, theme- based teaching process and evaluation of problem-solving competence 2) Practical achievements: Survey the actual situation of teaching physics at 34 high schools in Binh Phuoc province, analyze and evaluate the collected data to find out the causes and have appropriate solutions in organization of theme-based teaching Construct design steps, select content of lesson into learning themes suitable to current conditions Build theme-based teaching process of physics in high school; contribute to fostering problem-solving competence in which the student's learning activities are designed into stages alternating practical experience activities with classroom learning activities Analyze the characteristics, roles and other features of theme-based teaching, thereby offer specific measures to foster students' problem-solving competence in teaching physics in high school Analyze the content of the Chapter "Electric current in environments" and develop into learning themes Design theme-based teaching organizational processes according to the proposed process and design a set of tools to evaluate students' problem-solving competence when studying according to teaching plans Organize pedagogical experiments at 03 high schools in Binh Phuoc province and analyze pedagogical experiment results for confirming that the scientific hypothesis of the theme is true 24 Limitations of the thesis The scope of pedagogical experiment is still limited, so the evaluation of research results is still limited Facilities are still lacking, the number of students in class is still large, so the organization of study groups still faces many difficulties General conclusions - Organizing theme-based teaching can develop students' problem-solving competence; It is feasible that theme-based teaching contributes to fostering problemsolving competence - Theme-based teaching meets the requirements of innovating teaching methods It is consistent with the direction and goals of innovation under the new general education program as well as overcome the limitations of the current program Recommendations It is necessary to foster the theoretical basis of theme-based teaching and themebased teaching processes for teachers in high schools to help them change the traditional way of teaching today, overcome limitations of the existing general education program and access to the new ones To foster teachers how to evaluate students' competence in the teaching process, since then, teachers will proactively adjust the teaching process according to competence development orientation for students THE PUBLISHED WORKS RELATED TO THE THESIS [1] Tran Ngoc Thang, Nguyen Thi Nhi (2019), Some methods of fostering problem solving competence for students in teaching physics at high school, Journal of Education Science, Vol 15, March 2019 [2] Tran Ngoc Thang, Nguyen Thi Nhi (2019), teaching the theme "Electric current in electrolyte (physics 11) in order to foster students' problem-solving competence, Journal of Education, No 457 (term -7/2019), pages 45-52 [3] Tran Ngoc Thang, Nguyen Thi Nhi (2018), theme-based teaching in physics at high school, ISSN 1859-4603-Journal of Science in University of Science and Education The University of Da Nang 2018, 29B (03), 104 -109 (special volume for the 4th National Conference on Physics teaching in 2018) [4] Tran Ngoc Thang (2019), Based Teaching In Manufacturing Business Involving Physics Field In The High Schools Enhancing The Quality Of Training Capacity In Dealing With Real Problems As Well As Developing Career Orientation Of Students, American Research Journal of Humanities & Social Science (ARJHSS), Volume-02, Issue-04, pp-36-45 April-2019 (ISSN: 2378-702X) [5] Mai Van Trinh, Nguyen Thi Nhi, Tran Ngoc Thang (2019), Organizing themebased teaching in Physics in high schools, The European Journal of Education and Applied Psychology the September 10, 2019, ISSN 2310-5704 [6] Tran Ngoc Thang, Nguyen Thi Nhi (2019), Evaluation of problem-solving competence in theme-based teaching for physics at high school, Journal of Science, Vinh University, Vol 48 - Issue 4B / 2019, p 91-104 [7] Nguyen Thi Nhi, Tran Ngoc Thang (2017), Improving problem solving capcompetence of students in physical teaching at high schools in Vietnam, НАУЧ НЫЙ АСПЕКТ № 2-2017 – Самара: Изд-во ООО «Аспект», 2017 – Т1-2 – 220с ... opportparties to foster students'' problem-solving competences With that idea, we have chosen the thesis title: "Teaching the "Electricity" part of Physics 11 in high schools, contributing to fostering. .. problem-solving competence and theme-based teaching in high schools In order to understand the current state of theme-based teaching in physics and fostering problem solving competence for physics in high. .. Systemize the theoretical basis of problem-solving competence in teaching Physics in high school, identify the elements of problem-solving competence in themebased teaching, levels of behavioral