tóm tắt luận án tổ chức dạy học dự án một số kiến thức thuộc chương điện học (vật lí lớp 9 trung học cơ sở) nhằm phát huy tính năng động, bồi dưỡng năng lực sáng tạo

THE MINISTRY OF EDUCATION & TRAINING
Hanoi National University of Education

CAO THI SONG HUONG
HOLDING PROJECT TEACHING ON SOME KNOWLEDGE IN
CHAPTER ‘ELECTRICTITY’ (OF PHYSICS 9) IN ORDER TO
IMPROVE STUDENTS’ ACTIVENESS, CAPACITIES OF
CREATION AND COLLABORATION
Major : Rationale and methodology of teaching Physics
Code : 62.14.01.11
SUMMARY OF DOCTOR’S THESIS ON EDUCATIONALISM
HANOI – 2014
The thesis was completed at: Team of Methodology of Teaching – Faculty of
Physics - Hanoi National University of Education.
Instructor: Associate Professor, Doctor Do Huong Tra.
Debate 1: Associate Professor, Doctor Ta Tri Phuong.
Debate 2: Associate Professor, Doctor Ha Van Hung.
Debate 3: Associate Professor, Doctor Nguyen Manh Thao.
The thesis will be presented at the Committee of marking school’s thesises at Hanoi
National University of Education
At ….… , ………./……… /…………
The thesis can be found at:
- National library of Vietnam (Hanoi).
- Library of Hanoi National University of Education.
- Library of Dong Thap University.
LIST OF THE AUTHOR’S WORKS
Related to the thesis’s topic
1. Cao Thi Song Huong (2009), “Developing the creativity of the students in project
teaching with the use of mind map”, Education Magazine, No. Special, page 15 - 16.
2. Cao Thi Song Huong (2010), “Chapter revision of ‘Electricity’ (Physics 9) by
implementing study projects”, Education Magazine, No. Special, page 45 – 46 – 47.

3. Cao Thi Song Huong (2010), Holding project teaching on some knowledge of
electricity (Physics 9), Educational Equipment Magazine, No. 62, page 10 – 11 – 12.
4.Cao Thi Song Huong (2010), Holding project teaching on some knowledge of
electricity (Physics 9) and the experimental results”, Journal of Nation-wide
Conference of Teaching Physics, Educational Publisher, page 38.
5.Cao Thi Song Huong (2010), Assessment in project teaching, Journal of Nation-wide
Conference of Teaching Physics, Educational Publisher, page 45.
6. Cao Thi Song Huong (2010), “Creating situations in project teaching on Physics for
students and the experimental results”, Education Magazine, No. 251, page 50 – 51.
7. Cao Thi Song Huong (2011), Organizing project teaching on the topics of resistance,
electrical power, electric energy, safety and economical use of electricity (Physics 9),
Education Magazine, No. Special, page 75 – 76 – 77.
8. Cao Thi Song Huong (2011), Project teaching of Physics - A method of practicing
soft skills for students, Education Magazine, No. Special, page 67 – 68 – 69.
9. Cao Thi Song Huong (2011), “Assessment on academic results in project teaching”,
Educational Equipment Magazine, No. Special, page 36 – 37 – 38- 39.
10.Cao Thi Song Huong (2013), “Process of project teaching of Physics at secondary
schools”, Education Magazine, No. 301, page 48 – 49 – 50.
INTRODUCTION
1. Rationale for the topic
One of the recent directions of innovating the methods of teaching Physics at
secondary level is to increase the use of forms of open teaching in order to improve
learners’ action capacities. Among them is project teaching which is very attactive,
because it allows learners to utilize their knowledge in solving the open problems related
to their real lives (this requires their creativity), to combine theories with practice, and to
produce practical results that can be displayed and introduced, making them understand
the meanings of their knowledge. Besides, project teaching forms and develop the
students’ abilities to recognize and solve a problem, to build and carry out a plan, to
coordinate, to analyze, generalize, criticize and create, etc., all of which may help them
achieve certain success in their future.

The knowledge in the chapter of Electricity (Physics 9) is very practical in the real
life and the technical jobs. Therefore, it is totally suitable for holding project teaching.
As a result, the topic of the thesis is selected, which is “Holding project teaching on
some part of Chapter ‘Electricity’ in Physics 9 in order to develop learners’ activeness,
skills of creation and cooperation”.
2. Objectives of the study
The goals of holding project teaching on some knowledge in Chapter ‘Electricity’ –
Physics 9 are nurturing learners’ activeness, raising their skills of creativity and
cooperation.
3. Subjects of the study
- The content of chapter ‘Electricity’, Physics 9, Seconadary schools.
- Activitiies of teaching and studying electricity.
4. Scientific hypothesis
If the argument basis of project teaching is applied to the education of electricity in
Physics 9 curriculum in order to create the situations in which the learners have chances
of investigating and handling the real-life matters, their activeness, as well as their
abilities to create and collaborate, is certainly fostered.
5. Duties of the study
- Examine modern concepts of teaching and learning, argument basis of . project
teaching, and the relationship between project teaching and the enhancement of the
students’ activeness, creativity and collaboration.
- Investigate the missions of general education, special characteristics of Physics at
secondary level, the process of problem solving in scientific research, the overall process of
project teaching, thereby building the process of project teaching on Physics at secondary
schools.
- Initially examine and analyse the problems of teachers and learners in teaching and
studying the knowledge of electricity mentioned in Physics 9 curriculum, hence suggest the
solutions.
- Study ‘Electricity’ chapter in Physics 9 and other related scientific documents.
- Compile the processes of project teaching on some knowledge of electricity in

Physics 9, of secodary level, in order to meet the requirements of improving the students’
activeness, creativity, and cooperation skills.
- Carry out pedagogical experiments according to the compiled processes, evaluate
their effects on the development of the students’ activeness, creativity and cooperation,
in order to examine the accuracy of the topic’s scientific hypothesis.
6. Methods of the study
There are many means of examination used in this thesis, including: studying the
arguments; investigating; doing pedagogic experiments; gathering experiences; using
mathemetical statistics to analyse the results of the compiled processes, simultaneously
to assess the effects on experimental classes.
7. New contributions of the thesis
- Develop the argument foundation of project teaching about the aspects as well as
the forms of project teaching, and about the ways of evaluation in project teaching.
- Concretize the process of problem solving in project teaching.
- Promote the process of project teaching on Physics at secondary schools and make
use of it to compile other projects of teaching some parts of chapter ‘Electricity” in
Physics 9.
- Utilize cases of study to support students with the suggestions about the projects
in project teaching; recommend some measures for the enhancement of learners’
activeness, creativity and cooperation skills through project teaching at secondary
schools.
- Provide scientific data and information from the study results, enriching the
source of references, which is very helpful for the teaching and doing research of
secondary schools’ teachers, of Physics students at the universities, colleges of
education.
8. Structure of the thesis
The thesis is organized clearly with the introduction, four separate chapters, and the
conclusion before ending with a list of related articles, references, and appendices.
Chapter 1: OVERALL HISTORY OF THE STUDIED TOPIC
This section presents the foundation history of project teaching, as well as some

directions of doing research on it around the world and in Vietnam. It is a fact that there
are a variety of studies on project teaching, including both general and specific studies,
from the elementary level to university. Besides, this chapter mentions the development
path of the improvement of students’ capacity of creativity in teaching, the studies on this
issue in teaching Physics at the same time. However, there has been no work on
examining and creating the process of project teaching on Physics at secondary schools,
and on studying the matter of developing the learners’ activeness, abilities of creativity
and collaboration through project teaching on knowledge of electricity on Physics 9.
Chapter 2: FOUNDATION OF ARGUMENTS AND REALITIES OF HOLDING
PROJECT TEACHING ON PHYSICS AT SECONDARY SCHOOLS
In this chapter, we consider argumentative issues such as:characteristics of mental
development of secondary students; definition and distinctive features of project
teaching; suggestions on the processes of project teaching on physics at secondary
schools in order to foster learners’ activeness, creation and cooperation skills; evaluation
of learners’ capacities through project teaching; ways of enhancing their skills in
teaching Physics at secondary schools; ways of holding cases of study in project
teaching. In addition, we discuss the real conditions of teaching and studying some
content in chapter ‘Electricity’ of Physics 9 in Dong Thap province.
2.1. Characteristics of mental development of secondary students
In this part, the thesis performs features of teenagers’ intelligence, thereby pointing
out the suitability between the improvement of activeness, power of creativity and
coordination through project teaching on Physics theory and students at these ages.
2.2. Project teaching
2.2.1. Definition of project teaching
“Project teaching is an activity that learners by themselves solve open, complex
problems connecting closely with the reality and containing social meanings, based on
the combination between mental actions and physical ones, in order to create the
products that can be displayed and introduced. Hence, they acquire the knowledge and
the relative capacities, maintain and raise their interest of learning.”
2.2.2. Objectives of project teaching

The missions of project teaching are to educate learners for a wholly
development, to facilitate them with necessary skills in their lives and their careers. As a
consequence, in addition to helping students acquire new knowledge, project teaching
focuses on developing their soft skills (analysis, generalisation, evaluation, and
creativity) and living skills.
2.2.3. Foundations of philosophy and psychology in project teaching
2.2.3.1. Foundation of philosophy
Educational philosophic view of John Dewey has been used widely as the
philosophical foundation of project teaching by American pedagogues in the early 20th
century and by contemporary authors. According to Dewey, there is an organic
relationship between education and personal experiences, with the latter should be
considered as both means and goals of education.
Philosophic perceptions of project teaching are that education is a preparation step
for students to handle the matters of their real lives and their work, and that the process of
recognition is a unification between thinking and action, between theory and practice, and
between argument and experience.
2.2.3.2. Foundation of psychology
Advanced psychology is the theoretical foundation for project teaching. Two
outstanding representatives are Piaget with theory of adaptability and Vygotsky with the
theory of near development area. From those:
+ Students’ capacity to create is only formed and enhanced through actions, shown
via their products.
+ Studying must be accompanied by solving the problems related to the real
society.
+ Teaching must be combined with personal study and team work.
2.2.4. Distinctive features of project teaching
Project teaching has the following special characteristics which are, however, not
differential at all, but related to each other
Figure 2.5. Basic special features of project teaching
2.2.5. Work form in project teaching

There is a diversified combination among forms of actions in project teaching, such
as working independently, working with the whole class, and working in a team. Among
them is the last form mainly used.
2.2.6. Project teaching of Physics at secondary schools
Based on the general process of project teaching for all subjects, we promote a
specific process in teaching Physics at secondary schools, which includes eight phases:
Phase 1: Creating cases of study – Discovery of potential problems.
Phase 2: Choosing the project’s topic.
Phase 3: Recommendation of the solutions – Initially pointing out the products.
Phase 4: Making a detailed plan.
Phase 5: Implementation of the plan.
Phase 6: Display and introduction of the products.
Phase 7: Evaluation.
Phase 8: Systematization of the knowledge
Also, we consider teachers’ roles during the period of holding project teaching,
fundamental activities of students, and the instructions of their teachers at a certain stage
of the process. Another topic discussed in this section is opinions of teaching and
problem solving in project teaching.
2.3. Holding different situations in teaching
In this part, we present the definition of problem case, various types of cases in
teaching physics, levels of recognising and solving the problems in project teaching of
physics, ways of holding different circumstances in teaching physics at secondary
schools, and recommendation regarding to the usage of videos and clips for the holding
of study cases in project teaching.
2.3.1. Holding cases of study to support learners with new ideas of the project
Students, especially secondary ones, usually get into troubles with generating new
project ideas in project teaching. Therefore, there is a need for creating study cases
closely related to the reality, in order to help them discover the problems and
consequently come up with their own project ideas.
2.3.2. Pedagogic ideas of using clips of study cases in project teaching

Only when a problem is recognised does our mind begin thinking. Hence, with a
purpose of encouraging learners to think and raising their interest of studying, videos of
cases study are used to transfer the duty of carrying out the project to the students.
2.3.3. Process of making videos of study cases
In order to making a clip of a case study, a teacher has to have a scenario before
making a film and using it to hold study cases making students produce their own ideas on
the project.
2.3.4. Making videos of cases to support learners to have their ideas on a project of
electricity in Physics 9
We have made some clips of study cases to help our students with their ideas on
the project of “Designing useful, safe and economical domestic electrical circuit
systems”.
2.3.4.1. Instructions for using films of cases study in teaching
If there is no suggestion on the project ideas after the discussion, teachers choose to
use clips of cases study for support. Hence, the cases are used at the early stage of the
process, which is “Creating cases of study – Discovery of potential problems”.
The usage of films of cases study follows the rule that teachers instruct their
students to generalise the problem before narrowing the scale of research relative to the
students’level.
2.4. Evaluation of capacity in project teaching
Figure 3.21. Diagram of using films of cases study in project teaching of Physics at secondary schools
Case
Details
demand
Problem
suggestions on project idea
In this part, we consider the following issues: Content and forms of evaluation in
project teaching, tools of capacity evaluation in project teaching, evidences as the base
of evaluation.
2.5. Developing students’ activeness, capacities of creativity and collaboration in

teaching Physics at secondary schools
2.5.1. Relationship between activeness and creativity
For the fact that independent thinking and activeness is the roots of creativity,
teachers should allow their students to have independent and active academic activities,
so that they can enhance their ability to make creations. Hence, we now discuss some
signs of students’ activeness in project teaching of some physics knowledge, and making
recommendations for its improvement.
2.5.2. Nurturing students’ capacity of creation in project teaching
2.5.2.1. Special features of creation in scientific research
“Creation is an action that results in renovated mental or physical products which
have social meanings and their values”. This definition contains two main points:
renovated (different from the priors) and valuable (better than the priors). According to
Lecne, there are seven specific characteristics of creation activity that are common for
all scientific fields:
- Independenly transfering knowledge and skills into another situation.
- Seeing new things from familiar situations in accordance with procedure.
- Figuring out new functions of familiar things.
- Being aware of the structure of the studied object.
- Finding out a number of answers to a problem, solving it in many ways and
choosing the best.
- Combining old methods into a new one.
- Coming up with a special solution which is different from the old ones.
2.5.2.2. Students’ creation in teaching Physics
Characteristics of secondary learners’ creation in studying Physic are:
- Renovating known things.
- Practicing creating.
- Practicing making creations that are relative to their knowledge.
- Targets of learners’s creation are not only new knowledge, new skills but also
forming their capacity of creation.
Especially, this part also shows the signs of students’ creation in project teaching on

physic knowledge, thereby considers recommendations of methods to develop their
ability to create through the project.
2.5.2.3. Signals of creation and ways to improve students’ capacity to create in
project teaching
Based on the signs of creation from scientific research, the characteristics of
creation in teaching Physics and those of student’s actions in project teaching, we find
out the signs of learners’ creation in project teaching, and suggest some ways to support
them to practice with their ability to create through project teaching.
2.5.3. Relationship between creation and cooperation
Creation is not easy or simple. Great scientific creations are mostly resulted from the
coordination of many scientists. Creation calls for the collaboration of many people while
discussion in a group is likely to produce creative ideas.
Therefore, students should learn in a social environment (connected with their friends,
teachers, and others) in order to practice their creation skill. For that reason, there must be
studies on signs of student’s cooperation in teaching physics, and suggestions on achieving
those signs in real situations, which means the learners have opportunities to enhance their
creation ability. This matter is studied and presented in details in this section.
2.6. Investigation on the real conditions of teaching and learning the topic of
electricity in Physics 9 at secondary schools in Dong Thap province.
We did a survey with questionnaires on teachers (including 402 teachers, 132 of
who are teaching Physics) and students (about 1500) from 11 secondary schools in Dong
Thap, and on Physics teachers from some secondary schools in Tra Vinh province in
order to collect positive information about the reality of teaching, of project teaching,
and of teaching Physics 9 at secondary schools.
Analysing the survey’s results, we found out the reasons for the real condition of
teaching, thus suggested the following solutions:
- Examining the organisation of cases study in project teaching to encourage
learners’ interest and attract their attention to the problem.
- Clarifinge foundations of argument and reality of project teaching in developing
students’ activeness, abilities to create and coordinate.

- Clarifing the reality foundations of project teaching in the current conditions of
secondary schools.
- Recommending the process of project teaching on Physics at secondary level.
- Buiding methods of examining and evaluating in project teaching.
- Improving the quality of team work by limiting the size of a team which should be
3 or 4 members.
Chapter 3: HOLDING THE PROCESS OF PROJECT TEACHING ON SOME
KNOWLEDGE IN CHAPTER ‘ELECTRICITY’ IN PHYSICS 9
3.1. Analyzing the content of chapter ‘Electricity’ in Physics 9
3.1.1. Knowledge of electricity at elementary and the early stage of secondary
schools
Students learnt about electricity in chapter ‘Object and energy’ in the subject of
Science at grade 5, and grade 7. However, the content of the chapter ‘Electricity’ at
grade 7 generally investigates with qualitative data of phenomena, properties and rules
of electricity. The conclusions were mainly drawn from direct observations combined
with simple logical thinking.
3.1.2. Analyzing the opportunities of holding project teaching on some content of
chapter ‘Electricity’ in Physics 9
Through the analysis of the chapter content of electricity, we find that it is only
theoretical, impractical, and lack of applicability to the reality. The given exercises are
mostly hypothetical and theoretical. There are few of exercises that are closely related to
the real life and can create the real results, which restricts learners’ capacity of creation to
develop to the highest level.
3.2. Goals of project teaching on electricity in Physics 9
In addition to acting according to the required goals of the standard program in
teaching chapter ‘Electricity’ in Physics 9, project teaching is intended to achieve further
targets on both knowledge and capacities ((those of creation, expert, sociability, and
personnel).
3.3. Designing the process of project teaching on some content in chapter ‘Electricity’
Figure 3.1. Diagram of logic structure of chapter ‘Electricity’

Dependence of
R on l
Rheostat
Sequential circuit
secition
Parallel circuit
section
Safe – economical
electricity
Electric
circuit
Electricity
Dependence of
I on U
Electric energy
Ohm Law
Electrical power
Electrical
capacity
Resistance
Dependence of
R on ρ
Dependence of
R on S
Jun-Lenxo Law
I = I
1
+ I
2
+ + I

n
U = U
1
= U
2
= = U
n
n
RRRR
1

111
21

I = I
1
= I
2
= I
n
U = U
1
+ U
2
+ + U
n
R = R
1
+ R
2

+ + R
n
3.3.1. Content of the project planned for students.
3.3.2. Orientation on suggesting the project’s ideas
To orient students toward the implementation of the project, we allow them to discuss
on a general topic “The role of electricity in human’s life”. Then they are oriented to
foscus on solving the project’s problem which is “How to design a domestic electrical
circuit that is not only useful, safe but economical as well”.
3.3.3. Anticipation of needed supports
One of the criteria to evaluate the project that are consented with the students before
carrying out the project is to use wasted, cheap and abundant materials for the design,
minimizing the consumption of new materials or tools. This puts the highest priorities on
the tools, accessories made use of from available materials. If totally necessary, only cheap
ones are bought new. As a consequence, a lot of difficulties are expected to exist when the
students are designing with those constraints.
a) Supports to guess the solutions to designing a fire-alarming electrical circuit
pattern.
The potential difficulty of pupils is to design heat-conducting relays to close the
circuit. Teachers provide their support with the following instructing questions:
+ What is the condition of the circuit in the normal situation? (Open circuit)
+ What is the circuit’s state in case of fire? (Close circuit)
+ What are the changes in the surroundings in case of fire?
We intend to make the following designs of an electric relay for a fire-alarming
electrical circuit, using wasted and cheap materials, in order to help students design if
necessary.
Fire-
alarning
Design
convenient
circuit

Stairs
Living
room
Bed
room
Show-
er
Cup –
board
Tub
Project:
Designing
convenien
t, safe,
economic
al
domesticc
ircuit
Duties
Find ways to use electricity safely, first aids
in electrical accidents
Choose: power of electric
equipment, wire’s size, relay
Safe-
electricity
solution
Find ways to use electricity
economically
Calculate electricity waste of
conducting-wires

Economical-
electricity
solution
Pro-ducts
Presentation
Experiment
Data
Poster, leaflet,
banner
Videos, clips,
films
Figure 3.2. Duties of the project “Designing a convenient, safe and economical domestic electrical circuit”
Statistic data
& report
Performance
b) Supports to find out the solutions to design a vessel pattern in a bathroom
Students may get into trouble with designing and installing electric relays of a
circuit pattern. Hence, their teachers can use the following instructing questions:
+ What are the characteristics of a bathroom’s electrical circuit system? (as turning off
the close circuit, and turning on the open circuit).
+ Which part of the bathroom has the function of disconnecting the circuit? (the door)
The following figure shows our planned designs of a bathroom’s circuit to support
students as carrying out the project (if necessary).
c) Supports to guess the solutions to design a vessel pattern in a cupboard.
Students may encounter difficulties in designing and installing the electric relays.
Therefore, they can use the following questions for support:
+ What are the characteristics of a cupboard’s relays? (as turning off the open circuit, or
turning on the close circuit).
+ Which part of a cupboard has the function of disconnecting the circuit? (its door)
We have had two plans of design and installation of the electric relay for the

cupboard’s electrical circuit to help our students with their project.
d) Supports to guess the solutions to the design of an electrical circuit pattern in a
bedroom.
Figure 3.3. Anticipated designs of teachers for a fire-alarming electrical vessel.
b)
c)
a)
hooter
Node
Metal piece
Figure 3.4. Teachers’ intended designs of bathroom’s electrical vessel pattern
Seft-made
relay
a)
a)
Node
Spring
b)
Push-button
relay
Pushing
key
Figure 3.5. Teachers’ intended designs for a cupboard’s electrical circuit.
Open circuit-close door
Close circuit-pen
door
electrode
Node
Door
a)

Opposite-push-
button relay
Pushing
key
b)
The students may have difficulties in finding out conducting-wires with suitable
electrical resistivity and size in their lives to make rheostats as well as in arranging them
for safety and beauty.
Hence, the teachers prepare some conducting-wires with high electrical resistivity at the
laboratory or ignition cables of old electric cooking fires to support the pupils. Besides,
we intend to makes designs of circuits that are convenient for directing the students to
perform their project.
e) Supports to guess the solutions to design an electrical circuit pattern on stairs
In this case, students may face troubles in drawing the diagram of an electrical
circuit, and in finding the electric relays proper with the circuit’s functions. We have
designed a pattern with 2 relays and another with 3 relays, and simultaneously found the
supply of relays in stair’s circuits if supports are needed.
f) Supports to guess the solutions to design electrical circuit patterns in living rooms
The potential difficulties with designing this type of pattern that students may have
are either to draw the diagram or to select on-off relays suitable with the circuit’s
functions. Therefore, teachers have planned circuit patterns, diagrams of design and
installation of the patterns, and the supplies of four-pole extremity relays to support their
pupils if necessary.
g) Supports to guess the solutions to design a circuit pattern signaling the water level
in high tubs
Students might have difficulties in finding the intermediary that can get information
of water level in a tub via electrical signs, which is a lever using water force. Other
challenges are to select effective signals for the circuit (based on the level of light’s
brightness, amperage or voltage of the vessel), and to design the solutions to do
experiments to identify the relationship between electrical signals and the water level in a

tub. Hence, teachers support the students by allowing them to discuss on some topics
such as: Which signal is used to show the water level? How to change that signal? Which
part has the function of adjusting the changes of signals (indicating the changes of water
level in the tub). Also, they have planned patterns for any support if necessary.
K
1
K
2
a)
Hai v
ị trí của K
2
K
1
K
3
K
2
b)
Figure 3.7. Teachers’ anticipated designs for an electrical circuit of stairs
K
a)
b)
Figure 3.6. Teachers’ planned designs of circuits of bright – dim lights
h) Supports to identify the level of electricity consumption of conducting-wires in an
electrical circuit
Students may encounter some difficulties in drawing an electrical vessel pattern, and in
realizing that resistance of the pieces of conducting-wires connecting electric equipments
should be considered as a DC resistance indirectly connected with other equipment in the
circuit. Based on the fact that the students are aware that the electrical circuits in their

houses is parallel, and that the voltage of domestic electricity networks is 220V, teachers
orient their pupils’ mind by requiring them to discuss on how the resistance of the
conducting-wires in convenient circuit diagrams are installed, indirectly or parallel with
electric equipments in the circuit. According to this, the students draw again the diagrams
with the existence of resistance of the conducting-wires used to calculate the electricity
consumption of the wires.
3.3.4. Process of holding project teaching
Based on the promoted project and the created films of study cases, we design a
process of holding project teaching on some content of chapter ‘Electricity’, following the
phases of project teaching on Physics at secondary schools as shown in Chapter 2.
3.3.5. Buiding evaluation criteria
In accordance with the goals of teaching and the characteristics of the projects,
teachers make a set of criteria to evaluate academic results, students’ knowledge and
capacities, including those proposed by the students. These criteria are used to create
rubrics of assessment by sticking each with quality levels in a descending order. The
criteria are grouped according to the subject of an assessment action, including teachers’
evaluation, collaboration assessment (students of different groups evaluate each other),
in-group assessment (students in one group evaluate each other), and seft-assessment.
Based on the set of bechmarks, we construct four forms of evalution, namely:
1)Teachers’ form of evaluation (Form 1).
2)Form of collaboration assessment (Form 2).
3)Form of in-group assessment (Form 3).
4) Form of self-assessment (Form 4).
Chapter 4: PEDAGOGIC EXPERIMENTS
4.1. Organizing pedagogic experiments
4.1.1. Goals of pedagogic experiments
The target of pedagogic experiments is to examine the thesis’s scientific hypothesis
which is whether students’ activeness, capacities of creation and coordination are
improved or not through project teaching on some knowledge in chapter ‘Electricity’
(Physics 9).

4.1.2. Content of pedagogic experiments
To organize for the students to perform the project on studying chapter ‘Electricity’
(Physics 9) according to the designed process of project teaching.
4.1.3. Duties of pedagogic experiments
- Experimentally teaching the compiled process of project teaching on chapter
‘Electricity’ (Physic 9).
- Collecting data related to learning activities as well as students’ attitudes and interest
of learning.
- Assessing the feasibility and effectiveness of the composed process in developing
students’ activeness, creation and collaboration in accordance with the given criteria.
4.1.4. Objects of pedagogic experiments
- Under the scale of this research, we consider the organization of project teaching to
foster students’ activeness, abilities to create and cooperate in learning Physics at
secondary schools in Dong Thap during 2 years which is equivalent to 2 cycles of
experiments.the first experiment’s results are used as the experience to adjust and
complete the second cycle.
- Selecting schools for experiments: In order for the study to objectively reflect
the feasibility of the compiled process, we perform experimental teaching at two schools
including one in Cao Lanh’s city centre (Nguyen Thi Luu Secondary School) and the
other in the suburbs of the city (Nguyen Chi Thanh Secondary School), both of which
are not specialized.
4.1.5. Process of pedagogic experiments
The experiments are carried out in combination with on-class studying program. Their
process is described as follows:
Process of pedagogic experiment
1) Instructing both teachers and learners on teaching and studying according to the
project.
- Instructing teachers on the experimental teaching of characteristics and process of
project teaching, on ways of executing the composed process.
- Training learners on making mindmaps and creating KWL.table, on how to use

the internet to search information and use the powerpoint software for the report.
- Letting students see the process of their project “Greeting – cards for Women’s
day 8/3” to help them brainstorm ways of carrying out the project.
2) Preparing teaching facilities and equipments
1. Contacting the technical room and the laboratory.
2. Preparing papers and pens for mindmap drawing, funds for students to
perform the project (in the first round) and build “school factory (in the
second round)
3.Contacting the main hall, preparing music for the presentation of the project and
the product introduction.
4.Inviting teachers and students to the presentation.
5.Preparing cameras to record the student’s studying activities.
6.Preparing cameras to take photos of the students’ products.
3) Implementing project teaching as planned
Participating all on-class lessons and make records, using them as data for analysis
and assessment of the teaching and studying.
4) Evaluating and getting experiences from the classes
After the classes, discussing, evaluating and getting experiences. Also, talking with
the students to compare their opinions with the teachers’ comments on the class.
4.2. Results of pedagogic experiments
There were two sets of experiments done during 2010 and 2011, specifically:
+ Round 1: September 10
th
2010 – November 12
th
2010.
+ Round 2: September 19
th
2011 – November 11
th

2011.
4.2.1. Analysing the process of pedagogic experiment
4.2.1.1.Students’ learning in the process of project teaching
On analysis of the process implementation, similar manifestations of activeness,
creation and collaboration are seen in all groups. To be more specific:
* Activeness: Assigning duties among group members suitable with the conditions and
capacities of each personnel, choosing proper place and time to carry out the project
(classrooms, functional rooms, large houses that are near all members’ houses), finishing
the project on time, well handling unexpected troubles, introducing the products, adjusting
the plan to the real conditions, using available and plentiful wasted tools and materials.
* Creativity: Drawing electrical circuit patterns and technical structures satisfying the given
standards, selecting the proper electric relays, designing practical physical patterns.
* Cooperativeness: most of the students in all groups show their interest in team work,
group discussions, listen and absorb the others’ opinions, develop their friends’ ideas,
work with the common target of doing the project well, deal with disagreemments
politely and properly. They attend all of the group’s meetings on time, encourage each
other to do their jobs in their common free time, well coordinate in team work. Each
member does their job responsibly. They consider their project success as of all group’s
effort. In addition, each group has it own manifestations of activeness, creativity which
are shown below:
Table 4.7. Manifestations of students’ activeness and creativity as performing the project.
Activeness
Creativity
Fire-
alarming
electrical
circuit
patterns
Proposing to use bells or both
bells and lights for the fire-

alarming system; making use of
wasted materials such as music-
playing part of children’s old
lanterns, turning signal
indicatiors of old motobikes;
changing from using thermal
relays (because of failure) into
using double-play tapes.
Drawing two patterns of fire-
alarming electrical circuits:
the first circuit using double-
play tapes and the other using
the elasticity of a piece of
metal, then choosing the
better one to install; making
double-play tapes from beer
cans and the piece of steel
clamped with on-wall calenda
books; using old turning
signal hooters as alert.
Electrical
circuit
patterns
signaling
water level
in high
tubs.
Using available and wasted
materials: plastic bottles, old
electric wires, bamboo

chopsticks, aluminium pipes of
old antenna, wasted cellcular
sheets.
Recommending the ways to
find out the relationship
between amperage of the
circuit and the tub’s water
level.
Using ignition cables of old
electric cookers to make
rheostats; designing a lever of
water force to adjust the
rheostat; using plastic bottles
containing sand to make reels
of rheostats; using 2-sided
stickers to twine on the plastic
bottles in order to locate the
rheostat’s wire when twining;
increasing the weight by
sticking a piece of metal on to
it to make it operate stably.
Electrical
circuit
patterns in
bathroom.
Making use of cartons, bamboo
sticks, old electric wires to
design, using bamboo rims to
stabilize door-frames and doors
of the bathroom.

Designing an electric relay
that is always on, made of
plastic bottles (creating force
of elasticity like a spring)
with electricity-insulated
parts; using rips of pill packs
to make electrodes
Electrical
circuit
Using available and wasted
materials such as paper boxes,
Using pins to make
resistances; using transparent
patterns in
cupboard.
rips of transparent plastic boxes
of sugar-preserved fruit, beer
cans.
nylon to make doors so that
the audience can see the lights
in bathroom; designing slided
relays with two touching
points.
Electrical
circuit
patterns in
bedroom
(bright or
dim light
vessels).

Using wasted materials for the
design such as cartons, ignition
cables of old electric cookers,
bamboo chopsticks.
Recommending two
structures of a rheostat with
slider and choosing the
simpler one; putting the rips
of pen brushes out of ignition
cables to make sliders of
rheostats.
Electrical
circuit
patterns on
stairs.
Making use of wastes such as
cartons, secondhand led lights;
receiving the others’ opinions
of decoration and completion of
the pattern.
Making thick cellcular sheets
in a staired shape for a nice
pattern of stairs.
Electrical
circuit
patterns in
living
room (light
vessels on
– off

automatical
ly).
Making use of wastes: cartons,
cellular sheets, wasted plastic
things; choosing pushing four –
electrode relays to lower the
costs.
Advising other applications of
electrical circuits (used as
turning signal indicators of
motobikes) and different ways
to install key K to open two
lights at the same time.
Economica
l usage of
electricity.
Exploiting useful data from a
variety of sources: textbooks,
internet; giving out diversified
project products such as
powerpoint presentation,
posters to propagate economical
use of electricity.
Using crossword puzzles to
introduce the project’s topic,
mindmaps and term 5W1H to
present the poster; performing
the presentation with “Q&A”
form.
Safe usage

of
electricity.
Using diversified sources of
information, including
textbooks, internet, books,
magazines, documents on
propagating safe use of
electricity, experts; making 2
Presenting the reasons for the
group name: instructor is the
one who guides the others.
Besides, because the group
wants to instruct their friends
to use electricity safely, they
K
1
K
2
K
plans as reserve: borrowing a
computer to make powerpoint
presentation, if not, presenting
by posters.
name their group as
“Instructors”; practicing acts
of first aids in case of
electrical accidents.
4.2.1.2.Academic results of the students in experimental classes
*Method of marking a group
Step 1: Calculate Đ

1
2
21
1
PP
Đ


P
1
: Form 1’s mark.
P
2
: Form 2’s mark.
Step 2: Calculate the average score of collaboration assessment.
1
1
1
2




N
a
Đ
N
i
With: a
i

is the score of collaboration assessed by group i.
N is the number of groups in the class.
Step 3: Calculate group’s score ĐN.
3
2
12


ĐĐ
ĐN
* Assessment score for each personnel
Step 1: Calculate the average score A
X
of member X in Form 3 of assessment.
1
1
1




n
a
A
n
i
X
a
i
: score of member X marked by the ith member.

n : the number of the group members.
Step 2: Calculate score of in-group assessment, Đ
3X,
of member X
X
n
i
X
A
A
nĐN
Đ



1
3
With: DN is the group’s score.
n is the number of group members.
A
X
is the average score of member X in Form 3 assessment.

n
i
A
1
is the sum of average scores in Form 3 assessment of all group
members.
Step 3: Calculate member X’s score.

X =
2
43 XX
ĐĐ 
In which: Đ
3X
is the form 3 assessment mark of member X.
Đ
4X
is the score teachers gives member X, including the score of self-
assessment (in Form 4) and the score of “Project diary”.
Academic results of the students are given in the following table:
Table 4.8. Groups’ scores
Group’s name
Project’s name
Teacher
(Form1)
Teacher
(Form 2)
Student
(Form 2)
Group’s
score
Age 15
Smart electrical
vessel
9,92
9,35
9,07
9,45

Lucky Stars
Convenient
bathroom
7,55
8,48
8,49
8,17
Fire
Fire-alarming
bell
9,50
7,50
8,76
8,59
Belief
Magic cupboard
7,81
7,55
8,80
8,05
White pigeon
Always fresh
9,90
8,76
8,69
9,12
Future
2-in-1 light
7,86
7,05

7,48
7,46
Convenience
Electrical vessel
on stairs
9,43
8,67
7,68
8,60
Electricity
Economize
electricity
6,74
7,50
8,33
7,52
For a happy
world
Safety with
electricity
5,72
8,96
7,60
7,43
Table 4.9. Scores of each member in a group
Group’s name
Score for each member
1
2
3

4
Age 15
8,97
9,23
9,13
8,50
Lucky Stars
8,32
8,08
7,85
7,49
Fire
8,76
8,59
7,94
Belief
7,68
7,56
8,43
7,63
White pigeon
9,03
8,62
8,03
Future
7,84
7,47
7,30
7,19
Convenience

8,39
9,18
7,65
8,26
Electricity
7,14
7,58
7,61
7,13
For a happy world
6,52
7,08
7,34
6,72
4.2.2. Quantitative analysis of students’ improvement in project teaching
By collecting, analyzing and comparing the entrance exam and the graduation
exam, we evaluate the awareness advancement of the students in experimental classess
during the process of project teaching.
4.2.2.1.Objectives of the exams
Group of 3
Group of 3
While analysing and evaluating students’ academic activities, we hold them a 45 –
minute test at the end of each pedagogic experiment. This exam is to assess the
effectiveness of the compiled process of project teaching toward developing students’
learning quality, enhancing their abilities to create and apply their theoretical knowledge
into the reality.
4.2.2.2.The exam’s matrix to classify the levels of awareness
Based on Bloom’s reduced range of awareness, we design questions for 3 levels:
understanding, utilizing, and creating. The rates of awareness levels in the tests are listed
below.

Table 4.12. Matrix of the test at the end of the experimental term.
Content
Levels of test
Understanding
Utilizing
Creating
Total
1. Designing and installing
vessels
1 TL
4TL
5
2. Resistance – rheostat
3Tr.N,
1TL
1Tr.N
5
3. Electric energy – electrical
power
1Tr.N,
1TL
2
4. Using fuses to protect
electrical network
1Tr.N,
1TL
2
5. Economizing electricity
2Tr.N
2 Tr.N

4
6. Safety with electricity
3Tr.N
3
7. Ohm law
1 TL
1
Total score
1,25/10
3,75/10
5,0/10
22
4.2.2.3.Collecting and processing data
With the two sets of exams of the experimental class, we calculate parameters
specific for each set and then perform statistic calculations.
Table 4.13. Specific parameters of the entrance exam and the graduation exam of the
experimental class
Test
Mean
Mode
Median
Standard
deviation
Entrance
6,00 ± 0,01
6
6
1.24
Graduation
7,61 ± 0,01

8
8
1.35
Mean of the first test is 1.61 higher than mean of the other. However, is this
difference caused by project teaching or just a random result? If project teaching has an
effect on the improvement of students’ test score, is this effect great or not? For any
answer, we perform paired T-tests to identify the level of the effect and the correlation
between the two sets of exams before and after the effect. The statistic data is given in
the following table, in which O
1
is the set of entrance exam’s score, and O
2
is the set of
the other exam’s score, and X is the level of project’s effect.
Table 4.14. Statistics on academic results of experimental class before and after the
effect.
Test
before
affected
Effect
Test after
affected
Paired T-
test
SMD
r
Experimental
class
O
1

X
O
2
p = 5,3.10
-17
1,29
-0,12
It can be inferred from the results that:
- The p-value of the paired T- test equivalent to 5,3.10
-17
(less than 0.05)
demontrates the increase in scrores of the two exams is meaningful. That indicates
positive effects of project teaching on the results of students’ tests which are designed
closely related to the reality. According to Cohen’s standards, SMD value of 1.29 (over
1) illustrates significant effects of project teaching on the improvement of students’ test
results.
- Negative value of correlation coefficient, r, shows the negative relationship between
students’s results of the entrance exam and those of the gradutation exam. This means those
who do the former test well are not likely to do well in the latter despite this small
correlation (r = - 0.12). It can be also inferred that the students that are good in their
traditional classes may not have proper ways of studying in the classes of project teaching.
In conclusion, the organization of project teaching on some part of chapter
‘Electricity’ increases students’ consciousness as well as their ability to apply their
knowledge into solving the problems related to their real lives. Moreover, these effects
of project teaching are of a high level. Based on this and the qualitative analysis on the
process of project teaching, we can assert that our topic’s scientific hypothesis is right:
holding project teaching on some content in chapter ‘Electricity’ (Physics 9) enhances
students’ activeness, creation and coordination.
4.3. Feedback of teachers and students on project teaching after the experiments
In order to know the opinions of the teachers and the students after participating in

the project, we did a survey on the latter group with questionnairs and direct interviews
for more information to evaluate the feasibility of the compiled process and the potential
of development of project teaching in the current conditions.
The survey’s results indicate that students are interested in project teaching on
physics because it contributes to their improved capacities, especially their creation
ability. The application of project teaching into the teaching at secondary schools is
feasible and practical because it meets learners’ requirements of utilising their
knowledge in their lives, creates useful realistic things, and reduces the boredom of
studying impractical theories, especially studying Physics, which contains a lot of
applications in our lives and productions.
GERNERAL CONCLUSION AND RECOMMENDATIONS
1. Results of the thesis
Referring to the purpose and mission of the research, the thesis has achieved some
results as below:
1) Research theory basis of project teaching in terms of: philosophy, psychology and
teaching theory. Showing consistency of project teaching with a strategy of innovating
teaching method and physics teaching practices in secondary school.
2) Build project teaching progress appropriate to problem solving in physics teaching.
Especially, make separately and clearly activity of teacher and pupils in every single
progress.
3) Understand teaching condition in general and physics teaching of 9
th
grade classes in
particular of some junior high schools in Dong Thap province. Analyze reasons of the
condition to find out advantages and disadvantages of applying project teaching in
teaching practices. On the basis, propose methods of applying project teaching into
physics teaching in secondary schools.
4) Analyze the feature of creative activities in science research, in physics study in
junior high schools and characteristics of project teaching, thus propose
recommendations to promote activity, creativity and collaboration of pupils in project

teaching of physics in junior grade.
5) Analyze knowledge feature and content of Chapter “Electricity”, physics of 9
th
grade,
thus find out problems when teaching the knowledge and recommend solutions.
6) Make video clips of situations to support pupils and propose ideas to apply the
project in chapter “Electricity” of the Physics for grade 9.
7) Design organizing process of project teaching some knowledge in chapter
“Electricity” in mentioned physics teaching.
8) Build evaluation process in project teaching, design 3 rubrics of study progress and
results of pupils in process of applying project in chapter “ Electricity”.
9) Conduct pedagogical experiments of teaching progresses that have been compiled in
two secondary schools (one in urban area, one in nearby area) in two school years 2009-
2010 and 2010-2011, in Dong Thap province.
10) Analyze results of pedagogical experiments to confirm that scientific hypothesis
of the thesis is correct: Project teaching of some knowledge about Electricity in physics
program of grade 9, junior high school has promoted activity and contributed creativity
and collaboration of students.
3.4. 2. Limitations of the thesis
3.5. Besides the results mentioned above, the thesis still has some limitations below:
3.6. –Scope of pedagogical experiments is very limited (only with 2 secondary schools).
3.7. – The subject relevance of the projects designed is not strong enough (only with
coordination of some subjects: Physics, technology, information technology and art).