Constructing and using recognition problem to develop capability of detecting and solving problem, creativity capability for pupils via teaching Avanced 11th organic chemistry (tóm tắt + toàn văn)

MINISTRY OF EDUCATION AND TRANING
HANOI NATIONAL UNIVERSITY OF EDUCATION



TRAN NGOC HUY



CONSTRUCTING AND USING RECOGNITION PROBLEM
TO DEVELOPE DETECTING AND SOLVING PROBLEM,
CREATIVITY CAPABILITY FOR PUPILS VIA TEACHING
ADVANCED 11
TH
ORGANIC CHEMISTRY




Major :
Method and theory of teaching and studying chemistry subject
Code : 62.14.01.11




SUMMARY OF PHD THESIS ON EDUCATION

HA NOI, 2014
The thesis is completed in:
HANOI NATIONAL UNIVERSITY OF EDUCATION



Supervisors: 1. Ass.Prof.Dr. DANG THI OANH
2. Prof.Dr. NGUYEN HUU DINH


First Opponent : Ass.Prof.Dr. Phung Quoc Viet
Hung Vuong university
Second Opponent : Ass.Prof.Dr. Tran Quoc Dac
Educational institutes Vietnam
Third Opponent : Ass.Prof.Dr. Vu Quoc Trung
Ha Noi national university of education



The thesis will be defended on Board of examiners at University level,
meeting at:
………………………………………………………………………
at …… o’clock, day …… , month ………, year ……………





The thesis can be found in:

- National Library
- Library of Hanoi national university of education

LIST OF RELEVANT ARTICLES AND PROJECTS OF THE AUTHOR
1.

Tran Ngoc Huy, Dinh Thanh Tam (2010), Recognition problem, The
V national conference proceedings of orientating innovation progam,
content and teaching method – Teaching chemistry in colleges,
universities, vocational training in stage from 2010 to 2020, page
230–235.
2.

Tran Ngoc Huy, Dang Thi Oanh, Nguyen Huu Dinh (2011), Building
some recognition problem to study new lesson in saturated
hydrocarbons chapter of advanced 11
th
chemistry textbook. Scientific
Magazine of Hanoi Pedagogical University Issue no.2, page 109-119.
3.

Tran Ngoc Huy, Dang Thi Oanh (2012), Buiding some quantitative
recognition problem of hydrocarbons part in advanced 11
th

chemistry textbook. Proceedings of scientific conferences of
developing professional capacibility for chemical pedagogical
students.
4.

Tran Ngoc Huy, Dang Thi Oanh, Nguyen Huu Dinh (2012), Using
some recognition problem of advanced 11
th
organic chemistry part in
teaching of giving and solving problems, Applied Chemistry
Magazine.
5.

Tran Ngoc Huy, Dang Thi Oanh (2013), Using recognition problem
in 11
th
grade organic chemistry to teach recognition and solution of
problems.



1
INTRODUCTION
1. Reasons to select the subject
Today we live in the era of information explosion, the advances of science
and engineering. Education is moving from providing knowledge to develop
qualities and capability of learners.
Besides the advantages of current general Education Program of Vietnam, it
doesn’t meet the requirements of economic development, the society in the
new era. Trend of Vietnamese education innovation is to develop qualities,
capability of learner, ensure harmony between "teaching of literacy" and
"teach human", orientate career, focusing on promoting innovation of
methods and forms of educational organizing.
Recognition problem is an important solution to develop capacity, especially
detecting and solving problems capacity, the creativity capacity for pupils.

Coming from the above reasons, We have chosen the subject: "Constructing
and using recognition problem to develop capability of detecting and solving
problem, creativity capability for pupils via teaching Avanced 11
th
organic
chemistry ".
2. Objective of research
Research how to build and use recognition problem in teaching advanced
11th organic chemistry to develop detecting and solving problem capability,
creativity of pupils, contribulting to innovate methods of teaching and
learning chemistry at high school.
3. Tasks of research
– Study the theoretical basis of cognitive theory, recognition problem in
teaching chemistry at high school, developing the capacity for high school
pupils, the teaching method to develop capacity for pupils.
– Study the reality of using recognition problem in teaching chemistry at
high school.
– Study content of the organic chemistry part in Avanced 11
th
chemistry
textbook.
– Study to propose processes and build systems of recognition problem in
Avanced 11
th
organic chemistry textbook.
– Study using recognition problem in teaching methods in order to develop
capability of detecting and solving problems, creative capability of pupils.
– Carry out pedagogy experiments to evaluate effeciency and feasibility of
recognition problem in teaching chemistry.
4. Objects and target of research

4.1 Guests can study
Researching in teaching and learning chemistry in high school.



2
4.2 Research objects
Recognition problem and capacity development issues in the teaching of
chemistry on the pupils at high schools.
5. Scope of research
Research in the organic chemistry part in avanced 11
th
chemistry textbook.
Research in the development of capability of detecting and solving problem,
creativity capability for pupils.
6. Method for research
– Theory research method groups (analysis, synthesis, reasoning, modeling,
expert ).
– Practical research method groups (methods of investigation, observation,
interviews, experimental pedagogy, ).
– Mathematical method groups (mathematical statistical methods in
educational science research, ).
7. Scientific hypothesis
If we build a good system of recognition problem and use them effectively
in teaching chemistry, teaching methods can be innovated, the quality of
teaching chemistry can be improved in order to develop the capacity of
detecting and solving problems, the creative capacity for pupils.
9. New contributions of the Thesis
– The thesis has elucidated theoretical system of recognitive problem, has
given the new concept and using recognition problem in teaching chemistry.

– The thesis has proposed processes and constructed systems of recognition
problem (qualitative, volume quantitative and practical form) of advanced
11
th
organic chemistry.
– The thesis has studied fundamentials that constitute capacity, thence use
recognition problem to develop capacity for pupils, especially the capability
of detecting and solving problems, creativity.
– The thesis has studied using of recognition problem in teaching methods to
form and develope the capability of detecting and solving problems, creativity.
– The thesis has researched to implement in practice.
8. Structure of the thesis
Apart from introdution, conclusion, reference document, appendix and
index, the content of thesis include 3 chapters :
Chapter 1. The theoretical basis and practice of problem cognitive and
development of capability for pupils in high school.
Chapter 2. Constructing and using recognition problem to develop
capability of detecting and solving problem, creativity capability for pupils
via teaching Avanced 11
th
organic chemistry
Chapter 3. Pedagogy experiments.


3
CHAPTER 1.
THEORETICAL BASIS AND PRACTICE OF
RECOGNITION PROBLEM AND DEVELOPMENT OF
CAPACIBILITY FOR PUPILS IN HIGH SCHOOL
1.1 HISTORY OF THE RESEARCHED ISSUES

– Worldwide : About the year 400 BC, Socrat built an unique teaching
method is conversation – argument. It was the forerunner of the teaching
method with recognition problem.
Later, educational scientists such as H.J.Deway, V.Becton, Gen–tren, Vet–
Jacob, Macop, M.A.Dajicob, V.Okon, They announced the research on
teaching by the questions, raise issues to make the process of teaching positive.
– In Vietnam, there are a number of research works of authors such as :
Nguyen Ngoc Quang, Nguyen Cuong, Dang Thi Oanh, Nguyen Xuan
Truong, Tran Trung Ninh, Thai Duy Tuyen, Nguyen Cuong – Bernd Meier,
Le Van Nam, the authors show the teaching method of detecting and solving
problems, which relates to recognition problem to improve activeness and
creativity of pupils.
An overview of the history of recognition problem research, we find that
however teaching ideas using recognition problem is long–standing, also
initial researchs on recognition problem, nobody has studied systematically
and given standard concept of recognition problem, even so applied that
theory to build recognition problemof organic chemistry in high school.
1.2. COGNITIVE THEORY – THEORETICAL BASIS OF COGNITIVE
PROPLEM
1.2.1 The psychological basis of cognitive theory
1.2.2 The philosophical basis of cognitive theory
1.2.2.1 The basical concepts
1.2.2.2 The nature of Cognizance according to dialectical materialism
1.2.2.3 Dialectical path of cognizance
1.3. INNOVATE TEACHING METHODS TOWARDS DEVELOPING
CAPACITY FOR PUPILS
1.3.1 The concept of capacity
According to Pro. Dinh Quang Bao : Capacity is defined in many different
ways, can be divided into two main groups : one gets signs of psychological
factors to define and the other gets signs of factors that constitute active

ability to define.
1.3.2 General capacity and specific capacity of pupils


4
1.3.2.1 General capability
According to Pro. Dinh Quang Bao : The general capacity includes :
ownership and development itself capacity group ; Capacity of social
relations group ; Capacity of tool group.
1.3.2.2 Specific capacity
According to Ass.Pro Dang Thi Oanh, specific capacities in chemistry :
capacity of using the chemical language, chemical practice capacity, caculating
capacity, capacity of detecting and solving problems through chemistry,
capacity of applying knowledge of chemistry in life, creative capacity.
1.3.3 Some characteristics of capacity
There is not general capacity, capacity refers to the impact of a particular
individual to a specific object for a given product. Capacity as a constituent
in a particular activity. Capacity only exists in the advocacy and
development process of a specific activity ; Capacity can be observed
through the activities of individuals in a particular situation ; capacity exists
in two forms : general and specific capability.
1.3.4 Some capacity need to be focused on developing for pupils in high school
1.3.4.1 Develope the capacity of detecting and solving problem
1.3.4.2 Develope creative capacity
1.4 SOME POSITIVE TEACHING METHODS TO DEVELOPE
CAPACITY FOR PUPILS
1.4.1 Method of detecting conversations
1.4.2 Detecting and solving problems teaching
1.4.3 Visual instrument in teaching chemistry
1.4.4 Use chemiscal exercises in teaching

1.5 RECOGNITION PROBLEM
1.5.1 Exercises, problems and recognition problem
1.5.1.1 Concept of exercises. We confirm that, exercises is assigned to
pupils to apply knowledge learned.
1.5.1.2 Concept of problem. We confirm that "The problem is a specific
information system that contains conflicts, including the known and the
unknown (which is a theory) have no explicit relationship to each other, it
need to be clarified by the new scientific method.
1.5.1.3 Concept of recognition problem in teaching :
Through research and analysis theory basis of recognition problem, we
propose a new concept of recognition problem as follows :
"Recognition problem in teaching is a identified information system,
containing conflicts, including old ones and new knowledge that need to be
achieved, we can only solve problem successfully by positive activities,


5
exploring, studying new solutions, meantime pupils not only acquire new
knowledge but also confidence, joyfulness of a new cognitivisim”.
1.5.2 Relationship between exercises, problem and recognition problem
Table 1.2 Distinction between exercises, problem and recognition problem
Problem Recognition
problem
Exercises
Purpose Scientists research,
find new
knowledge, new
techniques, new
methods, formulas,
relationships, for

humanity.
Pupils study to find
out the new
knowledge, new
skills, new solution
methods, new
formulas,
relationships for
themselves.
Remember and
practice a skill, use
a formula, a rule
competently.
Feature – Contains
cognitive conflict
between the known
and what the
scientists have not
found.
– Solving and the
results are not
available for
science.
– Contain cognitive
conflict between what
pupils known and the
unknown.
– Solving and the
results are not
available for pupils

but available for
science.
– Not contain
cognitive conflict.

– Solving and the
result is available.
Result Research to find
new knowledge, a
new invention, a
new process
technology, new
rules,
Pupils discover new
knowledge, new
skills, a new solution
method, a new
formula,…
Pupils remember
knowledge,
practice a skill
fluently, a
formula or a
certain method of
solving,
Develope
capacity
Develope human
capacity especially
as detecting and

solving problem,
creativity
capability.
Develope the capacity
of detecting and
solving problem,
creative capacity of
pupils.
Not require to
develop general
capacity which
essential
characteristics of
capacity.
1.5.3 Recognition problem and development of capacity for pupils
Recognition problem fulfills the conditions for the formation and
development capability for pupils :


6
1.5.3.1 Use recognition problem to develop the capacity of detecting and
solving problems for pupils
Pupils have to conduct thinking operations such as : to detect opposites that
form fundamental contradiction of problem, enounce problem. Pupils give
assumptions. Study to give the new process, use new skills to solve
recognition problem. Thence pupils learn new knowledge, it is more
important that through it to develope the capacity of detecting and solving
problems for pupils.
1.5.3.2 Use recognition problem and development of ceative capacity
Creative capacity is the capacity to create benefit new thing on the basis of

what is already. With the prior knowledge (as raw material), we have to
combine and transform that knowledge in certain conditions to find out new
knowledge (new products). Through solving recognition problem, creative
capacity of pupils is formed and developed, recognition problem can be
considered as the important measure to form and develope the creative
capacity for pupils.
1.6 THE ACTUAL STATE OF USING RECOGNITION PROBLEM IN
HIGH SCHOOL IN VIET NAM
1.6.1 Planning for investigation
1.6.1.1 The purpose of the investigation
Seeing the actual state of using teaching method in high schools ; Deely
analysis how to teaching and learning of chemistry organization and relation
with quality of teaching ; Find out the level of understanding and applying
recognition problem in teaching chemistry.
1.6.1.2 Contents of investigation
Investigate using of teaching method generally ; opinion of teacher about
each teaching method and innovation of teaching method ; Investigate
understanding specifically some teaching method through teaching practice,
especially use recognition problem in teaching method to develop capacity
for pupils ; Investigate specifically understanding and the using recognition
problem in chemistry teaching ; Investigate the facilities that serves to teach
chemistry. Advantages and disadvantages of teachers in some areas when
conducting innovation of teaching method.
1.6.1.3 Location of investigation
We investigated 14 high schools in nine provinces and cities are : Ha Noi
(3), Bac Ninh (1), Hai Duong (1) Ninh Binh (4), Nam Dinh (1), Quang Ninh
(1), Hue (1), Nghe An (1), Ca Mau (1).


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1.6.1.4 Object of investigation
The chemiscal teacher at the high school ; management staff especially
specialized management in high schools, chemiscal officer in the
Department of Education and Training of the province and the city.
1.6.1.5 Method of investigation, the investigation period
Send and collect feedback questionnaire ; meet directly, interviewed a
number of chemiscal teachers of some schools and some managers ; directly
conduct class observations of some teachers ; observe directly facilities that
serve to teach chemistry ; Survey period from 2009 to 2010 school year.
1.6.2 Conduct and the result of the survey
1.6.2.1 Two stage of investigation
– Stage 1. Extensive investigation to orient the subject. We sent
questionnaires, feedback to 94 teachers of 14 high schools.
– Stage 2. We inspected knowledge and using recognition problem in
teaching in high schools. Directly conducted class observations 4 lectures
and converse, interview directly with the teachers, Leader, Chemiscal Expert
in Ninh Binh, Hanoi, Nam Dinh, Ha Nam, Bac Ninh, We sent
questionnaires to 94 teachers of 14 hight schools.
1.6.2.2 Analyze the results of the survey
Through data of the survey, we see that teachers have had a change in using
new teaching method, however the traditional teaching method such as
presentations, conversations are still used mainly. Understanding of
recognition problem of teachers nationwide is very limited, therefore
constructing and using recognition problem in teaching is very limited.
Constructing and using recognition problem to develop capability of
detecting and solving problem, creativity capability for pupils via teaching
Avanced 11
th
organic chemistry.
CHAPTER 2. CONSTRUCT AND USEING RECOGNITION

PROBLEM TO DEVELOP CAPABILITY OF DETECTING
AND SOLVING, CREATIVITY CAPABILITY FOR PUPILS
VIA TEACHING ADVANCED 11
TH
ORGANIC CHEMISTRY
2.1. OBJECTIVES AND STRUCTURE OF CONTENTS PART
PROGRAM ORGANIC CHEMISTRY GRADES 9 AND 11
To build approciate recognition problem and become problematic situations
with pupils, we need to master the objectives, the content of knowledge and
chemiscal skills of chemistry progam in sencondary school and content
mentioned in recognition problem, especially the content of organic chemistry
program in sencondary school which pupils were equipped. All that knowledge
is regarded as knowledge pupils already know. At the same time teachers must


8
master the objectives, content of knowledge of organic chemistry in high
school, thence the teachers identify new knowledge as it is the unknown that
pupils need to explore, study and learn from recognition problem.
2.2 CONSTRUCT RECOGNITION PROBLEM IN TEACHING
ADVANCED 11
TH
ORGANIC CHEMISTRY
2.2.1 Scientific basis of constructing recognition problem
Conflict which exists in all things, the phenomenon, it is origins, dynamics
of the development and cognizance, there will not be problem to be solved
unless there is a conflict, thinking only operates when there is a conflict.
2.2.2 Principles of construction, process and evaluated criteria of
recognition problem
2.2.2.1 Principles of constructing recognition problem

a) Contain cognitive conflict, new knowledge.
b) Ensure the accuracy of the content of chemical knowledge
c) Ensure propriety, flexibility of recognition problem
d) Promote the capacity of pupils especially capacity of detecting and
solving problem, creative capacity.
e) Ensure that the program's goals and skills standards
2.2.2.2 Process of constructing recognition problem
Step 1. Identify the knowledge that pupils have known and knowledge
required to form.
Step 2. Construct basic cognitive conflict, that is possible for pupils to solve.
Step 3. Construct recognition problem : Select the initial data (from the
knowledge students already know, from the photographs, paintings,
experiments from textbook) in accordance with the level of pupils to create
cognitive conflicts with (the unknown) requirements of recognition problem.
Step 4. Verify the accuracy and science, according to the criteria of
recognition problem.
2.2.2.3 Evaluated criteria of recognition problem: recognition problem
must ensure the following criterias :
Contains conflicting perceptions ; Contains new knowledge ; Ensure
objectives, programs, standards of knowledge, skill ; The structure consists
of three parts: the known, the unknown and allow solution ; Absorbing
medium strength, cognitive ability and resolve of HS; The language must be
clear and bright.
2.2.3 Construction many forms recognition problem part of advanced
11
TH
organic chemistry
2.2.3.1 Construction the feature of the problem
a) Qualitative recognition problem

9
RP 2. Construct recognition problem of halogenated alkanes substitute reaction
Step 1. Knowledge that pupils have known and knowledge required to form
– Knowledge pupils have already known : CH
4
+ Cl
2

as
⎯⎯→ CH
3
–Cl + HCl
Pupils have already known this reaction in class 9
th
; Tier carbon ; activity
levels of the halogen.
– Knowledge is required to form : Reaction in which hydrogen in alkanes is
replacing gradually the H atoms by halogen atoms (Cl, Br), substitute
reactions of saturated hydrocarbon with halogen is disruption
σ (C–H) bond
and Cl–Cl bond to form
σ (C–Hal) bond and H–Cl bond ; factors affecting
the products of displacement reaction.
Step 2. Construct basic cognitive conflict
In 9
th
class, pupils have already known : CH
4

+ Cl
2
only get CH
3
Cl, but
observing drawings 5.4 in 11
th
chemistry textbook, they see 4 organic
products. Conflicts 1.
+ From the equation:
as (1:1)
3232 3 3 322
CH CH CH Cl CH CHCl CH CH CH CH Cl HCl
2 clopropan (57%) 1 clopropan (43%)
−−+⎯⎯⎯→− −+ −− +
−−
There are
six H –C(I) and only two H–C(II) in propane, but when it reacts with
chlorine, the products that replace H–C(II) are more than the products that
replace H–C(I) ? Conflict 2.
o
t(1:1)
3232 3 3 322
CH CH CH Br CH CHBr CH CH CH CH Br HBr
97% 3%
−−+⎯⎯⎯→− −+ −− +

Why chlorine replaces both H–C(I) and H–C(II) but bromine only prioritizes
to replace H–C(II). Conflict 3.
Step 3. Construct recognition problem

– Observe the drawing 4.5 in advanced 11 th Chemistry Textbook : What
products do we obtain when CH
4
reacts with Cl
2
? Why do we obtain those
products ? Discovered the concept of H in alkanes substitute react.
– Compare the number of H–C(I) and H–C(II) in the molecule CH
3
–CH
2
–CH
3

and predict how many product do we get if CH
3
– CH
2
– CH
3
reacts with Cl
2

(as, 1:1) ? Which are main products, byproducts ? Write chemiscal equation.
Which is main products, byproducts in textbook ? Why ? Make conclusion
about replaced possibility of H at different levels of carbon in alkanes.
– Write structural formula of products of the following reactions:
(2)
o
t(1:1)

3232
CH CH CH Br−− +⎯⎯⎯→

What proportion of main products, byproducts ? Comparison rate main
products, byproducts in the (1) and (2) reaction, from that, what do you find


10
out ? Explain and make conclusion about new knowlage of the alkanes
substitute react.
Step 4. Check againt
Recognition problem make sure the accuracy and science, according to the
criteria of recognition problem.
b) Quantitative recognition problem
RP 4. Determine volume of CO
2
and H
2
O from combustion products.
Step 1. Knowledge that pupils have known and knowledge required to form
Known knowledge : The way to change organic compound into inorganic
compound is simply combustion reaction ; Concentrated H
2
SO
4
is absorbing
; CO
2
react with solution Ca(OH)
2

.


Knowledge needs to be formed : Various processes to find the volume of
CO
2
and H
2
O from combustion products of organic compound.
Step 2. Identify cognitive conflict :
Only with two pitchers of solution Ca(OH)
2
and concentrated H
2
SO
4
,
sufficient laboratory equipment and experimental conditions, Which ways to
determine the volume of CO
2
and H
2
O ? Conflict !
If there are not solution Ca(OH)
2
and concentrated H
2
SO
4
in the laboratory,

what may be replaced ?
Step 3. Construct recognition problem
To quantify CO
2
and H
2
O when completely burn 8.6 grams C
6
H
14
, people
prepared Ca(OH)
2
và concentrated H
2
SO
4
and full laboratory equipment.
a) Construct various processes (steps) to determine the volume of CO
2
and H
2
O.
b) If there are not solution Ca(OH)
2
and concentrated H
2
SO
4
in the

laboratory, what may be replaced ?
2.2.3.2 Construct on the level of cognitive
We construct recognition problem on four levels : Knowledge ;
Understanding ; Applying ; Creative applying
RP 8. Hydrogen bonding
Step 1. Knowledge that pupils have known and knowledge required to form
– Known knowledge : Boiling temperatue depends mainly on the mass
number (M) of the compound ; nature of the chemical bonds are due to
electrostatic forces of oppositely charged particles.
– The knowledge need to be formed :
The degree to know : There is hydrogen bonding between the alcohol
molecules, It make raises the boiling temperature of the alcohol than the
equivalent of M but there is no hydrogen bonding.
The level of understanding : The nature of the hydrogen bond formation
between the alcohol molecules, thereby generalize to the formation of
hydrogen on the link between alcohol molecules.


11
Level of applying : To apply the adhesive to explain the hydrogen bond
formation in some cases hydrogen with electronegative elements such as F,
O, N, S, to explain the temperature boiling of the pair : H
2
O and C
2
H
5
OH
; H
2

O and H
2
S ; HF and HCl ; HCHO and CH
3
OH ;
The level of creative application : Applying the hydrogen–bonding nature to
solve the unusual case of experimental and practical, such as Na reaction
with HF ; especially the solid and liquid water ,
Step 2. Identify cognitive conflict
a) Level of Knowledge: substances CH
3
OH, CH
3
CH
3
v CH
3
F have nearly
equal M, the boiling temperature are about equal, but CH
3
OH (ts = 65) has
significantly higher boiling temperatue than substances such as CH
3
CH
3

(ts = –89) ; CH
3
F (ts = –78). What factors cause this phenomenon ! Conflict!
b) Level of understanding : When two CH

3
OH molecules closer together, O
atom has ability to close two H atoms (Figure 1, 2), but in fact there is only
one case of hydrogen bond formation. Conflict.
OH OH H OH−− −
33 23
HC HC HOHC HC
(1) (2)

C. Level of applying: Why is molecular weight of H
2
O (M=18) smaller
molecular weight of C
2
H
5
OH (M = 46) but boiling temperatue
o
s(H O)
2
t100C=
higher boiling temperatue
o
s(C H OH)
25
t78,3C=
. Conflict!
– O and S in the same group, chemical formula H
2
S (M = 43) and H

2
O (M = 18)
but at normal temperature H
2
S gas is still liquid H
2
O ?
d) Level of creative applying: When drop Na in HF solution, reaction product is
usually NaF but reaction product is mixture of NaF and NaHF
2
. Conflict!
Step 3. Construc recognition problem
a) Table 8.4 (advanced 11
th
Chemistry textbook) :
CH
3
CH
3
CH
3
OH CH
3
F
M (g/mol) 30 32 34
t
s
(
o
C) –89 65 –78

Indicate what factors have influenced this anomaly ? What’s new knowledge
from that ?
b) Between two CH
3
OH molecules, there‘re two ability to close H and O as
follows :

OH OH H OH−− −
33 23
HC HC HOHC HC
(1) (2)



12
Which circumstance forms hydrogen bonds ? Why ? Give concept of
hydrogen bonds and conditions to form hydrogen bonds?
c) Why H
2
O (M = 18) < C
2
H
5
OH (M = 46) but
o
s(H O)
2
t100C=
>
o

s(C H OH)
25
t78,3C=
?
– H
2
S (M = 43) and H
2
O (M = 18), Which boiling temperatue of moleculers
is higher ? Look up to find documents about boiling temperatue of two
substances and explain what causes it. Draw conclusions.
d) – Give Na reacts with liquid HF obtained what product ? Why get these
products ? What knowledge drawn from which ?
– You know, my puzzle of what
Hot is shrinking, it's cold out?
Explain this anomaly and knowledge learned something new.
2.2.3.3 Construct recognition problem content of which relates to
experiments and applying chemistry knowledge in practice
We find that, exercises in textbook is difficult to implement construction of
recognition problem for pupils to find new knowledge when conducting
experiment, because pupils have already known to solve cognitive conflict.
Recognition problem can not aim at forming a new skill for pupils, because
experimenting in textbooks is made clearly. So how do have to be
constructed ? it’s a recognition problem !
RP 12. Application of acetylene as fuel
Step 1. Knowledge that pupils have known and knowledge required to form
– Known knowledge : The reactions of burning hydrocarbon release much
heat ; Write chemical equation of the combustion reactions.
– Knowledge required form : with same volume of alkanes, alkenes, alkyl
(same number of carbon atoms), the combustion temperature of alkyl is the

highest fire. Therefore, C
2
H
2
is used in industrial soldering.
Step 2. Identify cognitive conflict
Burn the same amount of each gas C
2
H
2
, C
2
H
4
, C
2
H
6
by the air, the
combustion temperature of C
2
H
2
is the smallest, but why do people only use
C
2
H
2
in industrial soldering without two the others in fact ?
Step 3. Construct recognition problem

Burn the same amount of each gas C
2
H
2
, C
2
H
4
, C
2
H
6
by the air, combustion
temperature of C
2
H
6
(341.260cal/mol) ; C
2
H
4
(316.200cal/mol) and C
2
H
2

(300,000 cal/mol). Which gas is used to be fuel in industrial soldering ? Why ?
2.2.4 System of recognition problem in advanced 11
th
organic chemistry

2.2.4.1 Construct some qualitative recognition problem
2.2.4.2 Construct some volume quatitative recognition problem
2.3 USE RECOGNITION PROBLEM IN TEACHING CHEMISTRY


13
2.3.1 Use recognition problem to develop some capacity of pupils in high
school
Recognition problem contain full of elements to develop capacity of pupils
because they are structured by three components as : conditions,
requirements and solutions, the conditions often conflict with requirements
and not available solutions, this special structure contains new knowledge,
new skills, new methods, and this structure also help pupils to reveal and
develop their capacity, especially capacity of detecting and solving
problems, creative capacity.
2.3.1.1 Principles and requirements when using recognition problem
system to develop the capacity of pupils in high school
a) Principles of using recognition problem system to develop capacity of pupils
Principle 1. Ensure to implement general education objectives of chemistry.
Principle 2. Ensure that to transfer conflict of recognition problem into
internal conflict of pupils successfully.
Principle 3. Note to exploit the paticular of chemistry.
Principle 4. Ensure the quality time of teaching.
b) Requirements of using recognition problem to develop capacity of pupils
– The recognition problem used in teaching must be accurate, and it has to
emerge knowledge formed for pupils.
– The recognition problem used in teaching must be consistent with the level
of pupils
– Using recognition problem has to ensure the time of teaching.
– Select suitable method of teaching to reveal role of recognition problem in

the development of particular capacity of pupils.
2.3.1.2 General procedure of using recognition problem system to
develop pupils' capacity in teaching chemistry
a) The general procedure used recognition problem system
1. Plan to develop pupils’ capacity through the system of recognition problem.
2. Select the method of teaching to reveal the characteristics of recognition
problem best, facilitate for the formation and development of pupils' capacity.
3. Evaluate the effectiveness and limitations of recognition problem in
forming and developing each of pupils' capacity, then adjusting, orienting
approciately to promote the advantages and restrict disadvantages.
The process of using a recognition problem to develop the pupils’capacity
Step 1. Detect problems through detecting conflict and pedagogical
transformation
– Let pupils study recognition problem and detect cognitive conflict.
– Perform pedagogical transformation, teachers use method of teaching,
appropriate pedagogical skills to transform conflict of recognition problem into
problematic situations of pupils so that pupils speak out the problem to be solved.


14
Step 2. Solve problem : pupils think to propose possible hypotheses, and
then excluding, retaining only viable hypothesis ; For each hypothesis,
pupils establish procedures and solve.
Step 3. Make conclusion and draw out new knowledge : New knowledge
drawn out ; New method to find that knowledge, new skills were made
during solving.
2.3.2 Use recognition problem to develop the capacity of detecting and
solving problems
– To know how recognition problem affect development of capacity of
detecting and resolving problems of pupils, teachers need to master the signs

of this capacity.
– Select recognition problem that have clearer cognitive conflict to use in
teaching, in order to promote detecting and solving problems capacity.
For example. Recognition problem of halogenated alkanes reaction.
– Observe the shape 5.4 in advanced 11
th
chemistry textbook we see that:
what products are obtained when CH
4
react with Cl
2
? Why ? Draw out the
nature of replaced reaction of H in alkanes.
– Compare the number of hydrogen atoms at Carbon level 1, Carbon level 2
and H in the molecule CH
3
–CH
2
–CH
3
and predict if CH
3
–CH
2
–CH
3
reacts
with Cl
2
(1:1), how many products do we get ? Which products are main

products, byproducts ? Write chemical equation.
In fact (according textbook) Which products are main products, byproducts?
Explain the causes and conclude about the replaced possibility of H at
different level carbon in alkanes.
– Write products of the following each reactions :
o
t(1:1)
3232
CH CH CH Br−− +⎯⎯⎯→

What proportion of main products, byproducts in each case ? Comment and
conclude about replaced ability of the halogen.
Step 1. Let pupils study recognition problem to find cognitive conflict and
teachers implement pedagogical metabolism so that pupils enounce studying
problems.
In 9
th
class pupils knew CH
4
+ Cl
2
only obtain CH
3
Cl but observing shape
5.4 in advanced 11
th
chemistry textbook we see 4 organic products.
+ From the equation:
as (1:1)
3232 3 3 322

CH CH CH Cl CH CHCl CH CH CH CH Cl HCl
2 clopropan (57%) 1 clopropan (43%)
−−+⎯⎯⎯→− −+ −− +
−−



15
There are 6H at the carbon level 1 in propane, while there are only 2H at
carbon level 2, when those H react with Cl, products that replace H at
Carbon level 2 are more, than products that replace H at Carbon level 1.
Conflict.
o
t(1:1)
3232 3 3 322
CH CH CH Br CH CHBr CH CH CH CH Br HBr
97% 3%
−−+⎯⎯⎯→− −+ −− +

Chlorine and bromine are both halogen but when insteading Cl
2
by Br
2
in
replacement reaction What causes that led to such a great byproduct ?
Step 2. Solving problems
With every conflict pupils can propose hypothesis, however teachers help
pupils choose appropriate hypothesis to establish process of solving.
+ With the first conflict, teachers orientate pupils to choose close hypothesis
and necessarily hypothesis is that 4 H in CH

4
in turn be replaced by H.
+ With the second conflict, teachers should orientate pupils to compare the
number of H in C (I) and H in C (II) and the response capability of Cl
2
and
Br
2
to understand the rate of main products, byproducts.
+ With the third conflict, When pupils have solved the second conflict, the
teachers orientate pupils to focus on intensity of Cl
2
and Br
2
when they
participate reaction.
Step 3. Make conclusions and draw out new knowledge
Replacement reaction is the reaction in which atoms (Cl or Br) will
gradually replace the H atoms in the alkane to create the product.
The repalcement possibility that H–C(I) < H–C(II) < H–C(III) and Cl
2
>Br
2
.
2.3.3 Use recognition problem to develop creative capacity for pupils
– To develop creative capacity for pupils through recognition problem then
need to determine the signs of this capacity.
– When study depth of recognition problem and the creative capacity we
show that the nature of the process of detecting and establishing procedures
to resolve conflicts in recognition problem is scientific cognitive cycle as a

creative process by VG Razumovsky proposed.
Example 1. Quantification of CO
2
and H
2
O
To quantify CO
2
and H
2
O when complete burn 8,6 g C
6
H
14
, we prepare the
chemistry Ca(OH)
2
and concentrated H
2
SO
4
and full laboratory instruments.
How many ways do we determine the volume of CO
2
and H
2
O when conducting
the experiments ? Build process of counting CO
2
and H

2
O for each way.
Step 1. Let pupils study recognition problem to detect cognitive conflict
When complete burning 8,6 g C
6
H
14
escaping gas mixture is CO
2
and H
2
O,
which ways may we have to quantify them ? Which pot do we let this


16
mixture passes before ? If the mixture is passed through only solution
Ca(OH)
2
without H
2
SO
4
, do we quantify ? For each way how to
determine the volume of each of CO
2
and H
2
O ? Depend on the ability and
reasoning ability of pupils who will have many ways of quantification,

through which the creative expression of pupils will be revealed.
Step 2. Pupils propose different solutions depending on the creativity of
each pupils :
Method 1 : Due to the characteristics of concentrated H
2
SO
4
is absorbing,
Ca(OH)
2
absorb CO
2
, so that we turn the mixture over H
2
SO
4
solution, then
Ca (OH)
2
solution. The increase of the volume of H
2
SO
4
pot is the volume
of H
2
O. The increase of the volume of Ca(OH)
2
pot is the volume of CO
2

.
Method 2 : Let mixture pass through residual Ca(OH)
2
solution, both H
2
O
and CO
2
are trapped in the pot. The increase of the volume of Ca(OH)
2
pot
is the volume of CO
2
and H
2
O.CO
2
reacts with residual Ca(OH)
2
generating
precipitated CaCO
3
, when we determine the volume of CaCO
3
,we will
determine the volume of CO
2
and infer volume of H
2
O.

Method 3 : When absorbing H
2
O, concentration of H
2
SO
4
can be diluted, so
that determine the percent concentration of H
2
SO
4
before and after
absorbing water, remaining gas CO
2
is put into solution of Ca(OH)
2
.
Method 4. Pupils can infer other ways creatively.
Step 3. Make conclusions: Pupils wil draw out process of determining CO
2

and H
2
O to identify molecular formula later. This recognition problem
contains sufficient elements to promote creative ability.
2.3.4 Use recognition problem in accordance with purposes of teaching
We use recognition problem in conversation detection method, complex
method of detecting and solving problem, the angle based teaching method
and orientate teaching purposes in schools such as : Teach pupils to study
new lesson ; Complete knowledge, skills (review, exercise, practice,

experimentation) assess pupils. Through research theory and teaching
practice, we propose process of using recognition problem according to
teaching purposes as follows :
Step 1. Detect problems through finding cognitive conflict and implement
pedagogical metabolism
a) With the pupils, pupils detect problems through finding conflict
b) With teachers, teachers perform pedagogical metabolism
Step 2. Solving problem
Step 3. Draw out conclusion, new knowledge and apply new knowledge.
2.3.4.1 Use recognition problem in new lesson studing format
a) Characteristics of the recognition problem when studying new lesson
b) Use recognition problem to form new knowledge


17
Example 1. Hydrogen bonding
Step 1. Detect problems from detecting the conflict in recognition problem:
a) Observe table 8.4 (advanced 11
th
chemistry textbook) and what do you
comment about boiling temperature of substances ? What causes such a
difference ?
CH
3
CH
3
CH
3
OH CH
3

F
M (g/mol) 30 32 34
t
s
(
o
C) –89 65 –78
Draw out conclusion about the hydrogen bonds.
b) Applying the theory, explain the following cases :
H
2
O has t
s
(H
2
O) = 100
0
C while C
2
H
5
OH has only t
s
(C
2
H
5
OH)=78,3
0
C?

Teachers perform pedagogical metabolism (conflict transformation).
a) The substances have nearly equal M, boiling temperature of them usually
are nearly equal, but why is boiling temperature of CH
3
OH (t
s
= 65) much
higher than the substabces such as CH
3
CH
3
(t
s
= –89); CH
3
F(t
s
= –78) have
equal M with it ? So that, besides M, What elements do boiling temperature
of substances upon on ?
b) H
2
O (M = 18) < C
2
H
5
OH (M = 46), H
2
O and C
2

H
5
OH have both
hydrogen bonds but
o
s(H O)
2
t 100 C=
>
o
s(C H OH)
25
t78,3C=
?
Step 2. Solving problem
Pupils can give different hypothesis, teachers should discuss and guide
pupils to keep hypothesis that can solve conflict.
a) We predict that there are at least three hypothesis about the bond between
CH
3
OH molecules arising in the process of inference of pupils, they are:
– Between CH
3
OH molecules can form covalent bond.
– Between CH
3
OH molecules can form ionic bond ?
– Or Is there any new bond.
Pupils conduct to give process of resolution:
When analysing structure of two molecules CH

3
OH, pupils observe that
there are a kind of atom O and two kinds of atom H, so happening the two
possibilities that H and O are close together (as drawing a, b) :
OH OH H OH−− −
33 23
H C H C HOH C H C
(1) (2)

When comparing electronegativity between atoms, pupils will find that
forming type b bond is not possible. Bond between
H
δ
+
of group OH of this


18
ancol molecules and
O
δ−
of group OH of that ancol molecules will form a
kind of new bond, that is hydrogen bond and is denoted by three dots ( ).
2. To explain why H
2
O (M = 18) < ancol etylic (M = 46) but H
2
O (M = 18)
< C
2

H
5
OH (M = 46), but
o
s(H O)
2
t 100 C=
>
o
s(C H OH)
25
t78,3C=
? Pupils give
hypothesize as follows :
– Bond between H
2
O molecules is stronger than hydrogen bond of ancol,
there are only covalent bonds or ionic bonds between them, are not there ?
– There are hidrogen bonds between H
2
O molecules as C
2
H
5
OH molecules,
are not there ?
Pupils conduct to give resolution process:
– When analysing structure of molecules H
2
O carefully, pupils find that:

between of H
2
O can not form two types of bonds. This hypothesis is eliminated.
– Are there hydrogen bond between of H
2
O molecules as ancol molecules, if
both have hydrogen bond
o
s(H O)
2
t 100 C=
>
o
s(C H OH)
25
t78,3C=
?
Pupils will think and give next hypothesis:
+ Is hydrogen binding force of H
2
O stronger than between C
2
H
5
OH ?
+ Are there hydrogen bonds between H
2
O more than between C
2
H

5
OH ?
Pupils conduct to give resolution process with two hypothesis.
+ When analysing structure of molecules, pupils will find hypothesis that
about hydrogen binding force between H
2
O molecules is stronger binding
force between C
2
H
5
OH molecules is not convincing.
+ Number of hydrogen bonds between H
2
O are more C
2
H
5
OH molecules.
Analysing structure HOH we find that: H–O–H with three centers ̣̣̣(2
H
δ
+
và
1
O
δ−
) create hydrogen bonds with other HOH molecules, while C
2
H

5
OH have
two center (
H
δ+
và O
δ
−
), so number of hydrogen bonds between H
2
O molecules
are more C
2
H
5
OH. This is the main cause
o
s(H O)
2
t 100 C=
>
o
s(C H OH)
25
t78,3C=
.
Step 3. Make conclusion and draw out new knowledge
Boiling temperature of the substance depends on two factors: molecular weight,
bond between moleculars (hydrogen bonds), hydrogen bond is electrostatic
forces between

H
δ+
và
O
δ−
; bonding strength and number of hydrogen bonds
between moleculars affect much the boiling temperature of the substance.
2.3.4.2 Use recognition problem in exercise that complete knowlege, skills
a) Characteristics of recognition problem
b) Use recognition problem to complete knowledge, skills.


19
Example 1: Complete knowledge of replaced reaction ankanes and halogen
When CH
4
react Cl
2
in the light, it is found that small amounts of CH
3
CH
2
Cl in
reaction products. Explain about the process of forming such substances.
Step 1. Detect problems and perform pedagogical metabolism.
Reaction replacing H in CH
4
by Cl
2
doesn’t alter the carbon circuit but why is

there a little of CH
3
CH
2
Cl in the mixture obtianed ̣̣(double carbon circuit) ?
Step 2. Solve problem. Pupils can propose hypotheses as follows :
1. CH
3
CH
2
Cl can be generated when one of the substances CH
3
Cl, CH
2
Cl
2
,
CHCl
3
, CCl
4
reacts with each other or one of those substances reacts with initial
substances CH
4
to generate directly CH
3
CH
2
Cl.
Under the catalytic action of light, ability to cut the bond C–H or C–Cl, which

are very durable, can not happen.
2. CH
3
CH
2
Cl can be generated indirectly, it means that: it must have process to
generate CH
3
CH
3,
then it react with Clo (light) to generate CH
3
CH
2
Cl. So, What
process generate CH
3
CH
3
? To answer this question, no way, pupils must study
thoroughly the reaction mechanism to know in each stage what substances can
be formed, Whether there is process of generating CH
3
CH
3
or not.
The mechanism of repalced reaction of CH
4
and Cl.
Triggered step : Cl – Cl

as
⎯⎯→ Cl
.
+ Cl
.
(1)
Development lines steps :
.
CH
3
–

H + Cl
.
→
.
CH
3

+ HCl (2)

.
CH
3

+ Cl – Cl → CH
3
Cl + Cl
.
(3)

Broken lines steps : Cl
.
+ Cl
.
→ Cl
2
(4)
.
CH
3
+ Cl
.
→ CH
3
Cl (5)
.
CH
3
+
.
CH
3
→ CH
3
CH
3
(6)
We find that at off circuit stage, two original CH
3
combine together to generate

CH
3
CH
3
̣ (process 6). When CH
3
CH
3
is generated, it will participate replaced
reaction with Cl (light) to generate CH
3
CH
2
Cl according to equation:
CH
3
CH
3
+Cl
2
as
⎯→ CH
3
CH
2
–Cl + HCl. Thus, the conflict was clarified by pupils.
Step 3. Conclude and draw out new knowledge: pupils know replaced reaction
mechanism; the replaced reaction of Clo in alkanes obtains mixture of many
products, including double carbon circuit product.
2.3.5. Use recognition problem content of which relate to laboratory

practice and applying knowledge in practice.
Characteristics: Recognition problem contain cognitive conflicts between the
experimental phenomena predicted in theory and the phenomenon that occurs


20
when conducting experiments or phenomena occurs in practice; use
experimental recognition problem according to researching method.
This time the recognition problem is the source of empirical knowledge to
exploit, recognition problem connect theory and practice.
2.4 DESIGN THE LESSON PLAN THAT USE SYSTEM OF COGNITIVE
PROPLEM IN TEACHING ADVANCED 11
TH
ORGANIC CHEMISTRY
We designed lesson plans to teach new lesson, complete knowledge, skills and
test matrix, assessing of each chapter and part of advanced 11
th
organic
chemistry. The lesson plans are presented in Appendix.

CHAPTER 3. PEDAGOGY EXPERIMENTS
3.1 PURPOSES OF PEDAGOGY EXPERIMENTS
3.2 TASKS OF PEDAGOGY EXPERIMENTS
3.2.1 Determining the location, how to pedagogy experiments
3.2.2 Design lesson plan
3.2.3 Design assessment tools
3.2.4 Conduct, data collection pedagogy experiments
3.2.5 Data analysis pedagogy experiments and draw conclusions.
3.3. CONTENT OF PEDAGOGICAL EXPERIMENTS
3.4. PROCESS OF PEDAGOGICAL EXPERIMENTS

Step 1: Discuss with teachers to choose Experimental class – the control class.
Step 2: Discuss content and method of pedagogical experiments with teachers
Step 3: Deploy pedagogical experiments
3.4.1. Exploration pedagogy experiments.
3.4.2 The first pedagogy experiments
3.4.3 The second pedagogy experiments
3.5. PROCESSING AND REVIEW OF RESULTS
3.5.1. Analysis of experimental data evaluation of knowledge
3.5.1.1 Analysis of data exploration pedagogy experiments in Xuan Dinh
high school
3.5.1.2 Data Analysis 1st pedagogy experiments
3.5.1.3 Data Analysis 2nd pedagogy experiments
3.5.1.4 Summary of pedagogy experiments



21
Table 3.26. Classification of test results
weak –
poor (%)
medium
(%)
pretty (%)
excellent
(%)
High
School

Class
EC CC EC CC EC CC EC CC

11 2.08 12.24 14.58 28.57 50 53.06 33.33 6.12
Kim Son B
11 5.77 15.38 13.46 46.15 61.54 30.77 19.23 7.69
11
2.17 6,52 23.91 41.3 43.48 39.36 30.43 29.17
Le Chan
11
0 8.33 25.01 47.92 45.83 35.42 29.17 8.33
11
2.22 6.67 37.78 60 42.22 24.44 17.78 8.89
C Thanh
Liêm
11
4.44 15.56 31.11 42.22 42.22 31.11 22.22 11.11
11
0 4.35 41.30 60.87 34.78 23.91 23.91 10.87
Thai Hoa

11
0 10.87 32.61 54.35 43.48 28.26 23.91 6.52
11
0.00 13.04 27.08 36.96
43.75 41.30 29.17 8.70
Kim Son A
(test 1)
11
6.52 19.15 26.09 46.81 47.83
27.66 19.57 6.38
T.H.Dao
(

test 1
)

11

4.0

13.73 32.0 47.06 34.0 27.45 30.0 11.76
11
2.0 16.0 30.0 44.0 38.0 28.0 30.0 12.0
Nguyen Tat
Thanh (test 1)
11
2.04 20.0 32.65 42.0 38.78 24.0 26.53 14.0
11
0.00 6.52 16.67 39.13 45.83 36.96 37.5 17.39
Kim Son A
(test 2)
11
4.35 10.64 26.09 42.55 45.65 36.17 23.91 8.51
T.H.Dao
(
test 2
)

11

0.00

7.84

32.00 47.06 48.00 37.25 20.00

7.84
11
0.00 10.00 34.00 46.00 40.00 32.00 26.00 12.00
Nguyen Tat
Thanh (test 2)
11
2.04 6.00 22.45 44.00 38.78 34.00 36.73 16.00
Tỉ lệ TB
(%)
11 2.09 10.91 27.71 45.39 43.57 32.84 26.2 11.29

Table 3.27. Percentage of pupils scoring at of less Xi of experiment and
control classess.
Percentage of pupils scoring at of less Xi
Test
1 2 3 4 5 6 7 8 9 10
TN 862 0.00 0.00 0.23 2.09 12.41 29.70 49.54 73.32 89.79 100.0
ĐC 865 0.00 0.92 3.70 11.33 33.53 56.65 75.26 89.48 97.11 100.0


22
0
5
10
15
20
25

30
35
40
45
50
Y
ế
u TB Khá Gi
ỏ
i
TN
DC

0.00
20.00
40.00
60.00
80.00
100.00
120.00
12345 678910
TN
DC




Based on the cumulative line graph shows the cumulative path of the
experiment class and are skewed toward the lower side of the control classess,
demonstrates the quality the better an experiment class than a control classess.

Qualitative demonstration through specific parameters.
Table 3.28. Specific parameters
Variances
Standard
deviation
Variability
V

Xm±
S
2
S (%)

t
ES

High
School

TN ĐC TN ĐC TN ĐC TN ĐC

7.83 ± 0,09 6.51 ± 0,11 1.8 2.3 1.34 1.52 17.13 23.28 4.54 0.87
Kim Son B
7.44 ± 0,11 6.19 ± 0,12 2.17 2.63 1.47 1.62 19.81 26.18 4.11 0.77
7.61 ± 0,10
6.7 ± 0,11
2.42 2.53 1.56 1.59 20.45 23.74 2.78 0.57
Le Chan
7.6 ± 0,11 6.38 ± 0,12 2.29 2.32 1.51 1.52 18.89 23.92 3.96 0.81
7.11 ± 0,11 6.16 ± 0,13 2.24 2.36 1.5 1.54 21.03 24.97 2.98 0.62

C Thanh
Liêm
7.20 ± 0,12 6.16 ± 0,13 2.71 3.86 1.65 1.97 22.86 31.92 2.73 0.53
7.2 ± 0,11 6.26 ± 0,11
2.65 2.46 1.63 1.57 22.62 25.07 2.8 0.59
Thai Hoa

7.35 ± 0,10 6.07 ± 0,10 2.19 2.24 1.48 1.50 20.13 24.68 4.13 0.85
7.58 ± 0,10 6.46 ± 0,10 2.33 2.56 1.53 1.6 20.14 24.8 3.5 0.7
Nguyen Tat
Thanh
(test1)
7.04 ± 0,11 5.91 ± 0,11 2.49 2.51 1.58 1.59 22.39 26.81 3.4 0.71
7.32 ± 0,13 6.18 ± 0,11 3.04 3.15 1.74 1.77 23.18 28.73 3.25 0.64
Kim Son A
(test 1)
7.48 ± 0,11 6.22 ± 0,10 2.7 3.4 1.64 1.84 21.98 29.64 3.6 0.68
Tran Hung
Dao (test 1) 7.29 ± 0,11 6.14 ± 0,11 2.5 3.55 1.58 1.88 21.7 30.69 3.2 0.61
7.94 ± 0,10
6.76 ± 0,11 2.10 2.72 1.45 1.65 18.27 24.39 3.7 0.71
Kim Sơn A
(test 2)

7.33 ± 0,11 6.23 ± 0,10 2.40 2.47 1.55 1.57 21.16 25.20 3.3 0.69
Tran Hung
Dao (test 2)
7.32 ± 0,11 6.39 ± 0,10 2.1 2.36 1.45 1.54 19.8 24.05 3.1 0.6
7.24 ± 0,10 6.34 ± 0,12 2.64 2.76 1.62 1.66 22.42 26.2 2.7 0.54
Nguyen Tat

Thanh
(test2)
7.80 ± 0,12 6.56 ± 0,09 2.62 2.99 1.62 1.73 20.78 26.34 3.65 0.71
Summing 7.43 ± 0,10 6.31 ± 0,11 2.41 2.73 1.55 1.65 20.82 26.15 3.41 0.68
There are 8 teachers participating experiment, 8 high schools participating
experiment; 26 classess participate experiment (13 experiment classess, 13
control classess), 619 pupils participate experiment and number of tests are 1727.
Chart 3.9 Bar chart represent proportio
n
of classification test results o
f
experimental class and the control classes.
Chart 3.10 Line cumulative show percentag
e
of students scoring of the layers downward X
i
of experimental class and the control classes.