Created by Simpo PDF Creator Pro (unregistered version) http://www.simpopdf.com 1 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN NGOC LE NAM ACTIVATE COGNITION ACTIVITY OF STUDENT IN PHYSICS TEACHING VIA USING EXPERIMENT WITH THE AID OF COMPUTER ( DEMONSTRATED VIA CHAPTER "CURRENT IN DIFFERENT ENVIRONMENT" 11TH GRADE ADVANCED PROGRAM) Major : Reasoning and physics teaching method Code number: 62. 14. 10. 02 SUMMARY OF DOCTOR OF PEDAGOGY’S THESIS VINH - 2012 Created by Simpo PDF Creator Pro (unregistered version) http://www.simpopdf.com 2 THE THESIS IS COMPLETED IN VINH UNIVERSITY Instructor: 1. Assc Prof. Doc. Mai Van Trinh 2. Assc Prof. Doc. Nguyen Quang Lac Counter - argument 1: Assc Prof. Doc. Ta Tri Phuong Counter - argument 2: Assc Prof. Doc. Le Van Giao Counter - argument 3: Assc Prof. Doc. Do Huong Tra The thesis will be put before the council to protect school-level thesis Vinh University, at o’clock date month year 2012 Created by Simpo PDF Creator Pro (unregistered version) http://www.simpopdf.com 3 LISTS OF PUBLISHED WORKS RELATED TO THE THESIS 1. Nguyen Ngoc Le Nam- Mai Van Trinh (2008), Designing virtual physics experiment for Electrics with software Crocodile Physics. Education magazine, number 183 (pg.47-pg.48). 2. Nguyen Ngoc Le Nam- Mai Van Trinh (2008), Simulation and virtual experiment in Physics teaching in high school. Education magazine, edition 189 (pg.56-pg.58). 3. Nguyen Ngoc Le Nam (2008), Activate cognitive activities of students in Electrics teaching (Physics 11) with the aid of IT. Education Magazine, edition 9-2008 (pg.39-pg.41). 4. Nguyen Ngoc Le Nam- Mai Van Trinh (2009), Using physics experiment to activate students’ thinking . Education Magazine, edition 10-2009 (pg.41- pg.42,pg.53). 5. Nguyen Ngoc Le Nam (2010), Using computer to support physics experiment to enhance positive cognition of students. Education Magazine, edition 9-2010 (pg.64-pg.66). 6. Nguyen Ngoc Le Nam (2010), Using computer in physics teaching to enhance teaching quality in high school. Education Magazine, edition 9-2010 (pg.66-pg.68). 7. Nguyen Ngoc Le Nam (2011), establish teaching process of “electric current in metal” via simulation experiment to activate cognitive activities of students. Education Magazine, edition 10-2011. 8. Nguyen Ngoc Le Nam (2011), Simulation of experiment on computer to cooperate with real one in teaching of chapter “Current in different media” Physics 11 HS. Education Magazine, edition 10-2011. 9. Nguyen Ngoc Le Nam - Mai Van Trinh (2010), Effectively use experiment results in teaching process to solve the issue to contribute to enhancing physics teaching in high school. Vinh Science Conference, 12/2010. 10. Nguyen Ngoc Le Nam - Nguyen Quang Lac (2011), Design, install and use experiment coupled with computers to establish ohm’s law for current in electrolyte . 11. Nguyen Ngoc Le Nam - Mai Van Trinh, Establish and usage of simulation experiment software to teach “Current in different media” (physics 11). National conference in physics teaching, 10/2011. 12. Nguyen Ngoc Le Nam (2010), Head of Science & Technology thesis "Use experiment and virtual experiment to activate cognitive activities of student in physics class ", Code NCS 2010 – 45 . 13. M.A. Nguyen Ngoc Le Nam – Dr. Assc.Prof. Mai Van Trinh (2011), Designed and applied experiments on the computer connection basis with GQY connecting assembly for teaching purpose of the physics targeted at the 11th grade students of secondary school, chapter “currents in various environments”. ДОСТОЯНИЕ НАЦИИ, N o 4/2011. Created by Simpo PDF Creator Pro (unregistered version) http://www.simpopdf.com 4 INTRODUCTION 1. Reason to select the topic Direction no 40/CT/TW made by Secretariat of the Central Party has addressed the task of: "Actively and basically renovating education method to get rid of one one direction, theoretical teaching which does not facilitate creative thinking, enhancing self -learning, self-studying, self- problem solving, creative practicing capacity of students…Actively employing advanced, modern method and information technology in teaching and learning ". Recently, Political report made by the XI Party Congress has clearly stated: Basically renovate the complete education by standardization, modernization, socialization; renovate curricula, teaching contents and method. Focus on education quality, concentrate on moral, way of life, creation and practicing skills training. Activate awareness of students (St) is an urgent requirement in teaching method renovation in all level, especially High School (HS). Renovation must be implemented to develop creat ion ability, scientific thinking, problem solving skill for students. So as to do that, Education – Training sector must implement many activities, one of which is completely renovate teaching to be best suitable with scientific studying process enabling participation of students in problem solving process (PS). Simultaneously try teaching modules to address specific problem in each lesson, teaching means play important roles in cognitive skill activities organization during teaching. However, in real practice they are still limited and does not meet requirements, modern means shall be used. Today, the development of information technology (IT) in general, Computer (Com) and teaching software (TS) in particular has bring great chances for teaching renovation. In physics, experimenting with the aid of Com enable trainer (Tr) to activate cognitive activities (CA) of students, enhancing teaching quality. However in HS the usage of Com during experiment has not brought desired results. In physics for 11 th grade (advanced), there is basic electrics. However the theory is abstract and hard to understand for students, especially in chapter “Currents in different environment”. Therefore, Tr has coped with many difficulties to enable student understand the nature of e lectric current, correlation between current and voltage. Therefore, experiments with the aid of Com shall enable better better understanding of student for the lesson in particular and 11 th grade physics in general. Therefore I conduct the study of “Activate cognitive activities of students in physics via experimenting with the aid of computer (demonstrated with chapter “Currents in different environment " advanced 11 th grade program)”. 2. Purpose of the study - Study experiments with the aid of Com to teach chapter “Currents in different environment " (advanced 11 th grade program) to activate CA of students, and consequently improve physics teaching quality in HS. 3. Objects and scope of the study - Objects: + Physics teaching process in HS. + Experimenting with the aid of Com and Cognitive activities activation of students. - Scope of the study: experiments with the aid of Com to teach chapter “Currents in different environment " in 11 th grade (advanced) to activate CA of students. Created by Simpo PDF Creator Pro (unregistered version) http://www.simpopdf.com 5 4. Scientific hypothesis Via Experimenting with the aid of Com students will be inspired, activate CA of students, and consequently improve physics teaching quality of chapter “Currents in different environment" in particular and the advanced curriculum in general. 5. Study objective - Teaching methodology in general, physics teaching in particular and activation method for CA of student. - Investigate current status of experimenting with the aid of Com in HS. - Study the usage of experimenting with the aid of Com in 11 th grade “Electrics” advanced program. - Establish and utilize simulation experiment to facilitate teaching of “Currents in different environment " chapter to activate CA of students. - Establish and utilize usage of Experimenting with the aid of Com to teach “Currents in different environment " chapter to activate CA of students. - Propose the usage of Experimenting with the aid of Com in teaching process of some specific lesson of chapter “Currents in different environment " in 11 th grade (advanced). - Conduct teaching test to evaluate performance of the new method. 6. Study method - In theory: + Study teaching methodology of activating CA of students, psychological characteristics of HS students. + Study documents of applying IT into teaching in general, Com in Physics in particular. + Study chapter “Currents in different environment " of 11 th grade (advanced). - In practice: + Investigate, observe, collect information to study current status of Com usage and experimenting software in Physics class to a ctivate CA of students. + Understand the current status of Com usage in chapter “Currents in different environment " of 11 th grade (advanced) in HS. + Organize teaching experiment in a HS to know the feasibility and performance of the study in teaching process. + Evaluation method: The thesis uses the qualitative and quantitative analysis method to draw conclusion relating to the considered content. The results shall be assessed via statistics method 7. Contribution of the thesis * In terms of reasoning: - The thesis systemize opinions of some author regarding TM renovation to activate CA of students. - Proposing 3 measures to activate CA of students in teaching of chapter “Currents in different environment " in 11 th grade advanced program. - Study, use experimenting with the aid of Com to teach PS some lessons of chapter “Currents in different environment " in 11 th grade advanced program, to activate CA of students. * In terms of practical activity: - Study 5 experiments with the aid of Com via GQY connection system and propose usage procedure to use these experiments to facilitate training of “Currents in different environment " chapter in 11 th grade advanced program to activate CA of students. Created by Simpo PDF Creator Pro (unregistered version) http://www.simpopdf.com 6 - Establish 5 SE relating to currents in different environment and propose usage in teaching of chapter “Currents in different environment " in 11 th grade advanced program to activate CA of students. - Design teaching procedure for 5 lesson of chapter “Currents in different environment " in problem solving orientation with experiments with the aid of Com to facilitate participation of students in physics class. * The thesis contribute to renovating physics TM, proving the feasibility of activating CA of students via experimenting with the aid of Com, enhancing quality and performance of physics teaching in HS. 8. Structure of the thesis Introduction (5 pages), overview (8 pages), chapter 1 (34 pages), chapter 2 (64 pages), chapter 3 (21 pages), conclusion (4 pages), table of contents (1 pages), references (8 pages), appendix (23 pages, 10 appendices). OVERVIEW OF THE ISSUE * Teaching under the orientation of activating CA of students. The issue of renovating teaching method under the orientation of facilitating participation, self-working of students has been existing for a while. However, so far the renovation has been going slowly, traditional methods are still mostly employed. Since the XX centuries many education researchers has proposed the method of “problems proposing”, including A.V.Muraviep, V.Ôkôn, I.Lêcne, I .F.Kharlamoop, N.M.Zvereva, Nguyen Ngoc Quang, Pham Huu Tong… There is one common thing in the above mentioned studies which is the importance of establishing the issue to be the centre of the method, and students are encouraged to find the solutions and k nowledge themselves. The second approach which has been discussed widely is positive teaching method which considered the students the centre. The authors are Tran BA Hoanh, Nguyan Ky, Thai Duy Tuyen…. The idea of this method is the teacher organize, aid student to creatively cooperate to solve the problem on their own to develop their minds. * Experimenting with the aid of Com with a view to activating CA of students. The use of Com in particular and IT in general in teaching has become a special characteristics of modern schools. In Vietnam, since the mid 80s of the 20th century, Science and Education Institute has experimented IT training in high school. In recent years, on magazine of education and higher learning facilities there are articles relating to the uses of Com in teaching and designing of TS. Those articles are written by Le Cong Triem, Nguyen Quang Lac, Ha Van Hung, Pham Xuan Que, Nguyen Xuan Thanh, Mai Van Trinh… However so far there is no study mentioning in detail how to activate CA for s tudents in physics teaching with the aid of Com and TS for the chapter “Currents in different environment". Therefore, we conduct this study, experimenting with the aid of Com and establish SE software in process of teaching PS to activate CA for students in teaching chapter “Currents in different environment " in 11 th grade advanced program. Created by Simpo PDF Creator Pro (unregistered version) http://www.simpopdf.com 7 Chapter 1. REASONING AND PRACTICAL BASES OF ACTIVATION OF COGNITIVE ACTIVITIES IN PHYSICS TEACHING VIA EXPERIMENTING WITH THE AID OF COM 1.1. Activate cognitive activities for students in teaching In the development process of mankind, we continuously learn and improve the environment. Cognition is an activity, a basic aspect of people’s psychological lives to reflect the essence of objects, phenomena into their mind. Cognitive activities include many different processes with different reflection levels. According to opinion of Marxist, any cognitive activities follow a common mechanism: “From vision to abstract mind and from abstract mind to practice – that is the dialectic path of cognition of universal and objective truth ”. The essence of learning and cognition process is selective and creative reflection of positive ideas. * Positiveness: Reflection of individual attempt (via attitude, emotion, will ) in the process of having impact on the object to obtain good result in cognitive activities and improving it. * Negativeness of cognition: definition demonstrating the attempt of the subject during the process of learning, demonstrated by the psychological function to address cognitive objectives, contribute to development of the subject personality. According to Thai Duy Tuyen, cognitive positiveness is demonstrated under the following will aspects: + Students have high attention to issues of the lesson. + Students have determination, patience to complete learning objective. + Students have no giving up when facing difficulties. + Students have emotional reactions. - Cognition positiveness according to M.N. Scatkin consists of: internal and external positiveness. External positiveness: + Students are dynamic: Active and complete assigned tasks (high learning frequency and intensity). + Students are concentrating: Students focus on cognitive objects (especially external indication: face appearance, behavior ). However it is noted that there are cases of pretending. External positiveness does not mean real (internal) positiveness. Demonstration of internal positiveness: + High mental working frequency, mobilization of actions and thinking (analyzing, synthesizing, comparing, generalizing ). + Demonstration of stable demand towards recognition objectives (this object triggers learning task). Indication of mind readiness, demand, desire, inspiration + Independently making decision for cases proposed, choosing of paths and methods to reach the target, exclusiveness in problem solving. In reality, cognitive positives comes from not only cognition demand but also biological, moral – aesthetic, culture interaction demand Fundamental core of cognitive positiveness is personal thinking activities, created by the learning mechanism, even though they are closely related. In some cases learning positiveness only illustrate external but not internal positiveness. * Activate CA for students: Activate CA for students is a collection of Tr’s activities to make student active, from Created by Simpo PDF Creator Pro (unregistered version) http://www.simpopdf.com 8 knowledge transferring object to knowledge receiving subject to enhance learning performance. Signs of positiveness are various and activation of cognitive activities is very complicated. Activation must bring visible results in an increase in intensity, speed, frequency of the activity as well as sustainability of cognition process. This explain the opinion that positiveness is high degree of cognition. It brings educational efficien cy and improve cognition objects. According to Thai Duy Tuyen: " Activate CA for students is a collection of Tr’s activities to make student active, from knowledge transferring object to knowledge receiving subject to enhance learning performance". It is a great challenge to turn students from laziness to activeness and hardworking. But this is an important task, because if the students are not involved, and attempt to learn it will not work no matter how talented the Tr is. Therefore activation of cogniti on must be the main target of attention from researcher and practical activists. Some issues to be addressed in the activation process: - Cognition objects are different: From child to grownups. - Schooling types are different: From nursery to higher learning. - Subjects are different: Mathematics, Physics, Chemistry - Regions are different: Mountainous, lowland, urban - Activation must be made for each separate stages, factors of teaching process like contents, methods, means, mode of organization . All those issues can be regarded internal issues of cognitive activities. Positiveness itself has relationship with other properties of personality and other social factor and there are many proposed issues. According to Nguyen Huu Chau and on the bases of generalization of study from other authors, with approach from methodological aspect, we see that the main method to activate cognitive activities is: - Teaching must be done at high level; attention must be made to instruct students understand theory well; materials study during teaching, obtained knowledge will be reinforced when there are new study; actively look after the development of all students, including poor ones; students must be aware of his own level during learning process. - Knowledge of each section, chapter must be arranged in local order. The contents are new to students but not too far from natural development, closely related to old knowledge and shall be used and developed in the future. The knowledge shall be practical, close relat ed to normal lives and thinking. Practical as well as theoretical meaning shall be proposed, so as importance of studied matters. Practice, using the knowledge in real practice and new possibilities. - Using TM in various ways: Mentioning the issue, create , use comparison, organize discussion, seminar and use them together. The knowledge shall be presented in dynamic method, and contradicting to each other, focusing on key issues, maybe in a sudden way. Different mode of teaching shall be used: individually, group, visit. - Using different teaching means from traditional to modern ones. Using more IT in general, Com and TS in particular. Develop living skills in learning via public media and social activities. - Encourage students via attitude, behavior between trainers and students. Regular check, assess, reward, punish promptly and reasonably. Create competitiveness in the class, school, value learning and praise students having good performance. There must be encouragement from Created by Simpo PDF Creator Pro (unregistered version) http://www.simpopdf.com 9 family and the society. 1.2. Renovation of TM under the orientation of activating CA of students * Teaching method (TM) renovation requirements: Teaching method renovation is vital to the development of the Education of our country in recent years. Resolution of the 2 nd Central Government Session VIII has stated: “Education and training method must be renovated, one direction teaching must be got rid of, creative thinking to be encouraged. Step by step employ modern teaching process to ensure learning time and conditions for each students ”. In Article 5, Education Law (2010): “Teaching method must facilitate creative and self thinking of learner; practicing, inspiration and determination to develop must be enhanced”. Rapid development of the country during renovation period is requiring education to continuously reform and enhance its quality. The aims of education in the modern time is not only transfer knowledge but also build up creation and problem solving skill. There must be changes in both contents, objectives and teachin g methods. Traditional TM when trainer only gives student available knowledge without urging them to discover the knowledge themselves should be limited. TM must be reformed to to educate creative workforce for the cause of industrialization and modernization of the country. * Reformation orientation for TM: Orientation for education method reform has been determined in Resolution of 4th Central Government Session VIII, stipulated in Education Law, and in direction from Ministry of Education and Training. Education specialist such as Pham Huu Tong, Thai Duy Tuyen, Nguyen Huu Chau, Tran Kieu, Tran Ba Hoanh, Nguyen Ba Kim, has identified reform direction of the current time: " Teaching method should aims towards self-learning, creative and active participation of the students ". The orientation holds the following meaning: Determining student subject, ensure self- learning, creative and active participation of students; Teaching process is establishing incidents for students to learn from action; Making and exploiting all means facilitating teaching process; Creating learning encouragement on working result of the students; Determining new role of trainer as designer, authorizing, managing. According to Pham Huu Tong, orientation to facilitate independent, creative learning as well as nurturing scientific consciousness of students must be based on fundamental opinion, which is: Teaching of certain subject does not mean just providing students certain knowledge, what counts is they must be equipped with capacity to continue the study, as well as problem solving skill to meet diversified requirement of continuously developing practical activities. * Active teaching method (for TM reform now): active TM is a terms to indicate methods to value self -working, active, independent cognition of learner with orientation and organization of trainer. Signs of active TM are: - Teaching via organizing activities for students. - Teaching facilitate self-studying. - Improve independent learning, together with team work. - Assessment from trainer is used along with self-assessment from learner. 1.3. Orientation and method to facilitate active cognition in HS teaching * Orientation to facilitate active cognition from students must be established based on Created by Simpo PDF Creator Pro (unregistered version) http://www.simpopdf.com 10 teaching contents, maintenance of positive emotion during learning of students and impacts of modern teaching means. * Classification of textbook knowledge: Educators think teaching process consists of different factors: Teaching purpose – content - method. Teaching purposes determine method and content; Teaching content is also influenced by subject content logic and CA logic of students. Therefore, to classify teaching contents of physics, we can base on internal logical structure of the subject or cognition path (study me thod) of physics itself, and at the same time on suitable cognition ability of student age. In teaching of physics, the teacher can restructure knowledge on the text book to have suitable subject logic and the TM selected to activate CA for students. * Creating, maintaining method of positive learning emotion during studying PS in physics: To create and maintain positive learning attitude for students during class, trainer can use modern TM under the spirit of students as the centre like: proposing and PS method, project teaching However, within scope of the thesis, after studying contents, experiment equipment, facilities of HS, we see that TM PS is suitable method and there are more advantage, as it always brings problems, issues for students to solve. When students cope with an interesting problems they will be attracted and put into learning to discover new things. - PS teaching stage in the coorelationship with establishment process, according to author Pham Huu Tong, Nguyen Xuan Thanh is illustrated as un diagram 1.1 Figure 1.1. Diagram of DH PS stages according to knowledge construction and protection process in SR * Using experiment during problem solving teaching: In physics, experimenting is creating conditions that can be controlled to investigate relationship, properties of an object. Experiment brings information of visible things and phenomena in specific conditions. Metal process like analysis, synthesis, comparison, generalization shall be done to address relationship between those phenomena and things. Each First stage: task assignment, problematic knowledge Problematic incident Statement of problem Problem -solving: guessing, method implementation Checking, cerifying result: consider conformity of kmowledge and practice Present, notify, discuss, protect results Use newly obtained kowledge for the next problem 2nd stage: students work independently, actively for solution Stage 3: Discuss, instutionalize, using newly obtained knowledge [...]... TEACHING PRACTICE 3.1 Purpose, content and method of teaching * Purpose of teaching practice (TP): assess the scientific hypothesis of the thesis, which is the efficiency of using computer supported experiment in teaching of chapter “current in different environment 11th grade physics advanced program, via written teaching process * TP subject: 11th grade student of advanced program in 06 school of. .. Consequently, teaching means shall be modernized and used in PS teaching, to activate CA of students during teaching process 2 Contribute to revealing reasoning base of using Com to activate CA of students in physics teaching in HS In detailed the thesis has studied the usage of experiments connected iwth Com and SE, on that basis construct teaching process in the direction of promoting the activeness, independence... because students are coping with issues, contradiction When students is coping an interesting issues, they will soak themselves in finding knowledge - In terms of applying IT (Com and TS): We dig into reforming method of building and using experiments with the aid of Com connected with GQY set Moreover, we have studied, constructed SE software currents in different environment to aid the teaching of the. .. knowledge for student in study type 2.5 Designing teaching process for some lesson in chapter “Current in different environment with experiment with the aid of Com under PS teaching Based on the diagram (figure 1.1), stages of teaching and preserving new knowledge of author Pham Huu Tong, making use of PS teaching, we have use the experiment with the aid of Com to establish teaching process of some lesson... independence of students in cognitive process 3 Studying results has shown organization of CA for students in teaching physics with the aid of experiment connected with Com and GQY, SE for currents in different environment has promote activeness, independence and creativity of students in learning process With the aid of Com and GQY coupling set, we have designed 5 experiments to teach lessons of chapter... logic according to the diagram (figure 2.2) and add the lesson of “study current in different environment for the chapter - In terms of creating and maintaining positive emotion of students when applying PS teaching for the chapter “current in different environment To teach the chapter “current in different environment to activate CA of students to suit the conditions of HS, TM PS is the best method,... Therefore teaching means will be modernized and used in PS teaching (as in the above mentioned method to activate CA of student during teaching process Based on contents and purpose of chapter "Current in different environments”, we establish teaching method in interpretation method, an important cognition path of physics To facilitate teaching of chapter "Current in different environments” according to the. .. in different environment and propose option of using them to aid during physics class to activate CA of students 4 On the base of analyzing content, requirement of chapter “current in different environment , as well as studying existing TS domestic and abroad, we have established a SE software for current in different environment to for teaching of the chapter This software has 5 SE, its outstanding... TS they are inspired, attracted and eager to learn However, learning equipment in HS of the province is insufficient and asynchronous On the other hand, inappropriate use of computers and TS has bring limited results, which has not meet reform requirement of TM Chapter 2 EXPERIMENTS WITH THE AID OF COM IN DESIGNING TEACHING PROCESS FOR SOME KNOWLEDGE IN CHAPTER “CURRENT IN DIFFERENT ENVIRONMENT – PHYSICS. .. meaning, results in test class is really better than in comparison class Which means teaching process has been written in the spirit of PS teaching with the aid of experiment connected by Com and SE during teaching of chapter "current in different environment bringing higher results than normal teaching process From the TP result obtained we see that the thesis has achieved its target, scientific has been . renovating physics TM, proving the feasibility of activating CA of students via experimenting with the aid of Com, enhancing quality and performance of physics teaching in HS. 8. Structure of the. solve the problem on their own to develop their minds. * Experimenting with the aid of Com with a view to activating CA of students. The use of Com in particular and IT in general in teaching. ACTIVATION OF COGNITIVE ACTIVITIES IN PHYSICS TEACHING VIA EXPERIMENTING WITH THE AID OF COM 1.1. Activate cognitive activities for students in teaching In the development process of mankind,