MINISTRY OF EDUCATION AND TRANING HANOI NATIONAL UNIVERSITY OF EDUCATION TRAN NGOC HUY CONSTRUCTING AND USING RECOGNITION PROBLEM TO DEVELOPE DETECTING AND SOLVING PROBLEM, CREATIVITY CAPABILITY FOR PUPILS VIA TEACHING ADVANCED 11 TH ORGANIC CHEMISTRY Major : Method and theory of teaching and studying chemistry subject Code : 62.14.01.11 SUMMARY OF PHD THESIS ON EDUCATION HA NOI, 2014 The thesis is completed in: HANOI NATIONAL UNIVERSITY OF EDUCATION Supervisors: 1. Ass.Prof.Dr. DANG THI OANH 2. Prof.Dr. NGUYEN HUU DINH First Opponent : Ass.Prof.Dr. Phung Quoc Viet Hung Vuong university Second Opponent : Ass.Prof.Dr. Tran Quoc Dac Educational institutes Vietnam Third Opponent : Ass.Prof.Dr. Vu Quoc Trung Ha Noi national university of education The thesis will be defended on Board of examiners at University level, meeting at: ……………………………………………………………………… at …… o’clock, day …… , month ………, year …………… The thesis can be found in: - National Library - Library of Hanoi national university of education LIST OF RELEVANT ARTICLES AND PROJECTS OF THE AUTHOR 1. Tran Ngoc Huy, Dinh Thanh Tam (2010), Recognition problem, The V national conference proceedings of orientating innovation progam, content and teaching method – Teaching chemistry in colleges, universities, vocational training in stage from 2010 to 2020, page 230–235. 2. Tran Ngoc Huy, Dang Thi Oanh, Nguyen Huu Dinh (2011), Building some recognition problem to study new lesson in saturated hydrocarbons chapter of advanced 11 th chemistry textbook. Scientific Magazine of Hanoi Pedagogical University Issue no.2, page 109-119. 3. Tran Ngoc Huy, Dang Thi Oanh (2012), Buiding some quantitative recognition problem of hydrocarbons part in advanced 11 th chemistry textbook. Proceedings of scientific conferences of developing professional capacibility for chemical pedagogical students. 4. Tran Ngoc Huy, Dang Thi Oanh, Nguyen Huu Dinh (2012), Using some recognition problem of advanced 11 th organic chemistry part in teaching of giving and solving problems, Applied Chemistry Magazine. 5. Tran Ngoc Huy, Dang Thi Oanh (2013), Using recognition problem in 11 th grade organic chemistry to teach recognition and solution of problems. 1 INTRODUCTION 1. Reasons to select the subject Today we live in the era of information explosion, the advances of science and engineering. Education is moving from providing knowledge to develop qualities and capability of learners. Besides the advantages of current general Education Program of Vietnam, it doesn’t meet the requirements of economic development, the society in the new era. Trend of Vietnamese education innovation is to develop qualities, capability of learner, ensure harmony between "teaching of literacy" and "teach human", orientate career, focusing on promoting innovation of methods and forms of educational organizing. Recognition problem is an important solution to develop capacity, especially detecting and solving problems capacity, the creativity capacity for pupils. Coming from the above reasons, We have chosen the subject: "Constructing and using recognition problem to develop capability of detecting and solving problem, creativity capability for pupils via teaching Avanced 11 th organic chemistry ". 2. Objective of research Research how to build and use recognition problem in teaching advanced 11th organic chemistry to develop detecting and solving problem capability, creativity of pupils, contribulting to innovate methods of teaching and learning chemistry at high school. 3. Tasks of research – Study the theoretical basis of cognitive theory, recognition problem in teaching chemistry at high school, developing the capacity for high school pupils, the teaching method to develop capacity for pupils. – Study the reality of using recognition problem in teaching chemistry at high school. – Study content of the organic chemistry part in Avanced 11 th chemistry textbook. – Study to propose processes and build systems of recognition problem in Avanced 11 th organic chemistry textbook. – Study using recognition problem in teaching methods in order to develop capability of detecting and solving problems, creative capability of pupils. – Carry out pedagogy experiments to evaluate effeciency and feasibility of recognition problem in teaching chemistry. 4. Objects and target of research 4.1 Guests can study Researching in teaching and learning chemistry in high school. 2 4.2 Research objects Recognition problem and capacity development issues in the teaching of chemistry on the pupils at high schools. 5. Scope of research Research in the organic chemistry part in avanced 11 th chemistry textbook. Research in the development of capability of detecting and solving problem, creativity capability for pupils. 6. Method for research – Theory research method groups (analysis, synthesis, reasoning, modeling, expert ). – Practical research method groups (methods of investigation, observation, interviews, experimental pedagogy, ). – Mathematical method groups (mathematical statistical methods in educational science research, ). 7. Scientific hypothesis If we build a good system of recognition problem and use them effectively in teaching chemistry, teaching methods can be innovated, the quality of teaching chemistry can be improved in order to develop the capacity of detecting and solving problems, the creative capacity for pupils. 9. New contributions of the Thesis – The thesis has elucidated theoretical system of recognitive problem, has given the new concept and using recognition problem in teaching chemistry. – The thesis has proposed processes and constructed systems of recognition problem (qualitative, volume quantitative and practical form) of advanced 11 th organic chemistry. – The thesis has studied fundamentials that constitute capacity, thence use recognition problem to develop capacity for pupils, especially the capability of detecting and solving problems, creativity. – The thesis has studied using of recognition problem in teaching methods to form and develope the capability of detecting and solving problems, creativity. – The thesis has researched to implement in practice. 8. Structure of the thesis Apart from introdution, conclusion, reference document, appendix and index, the content of thesis include 3 chapters : Chapter 1. The theoretical basis and practice of problem cognitive and development of capability for pupils in high school. Chapter 2. Constructing and using recognition problem to develop capability of detecting and solving problem, creativity capability for pupils via teaching Avanced 11 th organic chemistry Chapter 3. Pedagogy experiments. 3 CHAPTER 1. THEORETICAL BASIS AND PRACTICE OF RECOGNITION PROBLEM AND DEVELOPMENT OF CAPACIBILITY FOR PUPILS IN HIGH SCHOOL 1.1 HISTORY OF THE RESEARCHED ISSUES – Worldwide : About the year 400 BC, Socrat built an unique teaching method is conversation – argument. It was the forerunner of the teaching method with recognition problem. Later, educational scientists such as H.J.Deway, V.Becton, Gen–tren, Vet– Jacob, Macop, M.A.Dajicob, V.Okon, They announced the research on teaching by the questions, raise issues to make the process of teaching positive. – In Vietnam, there are a number of research works of authors such as : Nguyen Ngoc Quang, Nguyen Cuong, Dang Thi Oanh, Nguyen Xuan Truong, Tran Trung Ninh, Thai Duy Tuyen, Nguyen Cuong – Bernd Meier, Le Van Nam, the authors show the teaching method of detecting and solving problems, which relates to recognition problem to improve activeness and creativity of pupils. An overview of the history of recognition problem research, we find that however teaching ideas using recognition problem is long–standing, also initial researchs on recognition problem, nobody has studied systematically and given standard concept of recognition problem, even so applied that theory to build recognition problemof organic chemistry in high school. 1.2. COGNITIVE THEORY – THEORETICAL BASIS OF COGNITIVE PROPLEM 1.2.1 The psychological basis of cognitive theory 1.2.2 The philosophical basis of cognitive theory 1.2.2.1 The basical concepts 1.2.2.2 The nature of Cognizance according to dialectical materialism 1.2.2.3 Dialectical path of cognizance 1.3. INNOVATE TEACHING METHODS TOWARDS DEVELOPING CAPACITY FOR PUPILS 1.3.1 The concept of capacity According to Pro. Dinh Quang Bao : Capacity is defined in many different ways, can be divided into two main groups : one gets signs of psychological factors to define and the other gets signs of factors that constitute active ability to define. 1.3.2 General capacity and specific capacity of pupils 4 1.3.2.1 General capability According to Pro. Dinh Quang Bao : The general capacity includes : ownership and development itself capacity group ; Capacity of social relations group ; Capacity of tool group. 1.3.2.2 Specific capacity According to Ass.Pro Dang Thi Oanh, specific capacities in chemistry : capacity of using the chemical language, chemical practice capacity, caculating capacity, capacity of detecting and solving problems through chemistry, capacity of applying knowledge of chemistry in life, creative capacity. 1.3.3 Some characteristics of capacity There is not general capacity, capacity refers to the impact of a particular individual to a specific object for a given product. Capacity as a constituent in a particular activity. Capacity only exists in the advocacy and development process of a specific activity ; Capacity can be observed through the activities of individuals in a particular situation ; capacity exists in two forms : general and specific capability. 1.3.4 Some capacity need to be focused on developing for pupils in high school 1.3.4.1 Develope the capacity of detecting and solving problem 1.3.4.2 Develope creative capacity 1.4 SOME POSITIVE TEACHING METHODS TO DEVELOPE CAPACITY FOR PUPILS 1.4.1 Method of detecting conversations 1.4.2 Detecting and solving problems teaching 1.4.3 Visual instrument in teaching chemistry 1.4.4 Use chemiscal exercises in teaching 1.5 RECOGNITION PROBLEM 1.5.1 Exercises, problems and recognition problem 1.5.1.1 Concept of exercises. We confirm that, exercises is assigned to pupils to apply knowledge learned. 1.5.1.2 Concept of problem. We confirm that "The problem is a specific information system that contains conflicts, including the known and the unknown (which is a theory) have no explicit relationship to each other, it need to be clarified by the new scientific method. 1.5.1.3 Concept of recognition problem in teaching : Through research and analysis theory basis of recognition problem, we propose a new concept of recognition problem as follows : "Recognition problem in teaching is a identified information system, containing conflicts, including old ones and new knowledge that need to be achieved, we can only solve problem successfully by positive activities, 5 exploring, studying new solutions, meantime pupils not only acquire new knowledge but also confidence, joyfulness of a new cognitivisim”. 1.5.2 Relationship between exercises, problem and recognition problem Table 1.2 Distinction between exercises, problem and recognition problem Problem Recognition problem Exercises Purpose Scientists research, find new knowledge, new techniques, new methods, formulas, relationships, for humanity. Pupils study to find out the new knowledge, new skills, new solution methods, new formulas, relationships for themselves. Remember and practice a skill, use a formula, a rule competently. Feature – Contains cognitive conflict between the known and what the scientists have not found. – Solving and the results are not available for science. – Contain cognitive conflict between what pupils known and the unknown. – Solving and the results are not available for pupils but available for science. – Not contain cognitive conflict. – Solving and the result is available. Result Research to find new knowledge, a new invention, a new process technology, new rules, Pupils discover new knowledge, new skills, a new solution method, a new formula,… Pupils remember knowledge, practice a skill fluently, a formula or a certain method of solving, Develope capacity Develope human capacity especially as detecting and solving problem, creativity capability. Develope the capacity of detecting and solving problem, creative capacity of pupils. Not require to develop general capacity which essential characteristics of capacity. 1.5.3 Recognition problem and development of capacity for pupils Recognition problem fulfills the conditions for the formation and development capability for pupils : 6 1.5.3.1 Use recognition problem to develop the capacity of detecting and solving problems for pupils Pupils have to conduct thinking operations such as : to detect opposites that form fundamental contradiction of problem, enounce problem. Pupils give assumptions. Study to give the new process, use new skills to solve recognition problem. Thence pupils learn new knowledge, it is more important that through it to develope the capacity of detecting and solving problems for pupils. 1.5.3.2 Use recognition problem and development of ceative capacity Creative capacity is the capacity to create benefit new thing on the basis of what is already. With the prior knowledge (as raw material), we have to combine and transform that knowledge in certain conditions to find out new knowledge (new products). Through solving recognition problem, creative capacity of pupils is formed and developed, recognition problem can be considered as the important measure to form and develope the creative capacity for pupils. 1.6 THE ACTUAL STATE OF USING RECOGNITION PROBLEM IN HIGH SCHOOL IN VIET NAM 1.6.1 Planning for investigation 1.6.1.1 The purpose of the investigation Seeing the actual state of using teaching method in high schools ; Deely analysis how to teaching and learning of chemistry organization and relation with quality of teaching ; Find out the level of understanding and applying recognition problem in teaching chemistry. 1.6.1.2 Contents of investigation Investigate using of teaching method generally ; opinion of teacher about each teaching method and innovation of teaching method ; Investigate understanding specifically some teaching method through teaching practice, especially use recognition problem in teaching method to develop capacity for pupils ; Investigate specifically understanding and the using recognition problem in chemistry teaching ; Investigate the facilities that serves to teach chemistry. Advantages and disadvantages of teachers in some areas when conducting innovation of teaching method. 1.6.1.3 Location of investigation We investigated 14 high schools in nine provinces and cities are : Ha Noi (3), Bac Ninh (1), Hai Duong (1) Ninh Binh (4), Nam Dinh (1), Quang Ninh (1), Hue (1), Nghe An (1), Ca Mau (1). 7 1.6.1.4 Object of investigation The chemiscal teacher at the high school ; management staff especially specialized management in high schools, chemiscal officer in the Department of Education and Training of the province and the city. 1.6.1.5 Method of investigation, the investigation period Send and collect feedback questionnaire ; meet directly, interviewed a number of chemiscal teachers of some schools and some managers ; directly conduct class observations of some teachers ; observe directly facilities that serve to teach chemistry ; Survey period from 2009 to 2010 school year. 1.6.2 Conduct and the result of the survey 1.6.2.1 Two stage of investigation – Stage 1. Extensive investigation to orient the subject. We sent questionnaires, feedback to 94 teachers of 14 high schools. – Stage 2. We inspected knowledge and using recognition problem in teaching in high schools. Directly conducted class observations 4 lectures and converse, interview directly with the teachers, Leader, Chemiscal Expert in Ninh Binh, Hanoi, Nam Dinh, Ha Nam, Bac Ninh, We sent questionnaires to 94 teachers of 14 hight schools. 1.6.2.2 Analyze the results of the survey Through data of the survey, we see that teachers have had a change in using new teaching method, however the traditional teaching method such as presentations, conversations are still used mainly. Understanding of recognition problem of teachers nationwide is very limited, therefore constructing and using recognition problem in teaching is very limited. Constructing and using recognition problem to develop capability of detecting and solving problem, creativity capability for pupils via teaching Avanced 11 th organic chemistry. CHAPTER 2. CONSTRUCT AND USEING RECOGNITION PROBLEM TO DEVELOP CAPABILITY OF DETECTING AND SOLVING, CREATIVITY CAPABILITY FOR PUPILS VIA TEACHING ADVANCED 11 TH ORGANIC CHEMISTRY 2.1. OBJECTIVES AND STRUCTURE OF CONTENTS PART PROGRAM ORGANIC CHEMISTRY GRADES 9 AND 11 To build approciate recognition problem and become problematic situations with pupils, we need to master the objectives, the content of knowledge and chemiscal skills of chemistry progam in sencondary school and content mentioned in recognition problem, especially the content of organic chemistry program in sencondary school which pupils were equipped. All that knowledge is regarded as knowledge pupils already know. At the same time teachers must [...]... processing software described in excel 1.4 Research results proved the correctness and feasibility of the thesis : constructing and using recognition problem to develop capability of detecting and solving problem, creativity capability for pupils via teaching Avanced 11th organic chemistry, contributing to the enhancement of chemistry teaching quality at high school now and as the basis for innovation of educational... during solving 2.3.2 Use recognition problem to develop the capacity of detecting and solving problems – To know how recognition problem affect development of capacity of detecting and resolving problems of pupils, teachers need to master the signs of this capacity – Select recognition problem that have clearer cognitive conflict to use in teaching, in order to promote detecting and solving problems... that to transfer conflict of recognition problem into internal conflict of pupils successfully Principle 3 Note to exploit the paticular of chemistry Principle 4 Ensure the quality time of teaching b) Requirements of using recognition problem to develop capacity of pupils – The recognition problem used in teaching must be accurate, and it has to emerge knowledge formed for pupils – The recognition problem. .. in teaching must be consistent with the level of pupils – Using recognition problem has to ensure the time of teaching – Select suitable method of teaching to reveal role of recognition problem in the development of particular capacity of pupils 2.3.1.2 General procedure of using recognition problem system to develop pupils' capacity in teaching chemistry a) The general procedure used recognition problem. .. system 1 Plan to develop pupils capacity through the system of recognition problem 2 Select the method of teaching to reveal the characteristics of recognition problem best, facilitate for the formation and development of pupils' capacity 3 Evaluate the effectiveness and limitations of recognition problem in forming and developing each of pupils' capacity, then adjusting, orienting approciately to promote... help pupils to reveal and develop their capacity, especially capacity of detecting and solving problems, creative capacity 2.3.1.1 Principles and requirements when using recognition problem system to develop the capacity of pupils in high school a) Principles of using recognition problem system to develop capacity of pupils Principle 1 Ensure to implement general education objectives of chemistry Principle... and restrict disadvantages The process of using a recognition problem to develop the pupils capacity Step 1 Detect problems through detecting conflict and pedagogical transformation – Let pupils study recognition problem and detect cognitive conflict – Perform pedagogical transformation, teachers use method of teaching, appropriate pedagogical skills to transform conflict of recognition problem into... abilities for high school pupils 1.2 Study to construct and use recognition problem in teaching chemistry – Analysis of the structure and contents of the current educational programs and the development of content knowledge of organic chemistry in secondary chemistry program – The study proposes 5 principles, 4–steps process to construct recognition problem and 6 evaluated criteria of recognition problem. .. process to use in teaching recognition problem system to detect and solve problems, to develop detecting and solving problem, creativity capability for pupils when they study new document, complete knowledge, skills, practice and experiment 1.3 Experiments to confirm the efficiency and feasibility of the thesis We have built teachers well 10 school times to teachers referenced and swap with the them for. .. Study theoretical and practical basis – Study theoretical basis of recognition problem systematically, from which the thesis has new contributions to theoretical basis of recognition problem that become more complete, clearer – Study capacity, development of capability for pupils, relation of recognition problem and development of capability for pupils Active teaching methods need to be developed at high . recognition problem in teaching is very limited. Constructing and using recognition problem to develop capability of detecting and solving problem, creativity capability for pupils via teaching Avanced. and using recognition problem to develop capability of detecting and solving problem, creativity capability for pupils via teaching Avanced 11 th organic chemistry ". 2. Objective of. basis and practice of problem cognitive and development of capability for pupils in high school. Chapter 2. Constructing and using recognition problem to develop capability of detecting and solving