Xây dựng và sử dụng thí nghiệm trong dạy học chương dòng điện trong các môi trường vật lí 11 nhằm phát triển năng lực khoa học cho học sinh trung học phổ thông tt tiếng anh

THAI NGUYEN UNIVERSITY
UNIVERSITY OF EDUCATION

LE CHI NGUYEN

DESIGNING AND USING EXPERIMENTS
IN TEACHING THE CHAPTER "ELECTRIC CURRENT
IN DIFFERENT ENVIRONMENTS" IN PHYSICS 11
TEXTBOOK TO DEVELOP SCIENTIFIC
COMPETENCE FOR HIGH SCHOOL STUDENTS
Speciality: Theory and Methodology of Physics Teaching
Code: 9140111

DISSERTATION SUMMARY

THAI NGUYEN - 2019
The dissertation was finished at:


2
2
THAI NGUYEN UNIVERSITY
- UNIVERSITY OF
EDUCATION

Supervisor: 1. Assoc. Prof. Dr. NGUYEN VAN KHAI
2. Dr. CAO TIEN KHOA

Reviewer 1:.................................................................................

Reviewer 2:.................................................................................

Reviewer 3:.................................................................................

The dissertation will be defended in the university committee:
THAI NGUYEN UNIVERSITY - UNIVERSITY OF EDUCATION
At ……………….., 2019

The dissertation can be read at:
-National library of Vietnam;
- Thai Nguyen University - Learning Resource Center;
- Library of College of Education.


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3
LIST OF PH.D CANDIDATE’S WORKS RELATED TO THE
DOCTORAL THESIS

1. Le Chi Nguyen, "Surveying the status of teaching and learning
“Electricity in the environment” based on the approach of
developing scientific capacity for students (Physics 11)",
Educational Equipment Journal, No. 112 , December 2014,
pages 27, 28, 29.30.
2. Le Chi Nguyen, "Some improvements and plans to use the
experimental set of “Electric currents in environments” in
teaching Physics 11 in order to enhance students’ research
activities", Journal of Education, Special number, March 3, 2014,
pages 151, 152, 144.
3. Le Chi Nguyen, "Building the concept of scientific capacity for
students in studying Physics in high school", Journal of

Education, No. 354, March 2, March 2015, pages 56, 57, 58
4. Le Chi Nguyen, "Using experiments in teaching Physics at high schools
towards promoting students' activeness, autonomy and creativity",
Journal of Education, Special number, October 2015, page 138.
5. Le Chi Nguyen, "Using computer connection in experiments on
thermoelectricity (Physics 11) to support teaching and
developing scientific capacity for students". Educational
Equipment Journal, No. 126, February 2016, pages 90, 91, 92.
6. Le Chi Nguyen, “Using computer connections in practice to
investigate the rectifier properties of semiconductor diodes
(Physics 11) to develop scientific research capacity for students”.
Journal of Education, Special number, April 2016, pages 105,
106, 107.
7. Nguyen Van Khai - Le Chi Nguyen, “Assessing students’
scientific capacity when teaching some knowledge about
“Electric currents in environments", (Physics 11)”. Science
Journal, Hanoi National University of Education, Volume 61,
Number 8B, 2016, page 272 - 278.
8. Nguyen Van Khai - Le Chi Nguyen, "Designing, manufacturing
and using practical experiments to measure thermodynamic
coefficients of thermocouples in teaching Physics 11 to develop
scientific capacity for students", Scientific Journal, University of
Education - Da Nang University, No. 29B [03]/2018 - The 4th
National Conference on Teaching Physics.


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INTRODUCTION
1. Rationale for the study
Student’s scientific competence has become an important

issue of education, both at national and international level when
humanity is facing major challenges in water supply, food supply,
disease control, creating enough energy and adapting to climate
change (UNEP, 2012), [72]. To deal with all of these challenges all
citizens are required to have scientific knowledge. Therefore, in
countries with advanced education, science is an obligatory
subject in the curriculum from kindergarten to high school [72].
According to the general education program of Physics
(2018) at high school, experiments and practices play a particularly
important role in forming physical concepts, laws and principles.
Therefore, in addition to the use of Physical and Math models, the
Physics program focuses appropriately on forming the ability to
explore properties of physical objects through experiments and
practice from different angles. [2]
In recent years, although schools in our country have been
equipped with laboratory equipment under the "List of minimum
teaching equipment" given by the Ministry of Education and
Training, but the efficiency remains much limited. In particular,
for experiments on "Current in different environments" (Physics
11), the number of experimental devices is inadequate; there are
still many qualitative experiments; in some measurements the
multi-function clocks that indicate data in figures have low
accuracy, are difficult to use, and fail to meet the requirements of
competence developing teaching. Therefore, it is necessary to
complete and build more experiments with high accuracy, to
collect and process data in a short time, to create more time for
discovery - research activities, diversify learning forms. For the
above reasons, we chose the thesis:
"Designing and using experiments in teaching the chapter"
Electric current in different environments" Physics 11 textbook to

develop scientific competence for high school students".


5
2. Aims of the study
To develop and use experiments in teaching knowledge about
"Current in metals and semiconductors" Physics 11 to develop
scientific competence for students.
3. Subjects and scope of the study
+ Subjects of the study
- Teaching activities and teaching support experiments and learning
some knowledge about: "Current in metals and semiconductors" in
Physics 11 at high school.
- Scientific competence of high school students in studying Physics.
+ Scope of the study
- Developing and completing experiments to support teaching
and learning activities; Organizing activities to learn some
knowledge about "Current in metals and semiconductors" in Physics
11 at high school .
- Grade 11 students in Ninh Binh province and Hanoi city.
4. Scientific hypothesis
"If we can develop experiments and use them to design a
teaching process in accordance with the theory of competence
development in teaching some knowledge about "Current in different
environments" (Physics 11), then students' scientific competence will
be developed ”.
5. Research methods
- Theory research
- Teaching practice research
- Experiment

- Mathematical statistics
6. New contributions of the thesis
6.1. Theoretical contributions
- Built 3 development principles and 6 measures to use
experiments to support teaching physics in developing high school
student’s scientific competence.
- Developed a procedure of using experiments in supporting
teaching and learning new knowledge, practising experiments and
solving experimental exercises at home, to develop scientific
competence for students.


6
- Developed a set of criteria to assess the level of scientific
competence of high school students in studying Physics using
experiments.
6.2. Practical contributions
- Developed and put into use 3 experimental sets of teaching and
learning knowledge about "Current in metals and semiconductors"
(Physics 11) for developing scientific competence for students.
- Developed a procedure of teaching and learning 4 contents of
knowledge about "Current in metals and semiconductors" (Physics 11),
using the experiments to develop scientific competence for students.
- Developed a set of criteria to assess the level of scientific
competence of students in and after learning 4 contents of knowledge
about "Current in metals and semiconductors" (Physics 11).
- With popular and inexpensive semiconductor components,
designed and made an experimental data collection and processing
device with small signal measurements (mV), with high accuracy,
suitable for teaching Physics for developing student’s scientific

competence at high school.
7. Structure of the thesis
In addition to the introduction, conclusions and recommendations,
and references, the thesis consists of 4 chapters:
Chapter 1: Literature review
Chapter 2: Theoretical and practical basis
Chapter 3: Developing and using experiments in teaching
knowledge about "Current in metals and semiconductors" to develop
scientific competence for students.
Chapter 4: Pedagogical experiment.
Chapter 1
LITERATURE REVIEW
1.1. RESEARCH ON DEVELOPING SCIENTIFIC COMPETENCE
FOR STUDENTS
1.1.1. Foreign research
+ In America:


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Various scientific learning cycles have been proposed, since
Robert Karplus introduced the science teaching cycle in 1962. Carl J.
Wenning (2011) introduced a new cycle of teaching Physics "adapting"
scientific research methodology, including 5 stages: observation,
manipulation, generalization, verification and application [98, p 8].
According to the author 5-stage teaching "perhaps is simpler and
closer than "imitating" the overall processes of early physical
science". [98, p 11].
+ In European countries:
Competencies are stated in the "European Framework of
Competency" for lifelong learning. On that basis, countries develop

their own educational programs, but must describe their learning
outcome standards according to the "European Reference
Framework" and develop a number of new assessment tools to
support the learning process [74, pp, 7-8].
Programme for International Student Assessment (in short PISA)
is a research program of OECD that evaluates educational quality and
has been becoming a student’s scientific competence assessment
program worldwide. PISA concept of scientific competence has been
widely applied in Western European countries. Based on the PISA
scientific competence framework, some countries have developed, and
specified scientific competence in their subjects [4], [52].
Russia participated in PISA in 2003, 2006, 2009, 2012 and
2015. The results of PISA assessment are part of the Federal education
development program. [78]. Many Eastern European countries have
joined PISA and used the scientific competence framework of PISA to
develop their scientific competence standards of high school students.
The study by Razumopxki (1975), on "Developing student's creative
competence in the process of teaching Physics" - Moscow Publishing
House, 1975, profoundly presented the theoretical and empirical basis
of the issue of developing creative competence for students in studying
Physics that has been applied in many countries around the world
including Vietnam. However, the results of education in science
subjects have not reached the desired goal [79].
+ In Asian countries:


8
Educational systems in Asia have differences in political
institution and cultural norm. In Japan, students' scientific
competence framework consists of three types of knowledge and

skills: scientific awareness knowledge and skills; scientific research
method knowledge and skills; Individual thinking/ judgment/
performance ability [86], this framework is similar to the framework
in PISA, [72, p12].
Scientists believe: that their country ranks high in international
student assessments such as PISA, TIMSS and PIRLS is the
effectiveness of recent reforms of educational programs and
assessment. Studies in science and technology education in some
schools in Singapore, Hong Kong, and in some Asian countries that
have high rankings in the PISA assessment, show that: Scientific
competence according to PISA is being paid special attention in
developing educational programs ... [86], [87], [89].
1.1.2. In Vietnam
In Vietnam, the study of Bernd Meier and Nguyen Van Cuong
(2016) shows that the structure of general competence is a combination
of 4 elemental competencies: professional competence; method
competence; social competence; individual competence. [34, p 67]. Vu
Trong Ry - Pham Xuan Que (2015) studied "Testing and assessment
of the results of physics at high school in the direction of competence
development", applied the assessment method of PISA 2012 in the
design of physics exams/ tests. The study concluded: "Applying the
assessment method of PISA is an innovation direction to testing and
assessment of the results of Physics in the direction of competence
development", [50, p, 11].
1.2. RESEARCH ON DEVELOPING AND USING EXPERIMENTS
TO SUPPORT SCIENTIFIC COMPETENCE DEVELOPMENT
TEACHING
1.2.1. Foreign research
+ In America:
Famous experimental equipment manufacturers such as PASCO,

YSI.v.v. have tried to improve laboratory equipment according to the
objectives of science teaching. However, laboratory equipment is often
cumbersome, difficult to move, designed in the form of specific
experiments. Research by Hofstein and Lunetta (1982) showed that the
trend of designing experiments in teaching science subjects in the


9
United States aims to develop some skills contributing to the formation
and development of scientific competence for students but not yet
meets teaching requirements [102].
+ In Europe:
Jones’ studies (2003) on the development of Physics
competence - University training framework in the UK show that:
More and more graduates do not have a basic understanding of the
principles of Physics. Therefore, it is necessary to consider the
usefulness of experiments and the use of experiments in current
teaching [85]. Teaching with built-in experiments, pre-selected
measurement methods shows that students lack necessary
experimental skills to self-study [86].
+ In Asian countries
Studies by Junichiro Yasuda (2012), Wang, F. (2012) on
"Empirical research on the impact of discovery teaching on the
development of student's understanding of scienctific nature" [20];
study by Hu, JH, & Wang, L. (2009) on "Research on teaching aids of
high school chemistry teaching programs to develop students' ability to
analyze science" [90] show that the reality of science teaching is still
limited, the studies using experiments in teaching method innovation
projects have largely stopped at experimental teaching. [91, pp. 25-26].
1.2.2. Research in Vietnam

Currently, research on building and using experiments in
teaching Physics in high school follows two trends: (1) Building
and using self-made experiments from cheap and easy-to-find
materials; (2) applying digital advances in building and using
experiments with support of computers.
1) Building and using self-made experiments from cheap and
easy-to-find materials
In order to promote students' self-reliance and creativity in


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the learning process, experiments need to be developed in the form
of modules for students to propose their own experimental plans,
equipment selection, installation, and data collection and processing
- developing scientific competence for students.
2) Applying digital advances in building and using experiments
with support of computers
The studies have a common conclusion: Using physical
experiments connected to computers gives highly accurate
measurement results, saving time in collecting, processing and
presenting data, students will have more time for discussion and
analysis of the results of scientific conclusions.
1.3. RESEARCH ON THE USE OF EXPERIMENTAL EQUIPMENT
IN TEACHING "CURRENT IN DIFFERENT ENVIRONMENTS",
PHYSICS 11.
In other countries, companies like PHYWE, EV, FESTO,
LEYBOD in Germany; POSCO (USA); ADDESTATION (Addest
Technovation - Singapore), has produced a series of experimental
equipment, measurement devices, automated control connected to
computer to replace most of the traditional experiments in schools.

For experiments on "Current in different environments", PHYWE
(2008), introduced four experiments [98]
Limitations of imported experiments are: costly, cumbersome,
difficult to manipulate; built-in experiments, mainly experiments
performed by teachers; experimental plans are not suitable for teaching
to develop scientific competence for students in high school.
Therefore, these experiments have not met the requirements of
teaching to develop scientific competence for students.
CHAPTER 1 CONCLUSIONS
The questions of the thesis are:


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(1) How can Physics teaching be organized to develop
scientific competence for students, taking Physics characteristics into
account, which is to promote the role of experiments in different
teaching organization forms ?
(2) How can experiments be built and used to ensure feasibility
and effectiveness in developing scientific competence for high school
students.
(3) How can the feasibility and effectiveness of the development of
student’s scientific competence in teaching Physics using the built
experiments be evaluated?
Chapter 2
THEORETICAL AND PRACTICAL BASIS
2.1. SOME CONCEPTS
2.1.1. Student’s competence
Weinert (2001) defined: "Competence is individual cognitive
ability and skills that are inherent or learnt to solve specific problems, as
well as the readiness of motivation, will, and social consciousness and

the ability to apply solutions in changing situations in a successful and
responsible way”[34 p. 67].
The general education program (2018) defined: "Competence is an
individual attribute that is formed and developed thanks to the inherent
qualities and the learning and training process, allowing people to
mobilize knowledge, skills and other personal attributes such as
excitement, belief, will, etc., to successfully implement a certain type of
activity, achieving the desired results under specific conditions” [1, p. 37].
In the above-mentioned definitions, student’s competence is
formed and developed thanks to the combination of these two factors:
inherent qualities and knowledge and skills.
Based on the analysis of competence concepts mentioned above,
we define the concept of competence as follows:
Competence is an individual attribute that is formed and
developed thanks to the inherent qualities and the learning and training
process, shown in the ability to apply knowledge, skills and attitudes to
successfully solve a problem or situation in individual field of activity.


12
2.1.2. Scientific competence of students
In this study we chose the definition: "Scientific competence is
the ability to apply knowledge, skills and attitudes to deal with practical
situations related to science" [72, p. 11, 12]
Scientific competence is defined in the form of a set of three
competencies that an individual needs to demonstrate: (1) Explain
phenomena scientifically; (2) Evaluate and Design Scientific Inquiry; (3)
Interpret data and evidence scientifically [72, p7].
2.2. SCIENTIFIC COMPETENCE MANIFESTATIONS OF
STUDENTS IN LEARNING PHYSICS

2.2.1. Scientific competence manifestations of students according to PISA
2.2.2. Physics competence manifestations of high school students.
2.2.3. Scientific competence manifestations of students in studying Physics
The study compared the similarities of students' manifestations
demonstrated in PISA and the new Physics Program (2018), we
selected the manifestations of high school students in studying
Physics as shown in table 2.3
Table 2.3. Scientific competence manifestations of students in
studying Physics according to the author
Component
competence
Explain
phenomena
scientifically
Evaluate
and design a
physical
scientific
study

Manifestation
+ Explain physical phenomena occurring naturally
and in physical experiments;
+ Explain the causal relationship between the
quantities to be measured and the variable;
+ Explain the cause of deviation, unexpected
experimental results;
+ Explain technical applications related to Physics.
+ Recognize the problem (question) and present the
problem.

+ Give the hypothesis / prediction scienctifically.
+ Infer the consequences that can be checked with
an experiment.
+ Design feasible experimental plans;
+ Select suitable tools for experimental plans;


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Analyze,
interpret
physical
experimental
data
scientifically

Know how to assemble and conduct experiments in
a reasonable time; Experimental results are within
the expected range;
+ Evaluate causes and deviations.
+ Intepret experimental results scientifically.
+ Base on the shape of charts to explain/ predict the
relationship between physical quantities.
+ Analyze and calculate results from experimental
data.
+ Explain unexpected results.
+ Use experimental results to argue the correctness
of scientific conclusions (new Physics knowledge).

Problem solving and creativity are a peculiarity of scientific

inquiry [2, p. 32]. In terms of teaching theory, problem solving in
Physics can be in two ways: (1) Solve problems by theoretical
reasoning, test by experiments (using a verifying research experiment);
(2) Solve problems by experiments (using survey research experiment)
[23], [64]. Therefore, the selection and arrangement of scientific
competence manifestations of students in the study of Physics depend on
how the experiment is used in problem solving activities.
2.3. USING EXPERIMENTS IN TEACHING TO DEVELOP
SCIENTIFIC COMPETENCE FOR HIGH SCHOOL STUDENTS
2.3.1. Physical experiments
Experiments in studying physics, experiments in teaching physics.
2.3.2. Classification of physical experiments
2.3.2.1. Performance experiments
Opening experiments, research experiments, experiments to
reinforce knowledge
2.3.2.2. Internship experiment
Face-to-face experiments; Practical experiments
2.3.2.3. Experimental assignments
2.3.3. The role of experiments in teaching to develop scientific
competence for students


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V.G.
Razumopxki
generalized into a 4-stage
Abstract assumption model
creative cycle of Physics
Testable consequences
science (Figure 2.1). Unlike

scientists, in order to develop
their scientific competence,
students cannot implement the
creative cycle themselves, but
need the support of teachers
Initial events
Experiments
and experimental equipment.
Therefore, experiments in
teaching to develop physics Figure 2.1. Creative cycle of Physics science according to Razumopxki
competence for students play
the following roles:
2.3.3.1. Support students to
discover research problems
(starting event)
2.3.3.2. Support students to build predictions (models, abstract
assumptions)
2.3.3.3. Is a means of checking the correctness of predictions
(empirical testing)
2.3.3.4. Is a unified medium between theory and practice
2.4. BUILDING AND USING EXPERIMENTS TO DEVELOP
SCIENTIFIC COMPETENCE FOR HIGH SCHOOL STUDENTS
2.4.1. Principles for building experiments
Principle 1: Consistent with the curriculum, the student's level of
awareness
+ Content: At high school level, there must be many experimental
devices to perform accurate quantitative measurements, develop
scientific competence for students.
+ Example
Principle 2: Ensure teaching to develop scientific competence for

students
+ Content: Experiments must be inherited and systematic,
suitable to the levels of formation and development of students' scientific
competence components.
+ Example
Principle 3: Ensure practicality, feasibility
+ Content: Experiment must be pedagogical, aesthetic, scientific,


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accurate, highly stable, clear results, easy to observe, easy to do in a
short time and safe; Consistent with the development trend of science &
technology; simple to produce, compact, easy to assemble, reasonable
price, meeting the goal of teaching and developing scientific competence
for students.
+ Example
2.4.2. Procedure of building experiments
Step 1: Survey the reality of using experiments at high schools
Step 2: Build experiments
Step 3: Test
Step 4: Complete laboratory equipment
2.4.3. Procedure of using experiments
2.4.3.1. Teaching to build new knowledge
In this study, when teaching new knowledge, we chose the 5-step
problem solving procedure:
Step 1: Discover the problem
Step 2: State the problem
Step 3: Prepare and implement the problem solving plan, selfassessing the solution
Step 4: Draw conclusions (legalize knowledge)
Step 5: Apply new knowledge.

2.4.3.2. Practice the experiment
a) Use practical experiments
The procedure of guiding students to practice experiments
Step 2: Guide students to design experimental plans
Step 3: Guide students to conduct experiments
Step 4: Guide students to analyze experiment results and
evaluate student performance.
b) Use experimental assignments
The procedure of guiding students to solve lab experiments
at home.


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Step 1: Analyze the requirements, state assumptions and
conclusions
Step 2: Plan to solve the experiment exercise
Step 3: Solve the experimental exercise
Step 4: Report the results
2.5. MEASURES TO USE EXPERIMENTS TO SUPPORT
TEACHING TO DEVELOP SCIENTIFIC COMPETENCE
FOR STUDENTS
2.5.1. General measures
Measure 1: Teaching through organizing activities for students
According to Jean Piaget's constructivist theory (1896 1983),
learners always learn from their own actions, only through individual
activities do people recognize the imbalance of awareness and find a
way to balance it [27]. The theory of "Near development" of
L.Vygosky (1896 - 1934) stated that cognitive development has a
social origin, mainly through the use of language, especially in the
context of interacting with others (communication). [34, p 67]

The above points lead to a method of teaching for the
development of student’s capacity, "Teaching through organizing
activities for students".
+ Example
Measure 2: Coordinate the different stages of the learning process
Students' competence is formed and developed from a variety
of component competencies. The reality of teaching shows that:
When teaching a specific knowledge content, due to time constraints,
students' cognitive ability, in a teaching period, teachers cannot fully
develop all components, but only selects the component competency
that matches the content of knowledge, focusing on developing that
competence. Therefore, one of the teaching methods is: "Coordinate
the different stages of the learning process".
+ Example
Measure 3. Use practical learning situations
In the view of Marxist-Leninist philosophy, people perceive the
objective world in general and science in particular according to a law:
"From vivid visuality to abstract thinking to seek an objective truth."


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The goal of competence development teaching is to teach students the
ability to apply knowledge and skills to solve practical problems [1],
[2], [3], for students, practices in studying Physics are phenomena in
nature related to Physics knowledge and experiment practice.
+ Example
2.5.2. Specific measures
Measure 1: Use experiments that are appropriate to students'
cognitive level
+ Content: The process of forming skills must go from simple

skills (repeated skills) to complex skills - from specific stages to the
whole process of experiment [52], [ 68]: Select among available tools
to assemble properly according to the diagram, perform the correct
manipulations; Proposing plans, designing experiments, searching
tools, well practicing ...
+ Application: In the teaching process, teachers guide students
to use experiments in 3 levels from simple to complex or vice versa.
Three levels of experimental use are shown in figure 2.7, [68].

Applying the background knowledge to the same situation (transforming the model of traditional exp
Level 1

Applying the background knowledge to the situation with new factors: drawing the experim
Level 2

Exploring and proposing a completely new plan, stating the advantages and disadvanta
Level 3

Figure 2.7. Three levels of experimental proposal
+ Example
Measure 2: Use experiments in accordance with the
procedure of competence development
+ Content: Select suitable form and method of using the
experiment in accordance with the level of student’s competence
development.


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Measure 3: Use experiments to promote students' positivity,
self-reliance and creativity in learning

+ Example
2.6. DEVELOP ASSESSMENT TOOLS OF STUDENT’S
COMPETENCE IN THE STUDY OF PHYSICS USING
EXPERIMENTS
2.6.1. Concept of evaluation
The evaluation process consists of three basic sequenced steps:
Measure; quantitative assessment; Evaluation.
2.6.2. Methods of evaluating students' scientific competence in
studying Physics
2.6.2.1. Observation checklist
Steps to conduct observation:
Step 1: Prepare
+ Build assessment scale
Step 2: Observe to collect data
+ Direct observation: Using an observation checklist combined
with the criteria, assigning scores according to each criteria for groups or
individuals.
Step 3: Analyze and evaluate observation results
Ranking students’ competence according to 3 levels,
corresponding to the score: Level 3 (score 5 - 6); Level 2 (score 7
-8); Level 1 (score 9-10).
2.6.2.2. Peer assessment (collaborative learning process)
Step 1: Teacher marks each group
Step 2: Group members peer-assess each other
+ Each member of the group receives a vote with the maximum
points as follows:
No
Criteria
Points
1 Complete 90 to 100% of the job

9-10
2 Complete 70 to 80% of the job
7- 8
3 Complete 50 to 60% of the job
5- 6
4 Complete less than 50% of the job
4-1
5 Not complete the job
0
Step 3: teacher marks each member


19
2.6.4. Quantifying criteria to assess student’s competence
2.6.4.1. Quantifying criteria to assess student’s competence in
learning new knowledge
Figure 2.8. Quantifying criteria to assess student’s competence
in learning new knowledge
Component
competence

Explain
phenomena
scientifically

Evaluate and
design a
physical
scientific study

Analyze,
interpret
physical
experimental
data
scientifically

Criteria
+ Explain the phenomenon in experiments
in physical language and show the laws of
physics in that phenomenon.
+ Explain the cause of deviation, the
unexpected experimental results;
+ Explain technical applications related to
Physics knowledge.
+ Ask questions about a physical event, state
the problem
+ state the hypothesis / prediction
scientifically, draw a conclusion that can
be tested by experiment.
+ Proposing feasible experimental plans;
+ Selecting laboratory tools that are accurate
and consistent with the experimental plan;
+ Assemble and conduct experiments in a
reasonable time; Experimental results are
within the expected range;
+ Present the relationship between the
knowledge of Physics.
+ Base on the shape of the graph to explain
/ predict the relationship between

physical quantities.
+ calculate results from laboratory data
correctly.
+ present the results of experiments
scientifically.
+ explain unexpected results.

Point
s


20
+ use experimental results to argue the
correctness of results and draw scientific
conclusions (new Physics knowledge).

2.6.4.2. Quantify student’s competence through experiment
2.6.4.3. Quantify student’s competence through experiment
exercise solving.
2.7. INVESTIGATION IN THE CURRENT SITUATION OF
TEACHING "CURRENT IN DIFFERENT ENVIRONMENTS”
We conducted a survey on using experiments in the teaching and learning
of the chapter "Current in different environments" (Physics 11), the school
year 2014 - 2015, in Ninh Binh province and Hanoi city.
2.7.3.2. Use of laboratory equipment in teaching and learning
Table 2.11. Statistics on percentage of experiment use
Scale of use
Method
Regula
Seldom Never

r
Experiments
in
learning new
15%
65%
20%
knowledge
Practical experiments in lab
15%
85%
0%
Experiment exercises
5%
18%
77%
Thus, most teachers are aware of the role of experiments, but have
not used laboratory equipment properly as required, if having been used
they stopped at the point of demonstration, verification, especially
practical experiments and experimental exercises are the least often. The
teaching is mainly teaching theory in class, not combining the forms of
using experiments in teaching. Teachers often underestimate teaching
students how to use the knowledge they have learned to explain and
demonstrate the common physical phenomena in real life.
Survey results from students: Through direct exchange and
collecting information from 186 questionnaires, (we sent 200 votes and
collected 186 votes) the results are as follows: Students' knowledge
acquisition is extremely passive, mainly taking notes, doing exercises,
taking multiple-choice tests. Their learning goal is the score.
Therefore, students are only interested in subjects of the university

21
entrance group, for the others they just learn how to "deal" with the
teachers; The knowledge of scientific research methods received by
students is at a low level, mainly theoretical reasoning, knowledge
related to experimentation (if any) then applied in simple cases.
CHAPTER 2 CONCLUSIONS
For the purpose of researching theoretical and practical basis to
design a procedure of teaching to develop scientific competence for high
school students, in chapter 2, we focused on studying two basic issues:
The first issue: Based on the analysis of the concepts of
student’s scientific competence presented in PISA and the new
general education Program (2018), we built three components of high
school student’s competence in studying Physics: (1) Explain
phenomena scientifically;(2) Evaluate, design and implement a
physical scientific study; (3) Analyze and interpret experimental data
scientifically. Based on the three components, we developed a set of
tools to assess the level of scientific competence development of
students during the pedagogical experiment (chapters 3 and 4).
The second issue: Analyzed and evaluated the survey results of
the situation of using experiments in teaching and learning Physics in
high schools, proposed 3 construction principles and 6 measures to
use experiments to develop competence for students.
Chapter 3
BUILDING AND USING EXPERIMENTS
IN TEACHING KNOWLEDGE ABOUT "CURRENT
IN METALS AND SEMICONDUCTORS" (PHYSICS 11)
TO DEVELOP SCIENTIFIC COMPETENCE
FOR STUDENTS

22
3.1. Develop some experiments and plan to use them in teaching
knowledge about "current in metals and semiconductors", to
develop competence for students
3.1.1. Quantitative experiment on thermoelectric phenomenon
3.1.1.1. The need to build experiments
3.1.1.2. Experimental teaching results

Figure 3.8. Results of experiment on thermoelectric phenomenon

Figure 3.9. Results of thermodynamic coefficient


23
Figure 3.8 is the experiment of students of Hoa Lu A high school
(Ninh Binh). Figure 3.9 is the result of student’s measuring the
thermodynamic coefficient.
3.1.2. Experiment to investigate rectifier properties of
semiconductor diodes
3.1.2.1. The need to build experiments
3.1.2.2. Experimental teaching results
Figure 3.15 is the experiment results of students of Dinh Tien
Hoang high school (Ninh Binh) measuring the positive current
through diodes.

Figure 3.15. Results of the positive current
Figure 16 is the results of experiments of Chu Van An High
School students (Hanoi), measuring negative current through diodes.

Figur 3.16. Results of negative current
3.1.3. Experimental exercises: "Using semiconductor diodes and


24
LEDs to create a set of
experiments to prove the DC
conductivity
of
semiconductor
diodes"
(experiment at home)
3.1.3.1. The need to build the
Figur 3.17: Rectify a
experiment
cycle
3.1.3.2. Results of experimental teaching
3.2. Using experiments built into teaching knowledge about
"current in metals and semiconductors" (physics 11), to develop
competence for students
3.2.2. Use a practical experiment to measure the thermodynamic
coefficient of a thermocouple and examine the current flowing
through a semiconductor diode
3.2.2.1. Measure the thermodynamic coefficient (αT) of the thermocouple
3.2.2.2. Practice examining current flowing through semiconductor diodes
3.2.3. Using the experimental exercise: "Using 4 semiconductor diodes
and 2 LED lamps to create experiments to prove the DC conductivity of
semiconductor diodes" (Experimental exercise at home)
3.3. DEVELOP ASSESSMENT TOOLS OF STUDENT’S

COMPETENCE
3.3.1. Student's competence assessment in learning new knowledge
3.3.1.1. Assessment scale of competence through peer assessment
(assessment while learning)
Figure 3.2: Teacher’s criteria of group marking
Component
competence

Poin
t
+ Explain the cause of thermoelectric flow (Dibec 0,5
phenomenon)
Explain
phenomena + Explain the purpose of the experiment
0,5
scientifically
+ Explain the procedure of the physical process 1
taking
place in the experiment. E depends linearly on
∆t0C
+ From the formula of E, deduce the consequence that 1,5
Evaluate and can be tested by experiment.
design a
+ Propose a plan to use a heat source and how to 1,5
physical
measure the temperature change of the heat source.
scientific
study
+ Draw the assembly
diagram for experiments to 1

measure E and ∆t0C.
Criteria


25
+ transform from experiments with traditional measuring
tools to experiments with computer connection
+ Perform experimental data collection with
computerised software
Analyze,
+ use experimental results0 to argue the linear
interpret
dependence between E and∆t C
physical
experimenta + base on the first function graph, reasoning out the
formula E = αT.(T1-T2).
l data
scientificall
y

1,5
0,5
1
1

3.3.2. Assessment of student’s competence in experiment practice
3.3.2.1. Assessment of student’s measuring thermodynamic coefficient
3.3.2.2. Assessment of student’s examining the current through
semiconductor diodes
3.3.3. Assessment of students' home experiment exercises

CHAPTER 3 CONCLUSION
We built and completed three sets of experiments, used in
teaching four knowledge units of "Current in metals and
semiconductors" Physics 11.
Corresponding to the forms of teaching organization, we built
a scale to measure the level of students' competence: (1) The scale of
peer assessment; (2) The scale of experimental practice; (3) The scale
of test/exercises; (4) The scale of the experimental exercise at home.
These scales were used as a tool for assessing students during and
after pedagogically experimental teaching.
Chapter 4
PEDAGOGICAL EXPERIMENT