PHÁT TRIỂN NĂNG lực GIẢI QUYẾT vấn đề CHO HỌC SINH THPT VÙNG ĐỒNG BẰNG SÔNG cửu LONG THÔNG QUA BÀI tập PHÂN HÓA PHẦN HÓA HỌC hữu CƠ tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION

TRANG QUANG VINH

DEVELOPING PROBLEM SOLVING CAPACITY FOR HIGH
SCHOOL STUDENTS IN THE MEKONG DELTA BASED ON
DIFFERENTIATION EXERCISES OF ORGANIC CHEMICAL

Concentration: Theory and method of teaching Chemistry
Code: 9 14 01 11

SUMMARY OF DISSERTATION FOR A DOCTORAL DEGREE IN
EDUCATIONAL SCIENCE

Hanoi – 2020


The dissertation is completed at:
Hanoi National University Of Education

Supervisors: Assoc. Prof. Dr NGUYEN THI SUU
Assoc. Prof. Dr LE VAN NAM

Reviewer 1: Assoc. Prof. Dr DAO THI VIET ANH

Hanoi Pedagogical University 2
Reviewer 2: Assoc. Prof. Dr TRAN TRUNG NINH
Hanoi National University of Education
Reviewer 3: Dr VU THI THU HOAI
University of Education – Vietnam National University, Hanoi

The dissertation will be defended in front of the University-level Thesis
Evaluation Committee at Hanoi National University of Education at
… o’clock ... date ... month ... year 2020

The dissertation can be found at:
- National Library of Vietnam, Hanoi
- Library of Hanoi National University of Education


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OVERVIEW OF THE STUDY
1. Rationale
In the modern era, our country has been integrated into the world’s the
development in all sectors, especially Education. In order to reach developed
countries’ advanced education, it is necessary to have to renovate our
country's Education. This urgent mission, therefore, has been carried out by
the education sector to train human resources to support the country's
developmental requirements and affirm our country’s international position.
In order to deal with this situation, the 11th National Party Congress affirmed:
“Education thinking has to be renew basically and comprehensively from the
program objectives, contents, methods to structure and organizational system,
management mechanism to create a fundamental and comprehensive pace of the
education and access into the regional and world education”.
The urgent problem, therefore, is to improve the quality of teaching and
learning, innovating teaching methods to achieve two basic goals that are
promoting the activeness in learning and developing students’ essential general
competencies and specialized capacity that are creative thinking, ability of solve
problems in learning as well as in life. The application of teaching methods

approaches to the differentiated teaching perspective in chemistry teaching to
develop students' these competences. This approach is deployed through using
differentiated chemical exercises which suit to students’ level of awareness, style,
pace and interests. It is also effective method to form and develop the capacities
and skills for students.
Using differentiation exercises in high school has showed that teachers
considerably pay attention to the exercises basing on the level of awareness and
the skills of solving objective multiple-choice exercises to deal with the
requirements of the national exam. In which, imposing and focusing number of
exercises are common, and differentiated exercises are rarely uesed. In the result,
the learners can only be “mathematicians” to solve a number of exercises,
therefore they had not been developed necessary abilities for workplace or higher
education after graduating.
Although organic chemistry in high school is really difficult, organic
compounds have many important applications and are widely used in the economy
as well as in people’s life. Therefore, if the teachers know how to exploit and
design cognitive exercises basing on learners’ differentiation of awareness,
learning style, pace, hobbies, and co-ordinate teaching methods in classroom, the
problem-solving capacity and necessary skills of workers in modern society will
be formed and developed in students.
In spite of largest pranary of rice and fruit in our country, the Mekong Delta
is a region of “educational depression”. In order to sustainably promote the
strengths’ this region, the best way is to develop education and traning and tend to
generate high-quality human resources for the region.
Based on these above reasons, the topic with “Developing problem solving
capacity for high school students in the Mekong Delta based on
differentiation exercises of organic chemical” is conducted.


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2. Aims of the study
The study has applied the view of differentiated teaching in designing and
using the system of differentiated exercises in organic chemistry teaching at
high schools in order to develop the problem-solving capacity for high school
students in several Mekong Delta provinces.
3. Research Subjects and Objects
3.1. Research Subjects
The process of teaching Chemistry at high schools in Vietnam.
3.2. Research Objects
Building and using differentiated exercises in teaching organic chemistry
to develop the problem-solving capacity for high school students in 05
provinces in the Mekong Delta.
4. Scope of the study
Building and using differentiated exercises in teaching organic chemistry
to develop the problem-solving capacity for high school students in several
Mekong Delta provinces. Several high schools in the provinces of An Giang,
Dong Thap, Kien Giang, Can Tho and Ca Mau in the Mekong Delta region.
Research period: From October 2014 to October 2019.
5. Scientific hypothesis
If a diversified differentiation exercise system is built, at the same time
coordinate reasonably with problem-solving teaching methods, project-based
learning and sectional teaching, it will develop the problem-solving ability for
students, contributing to improving the quality of teaching chemistry in high
schools in the Mekong Delta.
6. Research missions
Overview of theoretical and practical basis of the topic:
Theoretical research: Orientation of basic and comprehensive innovation in
education towards capacity development, differentiated teaching views and
problem-solving teaching methods, project-based learning and sectional

teaching in accordance with differentiated teaching perspective. The rationale
of competence, developing the capacity of problem-solving for students through
active teaching methods from a differentiated teaching perspective;
differentiated exercises and use them to develop students' problem-solving
abilities in general chemistry teaching.
Practical research: Researching some practical issues related to the use of
differentiated exercises; learn about the actual situation of the use of
differentiated teaching perspective, problem-solving teaching methods, projectbased learning and sectional teaching, using differentiated exercises and
investigating learning styles and students' problem-solving skills in teaching
chemistry at high schools in the Mekong Delta region.
Research content and structure of high school Chemistry program,
specifically organic chemistry program.
Identify the principles, selection process and build a system of
differentiated exercises, from which to select and build a system of
differentiated exercises used in teaching organic chemistry at high schools.


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Proposing measures to use a system of differentiated exercises combined
with problem-solving teaching, project-based learning and sectional teaching to
develop the problem-solving capacity of high school students in the Mekong
Delta region and design lesson plans in accordance with the proposed measures.
Identify the expression structure/criteria, the level of problem-solving
competence assessment and the design of a set of tools to assess students'
problem-solving capacity through proposed measures.
Pedagogical experiment to determine the effectiveness and feasibility of
the proposals in the topic.
7. Research Methodology
Use the following combination of research methods:

- Group of theoretical research methods: Methods of analysis, synthesis,
generalization etc. in the overview study of the theoretical basis of the topic
through different sources of materials.
- Group of practical research methods:
+ Basic surveys, tests, interviews, observations, class observations...
+ The method of assessing the quality of the selected differentiation
exercise system.
+ Experimental pedagogy to determine the effectiveness and feasibility of
the topic.
- Statistical method: Using mathematical-statistical methods in educational
science to handle pedagogical experiment results.
8. Contributions of the dissertation
- The real state of developing problem-solving capacity for students, using
differentiated exercises and active teaching methods in teaching organic
chemistry in teaching organic chemistry in the Mekong Delta high schools.
- Proposing principles and procedures for building a system of
differentiated exercises, building 79 differentiated exercises and differentiation
by forms (exercises in accordance with level of awareness, difficulty level,
learning style and case studies) and 03 methods to use differentiated exercises
combined with active teaching methods (problem-solving teaching methods,
project-based learning and sectional teaching) to develop problem-solving skills
for students.
- Identifying criterias and levels of expression of problem-solving
competence through the use of differentiation and design exercises, and a
toolkit to evaluate students' problem-solving competence through the proposed
measures.
9. Organization of the dissertation
The dissertation has 3 parts: Overview (4 pages); Content (147 pages);
Conclusions and recommendations (2 pages). In which the content consists of 3
chapters:

Chapter 1: Theoretical and practical basis of differentiated teaching and
developing problem-solving competence for students in teaching chemistry at
high schools (46 pages).
Chapter 2: Some measures to develop students problem-solving capacity


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for students through differentiated exercises of organic chemistry at high
schools (69 pages).
Chapter 3: Pedagogic practice .(31 pages)
References (9 pages), apendix.
CHAPTER 1. THEORETICAL BASIS AND PRACTICE OF
DIFFERENTIATED TEACHING AND CAPACITY DEVELOPMENT
TO SOLVE ISSUES FOR STUDENT IN TEACHING CHEMISTRY
IN HIGH SCHOOL
1.1. The history of research issue
1.1.1. Research on differentiated teaching
1.1.1.1. In the world
1.1.1.2. In Vietnam
1.1.2. Research on capacity development and capacity to solve student’s
issues in teaching
1.1.2.1. In the world
1.1.2.2. In Vietnam
1.2. Viewpoint on capacity and capacity development to solve student’s issues
1.2.1. Some common issues of capacity
1.2.1.1. Definition of capacity
Capacity is a personal attribute formed and developed basing on natural
qualities and the process of learning and practicing, allows people to mobilze
general knowledge, skills and different personal attribute as interest, belief,

awareness,... in order to carry out a certain type of activity successfully, achieve
desired results in specific conditions.
1.2.1.2. Characteristics of capacity
1.2.1.3. Structure of capacity
1.2.1.4. Capacity evaluation
Including: Evaluatation through observation, evaluation through academic
record; Self-evaluation; Peer evaluation; evaluation through test.
1.2.1.5. Capacities need to develop for student at high school.
1.2.2. Development of problem-solving capacity for high school students
1.2.2.1. Definition of problem-solving and capacity of problem-solving
1.2.2.2. Structure and sign of capacity of solving issue
Elements of problem-solving capacity: i) Figure out issue; ii) Setting up
the issue space; iii) Making plan and carrying out solution; iv) Evaluating and
reflecting the solution.
The above elements of problem-solving capacity are used to determine
criteria, aquired level of problem-solving capacity for high school students
through using differentiated exercises in teaching organic chemistry and
designing toolkit to evaluate this capacity development of student.
1.2.2.3. Measures to develop capacity of solving in teaching chemistry
1.3. The opinion of differentiated teaching
1.3.1. Definition and forms of differentiated teaching


5

Differentiated teaching is flexible teaching to adjust teaching and studying
activities, create condition for learners to express themselves, make sure
everyone get what they need to continue developing, make sure their potential
developed, help learner get the best.
1.3.2. Learning theory as a basis of differentiated teaching

1.3.2.1. Robert Glaser's capacity development road (1912-2012)
1.3.2.2. The theory of “Zone of Proximal Development” of Lev Vygotsky (1896-1934)
1.3.2.3. Theory of “Multiple Intelligences” of Howard Gardner (1983)
1.3.2.4. The theory of learning style
1.3.3. The elements of differentiated teaching in high school
a) Differentiating student according to level of awareness
b) Differentiating according to teaching content
c) Differentiating according to progress
d) Differentiating according to learning product
e) Differentiating by evaluation tool
Therefore, to make sure differentiated teaching effectively, teachers need
to focus on the basic differentiated teaching’s elements above and applies them
in teaching process to stimulate excitement, hobby and promote all outstanding
intellectual capacities in all students.
1.3.4. Requirements to make sure of differentiated teaching effectively
1.4. Capacity development exercises and differentiated exercises
1.4.1. Capacity development exercises
1.4.1.1. Definition of chemical exercises and capacity development exercises
1.4.1.2. Characteristics of capacity development exercises
1.4.1.3. Types of capacity development exercises
Types of capacity development exercises including: reworked exercise;
exercise; problem-solving exercise; exercise associated with context, practical
situations.
1.4.2. Differentiated exercises
1.4.2.1. Definition
Differentiated exercises are feasible exercises that are suitable for the
awareness level of each student and promote the best available ability of
students when solving this type of exercise.
1.4.2.1. Classifications of differentiated exercises
Differentiated exercises are classified: Based on the level of awareness;

based on ability level; based on learning style; content based; based on product
and contextual situation.
1.4.2.1. Process of building up differentiated exercises
1.5. Some positive teaching methods according to differentiated teaching
perspective contribute to develop capacity of students' issue-solving
1.5.1. Methods of problem-solving teaching
a) Definition of problem and problematic situations
b) Classify problematic situations
c) Nature of problem-solving teaching
d) Process of problem-solving teaching


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e) Level of problem-solving teaching
f) The role of problem-solving teaching in developing capacity of students'
issue-solving
1.5.2. Project-based learning
a) Definition of project-based learning
b) Characteristic of project-based learning
c) Process of project-based learning
d) The role of project-based learning in developing capacity of students'
issue-solving
1.4.3. Corner-based teaching
a) Definition of corner-based teaching
b) Procedure of corner-based teaching
c) The role of corner-based teaching with differentiation and developing
capacity of students' issue-solving
1.6. Situation of using teaching methods and differentiated exercises in
teaching chemistry to develop problem-solving capacity for students in

high schools in the Mekong Delta
1.6.1. Economic and cultural characteristics of the Mekong Delta region
1.6.2. Evaluate situation of teaching and developing problem-solving capacity
for student in teaching chemistry in the Mekong Delta
1.6.2.1. Purpose, subject, time and content of the investigation
Investigate students and teachers about the necessary of developing the
problem-solving capacity for student, the current state of students' problemsolving capacity, using positive teaching methods and using lessons focus on
differentiation in teaching high school chemistry to develop students' problemsolving capacity for 293 chemical teachers and 1290 students in 103 high
schools in 13 provinces in the Mekong Delta for 2 years from the school year.
2014 - 2015 to the 2015-2016 schoolyear.
1.6.2.2. The result of teacher survey
a) Summary of teachers participating in the survey


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b) School facilities

c) Real situation of problem solving d) The importance of developing
ability of students in Mekong Delta
problem-solving
ability
for
students

e) The use of positive teaching methods to develop students' problem-solving
capacity

f) Types of student differentiation that teachers use in teaching chemistry

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g) Awareness of teaching methods that support differentiation of students

h) The use of differentiated exercises to develop problem-solving capacity
for students

i) The use differentiated exercises in teaching chemistry to develop
problem-solving capacity for students in the Mekong Delta

1.6.3. The result of student’s survey
- Regarding the interest of students to study during class time using
differentiated exercises, the survey result showed that 74% of students choose
the level of like so much and like, 18.8% in the normal and 7.2% dislike.
- Regarding the desires of students in chemistry class, using the
combination of differentiated exercises with positive teaching methods, the
results show that students desire in the learning process, doing the exercises.
segmentation related to the content of lesson knowledge (85%), experiential
practice exercises with lesson content (72%), participating in solving practical
situations / situations associated with life live (89%), get more group activities
(71%) and extra-curricular activities: Sightseeing and experiences (75%).


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- Regarding the necessary level to train the problem-solving capacity
through the use of differentiated exercises. The result showed that 81.6% of
students considered it necessary and necessary; 16.4% normal and 2.0%
unnecessary.

- When asked about the type of exercises they explain, the result showed
that 81.2% exercises according to the level of awareness, 76.5% of the exercises
have content associated with the context / practical situations in life, 74.4% of
learning style exercises (analysis, observation, experience and application),
59.4% exercises according to the level of complexity.
- The result showed that 12.5% of students often find it difficult to learn to
solve problems; 28% of students often think and apply the knowledge they have
learned to solve problems; 27.5% of students often discuss with friends to solve
problems; 32% of students often expect teachers to answer.
SUMMARY OF CHAPTER 1
In chapter 1, we have reviewed the theoretical and practical basis of the topic
including: The history of research on differentiated teaching; developing
problem-solving capacity in chemistry teaching; the perspective of
differentiated teaching; the perspective on capacity and developing problemsolving capacity for high school students; a number of positive teaching
methods from the perspective of differentiated teaching and surveying the real
situation of using teaching methods and differentiated exercises in teaching
organic chemistry to develop problem-solving capacity of students for 293
teachers at 103 high school in the Mekong Delta.
The results show that teachers have a good understanding of the importance
of developing students' problem-solving capacity, the types of differentiated
exercises used for students, the degree to use in combination of differentiated
exercises with methods of problem-solving teaching, project-based learning,
corner-based teaching in lessons for forming new knowledge, in exercises, in
assessment tests in the current period at high school, etc. In addition, the survey
results of 1290 students showed that students are very interested in learning
during chemistry class using differentiated exercises and developing problemsolving competence is necessary in the learning process, etc.
Thus, the research results on the theoretical and practical basis of teaching to
develop problem-solving capacity for high school students are the basis for us
to research and propose measures to develop students' problem-solving capacity
through the combination of differentiated exercises in teaching organic

chemistry with methods of problem-solving teaching, project-based learning
and corner-based teaching at high schools in the Mekong Delta.


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CHAPTER 2. SOME MEASURES FOR DEVELOPING PROBLEM
SOLVING CAPACITY FOR STUDENTS BASED ON
DIFFERENTIATION EXERCISES OF ORGANIC CHEMICAL IN
HIGH SHOOL
2.1. Analyzing the objectives and content structure of the high school
organic chemistry program
2.1.1. Objectives of the chemistry program and organic chemistry in high
schools
2.1.2. Content structure of organic chemistry in high schools
2.2. Selecting and building a system of differentiated exercises for high school
organic chemistry
2.2.1. Principles for selecting and building up the differentiated exercises
In our research, we define differentiated exercises as follows:
Differentiated exercises are feasible exercises, not only consistent with the
awareness level but also the needs, interests, and tempo of each student in order
to maximize the students' existing abilities when solving this type of exercise.
The selection and construction of a system of differentiated exercises should
ensure the following principles:
Principle 1: Ensuring the objectives of the general education curriculum.
Principle 2: Ensuring the requirements for differentiation of students.
Principle 3: Ensuring scientific accuracy.
Principle 4: Ensuring effective development of problem-solving capacity.
Principle 5: Ensuring systematic, logical, pedagogical.
Principle 6: Ensuring relevance to reality.

2.2.2. Classification of differentiated exercises according to the orientation of
capacity development
In our study, we classified the differentiated exercises as follows:
- Exercises differentiated according to the level of awareness.
- Exercises differentiated by difficulty.
- Exercises differentiated learning style.
- Exercises differentiated according to the context, the situation.
2.2.3. The process of building up differentiated exercises according to the
orientation of capacity development
The building of differentiated exercises to develop student’s problemsolving capacity is done in six steps:
Step 1: Selecting the learning content;
Step 2: Determining the knowledge the students already have and the
knowledge and skills that need to be formed in the learning content and actions
in the selected practical situation;
Step 3: Building cognitive contradictions from learning content;
Step 4: Designing differentiated exercises;
Step 5: Giving answers, solutions and checking the accuracy and science
according to the criteria of differentiated exercises according to the orientation
of student’s capacity development


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Step 6: Conduct testing and correcting.
Example 1: Develop a segmentation exercise according to the level of
awareness to develop the capacity to solve the problems of modulation and
application of acetylene.
- Step 1: Select content. Preparation and application of acetylene.
- Step 2: Knowledge students have: The concept, characteristics of
molecular formulas, and chemical properties of acetylene.

New knowledge needs to be formed: Preparation and application of
acetylene; Experimental practice skills.
- Step 3: Develop problematic situations: From the content of preparation
and application of acetylene.
+ Acetylene is an odorless gas, but when it is made from clay, it has an
unpleasant odor called lamp clay. Why have problem?
+ Lamp soil works with water right at normal temperature to form
acetylene, so in the laboratory how to preserve lamp soil?
+ Why is it that the fish in that area will die when throwing lamp soil
into the fishpond?
- Step 4: Design exercises and expressions.
BT was designed: In the past, when the petroleum industry had not been
developed, people prepared acetylene by applying calcium carbide with water.
Calcium carbide is produced in the industry by heating calcium oxide with
carbon in electric furnace. Calcium carbide is used to light up by burning the
acetylene gas produced from this substance. Today calcium carbide is used to
prepare small quantities of acetylene in the laboratory or in small manual
welding facilities.
1. From coal, limestone and necessary inorganic substances. Prepare a
modulation scheme for modulating calcium carbide and acetylene (from
calcium carbide). Write the chemical equation of the reaction.
2. Acetylene is an odorless gas, but when it is prepared from calcium
carbide, it has an unpleasant odor called calcium carbide. Why have problem?
3. Calcium carbide reacts with water at normal temperature to form
acetylene, so how should be stored calcium carbide in a laboratory?
4. There is an opinion that when fish is thrown into fish ponds, the fish in
that area will die. To explain the cause of dead fish, there are two ideas. In your
opinion, which opinion is correct? Why?
+ Opinion (1): Calcium carbide reacts with water to create acetylene,
then, C2H2 acts with water to form aldehydes (it is aldehydes that cause fish to

die).
+ Opinion (2): Calcium carbide reacts with water to create Ca(OH)2
solution, sulfide salt and gas mixtures of acetylene, H2S, PH3 and NH3
(Ca(OH)2 solution, sulfide salt itself are the cause of fish death).
- Step 5: Answers.
1- CaCO3
CaO
CaC2 → C2H2
CaCO3
CaO + CO2


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CaO + 3C
CaC2 + CO
CaC2 + 2H2O → C2H2  + Ca(OH)2
2- Acetylene is an odorless gas, but when it is prepared from clay, it has
an unpleasant odor called lamp clay. Because lamp clay often has impurities in
the manufacturing process, when working with water, it also creates a mixture
of H2S and PH3 gas that causes the gas to produce an unpleasant odor called
lamp clay.
3- In a laboratory lamp soil is stored in kerosene.
4- In the opinion:
+ Opinion (1): Incorrect because acetylene acts with water to form
aldehydes, must have a catalyst of HgSO4 and at a temperature of 80°C.
+ Opinion (2): It is true that the lamp clay often has impurities in the
production process, so when interacting with water, it also creates Ca(OH)2
solution, sulfuaric salt and gas mixtures of acetylene, H2S, PH3 and NH3
(Ca(OH)2 solution, sulfide salt itself are the cause of fish death).

- Step 6: Conduct testing and editing.
2.2.3. The system of differentiated exercises for development of problemsolving capacity in organic chemistry in high school
2.2.3.1. Some types of differentiated exercises according to the level of students
We select and build exercises to differentiate students in the following
forms:
a) Exercises differentiated according to the level of awareness: Exercises
according to the level of awareness, understanding and application.
For example: The exercise on studying the physical properties of amines.
Exercises according to the level of awareness: Among the substances:
Ammonia, aniline and methylamine, which substances have the least base?
Exercises according to the level of understanding: Arrange the following
substances in increasing order of base: Ammonia, aniline and methylamine.
Give explanation?
Exercises according to the level of application: Arrange the following
substances in increasing order of base: Diphenylamine, ammonia, aniline,
methylamine and dimethylamine. Give explanation?
b) Exercises differentiated according to the level of complexity: From the
original exercise content develops into exercises with three different levels.
For example: Select the content to build exercises on the chemical
properties of aromatic hydrocarbons, phenols and amines and the metabolism of
organic substances, forms of exercises to build according to the increasing
complexity. Designation is Level 1, Level 2, Level 3.
Content of building the exercise: Exercise to apply the chemical
properties of aromatic hydrocarbons, phenols and amines.
+ Level 1: There are 3 solutions containing 3 unlabeled vials: Benzene,
aniline and ethylamine. By chemical method, please distinguish the substances
in the above 3 vials:


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+ Level 2: There are 4 solutions containing 4 unlabeled vials: benzene,
stiren, aniline and ethylamine. By chemical method, please distinguish the
substances in the 4 above bottles.
+ Level 3: Presentation of the chemical method to separate each substance
from a mixture of benzene, phenol and aniline.
Comments: At level 2 and level 1 there is the same content of the
exercise but only inferior in number of substances to distinguish (the
complexity of level 2 exercises is higher than level 1 exercises). At level 3
exercises that require a higher level of complexity than level 1 and level 2 on
the content requirements of knowledge exercises (higher complexity than
discrimination exercises are exercises to recreate the original substance in the
mixture). With the design of exercises according to the level of complexity,
ensuring students' fit, creating excitement and promoting personal activeness in
chemistry lessons.
c) Exercise differentiated according to learning style: Exercises of
observation, analysis, experience and application.
Read the information in the following paragraph and answer the
questions:
“How to get Palm tree’s molasses”
Palm trees flower at the age of 20 years and the old is about 80 years old
and gets 15m – 18m high. The flower is cut to get water when it is long enough.
The Khmer usually clamps the flower by two pieces of bamboo about 7 days,
then the flower is stretched 1cm long more. Its molasses is dripped down into a
bamboo tube, which replaced by a plastic bottle, hung under the flower. People
can collect about one liter of molasses after one night. A piece of wood
(Madhuca pasquieri) or a type of addictive (bleach) is put into the bottle before
hanging. In order to get sweet and white sugar, the Khmer have to use the piece
of wood and harvest from early morning because the molasses is sour and
isolated sugar is not delicious and white. After taking the molasses, people have

to use a sieve, a piece of cloth or net to remove the wood, dirt in the molasses.
1. What is the age at which palm trees are harvested and how long is the
molasses harvested?
2. What is the wood (Madhuca pasquieri) or the addictive used for? In
order to get a lot of molasses, what way does the Khmer use? Why do they have
to get molasses from the morning soon?
3. What kind of sugar are there in the molasses? What experimental
schemes can you be proposed to identify it?
Through this exercise, the students are asked to identify the problem in given
information, the problems need to be solved about the way to get the molasses. In
the result, students understand more practical knowledge, apply the knowledge
into solving problems through real situations, develop knowledge and skills, and
stimulate thinking activities. With this exercise, the students has been
differentiated based on their learning style (learning activity through analyzing
practical situation about “How to get Palm tree’s molasses”)


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d) Differentiated exercises associated with the context of practical
situations
Read the information in the following paragraph and answer the following
questions: “How to cook jaggery”.
According to Ms. Néang Sa M, 23 years old, a farmer who participates in
producing palm sugar in O Lam commune, Tri Ton, An Giang: “After the
molasses is taken, it has to be cooked into sugar (jaggery) in that day because
the molasses would be sour when leaving overnight. the molasses is harvested
about 160 liters per day and cooked into about 20 kilograms of jaggery. Most
people cook the jaggery on the spot. They will take it home to cook if the palm
tree is near their house. The molasses is put into a large pot, cooked for about 4

hours (temperature 80 – 90OC). Then people lift the pot and pour into another
pot, and continue stirring for about 2 more hours (if using a stirrer sugar, it
takes 0.5 to 1 hour to crystallize sugar). However, jaggery’s quality and density
are determined from stirring by hand. Finally, the jaggery is put into plastic jar
(about 1 kilogram per a jar)
1. The main chemical composition of palm sugar? Determine the structural
formula and its chemical properties?
2. Find out how many liters of jaggery are needed to make 1 kilogram of
sugar? Determine the cooking time to reach a certain thickness of sugar?
3. What is the process of making palm sugar of Khmer people?
4. Which dishes can be prepared by using jaggery? How to make that dish?
Through this exercise, ask students to identify the problem in given
information, problem needed to be solved about the way to cook jaggery. Thereby,
helping students understand more practical knowledge along with existing
knowledge to solve problems through information gathered from reality. From
there, students develop knowledge and skills to stimulate thinking activities. With
this exercise, the teacher has differentiated students according to learning products
(learning through learning project research activities).
From this exercise, teachers can formulate learning project ideas for students.
Project theme: "Palm tree is a cultural life of the Khmer people in the Southern
Region".
The project sub-topics:
1. The value of palm tree in the life of the Khmer.
2. Production of palm sugar and use.
3. Production of jaggery and use.
4. Use of jaggery products to prepare specialties for tourists.
2.2.3.2. Differential exercise system to develop problem-solving ability
2.3. Scientific basis and principles for determining methods of using
differentiated exercises in teaching to develop students' problem-solving
capacity

2.3.1. Scientific basis for identifying methods of using differentiated exercises
to develop problem-solving ability for students in teaching chemistry


15

2.3.2. Principles for determining the methods of using differentiated exercises
to develop students' problem-solving ability
Determining methods to use differentiated exercises to develop students'
problem-solving capacity should ensure the following principles:
Principle 1: Meeting the educational goals.
Principle 2: The measures must ensure the development of problemsolving capacity for students.
Principle 3: Using differentiated exercises to organize learning activities.
Principle 4: Using differentiated exercises should coordinate reasonably
with active teaching methods in organizing chemistry learning activities. Ensure
the compatibility between teaching methods and teaching contents, with
differentiated exercises and available capacity of students.
Principle 5: Ensuring practicality, feasibility and effectiveness
2.4. Some methods of using a combining of differentiated exercises in
teaching organic chemistry to develop problem-solving skills for students
in the Mekong Delta
2.4.1. Measure 1: Using a combination of differentiated exercises with
problem-solving teaching methods in teaching organic chemistry to develop
problem-solving capacity for students
2.4.1.1. The relationship between the process of problem-solving teaching
methods and the development of problem-solving capacity for students
2.4.1.2. Developing problem-solving capacity for students through the use of
differentiated exercises with problem-solving teaching methods in teaching
organic chemistry at high schools
2.4.1.3. Factors ensuring the effectiveness of the measure

2.4.1.4. Some illustrative lesson plans
2.4.2. Measure 2: Using a combination of differentiated exercises with an
angle-based teaching method in teaching organic chemistry to develop
problem-solving ability for students
2.4.2.1. Developing problem-solving ability for students through the
combination of using differentiated exercises with angle-based teaching method
in teaching organic chemistry at high schools
2.4.2.2. Some illustrative lesson plans
2.4.3. Measure 3: Using a combination of differentiated exercises with
project-based learning in teaching organic chemistry to develop problem
solving capabilities for students
2.4.3.1. Developing problem-solving ability for students through the use of
differentiated exercises with project-based learning methods in teaching
organic chemistry at high schools
2.4.3.2. Some illustrative lesson plans


16

2.5. Designation of a toolkit to assess students' problem-solving capacity
development through the use of differentiated exercises in teaching organic
chemistry at high schools
2.5.1. Requirement of a toolkit to assess students' ability to solve problems
through the use of differentiated exercises in teaching organic chemistry at
high schools
2.5.2. Basis for designing toolkit for evaluating problem-solving capacity
2.5.2.1. Demonstration of students' ability to solve problems in high schools
when using differentiated exercises to organize learning activities for students
2.5.2.2. Identifying behavior and quality criteria for students' problem-solving
abilities when using differentiated exercises in teaching organic chemistry.

Table 2.1. Description of students' behavior and quality criteria for problemsolving capacity through the use of differentiated exercises in organizing the
teaching of organic chemistry at high schools
Quality criteria for problem-solving capacity
Behavior
(Criteria)
Level 1
Level 2
Level 3
1. Analyzing
Analyzing
Analyzing
Analyzing
situations,
situations,
situations,
situations,
assignments
assignments /
assignments /
assignments /
/differential
differentiated
differentiated
differentiated
exercises,
exercises in an
exercises clearly
exercises clearly,
clarifying
unclear, incomplete but incompletely.

completely and
problems to be way.
logically.
solved.
2. Identifying,
Identifying and
Identifying and
Identifying and
explaining
explaining
explaining
explaining
given
incorrectly with
correctly but
correctly with
information,
incomplete given
without complete complete given
facts, and
and needed
given and needed and needed
required
information and
information and
information and
questions for
data of the task
data of the task
data of the task

the task needed needed to be solved needed to be
needed to be
to be solved/the / differential
solved /
solved /
differential
exercises.
differential
differential
exercises.
exercises.
exercises.
3. Stating the
Stating the problem Stating the
Stating the
problem needed needed to be solved problem to be
problem to be
to be addressed of the learning task solved of the
solved of the
by the
/ differentiated
learning task /
learning task /
assignment /
exercises in an
differentiated
differentiated
differential
incomplete, not
exercises

exercises
exercises
detailed way
completely but not completely and
detailed.
detail.
4. Identifying,
Identifying,
Identifying,
Identifying,


17

Quality criteria for problem-solving capacity
Level 1
Level 2
Level 3
collecting and
collecting and
collecting and
selecting
selecting
selecting
knowledge, skills
knowledge, skills knowledge, skills
and methods to
and methods to
and methods to
solve learning

solve learning
solve learning
problems or solve
problems or solve problems or solve
differentiated
differentiated
differentiated
exercises in an
exercises
exercises clearly,
incomplete and not completely but not completely and
detailed way.
detailed.
reasonably. \
5. Proposing
No proposal has
Proposing a few
Proposing a
solutions to
been proposed to
options to solve
number of options
solve problems solve the problem
the problem posed for solving
set out in the
in accordance with in the learning task problems posed in
learning task /
the requirements set / differential
learning tasks /
differentiated

out in the learning exercises.
differential
exercises and
task / differential
Analyzing and
assignments.
selecting the
exercises.
choosing a suitable Analyzing and
most
and optimal plan.
choosing the
appropriate and
appropriate and
optimal plan
optimal plan.
6. Planning to
Making a plan but
Making a detailed Making a detailed,
implement the
not sufficient,
and complete plan; complete plan;
selected
detailed and not yet identifying some
identifying the
problem solving identified conditions conditions to
conditions to
/ differential
to implement the
implement the

implement the
exercise.
selected problemselected problem- selected problemsolving / differential solving /
solving solution /
exercise.
differential
differential
exercise.
exercise.
7. Carry out the Manages to carry
Able to solve the
Manages to solve
plan to solve the out the plan to
problems and
the problems and
problems
solve the problems progress well, but progress well,
effectively and but need quite some still stumbles when equally efficient
quickly, either
assistance from
team-working with and creative when
individually or other members in
the others.
independent or
in group.
the group.
when co-operating
with other
members.
8. Present the

Manages to present
Manages to present Manages to present
result of the
the result of the
the result of the
the result of the
activities in
activities in solving
activities in solving activities in solving
solving the
the problems and the the problems and the the problems and
Behavior
(Criteria)
collecting and
selecting the
knowledge and
skills needed to
solve a learning
problem or
solve a
differential
assignment.


18

Behavior
(Criteria)
problems and
the methods

clearly,
logically and
scientifically.
9. Evaluate the
results based on
criteria and selfevaluate the
results of
solving the
problem.

10. Conclude on
the solved
problem and the
method to solve
differentiated
exercises, and to
apply them for
other exercises,
similar or
altered.

Quality criteria for problem-solving capacity
Level 1
Level 2
Level 3
methods behind it, but methods behind it
the methods behind
not clear enough and enough, but not very it clearly, logically
still somewhat
clear.

and scientifically.
lacking.
Able to evaluate the
activity results
based on criteria
and self-evaluate
the results of
solving the problem
of one’s self and
other members, but
needs their
assistance and
instructions.
Able to make a
conclusion about
the solved problem
and the method to
solve differentiated
exercises but not
very flexible in
applying them for
similar exercises.

Able to evaluate
the activity results
based on criteria
and self-evaluate
the results of
solving the
problem of one’s

self and other
members but still
somewhat
stumbles around.
Able to make a
conclusion about
the solved problem
and the method to
solve differentiated
exercises and is
flexible in
applying them for
similar exercises.

Able to evaluate
the activity results
based on criteria
and self-evaluate
the results of
solving the
problem of one’s
self and other
members well and
coherently.

Able to make a
conclusion about
the solved
problem and the
method to solve

diffrientiation
exercises and is
flexible in
applying them for
other exercises,
similar or altered.
2.5.3. Set of tools for assessing students’ problem-solving capability when
using differentiated exercises to organize teaching activities about organic
chemistry
Set of tools for assessing students’ problem-solving capability, by using
differentiated exercises in teaching activites about organic chemistry in high school
include: observation checklist, questionnaire for students and teachers,
students’ self-assessing study results or products, and tests.
SUMMARY OF CHAPTER 2
In chapter 2, we analyzed the objectives and content of the program of
Chemistry at high school organic chemistry, identified the principles and
procedures of building the differentiation exercises and proposed 10 lesson
plans. to develop problem-solving capabilities for students in the Mekong
Delta.


19

Based on scientific and practical basis, we have proposed the structure and
content of problem solving capacity of high school students in the Mekong
Delta region including 4 component competencies, 10 criteria and are described
in detail three. degree for each criterion. This is the basis for us to propose three
measures to assess students' ability to solve problem-solving.
- Measure 1: Use a combination of differentiation exercises with problemsolving teaching in teaching organic chemistry to develop problem-solving
capacity for high school students. Use the differentiation exercises to design

learning activities for students: warm-up activities to start the lesson, discover
new knowledge, practice forming knowledge skills, explore and expand
knowledge. Has developed 4 demonstration lesson plans.
- Measure 2: Use a combination of differentiation exercises with cornerbased teaching in teaching organic chemistry to develop problem-solving
capacity for high school students. Use the pcht differentiation exercises to
design learning activities for students at angles: analysis angle, observation
angle, experience angle and applied angle. 3 lesson plans have been developed.
- Measure 3: Use a combination of differentiation exercises with project
teaching in teaching organic chemistry to develop problem solving capacity for
high school students. Use a differentiation exercise that is based on a realistic
situational context to design into skin themes and organize for students to select
skin to perform. has built 3 illustrated skin themes.
To assess the development of problem solving capacity of high school
students in the Mekong Delta region, we have designed a toolkit to evaluate
problem solving capacity for students including: Observation checklist, teacher
questionnaire, student rubric, leather product rubric, and problem solving
assessment.
We have recruited and built 79 differentiated exercises used in organizing
teaching and assessing the problem-solving ability of high school students in
the Mekong Delta. These proposals have been conducted pedagogically and are
presented in chapter 3 of the thesis.
CHAPTER 3. PEDAGOGICAL EXPERIMENT
3.1. Aim of pedagogical experiement
We conduct pedagogical experiments for the purpose of: testing the
suitability of the system of differentiated exercises of the organic chemistry
section of high school which has been selected and built in the thesis; evaluate
the effectiveness and possibility of the methods of using the system of
differentiated exercises in combination with methods of problem-solving
teaching, project-based learning and corner-based teaching in developing
students’ problem-solving capacity. From there, we can confirm the correctness

of the scientific hypothesis.
3.2. Duty of pedagogical experiement
The identified pedagogical experiment tasks include: selecting subjects and
areas of pedagogical experiment; determining the content and method of
pedagogical experiment; setting up pedagogical experiment plan: experimental


20

exploration, official experiments in round 1 and 2 ; design scales and set of tools
for assessing students’ problem-solving capability, by using differentiated exercises
combined with methods of problem-solving teaching, project-based learning and
corner-based teaching in developing students’ problem-solving capacity;
observation checklist, tests, experimental teachers’ questionnaires, project
product evaluation sheets, experimental class students’ questionnaires.
3.3. Content of pedagogical experiement
Selecting pedagogical experiment classes and pedagogical experiment
schools; conducting experimental lessons in experimental and control classes;
assessing and evaluating: assessing problem-solving capability through
observation checklist, assessing tests, assessing the quality of the suitability of
the differentiated exercise system through questionnaires by expert methods.
3.4. Subject and area of pedagogical experiement
3.4.1. Selecting subject for pedagogical experiement
We conduct pedagogical experiments on students of the 11th and 12th grade
who are studying the basic chemistry program at high schools in the
experimental area. In each experimental school, we selected a pair of
experiment - control of the same group (11 or 12), where students were similar
in number, level of awareness, had the same content of teaching, the same
teacher and the same experimental period.
3.4.2. Selecting area for pedagogical experiement

Conducting selection and pedagogical experimentation at 13 high
schools in the districts and cities of 5 provinces in the Mekong Delta
including: An Giang, Dong Thap, Kien Giang, Can Tho and Ca Mau.
3.5. Experiment method
3.5.1. Designing experiments
- Assessing criteria of problem-solving capability: selecting assess
design before and after impact on a specific group of subjects.
- Assessing students’ knowledge and skills: selecting assess design
before and after impact on similar group of subjects.
3.5.2. Carrying out experiments
We conducted pedagogical experiments in 3 experimental rounds on the
principle of expanding contents, audience and locations in the next rounds.
Specifically, pedagogical experiment in the exploration round at 2 high schools
include 2 experimental classes and 2 control classes ; Round 1 at 8 high schools
including 8 experimental classes and 8 control classes ; Round 2 at 10 high
schools includes 10 experimental classes and 10 control classes.
3.5.3. Processing experiment results
3.6. Experts’ answers
3.6.1. About criteria to assess problem-solving capability
To assess the quality of the criteria of students’ problem-solving capability
in the Mekong Delta region, we conducted the consultation of 14 scientist
experts. The results showed that the quality of the criteria being suitable and
very suitable accounted for over 97%. On the other hand, the criteria of


21

"performance evaluation according to criteria and self-evaluation of problemsolving results" for being suitable and very suitable is only 71.1%.
3.6.2. About content of differentiated exercises built to develop students’
problem-solving capability

In order to assess the quality and suitability of the built-in differentiation
exercise system, we consulted 24 senior and experienced teachers who are
directly teaching chemistry at high schools in the Mekong Delta region. The
results show that the building of differentiated exercises system ensures the
goal, accuracy, science, practicality, possibility, suitability, high-differentiation
and meaningfulness for students in high schools nowadays.
3.7. Pedagogical experiment results on the collaboration use of
differentiated exercises with methods of problem-solving teaching, projectbased learning and teaching in terms of organic chemistry in high schools.
3.7.1. Qualitative results
In the pedagogical experiment process, in addition to using a set of
problem-solving capacity assessment tools through the collaboration use of
differentiated exercises with problem-solving teaching methods, project-based
learning and teaching in terms of organic chemistry in high schools, we observe
the behavior, attitudes, etc. of students during their class in both experimental
and control classes, collecting opinions of experimental teachers after the
teaching using differentiated exercises in experimental schools.
3.7.2. Quantitative results
3.7.2.1. Results of observation checklist for assessment of students' problemsolving capacity through the use of differentiated exercises of organic chemistry
in high schools.
3.7.2.2. Results of assessment problem-solving capacity for students through
self-assessment form
3.7.2.3. The results of the experimental teacher’s questionnaire and the
student's self-assessment questionnaire on problem solving development
a) The results of the questionnaire for experimental teacher.
b) Student self-assessment results.
c) Results of product self-evaluation of the project.
3.7.2.4. Quantitative assessment of test results
Table 3.1. Results of student test scores
Statistical parameters
Experimental

Class
Round
(Std.
Mean p
group
ES
(Mean) (Median) (Mode) Deviation)
Control
(Sig.)
Mean
TN11 6,95
6,96
7,00
7
1,00
0,0015 0,587
ĐC11 6,05
5,96
6,00
6
1
TN12 6,81
7
7
1,461
0,93
0,0025 0,566
ĐC12 5,88
6
6

1,643
TN11 7,34
7,00
7
1,602
2
1,3
0,0015 0,749
ĐC11 6,04
6,00
6
1,736


22

TN12
ĐC12

7,07
5,82

7,00
6,00

7
6

1,516
1,618

1,25

0,002

0,77

Table 3.2. Comparing the mean value of student test results of experimental
group 11 and 12 between Round 2 and Round 1
Test comparing the mean results in pairs
The Difference
Confidence
interval 95%
Mean
Std.
Std.
difference Deviation error Lower Higher
Grp TN11V2 –
1
TN11V1
Grp TN12V2 –
2
TN12V1

t

df

p

0,846

0,577

0,051 0,746

0,946 16,725 129 0,006

0,853

0,668

0,069 0,989

0,717 12,442 94 0,032

SUMMARY OF CHAPTER 3
In chapter 3, we conducted experimental exploration in two high schools,
experimental pedagogy round 1 out of 8 high schools, pedagogical experiment
round 2 out of 10 high schools: Collect, analyze, process figures, draw
comments. Pedagogical experiments were conducted in rural areas and cities in
the Mekong Delta region of 5 provinces: An Giang, Dong Thap, Kien Giang,
Can Tho and Ca Mau with a total of 13 high schools, with the participation of
13 Experimental teachers and 1290 students in 40 classes. The number of
experimental lesson plans is 10. The pedagogical experiment results are verified
through statistics in 650 observation checklists, 650 self-assessment
questionnaires of students' problem-solving abilities, 1290 tests in Grade 11 and
12. Besides, in order to improve the quality of the division system, we conduct
experiments by expert method, through the consultation of experts we have
amended and supplemented to complete differentiation exercises. Through

analysis and data processing using SPSS software, the experimental results of
20 experimental classes and 20 reference classes by statistical mathematics and
SPSS software show that:
There is a significant difference of the average score between the
experimental classes and the control classes, the average value of the
experimental classes is higher than the control classes.
The cumulative line graph shows the results of the test scores in grades 11
and 12 through two pedagogical experiment rounds showing that the
cumulative lines for experimental classes are always on the right and below the
cumulative lines for the control classes. This can confirm that students in
experimental classes have better learning quality than control classes.
T-test control with p<0.05 proves that the difference in mean score between
experimental and control classes is significant, due to the impact of the
proposed measures. Not by accident.


23

The level of influence (round 1 with ES>0.5; round 2 with ES>0.7)
demonstrates the degree of influence of the measure that has affected students'
ability to solve problem in the past. Pedagogical experiment course at medium
level (round 1) and fair (round 2).
The results of pedagogical experiment have proved the feasibility and
effectiveness of using the combination of differentiation exercises with
problem-solving teaching, project teaching and corner-based teaching in
teaching organic chemistry in high school in order to develop problem-solving
capacity for high school students in the Mekong Delta, and affirming the
correctness of the scientific hypothesis that the topic has proposed.
CONCLUSION AND RECOMMENDATION
1. Conclusion

We have solved some theoretical and practical issues as follows:
1.1. An overview of the theoretical foundations of differentiated teaching
perspective, positive teaching methods based on the differentiated teaching
perspective, developing problem-solving capacity for students through positive
teaching methods from a differentiated teaching perspective showed by the
problem-solving capacity and how to assess problem-solving capacity for students
in the Mekong Delta region through using differentiated exercises in combination
with problem-solving teaching, project-based learning and angular teaching in
organic chemistry teaching in high schools.
1.2. Investigated the actual situation of teaching and learning chemistry at high
schools in 13 provinces / cities in the Mekong Delta on using differentiation
exercises; learning style; students' ability to solve problems in teaching chemistry at
high schools through a questionnaire of 293 teachers and 1290 students of 103
schools in the Mekong Delta region.
1.3. Proposed contents and measures to develop problem-solving capacity
for students through using differentiation exercises with problem-solving
teaching, project-based learning and angular teaching organic chemistry in high
schools.
1.4. 10 quality criteria have been identified with 3 levels of expression of
problem solving capacity for high school students in the Mekong Delta region
through organic chemistry differentiated exercises including: observation
checklist, questionnaire for teachers and students; several tests, study product
self-assessment report, etc.
1.5. 124 differentiation exercises and 10 lesson plans for organic chemistry
have been built and selected and pedagogical experiments have been conducted
in 5 provinces in the Mekong Delta, with participation of 13 high schools, 13
Experimental teachers and 20 experimental classes, 20 control classes (total of
1290 students).
1.6. Processed pedagogical experiment statistics have showed that students
who are learning in the direction of the topic (experimental class students)

achieve higher academic results than students who do not study in the direction