Development of problem-Solving and creativity capacity for students in northwestern region through teaching non-metallic chemistryin high schools

tnam is still very hindered, mainly average and weak. There are many reasons for it, but it can be seen that socio-economic conditions, regional characteristics, teacher quality greatly affect the establishment and development of the students’ capacity. From the situations presented above, we realize that it is necessary to have appropriate methods to foster and improve the students’ problem-solving and creativity capacity, which gives us a basis to strongly recommend and propose the application of the problem-solving and project-based teaching method in teaching chemistry in high schools in order to contribute to innovation, improve the quality of teaching and learning at high schools in Northwest Vietnam in the direction of developing students’ capacity. 1.5.2.3. General comment SUMMARY OF CHAPTER 1 In chapter 1, we analyzed the overview of theoretical basis and practice of the content directly related to the topic, including: Research on capacity and capacity development of students in teaching in the world and in Vietnam; Research on theoretical basis and overview of problem-solving and creativity capacity (from concept, characteristics, structure, assessment of problem- solving and creativity capacity, and some related contents). Overview of capacity development-oriented exercises, problem-solving teaching, project- based teaching (on the concept, characteristics, organizational process, advantages and disadvantages of capacity development-oriented exercises, problem-solving teaching, project-based teaching). Surveying geographical, economic, social, educational conditions and characteristics of students in the northwestern provinces of Vietnam as well as developing problem-solving and creativity capacity for high school students in these provinces in teaching Chemistry through the questionnaire of 693 teachers of 35 high schools in northwest Vietnam. 9 After researching on theoretical basis and practice as above, we realize that applying problem-solving teaching and project-based teaching in teaching chemistry to develop problem-solving and creativity capacity for students is fitting. In actuality, regarding teaching at high schools of Northwest Vietnam, teachers do not focus much on using this method, which is the reason we propose applying problem-solving teaching and project-based teaching in teaching chemistry of nonmetals at high schools to develop problem-solving and creativity capacity of students, which helps to improve teaching quality in high schools of Northwest Vietnam. From the researches and analysis above, we realize that problem-solving and creativity capacity is a general important skill that needs focusing on and developing for high school students of northwest Vietnam. We also decide to apply problem-solving teaching and project-based teaching to develop problem- solving and creativity capacity for high school students in Northwest Vietnam, as our method for teaching chemistry of nonmetals in high schools. CHAPTER 2: DEVELOPING PROBLEM-SOLVING AND CREATIVITY CAPACITY FOR HIGH SCHOOL STUDENTS IN NORTHWEST VIETNAM IN TEACHING CHEMISTRY OF NONMETALS 2.1. Analyzing the content and structure of programs teaching chemistry of nonmetals in high school 2.1.1. Goals and standards of knowledge and capacity in chemistry of nonmetals courses in high school 2.1.2. Structure of content of chemistry of nonmetals courses in high school 2.1.3. The location of the non-metallic chemistry and the methods of teaching 2.2. Constructing exercises oriented for developing problem-solving and creativity capacity for high school students in Northwest Vietnam in teaching chemistry of nonmetals 2.2.1. Principles of construction Choosing and constructing exercises oriented for developing students’ problem-solving and creativity capacity must meet the following conditions: - Ensure the goals of the course, standard of knowledge, skills and orientation of developing capacity of the student. - Ensure the development of aspects of problem-solving and creativity capacity of students in northwest Vietnam. - Ensure the accuracy, precision and scientific of the knowledge content about chemistry and other related science subjects. - Ensure the compatibility for students as well as the actual scenarios of Northwest Vietnam. 10 2.2.2. Construction process The process for buildng chemical exercises to develop students’ problem- solving and creativity capacity is as follow: Step 1: Select study content and related situations in real life. Step 2: Create conflicts in cognition, problems that need to be solved from study content and situations in real life, and ensure that these conflicts can be solved based on students’ acquired knowledge. Step 3: Design exercises. Step 4: Build up answers and first alterations. Step 5: Conduct experiments and complete them. 2.2.3. System of exercises oriented for developing problem-solving and creativity capacity in teaching chemistry of nonmetals at high school 2.2.3.1. System of exercises in chapter halogen 2.2.3.2. System of exercises in chapter Oxygen – Sulfur 2.2.3.3. System of exercises in chapter Nitrogen - Phosphorus 2.2.3.4. System of exercises in chapter Carbon - Silicon 2.3. A number of measures to develop problem-solving and creativity capacity for high school students in Northwest Vietnam 2.3.1 The basis of selection of measures Measure determination to develop problem-solving and creativity capacity for high school students in Northwest Vietnam based on the following basis: - Development orientation of problem-solving and creativity capacity for students is clearly shown in the general education program, advance program [10] and the general education program in Chemistry [6] - Applying positive teaching methods is one of the basic orientation to develop problem-solving and creativity capacity for students din the process of teaching Chemistry [5]. - Problem-solving teaching and project-based teaching are two of measures which contribute to develop student’s capacity, problem-solving and project- based teaching help student’s capacity development to be suitable for student’s cognitive capacity, method and content of study and results. - Chemistry program (especially in chemistry of nonmetals), the process of teaching Chemistry creates favorable condition for students to develop problem-solving and creativity capacity: Determine, analyze and identify problems and tasks needed to addressed; apply chemical theoretical basis to make hypothesizes (predicting plans); propose measures to solve problems; make plan to solve problems (by reasoning, chemical experiment), carry out the plan and conclude studying problem; apply it after solving problems. 11 - Some teaching methods create favorable condition for combination of using the capacity development-oriented exercises and are suitable for the expression to develop problem-solving and creativity capacity for students: Problem-solving and project-based teaching. 2.3.2. The 1st measure: Using problem-solving teaching method to develop problem-solving and creativity capacity for students 2.3.2.1. The principle of selecting knowledge content for using problem-solving teaching method in in teaching chemistry of nonmetals in high schools Based on the characteristics and process of problem-solving teaching, selection of knowledge content for organizing problem-solving teaching should ensure the following principles: - Content needs to be formed without suitable for already student’s knowledge. - Content gives the requirement of selecting the best answer. - To create condition for students to apply knowledge and answer question “why”. - To create condition for students to find the relationship out between received knowledge and practical. - Content, skill which are received by students after solving problems must be central knowledge of lessons. 2.3.2.2. The content of knowledge which can build up problematic situations in teaching chemistry of nonmetals 2.3.2.3. Using exercises oriented for developing students’ problem-solving and creativity capacity in teaching a. Signs of problem-solving and creativity capacity in capacity development-oriented exercises Based on the rules and process of constructing capacity development- oriented exercises, we have constructed 47 exercises for developing students’ problem-solving capacity and creativity capacity. b. Instruct students to solve problems when solving While teaching, teachers instruct students to detect the problems and solve them by giving questions. Students answer these questions to solve the problems, and in doing so develops aspects of their problem-solving and creativity capacity. In teaching Chemistry, capacity development-oriented exercises can be applied in different types of lessons and for different purposes such as forming new knowledge, perfecting knowledge, skills or assessing. *Using in teaching of researching new document: Teacher can use capacity development-oriented exercises to create problematic situation, stimulate thinking activities of students and organize for them to discuss in group in order 12 to propose solutions and carry out it. With exercise having different solutions, teacher requires students to evaluate and determine the most complete answer, the optimal solution to the problem. *Using in the lesson of completing knowledge, skill and trick: The capacity development-oriented exercises used for this type of lesson does not limit students’ level of awareness. The capacity development-oriented exercises are not just to remind of the knowledge for students, it is more important for them to use flexibly and coordinate knowledge together when solving a practical exercise. After that, student will bear in mind, understand learned knowledge and initially know how to apply the learned knowledge to solve practical situations *Using to test, evaluate the knowledge: The purpose of testing and evaluating is to test the achievement of the subject’s aim. When evaluating, teachers should compare with the aim of class, chapter, lesson with the intention of gaining the feedback to evaluate the study’s result of students, have they achieved the aim or not. From those results, teacher will have suitable adjustment of content, teaching method in order to achieve better result, students also have suitable adjustment of studying method to achieve better results, which means students will remember, understand and apply the knowledge by a better way. The content of test and evaluation needs to balance among the rate of memory, understanding and applying the knowledge depending on awareness level of student in class and improve the difficulty of the practical exercises that requires understanding and applying the knowledge. Because the test time is limited, teachers need to select the number of practical exercises as well as the level of difficulty that are suitable for students’ qualification of the class. 2.3.2.4. Illustrated lesson plan We built 4 lesson plans for high school’s chemistry of nonmetals, including: 1. Lesson plan 22. Chlorine 2. Lesson plan 29. Oxygen - ozone 3. Lesson plan 7. Oxygen - ozone 4. Lesson plan 15. Carbon 2.3.3. Measure 2: Apply project-based teaching methods in teaching chemistry of nonmetals to develop problem-solving and creativity capacity for students 2.3.3.1. Principles of selecting knowledge content to build a study project for chemistry of nonmetals at high school Based on the characteristics of Project-based Teaching, the selection of knowledge content to organize Project-based Teaching should ensure the following principles: 13 Principle 1: The selected content must stick to the content of knowledge and objectives of the chemistry program, create favorable conditions for students to apply their knowledge into practice, have profound social significance and be appropriate with the student's level . Principle 2: The selected content must be complex issues, requiring students to integrate knowledge of the subjects in the implementation process of the project and create favorable conditions for students to develop general capcities, especially problem-solving and creativity capacity in study and practice at the locality. Principle 3: The selected content must link real life with social issues close to the activities of ethnic minority communities living in the locality. Principle 4: The selected content must be suitable with the cognitive level and attract the interest of mountainous students, create favorable conditions for students to develop social activities competencies and form an active attitude in community activities. Principle 5: The selected content must have a variety of learning materials suitable to the school and social facilities, creating favorable conditions for mountainous students to exploit, use and create meaningful products. 2.3.3.2. Constructing projects to study and research high school’s chemistry of nonmetals 2.3.3.3. Project-based teaching process to develop problem-solving and creativity capacity for students Steps to implement Project based teaching in teaching chemistry of nonmetals: 1. Preparation of teachers and student 2. Organizing the implementation 2.3.3.4. Illustrated lesson plan We creates 4 project topics in teaching chemistry of nonmetals in high school, including: 1. Project: Salt in the life of people in Northwest Vietnam 2. Project: Using sulfur and sulfur compounds in the life of people in Northwest Vietnam. 3. Project: Fertilizers with cultivation practices of people in Northwest Vietnam 4. Project: A kitchen fire in the cultural life of people in Northwest Vietnam. 2.4. Designing toolkit used for evaluating students' problem-solving and creativity capacity used in problem-solving teaching and project-based teaching 2.4.1. The basis for designing a toolkit to assess students' problem-solving and creativity capacity 14 In order to design a toolkit used for evaluating students' problem-solving and creativity capacity, it should be based on the concept and expressions of problem-solving and creativity capacity as well as the standards, criteria and levels of expressing the problem-solving and creativity capacity of students in learning chemistry of non-metal in high school. On that basis, we determine the criteria and levels of assessment for problem-solving and creativity capacity of the students in the Northwest Vietnam. 2.4.2. Designing toolkit to assess students' problem-solving and creativity capacity in problem-solving teaching The toolkit to assess students' problem-solving and creativity capacity through problem-solving teaching of chemistry of non-metal in high schools, including: student observation checklist; questionnaire for teachers and students; test. 2.4.3. Designing evaluating toolkit used for the project-based teaching of chemistry of nonmetals in high school 2.4.3.1. The expressions of problem-solving and creativity capacity of the students in Northwest Vietnam in project-based teaching 2.4.3.2. The criteria and levels of assessment for problem-solving and creativity capacity of students in the Northwest Vietnam in project-based teaching 2.4.3.3. Observation checklist used for evaluating the problem-solving and creativity capacity of students in Northwest Vietnam in project-based teaching 2.4.3.4. Questionnaire used for evaluating the problem-solving and creativity capacity of students in the Northwest Vietnam in project-based teaching 2.4.3.5. Designing student project self-assessment form SUMMARY OF CHAPTER 2 In chapter 2, we analyzed the objectives and content structure of chemistry of nonmetals program in high school, identified the content selection principles and proposed the process of applying CCA, problem-solving teaching and project based teaching in teaching chemistry of nonmetals module in high school to develop the problem-solving and creativity capacity for students in the Northwest Vietnam. Conducting the design of 08 lesson plans including: 04 lesson plans applying problem-solving teaching methods, 04 lesson plans applying project- based teaching method in combination with the use of capacity development- oriented exercises. We have proposed 31 research projects for 13 topics used in teaching chemistry of nonmetals at high schools in the Northwest Vietnam, and we present the steps of project implementation in organizing teaching activities for teachers from the preparation, organizing the project implementation, evaluating project products and assessing students' development of problem- 15 solving and creativity capacity through the lesson. We conducted the development of 47 capacity development- oriented exercises based on the local practical context in the Northwest Vietnam to apply in lesson plans. In order to assess the development of the problem-solving and creativity capacity of students, we have studied and identified the expressions, criteria, and levels of assessment for problem-solving and creativity capacity of students in the Northwest Vietnam by applying problem-solving teaching methods, project-based teaching and through the use of capacity development- oriented exercises. We have designed an assessment toolkit for students' problem-solving and creativity capacity in the Northwest mountainous provinces, including: observation checklist, questionnaires for teachers and student, students, self-evaluation sheets, project products evaluation sheets and knowledge test. In the test to assess the students 'awareness level, we combined the use of capacity development-oriented exercises with local context in Northwest Vietnam to assess students' problem-solving and creativity capacity. The above designs and proposals are applied to conduct experimental teaching at high schools in the Northwest Vietnam, the content, methods and experimental results are presented in chapter 3 of the thesis. CHAPTER 3 PEDAGOGICAL EXPERIMENT 3.1. Purpose of pedagogical experiment We conduct pedagogical experiments with the purpose of: - Testing the correctness of the scientific hypothesis stated in the thesis. - Assessing the feasibility and effectiveness of applying the proposed measures (problem-solving teaching, project-based teaching and using capacity development-oriented exercises) in teaching chemistry of nonmetals in order to develop problem-solving and creativity capacity for high school students in the Northwest Vietnam. 3.2. The tasks of pedagogical experiment We have identified the following tasks of pedagogical experiment : - Selecting subjects and geographical areas to organize pedagogical experiment - Determining the content and method of pedagogical experiment - Preparing lesson plans, teaching facilities, communicating with experimental teachers about proposed measures, teaching activities, assessment methods, and evaluation toolkit for problem-solving teaching, project-based teaching and the development of problem-solving and creativity capacity of students; how to organize teaching hours based on problem-solving teaching, project-based teaching to develop problem-solving and creativity capacity for students. 16 - Designing a scale and toolkit to evaluate learning outcomes according to problem-solving teaching, project-based teaching and students' problem-solving and creativity capacity; Observation checklist, test questions, questionnaires for experimental teachers, evaluation sheet of project products, questionnaires for experimental students. - Planning and conducting pedagogical experiment according to the plan; exploration experiment in round 1, drawing experience to continue the actual pedagogical experiment in round 2 and 3. - Collecting and processing pedagogical experiment results (qualitative and quantitative), drawing conclusions. 3.3. Content of pedagogical experiment 3.3.1. Experimental plan 3.3.1.1. Selecting experimental areas With the purpose of testing the effectiveness and ability to apply problem- solving and project-based teaching methods to actively study and develop the problem-solving and creativity capacity for high school students in the Northwest Vietnam, we have selected high schools in provinces in the Northwest Vietnam including: Son La, Dien Bien, Lai Chau, Yen Bai, Lao Cai and Hoa Binh. 3.3.1.2. Selecting experimental subjects - Students in grades 10 and 11who learn basic programs. - Selecting the experimental classes and reference classes according to the following criteria: There are an equal number of students coming from ethnic groups that have the same cognitive level and capacity, taught by the same teacher and same schedule with the time and content of teaching. 3.3.2. Experimental process 3.3.2.1. Prepartion of pedagogical experiment Before the experiment, we discussed with the experimental teachers about: - The purpose of pedagogical experiment - Project-based teaching method and project-based teaching implementation process, problem-solving teaching method and problem-solving teaching implementation process and method of assessing problem-solving and creativity capacity, student's study results will be applied with each specific lesson; discuss the differences of the organization of project-based teaching and problem-solving teaching with other teaching methods that teachers are implementing, predict the difficulties and how to overcome them. - Identifying and discussing about a number of skills, teaching techniques and remarks needed for teachers and students in applying project-based teaching method. - Preparing necessary facilities to ensure an effective teaching process. - Methods, criteria needed to be evaluated and the toolkit for evaluating the results of project teaching, problem-solving teaching and problem-solving 17 and creativity capacity. - Working with the experimental teachers to study the lesson plan, communicating with the teachers about their questions and difficulties encountered with their students. We and our experimental teachers complete the lesson plans before and after each experiment. 3.3.2.2. Experimental method In applied pedagogical science research, four types of research designs are used, including: - Design 1: Design to test before and after the impact on the single group. - Design 2: Design to test before and after the impact on the equivalent group. After researching, considering the relevance of the research content, we choose design 1 and design 2. Before the impact: We select the experimental class and reference class by: Using the first semester results for grade 10 students and using the second semester results of grade 10 for grade 11 students. As a result, calculate the average score of the experimental class, reference class and collect the opinions of the teachers to determine that they are similar in awareness level and problem-solving and creativity capacity. Impact process: In the experimental class, the teacher applies the teaching methods: problem-solving, project-based teaching and capacity development oriented-exercises according to the planned lesson plan. In the reference class, the teacher does not use the above methods and teach according to lesson plans. After the impact: Gathering the results of knowledge and skills assessment through the test and assessment of the problem-solving and creativity capacity according to designed tools. The quantitative analysis is based on the tools designed to measure the results of learning in the experimental and reference classes: Observation checklist for evaluating problem-solving and creativity capacity; Questionnaire for the teacher (request the teacher to evaluate the effectiveness of developing the problem-solving and creativity capacity of students); Questionnaire for students (request students to self-evaluate and evaluate their peers); Project products evaluation form; The test to evaluate the problem-solving and creativity capacity after having lesson plans. 3.3.2.3. Experimental organization The content of experimental lessons is presented in Table 3.1: Table 3.1. Content of pedagogical experiment Experimental measures Specific content Experimental class Symbol of refresher plan Number test Measures 1: Use problem-solving teaching metho