Information Technology Application In Teaching Chemistry To Develop Student’s Problem-Solving Compet...

INFORMATION TECHNOLOGY APPLICATION
IN TEACHING CHEMISTRY
TO DEVELOP STUDENT’S PROBLEM-SOLVING COMPETENCY


Vu Minh Trang, Nguyen Tung Lam, Nguyen Thi Phuong
(VNU University of Education )
Nguyen Thi Phuong
(Diamond School Center)



Abstract: In the 21st century, most countries in the world tend to innovate and reform their education to be
more modern, Vietnamese education is also shifting from a content-oriented education to a capacity developmentoriented one. The purpose is to educate people with new knowledge, creativity, dynamism, and proactively solving
problem in life. The objectives of the article are: 1) An overview of the theoretical basis of the application of
information technology (IT) in teaching Chemistry; problem-solving competency, 2) Developing criteria for
assessing problem-solving competency, 3) Proposing principles and procedures for applying IT in teaching
Chemistry, 4) Proposing solutions using some selected IT applications in teaching Chemistry through 03 teaching
plans for chapter “Electrolysis”, Chemistry grade 11 to develop problem-solving competency for students. Our
study evaluated the possibility of these solutions on two experimental classes and two compared classes (173
students) in grade 11 of two high schools in Hung Yen and Hai Phong. The results of pedagogical experiments
show that the application of IT in teaching Chemistry has achieved the set goals and helped students not only
improve their learning results but also build and develop problem-solving competency.
Keywords: Problem-solving competency, information technology (IT), teaching Chemistry

1. INTRODUCTION
Entering into the 21st century, most countries in the world would want to innovate and reform their
education in a more modern way. As a result, ‘Vietnam’s education is also shifting from content-oriented
education to the competence development-oriented education to equip people with new knowledge,
creativity, dynamism, and the ability to flexibly adapt to the surrounding environment and proactively
solve problems in life. In the context that the fourth industrial revolution is happening rapidly worldwide

and has a profound impact on many fields of society, the application of IT in education is inevitable
because it brings many advantages in supporting management, teaching and learning.
In the teaching process, teachers need to innovate their teaching methods from one-way imparting
of knowledge to promoting positivity, initiative, and the ability to creatively apply knowledge to solve
practical problems. In addition, teaching with the help of IT applications is one of the measures to
help students not only absorb learning contents easily, conveniently, and effectively, but also help
form and develop the ‘students’ ability to solve problems through the subject-learning process at high
schools today. Therefore, Chemistry as a scientific subject closely combining theory and experiment
is a subject closely connecting with other natural sciences as well as connecting knowledge with
practice, contributing significantly to developing this ability of each student. Therefore, the use of IT


134

PROCEEDINGS OF 1 ST HANOI FORUM ON PEDAGOGICAL AND EDUCATIONAL SCIENCES

applications to help simulate abstract and challenging knowledge of Chemistry or chemical phenomena
with complicated reactions and experiments that require a lot of time to establish a chemical reaction
system to ensure safety, success, and easy observation of phenomena; or consolidation, review, test and
evaluation of knowledge in the form of pre-programmed games, etc. will interest and stimulate students
to participate in learning activities, thereby helping them improve their learning efficiency and develop
necessary competencies.
2. RESEARCH OBJECTIVES, OBJECTS AND METHODS
- Research objectives: Build and design some teaching plans for the chapter of “Electrolysis” of
Chemistry 11 with the support of some IT applications in Chemistry to help students solve problems in
learning and life, thereby developing their problem-solving competencies, contributing to improving the
quality of teaching and learning Chemistry at high schools.
- Research objects: Measures to organize and teach some lectures of the chapter of “Electrolysis”
based on using some IT applications in teaching Chemistry to develop the problem-solving competencies
for high school students.

- Research methods:
* Theoretical research method
Systematize and generalize the theoretical and practical documents related to the topic of applying
IT in teaching Chemistry on smart electronic devices, helping the development of competencies
for students, especially the problem-solving competency in teaching Chemistry at high schools, the
knowledge and content related to the chapter of “Electrolysis”.
* Practical research method
Survey, investigate the current situation, and make observation through assessment tools that are
the questionaires to investigate the current situation of using IT applications in teaching Chemistry
and developing the problem-solving competency for students in teaching Chemistry for 16 Chemistry
teachers and 668 students in grade 11 of An Thi High School, Hung Yen Province, and Thuy Son High
School, Hai Phong City.
* Experimental method of pedagogy
Evaluating the effectiveness of IT application in teaching Chemistry in the chapter of “Electrolysis”Chemistry 11 in order to develop the problem-solving competency for students.
Select the control class and the experiment class in the academic section A, with the same teacher,
the same number of students and the same learning capacity. Teach students in the control class in
accordance with the traditional lesson plan, and teach students in the experiment class in accordance
with the lesson plan using IT in the direction of developing the problem-solving competency.
Survey the experimental results qualitatively through questionnaires for teachers and students of
the experiment class, and quantitatively through the assessment form according to teachers’ criteria
combined with students’ self-assessment form on the development of the problem-solving competency of
students. The 15-minute test and 45-minute test after conducting 03 lectures have also been implemented
in the control class and the experiment class based on the 10-score scale.


section 1: teacher training renovation to meet the development...

135

* Mathematical method of statistics

Quantitatively process the results of investigation and pedagogical experiment through the
mathematical methods of statistics, and apply pedagogical science to analyze data, evaluate the reliability
and validity of the data collected from the form of assessment of problem-solving competency according
to teachers’ criteria, and the students’ self-assessment form, along with scores obtained from 15-minute
test and 45-minute test.
3. RESEARCH RESULTS
3.1. Application of information technology (IT) in teaching Chemistry
According to the ‘Government’s resolution No. 49/CP, the concept of IT is clearly defined as follows:
“is a collection of scientific methods, modern technical means and tools, mainly telecommunications and
computer engineering, to organize, exploit and effectively use affluent and potential information resources
in all activities of human and society”.
Application is the written program or pre-programmed software to run on many different platforms
such as computer, phone or web.
From the definition of IT and application, we can define IT application as the use of IT in activities
within the fields of socio-economic affairs, foreign affairs, national defense, security and other activities
to improve productivity, quality and effectiveness of these activities.
Therefore, the application of IT in teaching is the use of IT application software to simulate
experiments in the teaching process to equip learners with the knowledge, skills, techniques, outlook on
life, and problem-solving methods [2].
Introducing some IT applications to support Chemistry teaching
Firstly, CHEMIST – Virtual Chem Lab
Introduction of the application: This is the perfect virtual laboratory with 17 essential instruments,
more than 200 inorganic reagents and more than 60 organic chemicals that can meet the academic
requirements of study programs at all levels.
Advantages and disadvantages:
Advantages

Disadvantages

+ Avoid risks such as fire and explosion when reacting. When there + High cost, and when

are reactions that we do not know how it will happen, the software will choosing organic matters,
practice first and show the results; then we can practice with actual users continue to pay fees.
chemicals.
+ Have realistic simulations, full chemicals and lab instruments
+ Perform experiments easily by clicking, dragging and dropping.
+ Helps with deeper learning: calculate all chemical data in the
experiment in real-time.
+ No internet connection is required after installation.


136

PROCEEDINGS OF 1 ST HANOI FORUM ON PEDAGOGICAL AND EDUCATIONAL SCIENCES

Figure 1. Instructions for installing and using the CHEMIST – Virtual Chem

Secondly, PhET Simulations
Introduction of the application: PhET provides simulation experiments for fun science in science
subjects (such as Chemistry, Physics, Biology, etc...), simulation experiments on the PhET application
have been tested and evaluated to ensure educational effectiveness.
Advantages and disadvantages:
Advantages

Disadvantages

+ Fun simulations based on interactive research for use in STEM + The number of experiments
education
is limited and not abundant.
+ Simulate what is invisible to the eye by using graphics and visual + There are a few experiments
controls such as click and drag, slider and radio button.

that still have errors.
+ Provide measuring instruments: ruler, stopwatch, voltmeter and
thermometer.
+ It is free on the PhET website and easy to use and include in the
classroom.
+ No internet connection is required after installation is complete.

Figure 2. Instructions for installing and using the PhET Simulations


section 1: teacher training renovation to meet the development...

137

Thirdly, Virtual Lab - Open Classroom
Introduction of the application: The application website has Virtual Labs of lively interactive
science subjects, which meet the access needs of millions of students and help them directly do
experiments on the application. Open Classroom focuses on the practical element and application of the
learned knowledge in practice to ensure learning with practice. PhET Interactive Simulations provides
the experiments and images used by Virtual Lab.
Advantages and disadvantages:
Advantages

Disadvantages

+ Allow students to interact, perform experiments, and simulate + Experiments are limited, not
visually and vividly. Thereby, students are interested in learning, grasp abundant. Experiments are only
the lesson contents easily and discover new knowledge.
available for some chapters.
+ No accidents.

+ Need Internet connection
and access to the website:
+ Visually simulate experiments to help students understand their
openclassroom.edu.vn
nature.
+ Help students think creatively, take the initiative in learning and
develop skills in accordance with the requirements in life

Figure 3. Instructions for installing and using the Virtual Lab - Open Classroom

3.2. Problem-solving competency
Currently, there are many different definitions of Problem Solving Competency. However, in this
report, the following definition is used: Problem Solving Competency is a general competency, expressing
an individual’s ability to discover and recognize cognitive dissonance in learning and life problems and
situations, then find ways to solve problems effectively and overcome challenges with a positive spirit,
thereby acquire new knowledge and skills, demonstrate the ability of cooperation and thinking in solving
and choosing optimal solutions [9,10].


138

PROCEEDINGS OF 1 ST HANOI FORUM ON PEDAGOGICAL AND EDUCATIONAL SCIENCES

3.3. The role of development of the problem-solving competency in teaching Chemistry
Training and development of the problem-solving competency for students are important in
teaching Chemistry:
- Help students go deep into the core knowledge, link theory and practice, have skills to observe,
collect and process information, form the scientific and practical research methods through designing
the experiments on electronic devices, always be active and proactive in solving problems in learning as

well as in life; therefore, create excitement and motivation to study Chemistry for students.
- Through self-studying and applying knowledge of Chemistry to explain phenomena in the real
life, hypothesizing and doing research to solve problems, students are educated to be aware of and
responsible for themselves, their family, school and society. Therefore, teachers can evaluate students’
cognitive and thinking ability, thereby facilitating the classification of students more accurately,
contributing to innovating teaching methods and assessing students’ learning results, thereby meeting
the requirements of educational reform in the current time [5].
3.4. Principles and procedures for applying IT applications in teaching Chemistry to develop the
problem-solving competency for students
* Principles
IT applications, if used correctly, will greatly increase the pedagogical effectiveness of teaching
content and methods. Therefore, it is necessary to ensure the following principles:
+ Principle 1: Use at the right time: For example, use IT applications at the time of need, at the time
when students want. Therefore, teachers need to have a reasonable use plan to improve the effectiveness
of each application.
+ Principle 2: Use in the right place: Find a place to introduce and present IT applications to the
lesson in a reasonable way, help students use a lot of skills, operations on the application, many senses
to absorb lesson contents evenly in all positions in the class.
+ Principle 3: Use the right intensity to attract students to new and attractive things, and help
students maintain more attention to the lecture.
+ Principle 4: When selecting and using IT applications, teachers must carefully study their content
and applicability synchronously and systematically, diversify forms, and use them from the point of
view of active student-centered teaching.
+ Principle 5: Organize group learning activities for students to learn together and do experiments
on the application such as preparing new lessons, reporting, exchanging lesson content in class [3, 7].
* The procedure of applying IT applications in teaching Chemistry


section 1: teacher training renovation to meet the development...

139

Diagram 1: The procedure of applying IT applications in teaching Chemistry

3.5. Solutions to apply some IT applications in teaching Chemistry through the teaching plans for the
chapter of “Electrolysis”, Chemistry 11 to develop problem-solving competency for students
In the chapter “Electrolysis”, some IT applications such as Chemist – Virtual Chemlab, PHET
Simulations, Virtual lab – Open Classroom can be applied to the lessons to simulate experiments.
Solutions to use the applications in each specific lesson:

LESSON 1: ELECTROLYSIS
* Use 02 IT applications: PhET Simulations and Virtual lab - Open classroom.
Scenario 1: Testing the conductivity of water, acid, base, salt, sugar to form the concept of
electrolytes
- Step 1: Teacher raises the problem: Why are there solutions that conduct electricity, and solutions that
do not conduct electricity? Which solutions conduct electricity? Which solutions do not conduct electricity?
- Step 2: Teacher creates a problematic situation: Let students experiment to test the conductivity
of water, acid, base, salt, sugar using two software: PhET Simulations and Virtual Lab - Open Classroom,
and ask students to observe the phenomenon. From there, comment on the existence of electric current
and explain physical and chemical phenomena.

Acid

Base

Water

Salt - Sugar

Figure 4. Illustration for using PhET Simulations application for Lesson 1- Electrolysis

From there, raise the question: why are there solutions or substances that conduct electricity, and
solutions or substances that do not conduct electricity?


140

PROCEEDINGS OF 1 ST HANOI FORUM ON PEDAGOGICAL AND EDUCATIONAL SCIENCES

- Step 3: Problem-solving: Teacher asks to repeat the concept of electric current and asks students
to observe the dissolution and conduction process of solutions when experimenting. Then, ask students
to state the mechanism of the electrolysis process
Give hypotheses:
+ State the existence of electric current according to the knowledge of Physics and Chemistry, and
state the mechanism of electrolysis process:
Knowledge of Physics: Electric current is the directional movements of charged particles, usually
electrons.
Knowledge of Chemistry: The solutions of acids, bases and salts dissolved in water dissociate into
ions, and because the ions exist in the solutions, they can conduct electricity.
+ Mechanism: When acids, bases, and salts dissolve in water, they dissociate into positive and
negative ions. Due to the interaction between polar water molecules and ions combined with the constant
chaotic movement of water molecules, the ions of acids, bases, and salts gradually separate from each
other, which leads to the dissociation of molecules into ions.
- Step 4: Conclusion of the problem, and application in different situations: Students conclude
on the concept of electrolytes and electrolysis: “The substances that, when dissolved in water, form
conductive solutions are called electrolytes” and “Electrolysis is the process of dissociating substances
in water into ions”.
Teacher expands the problem: Can the concept of electrolytes be stated that “”The substances
whose solutions conduct electricity are electrolytes””? Explain?
Student: Give an answer

Scenario 2: Classify strong electrolytes and weak electrolytes. Then introduce the concept of
strong electrolytes and weak electrolytes.
+ Use PhET Simulations application to classify strong electrolytes, weak electrolytes:
- Step 1: Teacher raises the problem: Do different substances have different levels of electrolysis?
If yes, how are they classified?
- Step 2: Teacher creates the problematic situation: Let students do experiments using PhET
Simulations software

Strong acid

Weak acid

Strong base

Weak base

Figure 5. Illustration for using PhET Simulations application for Lesson 1- Electrolysis

The teacher asks students to observe the brightness of 2 bulbs with the solutions of strong acids,
strong bases, and weak acids, weak bases. Why is there such a difference in the brightness of the two
bulbs? (based on the number of ions dissociated)


section 1: teacher training renovation to meet the development...

141

- Step 3: Students Solve the problem
Give hypotheses:
+ (1): When strong acids and strong bases dissolve in water, they will produce more ions than weak

acids and weak bases; therefore, they conduct electricity better, so the bulbs are brighter.
+ (2): Strong acids, strong bases are electrolyzed more strongly than weak acids and weak bases;
therefore, they conduct electricity better, so the bulbs are brighter.
Implement the plan and solve the problem:
- Step 4: Conclusion of the problem, and application in different situations: Conclude the concept of
weak electrolytes and strong electrolytes and how to write dissociation equations with weak electrolytes and
strong electrolytes. Ask students to give more examples of strong and weak electrolytes; Write dissociation
equations for these electrolytes.
Thus, to form the concept of electrolytes, electrolysis, and classification of electrolytes, teacher
uses PhET Simulations and Virtual Lab - Open Classroom to conduct experiments on the conductivity
of different solutions of substances in order to create contradictions in the perception of students, then
combine with specific teaching activities, instruct students to solve problems from which to draw
conclusions and acquire new knowledge. Therefore, through these research activities, students show the
signs of the problem-solving competency.

LESSON 2: ACIDS, BASES AND SALTS
* Use the application: CHEMIST – Virtual Chem Lab to prove that Al(OH)3 and Zn(OH)2
compounds are amphoteric hydroxides. From there, form the concept of amphoteric hydroxide.
Scenario 1: Prove that Al(OH)3 and Zn(OH)2 compounds are amphoteric hydroxides
- Step 1: Teacher raises the problem: as we have learned, a base is a compound that has one or more
OH groups attached to a metal and it is soluble in acids and does not react with bases. So the compound
Al(OH)3 is a hydroxide with 3 OH groups, is it soluble in NaOH solution or not?
- Step 2: Teacher creates a problematic situation: Teacher asks students to perform the experiment
using the CHEMIST - Virtual Chem Lab application: Take two large beakers to experiment, put 3.9
grams of Al(OH)3 in each beaker, and add 8 grams of solid NaOH and water in the first beaker to make
the solution, add the excess HCl solution in the second beaker. The teacher asks students to perform
experiments on the application and observe the experimental phenomenon.
Students comment on the phenomenon: Al(OH)3 dissolves in both test beakers. Then, the teacher
asks students to raise questions to find out the problem: Al(OH)3 is a base, how can it be soluble
in NaOH?

- Step 3: Solve the problem
- Give hypotheses:
+ (1) Al(OH)3 shows basicity when reacting with HCl and shows acidity when reacting with NaOH.
That is, Al(OH)3 has 2 types of dissociation depending on the condition.
+ (2) NaOH solution has water, H2O has , so it has the acidity to dissolve Al(OH)3.
- Implement a plan and solve the hypothesis:


142

PROCEEDINGS OF 1 ST HANOI FORUM ON PEDAGOGICAL AND EDUCATIONAL SCIENCES

+ (1) Do experiment on the application: Take two large beakers to experiment, put 3.9 grams
of Al(OH)3 in each beaker, and add 8 grams of solid NaOH and water in the first beaker to make the
solution, add the excess HCl solution in the second beaker. It is found that Al(OH)3 is soluble in both test
beakers. It is proved that Al(OH)3 reacts with both NaOH and HCl.
+ (2) Al(OH)3 is insoluble in water, so this hypothesis is rejected.
- Step 4: Conclusion of the problem, and application in different situations: Al(OH)3 is an amphoteric
hydroxide. The teacher asks students to tell the concept of amphoteric hydroxide. Then, the teacher
concludes and gives more examples of common amphoteric hydroxides: Zn(OH)2, Al(OH)3, Sn(OH)2,
Pb(OH)2. These compounds are sparingly soluble in water and have weak basicity and acidity.
Apply the situation: Use the application: CHEMIST - Virtual Chem Lab to do the same experiment
with Zn(OH)2 to prove it is amphoteric hydroxide.

Figure 6. Illustration for using the CHEMIST – Virtual Chem Lab application to prove that Al(OH)3 is amphoteric hydroxide

Thus, to form the concept of amphoteric substances, teacher creates a problematic situation:
“Can Al(OH)3 react with NaOH?”, and uses CHEMIST - Virtual Chem Lab to assist students in
solving problems by observing the phenomenon that occurs when experimenting with the reaction
between Al(OH)3 + HCl and Al(OH)3 + NaOH on the this software. In addition, combining with the

organization of specific teaching activities, teacher will help students show the signs of the problemsolving competency.

LESSON 3: ELECTROLYSIS OF WATER. PH. ACID-BASE INDICATOR
+ Use IT applications: PhET Simulations and Virtual lab – Open Classroom.
Scenario 1: prove that water is a weak electrolyte
- Step 1: Teacher states the problem: in the previous lesson, we have concluded that substances that
conduct electricity such as acids, bases, salts and water are classified as non-electrolytes.
- Step 2: Teacher raises a problem: let students do experiments on the electrolysis of water on the
PhET Simulations application. Ask students to identify the dissociation ability of water through the number
of ions in the solution after electrolysis. Thereby, conclude whether water is a strong or weak electrolyte.


section 1: teacher training renovation to meet the development...

143

Figure 7. Illustration for using the PhET Simulations application for Lesson 3- Electrolysis of water. pH. Acid-base indicator

- Step 3: Students solve the problem situations:
- Perform experiments on the application, and answer questions: Give hypotheses:
+ Water dissociates into few ions, does not make the light on → the water is not electrolyzed
+ Water dissociates into few ions, does not make the light on → the water is a weak electrolyte
+ Water dissociates into few ions, does not make the light on. It is experimentally determined that
at normal temperature (, only one molecule in 555 million water molecules dissociates into ions and the
product of ions of water → water is a very weak electrolyte.
Implement the plan and solve the problem: Perform the experiment and select the appropriate
proposal.
- Step 4: Conclusion of the problem, and application in different situations:
Dissociation equation of water: H2O ↔ H+ + OH- (1)
Product of ions of water: From the equation (1) (at 250C)

K[H2O] = K[H2O]= [H+].[OH-] = 10-14; KH2O: Product of ions of water
- A neutral environment is an environment in which: [H+].[OH-] = 10-7 M
Teacher apply other situations: In a neutral environment: [H+].[OH-] = 10-7 M, so how to do [H+] and
[OH-] change in acidic and basic environments?
Students answer:
- Know [H+] in solution → calculate [] and vice versa.
- The acidity and alkalinity (basicity) of the solution can be evaluated by [H+]
* [H+]>10-7Mz → Acidic environment
* [H+]≤10-7Mz → Alkaline environment
Scenario 2: Identify the environment through the indicator and the pH value of different
solutions.
- Step 1: Teacher states the problem: How does the pH value of different substances change? And
how does the indicator change its color?
- Step 2: Teacher raises the problem: let students verify the pH value of different solutions on
the IT applications via phone: 2 groups apply the PhET application with 2 different contents, 1 group


144

PROCEEDINGS OF 1 ST HANOI FORUM ON PEDAGOGICAL AND EDUCATIONAL SCIENCES

applies the Open Classroom application. Ask students to observe the phenomena, explain why there is a
difference between the phenomena. From there, give conclusions about the pH value and color change
of indicator in acidic, basic and neutral environments.
For the PhET application
Measure the pH value or identify the color of strong or weak acids, strong or weak bases, water,
and some solutions, here are some illustrations:

Figure 8. Illustration for using the PhET Simulations application for Lesson 3- Electrolysis of water. pH. Acid-base indicator

For the Open Classroom application

Figure 9. Illustration for using the Open Classroom application for Lesson 3- Electrolysis of water. pH. Acid-base indicator

=> Teacher: Through the above experiments, ask students to draw comments on the color change
of litmus paper in acidic, basic and neutral environments.
- Step 3: Students solve the situation:
Give hypotheses


section 1: teacher training renovation to meet the development...

145

+ Acidic environment gives the pH value < 7, the indicator turns red. The basic environment gives
the pH value > 7, the indicator turns blue. A neutral environment gives the pH value = 7, the indicator
does not change its color.
+ Acidic environment gives the pH value < 7, the indicator turns red for the strongly acidic
environment, pink for the weak acidic environment. The basic environment gives the pH value > 7, the
indicator turns dark blue for the strong basic environment, and light blue for the weak basic environment.
A neutral environment gives pH = 7, the indicator does not change its color.
Implement the plan and solve the problematic situation:
- Step 4: Conclusion of the problem, and application in different situations:
+ pH < 7: Acidic environment → litmus paper turns red
+ pH > 7: Basic environment → litmus paper turns blue
+ pH=7: Neutral environment → litmus paper does not change its color
Teacher applies it to real situations: In addition to measuring the pH value or using an indicator to
identify the environment, measuring the pH value is also applied in medicine such as testing ‘patients’
blood and urine to check whether they are sick or not?
Students: Find out and answer the questions

Scenario 3: Do a solution dilution experiment, calculate the pH of that solution and re-verify the
answer by doing a pH measurement experiment with PhET Simulations software
- Step 1: teacher states the problem: After dilution, does the pH of the diluted solution change? and
how does it change?
- Step 2: Teacher raises a problem: Ask groups to use the PhET Simulations application to
implement the following requirements and present to the class:
+ Pour 0.2 liters of orange juice into a beaker (available in the application)
+ Measure the pH of the beaker of orange juice.
+ Then, add 0.3 liters of distilled water to the beaker. Calculate the pH of the solution after diluting
the solution on the application. (Calculation before experimenting)
- Step 3: Students solve the problem
Proposal to solve the problem
+ Pour 0.2 liters of orange juice into a beaker, measure the pH of the beaker of orange juice. Then, add
0.3 liters of distilled water to the beaker, the volume of the solution increases, the concentration of [H+]
decreases, the pH increases → pH after dilution is calculated by the formula pH =
+ The initial volume is V1, [], the volume after dilution iszV2. Then, experiment on the application
is as follows: Pour 0.2 liters of orange juice into a beaker, measure the pH of the beaker of orange juice.
Then, add 0.3 liters of distilled water to the beaker, the volume of the solution after dilution increases,
so the concentration of [H+] decreases (the number of moles of the solution does not change) → the pH
increases. And the pH after dilution is calculated by the formula pH =
Implement the plan and solve the problematic situation:


146

PROCEEDINGS OF 1 ST HANOI FORUM ON PEDAGOGICAL AND EDUCATIONAL SCIENCES
- Step 4: Conclusion of the problem, and application in different situations:

+ After dilution, the volume of the solution increases but the number of moles of the solution does
not change → [H+] decreases → the pH of the solution increases.

+ From the above example, the teacher asks each student to perform the same experiment with
other solutions already integrated on the application and asks students to present that experiment in the
next lesson.

Figure 10. Illustration for using the PhET Simulations application for Lesson 3- Electrolysis of water. pH. Acid-base indicator

Therefore, to prove that water is a weak electrolyte, the teacher creates a contradiction between
the knowledge that students already knew that “water is not an electrolyte” and the new knowledge
about the electrolytic ability of water based on a problematic situation, and to identify the environment
through the color change of the indicator at different pH values ​​of solutions with acidic, basic, and
neutral environments, and how to calculate this pH value, PhET Simulations is selected to support
students in conducting research and verification experiments to solve problems. Besides, combining
with specific teaching activities will help students show the signs of the problem-solving competency.
3.6. Evaluating the problem-solving competency of students
* Quantitative results
- Evaluation through the table of criteria and levels of assessment of problem-solving competency
The table of criteria and levels of evaluation of ‘students’ problem-solving competency is built based on
the following evaluation criteria [1, 4, 6, 8]:

Table 1. Criteria and levels of evaluation of problem-solving competency
Component
competencies

Detect and
solve problems

Levels
Criteria

Unsatisfactory

(1 score)

Satisfactory
(2 scores)

Good
(3 scores)

Very good
(4 scores)

1. Analyze
problematic content

Can analyze
the problematic
content, but
unclearly

Analyze the
problematic
content, but not
specifically

Analyze the
problematic
content
appropriately

Analyze the problematic

content fully

2. Detect problematic
situation

Detect the problem
with the help of the
teacher

Detect the
problematic
situation but not
enough

Detect the
problematic
situation
completely

Detect the problematic
situation in the most
complete and accurate
manner

3. State problematic
situation

State the
problematic
situation with the

help of the teacher

State the
problematic
situation but not
enough

State the
problematic
situation
completely

State the problematic
situation and clarify
scientific problems


section 1: teacher training renovation to meet the development...
4. Collect and clarify
information related to
the problem

Can not identify,
or identify the
information in
an unscientific
manner

Identify the
information

incompletely

Identify the
information
completely

Identify the
information quickly,
completely and
scientifically

5. Analyze the
information

Cannot analyze or
can analyze the
information but
unclearly

Analyze the
information but
incompletely

Analyze the
information
completely and
specifically

Analyze the
information in the

clearest, most
specific, scientific and
complete manner

6. Find out the
chemistry knowledge
and the problemrelated knowledge

Find out the
problem-related
knowledge
from personal
experience, but
unclearly

Find out the
problem-related
knowledge in the
textbook

Find out the
problem-related
knowledge in
the textbook
and through
discussion with
your friends

Find out the problemrelated knowledge in
the textbook, reference

materials and through
discussion with your
friends

7. Propose a
hypothesis

Cannot propose a
hypothesis

Propose a
hypothesis, but
not specifically

Propose a
hypothesis
specifically

Propose a hypothesis
specifically, clearly
and scientifically

8. Make and execute
a plan

Cannot make and
execute a plan

Make and
execute a plan,

but unclearly

Make and
execute a plan
specifically

Make and execute a plan
specifically, appropriately
and scientifically

9. Assess the solution

Cannot assess the
solution

Assess the
solution but
unclearly

Assess the
solution
appropriately

Assess the solution
appropriately and
scientifically

10. Give a conclusion
about the solved
problem, and apply

it to solve other
situations

Cannot conclude
the problem and
cannot apply it to a
new situation

Conclude the
problem but
not specifically,
and cannot
apply it to a new
situation

Conclude the
problem clearly,
and apply it to a
new situation

Conclude the problem
clearly, scientifically
and apply it well to
other situations

Set up the
problem space

Make and
execute a plan

Assess the
solution to
solve the
problem

147

Criteria and levels of assessing the ‘students’ problem-solving competency in teaching with IT
applications are implemented before and after conducting experimental teaching in the experimental class and
controlled class after each lesson, and observing the ‘students’ expression and behavior in the experimental
class and controlled class. Code the students of the experimental class from 1 to 88, and the students of the
controlled class from 1 to 85. The obtained results are shown in Graph 1 and Graph 2:

Graph 1. Improvement of problem-solving competency of the students in the experimental class through each lesson

Comment: The results show that the average observed score of students in the experimental class
before conducting the teaching sessions is lower than that after teaching with IT applications. Specifically,
before the experiment, the problem-solving competency of most of the students has just developed at


148

PROCEEDINGS OF 1 ST HANOI FORUM ON PEDAGOGICAL AND EDUCATIONAL SCIENCES

a satisfactory level. After each lesson, the observed scores increased gradually, and by lesson 3, 73/88
(82.95%) students had the observed scores of above 3.0 (good and very good levels). It is proved that
the problem-solving competency of students has developed more than that in the previous two lessons.
For the remaining number of students, their observed score also changed positively, but it was still not
high (below 3.0); with this score, these students still need to practice and the teacher also needs to pay

more attention to the next lessons.

Graph 2. Improvement of problem-solving competency of the students in the experimental class compared
to the students in the controlled class

Comparing the observed scores between students in the experimental class and the controlled
class shows that the average score of students in the experimental class is always higher than that of the
controlled class, which has initially shown the effectiveness in developing the ‘students’ problem-solving
competency through the application of IT in teaching.
Evaluation by the test
After finishing the lessons, one 15-minute test and one 45-minute test were implemented for
students in the experimental class and controlled class. The quantitative comparative analysis method
based on the results of two tests with the 10-score scale and the 4-rating method is as follows:
+ Very good: 9, 10 scores.

+ Average: 5, 6 scores

+ Good: 7, 8 scores.

+ Weak – poor: 0, 1, 2, 3, 4 scores.

From the test scores of the experimental class and controlled class, the characteristic parameters
are given in the following table:

Table 2. Summary of characteristic parameters of the tests
Test
15- minute test

45- minute test

class

Ẋ

Mode

Median

S

S2

V(%)

Control

6.37

7

6

1.36

1.84

21.296

Experiment

7.07

7

7

1.65

2.73

23.384

Control

6.61

7

7

1.48

2.20

22.434

Experiment

7.47

7

7

1.37

1.87

18.337

T-test
P
0.01777

0.00301

Effect size
ES

0.52
0.58

Comment: Based on the pedagogical experiment results and through the processing of pedagogical
experiment data, it has been shown that the learning quality of students in the experimental class is
higher than that in the controlled class. This is shown as follows:
- Percentage of weak-poor, average, good and very good students:
The percentage of students getting very good and good scores in the experimental class (64.77%
- 80%) is higher than that in the controlled class (47.73% - 53.66%); On the contrary, the percentage of
students getting weak and average scores in the experimental class is lower than that in the controlled class.

section 1: teacher training renovation to meet the development...

149

Thus, the above experimental plan has affected developing the problem-solving competency for
students, contributing to reducing the percentage of weak and average students, and increasing the
percentage of good and very good students.
- Value of characteristic parameters:
+ The average score of the students of the experimental class is higher than that of the controlled
class, which proves that the students of the experimental class firmly grasp and apply knowledge and skills
better than the students of the controlled class.
+ The standard deviation in the 45-minute test in the experimental class is smaller than that in the
controlled class, which proves that the data of the experimental class is less scattered than that of the
controlled class.
+ The experimental V values range from 10% to 30% (with average variation). Therefore, the
obtained results are reliable, which once again proves that applying IT in teaching Chemistry has been
effective in developing the chemical problem-solving competency for students.
+ The effect size (ES) in the range of 0.52 - 0.58 is average; therefore, the effect of the experiment
is at the average level.
+ It is found that in the experimental class, the T-test p < 0.05, so the difference in scores between the
experimental class and the controlled class is significant. This shows that the quality in the experimental
class is better and more uniform than in the controlled class.
Through the aforementioned observations, evaluation results and comments, I could conclude that
the development of problem-solving competency in the chapter of Electrolysis via the use of some IT
applications is effective in creating excitement, positivity, thinking ability, informatics ability, scientific
discovery, and especially developing the problem-solving competency of students in the learning process.
* Qualitative results
In addition to analyzing the quantitative results, we have also observed and analyzed the changes
of students in the experiment classes compared to the ones in the control classes through questionnaires,

learning attitude, classroom atmosphere, and especially development of problem-solving competency.
After evaluation, we have some following conclusions about students in the experiment classes:
- Combining the active teaching methods with the use of IT applications on smart electronic devices
in simulating Chemistry experiments to solve learning problems shows that students in the experiment
classes are very excited when doing experiments with their own hands, observing the reaction process,
students pay more attention to listening to lectures, actively think, present their personal opinions, selfstudy, research, share, support, and interact with members in the learning group and with teachers in the
process of solving situations or problems of learning tasks as well as applying the learned knowledge in
real life.
- Beside developing the problem-solving competency, students in the experiment classes also form
competencies such as group cooperation ability, ability of informatics, ability of scientific research and
inquiry, etc... and skills to help them more active and confident, and show their creativity.
4. CONCLUSIONS
After researching and implementing the topic, compared with the purposes and tasks set out, this
research paper has completed the purposes and tasks set out. Specifically as follows:


150

PROCEEDINGS OF 1 ST HANOI FORUM ON PEDAGOGICAL AND EDUCATIONAL SCIENCES
- Give the literature review of the application of IT in teaching Chemistry; problem-solving competency.
- Propose the principles and procedures for using IT applications in teaching.

- Propose the solutions to use some selected IT applications in teaching Chemistry through
03 teaching plans for the chapter of „”Electrolysis””, Chemistry 11 to develop the problem-solving
competency for students.
- Conduct pedagogical experiments at An Thi High School and Thuy Son High School. The research
has evaluated the feasibility of these solutions on two experimental classes and two controlled classes
(173 students) of Grade 11 at two high schools in Hung Yen and Hai Phong.
The results of pedagogical experiments show that the application of IT in teaching Chemistry has
achieved the teaching objectives as set out, and helped students not only improve their learning outcomes

but also form and develop the problem-solving competency for students. Besides, it also increases the
‘students’ interest in learning, which contributes to improving the quality of teaching and learning at
high schools in accordance with the requirements of educational innovation in the current period.
REFERENCES
1.

Ministry of Education and Training (2018), Education program in Chemistry for high schools.

2.

Le Huy Hoang (2008), Teaching equipment and information technology application in university
teaching, Pedagogical training materials for lecturers at universities, colleges, Hanoi National
University of Education.

3.

Tran Thi Hue (2018), Developing student’s problem-solving and creativity competency through
a number of exercises in nitrogen group (advanced Chemistry 11), Vietnam Journal of Education,
Special Issue 6/2018, p. 194-199.

4.

Le Kim Long – Nguyen Thi Kim Thanh (2017), Methods of teaching Chemistry in high schools,
Hanoi National University Publisher.

5.

Tran Minh Man (2019), Building a scale to evaluate students’ practical problem-solving
competency in teaching mathematics in secondary schools, Vietnam Journal of Education, No.
463 (Term 1 – 10/2019), p. 35-39.

6.

Nguyen Quang Thuan (2019), Some principles of information technology application in teaching
Civic Education to the orientation of competency development in current high schools, Vietnam
Journal of Education, No. 452 (term 2 – 4/2019), p. 61 -62.

7.

Tran Dinh Thiet - Le Kim Long (2019), Applying project-based learning in teaching Silicon
and its compounds to develop problem-solving competency for high school students, Vietnam
Journal of Education, Special Issue 12/2019, p. 187-191.

8.

Bernd Meier, Nguyen Van Cuong (2014), Modern teaching theories, Publishing House of Hanoi
National University of Education.

9.

OECD (2010), PISA 2012 Problem Solving Framework, p. 12.

10.

Jeal-Paul et al (2006), The Assessment of Problem-Solving Competencies, Deutsches Institut für
Erwachsenenbildung.