The application of invented algorithm in organizing genetics teaching (grade 12 – biology program)

ng research objects and coding them with a kind of "language" that is both intuitive and specific. Therefore, teaching by algorithm makes the process of information transmission faster and more accurate. 1.2.4.4. Basis of control theory Application of invented algorithm in the teaching process will enhance the inverse relationship between teachers and students because the invented algorithm promotes students' creative thinking, independence and autonomy. 1.2.4.5. The basis of cognitive psychology and psychology at different ages 1.3. Practical basis 1.3.1. Actual awareness of teachers' reasoning Investigation of the theoretical cognitive status of teachers includes perceptions of concepts, roles, algorithmic classification of teachers in high schools today. 1.3.2. Practices of using algorithm of teachers in teaching Genetics Practical investigations of algorithmic use include the extent, benefits and difficulties of using algorithm of teacher. The results show that teaching with the use of algorithm is rarely applied by teachers, and if it is applied, it will only be used in a very small amount of content in certain stages of teaching. Teachers still have many confusion and difficulties when teaching algorithms, so algorithm teaching has not been widely implemented and conducted regularly. Teachers often use existing processes, the design of algorithms appropriate to the teacher's targets and subjects of teaching is still limited. Chapter 2. APPLICATION OF INVENTED ALGORITHM IN TEACHING GENETICS (BIOLOGY 12 - HIGH SCHOOL) 2.1. Analysis of structure and content of Genetics part (Biology 12 - High School) In order to apply the algorithm in teaching genetics properly and effectively, we have conducted the content analysis of each chapter in genetics part to determine the content that can apply algorithms and apply them in theoretical teaching or genetic exercises. 2.2. Developing algorithm for teaching Genetics (Biology 12 - High School) 2.2.1. Principles of developing algorithm for teaching Genetics (Biology 12 - High School) 2.2.1.1. Conformity with the program objectives and content 2.2.1.2. Guarantee of unity between science and education 2.2.1.3. User friendly 2.2.2. Process of developing algorithm for teaching Genetics part (Biology 12) 2.2.2.1. Process of developing recognition algorithm Process of developing recognition algorithm Step 1: Determination of knowledge target Step 2: Description algorithmic content Step 3: Preparation of algorithmic records Step 4: Algorithm is active Figure 2.2. Process of developing recognition algorithm Example: Developing recognition algorithm for Mendelian inheritance Step 1: Determination of knowledge target Students: Present the essential signs of Mendel's laws of inheritance; Identify the Mendel's laws of inheritance in genetic exercises Step 2: Description algorithmic content Mendelian inheritance Inherited by strict rules The characteristic is equally expressed in both sexes The result of two factor cross is the same Each pair of genes specifies a pair of characters Each pair of genes lies on a different homologous chromosome Complete dominant - recessive Step 3: Preparation of algorithmic records It is not Mendel's laws of inheritance It is Mendel's laws of inheritance The result of two factor cross is the same The characteristic is equally expressed in both sexes Each pair of genes lies on a different homologous chromosome Each pair of genes lies on a different homologous chromosome Complete dominant - recessive W W W W S Đ R R R Figure 2.3. Recognition algorithm for Mendelian inheritance Step 4: Algorithm is active Based on the specific problem requirements, students can follow the steps of the algorithmic record to identify the Mendel's laws of inheritance. 2.2.2.2. Process of developing transform algorithm The author proposes the design process for the transform algorithm of genetics part as follows: Step 1: Analysis of problems Step 3: Development of a problem solving program Step 4: Solving problems according to the established program Step 2: Establishment of relationship between hypothesis and conclusion Checking Wrong Conclusion Right Illustrative example Exercise: In cow, fur color characters is due to a gene consisting of two genetic alleles that follow Mendel's Law of Segregation of genes. A black-furred bull mated with the cows in the following crosses: Cross 1: ♂ black- furred (1) x ♀ brown- furred (2) → 1 black- furredcalf (5), 1 brown-haired calf (6). Cross 2: ♂ black- furred (1) x ♀ black- furred (3) → all of them are black- furred calves (7). Cross 3: ♂ black- furred (1) x ♀ black- furred (4) → 1 black- furred calf (8), 1 brown- furred calf (9). a. Determine the type of genes of cows and calves in the above crosses? b. If the cow and bull in the third cross continue mating, what is the probability in the offspring that there are 3 calves including 2 brown- furred calves? Step 1: Analysis of problems In the exercise, there are 3 crosses of a bull with 3 different cows. In order to identify the type of genes of cows and calves and solve other requirements of the problem, students need to find a cross to help them detect dominance, recessive and draw cross diagram. Step 2: Establishment of relationship between hypothesis and conclusion Students can make a relationship between hypothesis and conclusion as follows: Cross 3: Black x Black => Black + Brown Identify dominance character and recessive character Identify the type of genes of individuals Probability of offspring of cross 2 Cross 1: Black x vàng => đen + Brown Cross 2: Black x Black => 100% Black Hypothesis Conclusion Step 3: Development of a problem solving program Hypothesis Identify dominance character and recessive character Convention of genes Draw cross diagram of cross 2 Calculate the probability of offspring Identify the type of genes of individuals Đ S Conclusion Step 4: Solving problems according to the established program Once a problem solving program has been developed, students only need to follow the steps of the solving program to reach a conclusion: 2.2.3 System of algorithms which have been built 2.2.3.1. Some recognition algorithms • Recognition algorithms for gene concepts (Figure 2.5) • Recognition algorithms for mutation concept (Figure 2.6) • Recognition algorithms for types of chromosome mutations (Figure 2.7) • Recognition algorithms for of genetic linkage rule (Figure 2.8) • Recognition algorithms for gene interaction rule (Figure 2.9) • Recognition algorithms for sex linkage rule (Figure 2.10) • Recognition algorithms for nuclear inheritance rule (Fig4ure 2.11) 2.2.3.2. Transform algorithm in Genetics part • Problem solving program for Mendel's laws of inheritance (Figure 2.12) • Problem solving program for of genetic linkage rule (Figure 2.13) • Problem solving program for gene interaction rule (Figure 2.14) • Problem solving program for identifying the genetic structure of self-pollination populations (Figure 2.15) • Problem solving program for identifying the genetic structure of panmixia populations (Figure 2.16) • Problem solving program for pedigree genetics (Figure 2.17) 2.3. Using algorithms in teaching Genetics (Biology 12 - High School) 2.3.1 Principles of using algorithms in teaching Genetics (Biology 12 - High School) 2.3.1.1. Principle of unity between teaching and learning 2.3.1.3. Competence’s practice in applying knowledge to solve problems 2.3.1.2. Promotion of students' activeness and creativity 2.3.2. Using algorithms in teaching Genetics (Biology 12 - High School) 2.3.2.1. Using algorithms in teaching Genetics theory In order to apply the algorithm in teaching genetics theory effectively, we have proposed a two-stage use process: Stage 1 Stage 2 Use algorithmic records built by teachers to organize teaching activities Instruct students to develop their own algorithmic records Step 1: State targets of the lesson Step 2: Analyze the teaching content Step 3: Teachers provide algorithmic records and instructions how to use Step 4: Practice and apply them Step 1: State targets of the lesson Step 2: Organize students to analyze logical knowledge Step 3: Instruct students to develop their own algorithmic records Step 4: Comment and complete Figure 2.18. The process of using algorithms in teaching genetic theory Illustrative example of phase 1 Application of algorithm in teaching sex linkage genetic Step 1: State targets of the lesson: After finishing the lesson, students must: - Identify the mechanism for sex determination, genetic characteristics of genes located on sex chromosomes. - Present the genetic mechanism of genes located on sex chromosomes. - Identify the sex linkage genetic rule in problems and situations. Step 2: Analyze the teaching content To learn about the sex linkage genetic rule, the knowledge map students need to grasp is: what is a sex chromosome, how does the sex chromosome affect the sex determination mechanism? What is sex linkage genetic? Why does sex linkage genetic happen? How does sex linkage genetic? What are the characteristics of sex linkage genetic? What is the meaning of sex linkage genetic? Step 3: Teachers provide algorithmic records and instruction how to use From the genetic characteristics of the sex linkage genetic rule, the teacher will introduce students the algorithmic records identifying the sex linkage genetic rule that have been designed by the teacher. Genes on the Y chromosome in the part that do not have homologous regions on the X chromosome (crossed inheritance) It is not sex linkage rule Result of two-way cross The expression characters are irregular in both sexes The character appears only in heterogametic sex W Same W R Different R Genes are located in the homologous regions of X and Y Genes on the X chromosome in the part that do not have homologous regions on the Y chromosome (direct inheritance) Teacher: The instructions for using the algorithmic record to identify the sex linkage genetic rule are as follows: (1) The expression characters are irregular in both sexes. If the result is wrong, it is concluded that it is not sex linkage genetic rule. If it is right, go to step 2 or skip step 2 to go straight to step 3. (2) Result of two-way cross: If result of two-way cross is the same, it is concluded that the expression characters is by the gene located on the homologous region of the X and Y chromosomes. If result of two-way cross is different, go to step 3. (3) The character appears only in heterogametic sex (having XY chromosomes). If the result is right, it is concluded that it is due to genes on the Y chromosome in the part that do not have homologous regions on the X chromosome (direct inheritance). If it is wrong, the conclusion is it is due to genes on the X chromosome in the part that do not have homologous regions on the Y chromosome (crossed inheritance). Step 4: Practice and apply them The teacher asks students to come back to Morgan’s experiment to practice using algorithmic records Students perform the request of the teacher individually. - Expression characters are irregular in both sexes: Right → It is sex linkage genetic character. - Result of two-way cross is different: Right - The character appears in both sexes → The character is due to X chromosome gene in the part that do not have homologous allele on the Y chromosome. Teacher assigns other exercise: Exercise: Suppose a striped rooster breeds with a black-furred hen and all of their offspring (F1) is striped chickens. Next, F1 continue to breed with F1, F2 includes 50 striped chickens and 16 black-furred chickens and all black-furred chickens are hens. Which rule is fur color characters inherited? Teachers ask students to discuss in groups to do the exercise or also assign home tasks for students. Illustrative example Developing recognition algorithms for nuclear inheritance rule Step 1: Determine the target Students need to identify targets: distinguish the nuclear inheritance rule Step 2: Organize students to analyze logical knowledge To organize students to analyze knowledge logic about nuclear inheritance rule, teachers can navigate by a system of questions such as: - What factors govern nuclear inheritance rule? - Which nuclear inheritance rule have you learned? - What is the relationship between these genetic laws? Students mobilize the learned knowledge to answer the suggested questions of teachers and find out the knowledge logic: Step 3: Students develop their own algorithmic records To organize students to design their own algorithmic records to recognize the nuclear inheritance rule, teachers can guide students: (1) List the identifying signs of each genetic rule. (2) Arrange individual signs to identify each rule. Teachers can suggest students complete the following table: Rule Identifying signs Two-way cross Character expression in both sexes The number of gene pairs per chromosome The number of genes pairs of a pair of characters Menden Gene interaction Genetic linkage Sex linkage (3) Algorithmic preliminary design algorithm Students can use pencil to sketch out the algorithm on paper. Put the nature signs in order, draw arrows and find instructions to draw. (4) Inspection and completion 2.3.2.2. Using algorithms in teaching Genetics exercises Stage 1 Stage 2 Use algorithm to guide students to solve genetic exercises Instruct students to develop their own algorithm for solving genetic exercises Apply creative principles to develop and solve creative exercises Stage 3 Level 1: Teacher s develop creative exercises for students to practice Level 2: Teachers guide students to develop creative exercises Step 1: Teacher selects exercises and assigns tasks Step 2: Organize students establish the relationship between hypothesis and conclusion Step 3: Teacher provides problem solving program Step 4: Students solve problems according to the program Step 1: Teacher selects exercises and assigns tasks Step 2: Organize students establish the relationship between hypothesis and conclusion Step 3: Organize students to develop their own problem solving program Step 4: Comment and complete the problem solving program Step 1: Select problem Step 2: Identify and solve problems Step 3: Teachers introduce creative exercises based on creative principles Step 4: Develop solving programs and solve creative exercises Step 1: Select problem Step 2: Solve problems Step 3: Organize students to develop their own creative exercises based on creative principles Step 4: Students develop a program to solve the problem exercises Step 5: Practice Step 5: Practice Step 5: Comment and conclude Stage 1: Use algorithm to guide students to solve genetic exercises Step 1: Teacher selects exercises and assigns tasks Based on the targets of knowledge, skills, competencies to be achieved and based on the cognitive capacity of each student class, teachers choose appropriate exercises. Step 2: Organize students establish the relationship between hypothesis and conclusion The establishment of the relationship between the hypothesis and the conclusions is that the students analyze the problem to mobilize known knowledge, identify the requirements and think about how to solve the problem. Step 3: Teacher provides problem solving program In stage 1, teachers need to develop sample programs for students to familiarize themselves with the learning method and to learn how to build the next learning program. Step 4: Students solve problems according to the program For students with average and weak study ability, they will be more confident and more interested in learning than when they solve problems after being provided with solving programs, from which they will love the subject more. With good students, this can be considered as a stepping stone for them to accumulate more knowledge and experience to prepare for designing their own learning programs according to algorithm. Stage 2: Instruct students to develop their own algorithm for solving genetic exercises Step 1, step 2 of this stage is basically the same as stage 1. Step 3: Organize students to develop their own problem solving program In this step, when students design the algorithm themselves, the algorithms are the product of students' thinking process. Students think, write and draw by their own language, thus maximizing the potential of the brain. On the other hand, due to being self-created, it creates interest in learning for students. This method first helps students understand the lesson and memorize the lesson better, and then train them to think logically and coherently so that they know how to solve problems scientifically in other situations. This is the target of using algorithm in teaching to be achieved. Step 4: Comment and complete the problem solving program Teachers organize for students to report their results and lessons learned. Teachers synthesize ideas, then standardize to help students perfect the problem solving program. In this step, teachers can also motivate students to think by asking them to generalize the exercises into a general form. Stage 3: Apply creative principles to develop and solve creative exercises Level 1: Teachers develop creative exercises for students to practice Step 1: Select problem The selection of problems in this period is similar to the above two stages. Teachers also need to pay attention to the lesson objectives, student level to choose the problem accordingly. Step 2: Identify and solve problems The problem selected in step 1 is the starting problem. Teachers organize students to identify genetics part that problem belongs to. Step 3: Teachers introduce creative exercises based on creative principles When giving creative exercises, teachers should clearly state how the exercises are created and the creative principles on which the exercises are based so that students can easily visualize and think. Step 4: Develop solving programs and solve creative exercises Level 2: Teachers guide students to develop creative exercises Basically, step 1 and step 2 in level 2 are the same as step 1 and step 2 in stage 1. Step 3: Organize students to develop their own creative exercises Based on the creative cycle of Razumovsky [35], based on the system of creative principles, the development of creative exercises in the dissertation is conducted as follows: Concepts and rules Starting problem Develop methods to solve problems and find results Creative principles Make questions and answers Creative problem 2.3.2.3. Using algorithms to enhance creative thinking and problem solving competence for students in teaching Genetics (Biology 12 - High School) In teaching Genetics, the use of algorithms to enhance creative thinking and problem solving skills is most clearly revealed in teaching genetic exercises, especially when they develop and solve creative assignments. The process of applying creative principles to guide students in solving creative exercises takes place according to the following process: Creative exercise Identification Establish a relationship between hypothesis and conclusion Propose the options Choose the optimal plan Result Lesson Creative principles Evaluate Perform Comment Analyze Analyze Figure 2.20. The process of solving creative exercises The level to which the creative thinking capacity and problem solving capacity in teaching is formed and developed depending on the user and the use of teaching process. Using algorithm in forming new knowledge Algorithm used in teaching helps students orientate textbook research to find new knowledge, and also works to create a shortened knowledge product from textbooks. The method of using algorithms to teach new knowledge is inductive measure. Using algorithm in consolidating and perfecting knowledge This is an important stage in the learner's awareness path to practice the use of the acquired knowledge in specific situations. This is to strengthen the process of acquiring knowledge, bringing knowledge to serve practical requirements, creating products similar to existing or higher, newer products. This is also a period of consolidating skills to turn them into professional ones for the ultimate learning target of "Practice make perfect". Using algorithm in testing and assessing Testing and essessing is the period in which students self-assess or evaluate learning process of each other. This is also the stage for teachers to assess the level and capacity of each student, receive feedback from students to adjust the deveopment of teaching algorithms and their teaching process to suit the targets and subjects. To implement this task, teachers need to build a tool to assess the level of knowledge acquisition and level of capacity development in each student. Chapter 3. PEDAGOGICAL EXPERIMENT 3.1. Experimental purposes In order to check the feasibility and effectiveness of the scientific hypothesis that the subject has set; test the effectiveness of algorithms that have been developed in teaching genetics (Biology 12). 3.2. Experimental content Pedagogical experiment is conducted for a number of lessons that invented algorithm is allowed to apply to this content. When applying the invented algorithm or any teaching method, we think that it must be conducted continuously and systematically to assess the effectiveness of that method in the most objective way. 3.3. Experimental method 3.3.1. Selecting experimental schools, classes and teachers We conducted experiments in 4 high schools in Hung Yen province: Before conducting the experiment, we discussed with teachers who participated in the experiment the following content: - Purpose, request, task and content of conducting experiment. - Specific purpose, method and teaching plan for each lesson period. - Provide documents for teachers to participate in experimental research before experimenting. Guilding documentation includes: + Analyzing the logical structure of the content of experimental lessons. + Process of 1developing algorithmic records. + Process of applying algorithm to teaching genetics (Biology 12). + Methods of organizing students to apply creative principles to propose creative exercises and situations. + Sample lesson plans of genetics that apply algorithm into teaching process. 3.3.2. Organization of pedagogical experiment The experiment was conducted 2 times. * Phase 1 (academic year of 2015 - 2016) is exploratory experiment. * Phase 2 (academic year of 2016 - 2017) is the official experiment. 3.3.3. Method of results processing 3.3.3.1. Using mathematical 1 3.3.3.2. Handling the comments of teachers and students 3.4. Criteria for assessing the effectiveness of applying invented algorithm in teaching genetics (Biology 12) 3.4.1. Assessing student's cognitive capacity Assessing the level of students' knowledge acquisition Assessing students' knowledge use ability 3.4.2. Assessing creative thinking capacity in teaching Genetics (Biology 12 - High School) with applying of Algorithm 3.4.2.1. The basis for developing criteria for assessing creative capacity From these basis, we propose the following criteria to assess students' creative thinking capacity: The first criterion: From the cognitive needs of students, they can discover new problems and give dependable predictions (idea suggestion). The second criterion: From the predictions, students propose possible solutions to test the hypothesis and identify the consequences derived from the hypothesis. The third criterion: Students know how to analyze the pros and cons of the proposed plans and choose the most optimal solution. The fourth criterion: Students successfully implement the selected plan. The fifth criterion: Identify personal experience lessons 3.4.2.2. How to evaluate Based on the above criteria, when evaluating students' creative thinking capacity, teachers need to: - Design starting exercises/situations. - Organize students to solve the starting exercises/situations. - Organize students to propose creative exercises/situations and find solutions to solve those exercises/situations. 3.4.2.3. Proposing a scale of creative thinking capacity in teaching Genetics (Biology 12 - High School) 1, Problem detection Criteria Point The problem is found and dependable prediction is given 2 points The problem is found but dependable prediction is not given 1 point The problem is not found 0 point 2, The solution for solving problem has been proposed Criteria Point The solutions for solving problem and consequences of solutions are proposed 2 points The solutions for solving problem are proposed but consequences of solution is not given 1 point