Vận dụng phương pháp bàn tay nặn bột trong dạy học hóa học nhằm phát triển năng lực giải quyết vấn đề và sáng tạo cho học sinh ở trường trung học cơ sở tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION

LE THI DANG CHI

APPLYING HANDS ON METHOD IN TEACHING CHEMISTRY TO
DEVELOP THE CAPACITY OF SOLVING PROBLEMS AND
CREATIVITY FOR STUDENTS IN SECONDARY SCHOOLS

Speciality: Reasoning and teaching method of chemistry
Code: 91.40.111
SUMMARY OF EDUCATIONAL SCIENCE PH.D THESIS

Supervisor: ASSOC.PROF. PH.D TRAN TRUNG NINH
PH.D VO VAN DUYEN EM

HA NOI, 2020
1


Research has been completed at: Chemistry Faculty – Ha Noi National University
of Education

Supervisor 1: ASSOC.PROF. PH.D Tran Trung Ninh
Supervisor 2: PH.D Vo Van Duyen Em

Review 1: ASSOC.PROF. PH.D Phung Quoc Viet
Review 2: ASSOC.PROF. PH.D Pham Van Hoan
Review 3: PH.D Pham Thi Bich Dao

The thesis will be defended by the University-level thesis evaluation committee at

Hanoi National University of Education at ... hour ... date ... month ... year ...

The thesis can be found at these libraries: National Library, Hanoi
or Library of Hanoi National University of Education
2


INTRODUCTION
1. Selecting topic’s reasons
In accordance with the development’s trend of this era and industrial revolution 4.0,
meeting the requirements of a rapidly and strongly growing society, in addition to
changing the institution of management, our country's education system must be
innovated in approach: changing from approaching content to approaching capacity;
appreciating ability to working of students. The basic and comprehensive renovation of
general education according to Resolution No. 29-NQ/TƯ with an aim to changing
teaching methods, from imparting knowledge to guiding organizations, orientating
development of cognitive capacity for students; Resolution No. 88 of the 13th National
Assembly about reforming curriculum and textbooks also poses a great challenge for
teachers in Secondary schoolss.
Chemistry in Secondary schools plays an important role in contributing to the
development of common and specialized competencies, including solving problems and
creativity, this is one of the most important competencies, the core should be formed and
developed for students to meet the requirements of renovating general education, capacity
of solving problems and creativity helps students succeed in learning and becoming
dynamic, modern in life.
Actual situation in recent years shows that general education has been actively innovating
curriculum and teaching methods towards modernization to approach the world. Together with
other active teaching methods which are being implemented, Hands on method has been
selected by the Ministry of Education and Training to invest in researching, compiling
documents, training step by step to deploy and apply . Hands on method is a scientific teaching

method based on the fundamental of enquiry and applied to teaching natural science subjects.
This method was initiated by Professor Georges Charpak (Nobel Prize in Physics in 1992).
This method’s goal is to create curiosity, desire to explore and indulge in science of students,
paying much attention to practice expressive skills through spoken and written language,
teaching using Hands on method aims to help students being active, self-sufficient in
discovering and suggesting problem solving solutions, improve students' creativity in research
activities, these characteristics create favorable conditions for forming and developing capacity
of solving problems and creativity for students.
3


Based on the results of the Conference on handing over the project "Deploying Handson method in high schoolss from 2011 to 2015", the Ministry of Education and Training
promulgated Official Dispatch No. 3535 / BGDĐT-GDTrH guiding some contents which
continue to apply Hands on method in high schoolss. However, applying Hands on
method to teaching chemistry in secondary schools is still limited, especially application
of this method to develop some necessary skills for students such as capacity of solving
problems and creativity.
For those above reasons, we choose the research topic "APPLYING HANDS ON
METHOD IN TEACHING CHEMISTRY TO DEVELOP CAPACITY OF SOLVING
PROBLEMS AND CREATIVITY FOR STUDENTS IN SECONDARY SCHOOLS".
2. Research’s aims
Applying Hands on method to develop capicity of solving problems and creativity for
students in teaching chemistry in secondary schools, thereby contribute to improve quality
of teaching in secondary schools.
3. Reasearch’s missions
3.1. Research the theoretical basis of the topic: Innovating teaching method of
chemistry, general issues of Hands on method, capacity of solving problems and
creativity.
3.2. Research the actual situation of applying Hands on method and developing
capicity of solving problems and creativity for students through teaching chemistry

using Hands on method at secondary schools.
3.3. Create the process of developing capicity of solving problems and creativity for
students in teaching Chemistry by using Hands on method.
3.4. Design teaching topics using Hands on in Inorganic Chemistry section at
Secondary School.
3.5. Suggest the principles, processes, design directions of beginning situations in
teaching Chemistry using Hands on method at secondary schools.
3.6. Suggest the principles, design processes, usage of practical exercises in teaching
Chemistry using Hands on method at secondary schools.
3.7. Create a toolkit to evaluate capicity of solving problems and creativity for
students in teaching Chemistry using Hands on method.
4


3.8. Pedagogical experiment: in order to test the feasibility and effectiveness of this
research’s suggestions.
4. Reasearch’s objects
4.1. Research object
Process of teaching Chemistry at secondary schools.
4.2. Research subjects
The object of the thesis’s research is the application of Hands on method in teaching
Chemistry at secondary schools and developing capicity of solving problems and
creativity for students.
5. Research’s scope
- Some secondary schools in the South, the Central and the Central Highlands.
- Approving content of Inorganic Chemistry section at Secondary Schools.
- Research period from 2015 to 2019.
6. Sciencetific hypothesis
If teachers use Hands on method in teaching Chemistry reasonably, suitably, students’
capicity of solving problems and creativity will be developed and contribute to improve

the quality of teaching Chemistry.
7. Research’s methods
Using topic feature with these researches:
7.1. Group theoretical research methods
7.2. Group of practical research methods
7.3. Statistical processing method
8. Research’s new contributions
- Researching the reasoning’s basis of Hands on method and capacity of solving
problems and creativity.
- Investigating, assessing actual situation of applying Hands on method and developing
capacity of solving problems and creativity in teaching chemistry in Secondary schools.
- Forming a process of developing capacity of solving problems and creativity for
students by teaching chemistry using Hands on method.
- Recommend principles, procedures, design directions of beginning situations in
teaching chemistry using Hands on method in secondary schools.
5


- Designing some topics about teaching inorganic chemistry section based on Hands on
method in order to develop capacity of solving problems and creativity for students by
using Hands on method.
- Recommend principles, design processes, usage of system of practical exercises in
teaching chemistry using Hands on method in Secondary schoolss.
- Designing toolkit to assess capacity of solving problems and creativity in teaching
chemistry using Hands on method in Secondary schoolss.
9. Thesis’s structure
In addition to the introduction, conclusions and references, content part of the thesis is
divided into 3 chapters:
Chapter 1. Reasoning’s base and practises about applying Hands on method in teaching
chemistry in secondary schools

Chapter 2. Applying Hands on method to develop capacity of solving problems and
creativity for students in teaching Chemistry in Secondary schools.
Chapter 3. Pedagogical experiments

6


CHAPTER 1
Reasoning’s bases and practises about applying Hands on method in teaching
chemistry in secondary schools
1.1. History of research’s issue.
1.1.1. About Hands on method.
Hands on method, in French is La main à la pâte abbreviated as LAMAP; in English is Hands-on,
is a science teaching method based on researching, application in teaching natural science
subjects. This method was initiated by French Professor Georges Charpak (1992 Nobel Prize in
Physics).
1.1.1.1. Hands on methods in the world
1.1.1.2. Hands on methods in Vietnam
1.1.2. About developing capacity of solving problems and creativity for students by teaching
Chemistry.
1.1.2.1. In the world
1.1.2.2. In Vietnam
1.2. Innovating teaching chemistry method in secondary schools.
1.2.1. Orientation for innovating teaching Chemistry method in current period.
1.2.2. Scientific bases of teaching to develop capacity.
1.2.3. Innovating teaching Chemistry method in Secondary schools.
1.3. Capacity of solving problems and creativity.
1.3.1. Definition of capacity.
1.3.2. Definition of capacity of solving problems and creativity.
In our opinion, for students, capacity of solving problems and creativity in learning is that

students know how to solve problems to find new things to some extent. In order to have capacity
of solving problems and creativitystudents must be in a problematic situation, finding how to
solve the contradictory cognitive or action and resulting in a new and effective solution.
1.3.3. Structure of capacity of solving problems and creativity.
1.4. The basic reasoning about Hands on method.
1.4.1. Scientific bases of Hands on method
1.4.2. The basic principles of Hands on method.
1.4.3. Teaching by Hands on method.
1.4.3.1. Process of teaching using Hands on method.
Including 5 stages:
Stage 1: Beginning situations and suggesting experimental questions
7


Stage 2: Forming experimental questions
Stage 3: Forming experimental theories and experimental solutions
Stage 4: Implementing experimental solutions
Stage 5: Inferring, legalizing new knowledge
1.4.3.2. Role of Hands on method in developing capacity of solving problems and creativity.
1.4.3.3. Practical exercises and development of capacity of solving problems and creativity for
students in teaching using Hands on method.
1.5. Teaching by subject
1.5.1.Conception of teaching by subject
1.5.2. The process of developing teaching by subject
1.6. Actual situation of applying Hands on method and developing capacity of solving
problems and creativity in teaching Chemistry in Secondary schools.
1.6.1 . Actual situation of applying Hands on method in teaching Chemistry in Secondary
schools.
1.6.1.1. Teaching methods used by teachers in teaching Chemistry in Secondary schools.
Figure 1. 1. Chart of teaching methods used by teachers in teaching chemistry.

Always
Often
Rarely
Never

Figure 1. 2. Pie chart of the level of using Hands on method of teachers.
1.6.1.2. Teacher’s assessments about Hands on method.
Table 1. 4. Assessments of lesson time using the Hands-on method
Assessments

8

Agree

Disagree

Students become more actice

327

8

Stimulating students’ interest

290

45

Classes become more lively
Students become more creativity and braver

315

20

289

46

Improving classes’ quality

302

33

Improving solving problems ability

324

11

Improving experiment ability

296

39


Disagree
Agree

Students
become
more
actice

Stimulating
students’
interest

Classes
become
more
lively

Students
become
more
creativity
and braver

Improving
classes’
quality

Improving
solving
problems
ability

Improving

experiment
ability

Figure 1. 3. Chart of assessments about classess applying Hands on method.
1.6.2. Actual situation of capacity of solving problems and creativity of students in Secondary
schools.
1.6.2.1. Results of teachers’ surveys
No
.
1
2

3

Questions

Teachers’ answers

Forming capacity of
Very
Necessery
solving problems and
necessary
creativity for students is: 212 (63,28%) 119 (35,52%)
Students’ capacity of
Need to
Average
solving problems and
improve
creativity in Secondary

schoolss is:
218 (65,07%)
67 (20.0%)
Does Hands on method
Yes
help to form capacity of
solving problems and
335 (100%)
creativity?

Not necessery
now
4 (1,2%)
Good

Not
necessery
0 (0%)
Execellent

32 (9,55%)

18 (5,38%)
No

0 (0%)

Very necessary
Necessery

Need to improve

Not necessary now

Average

Not necessary

Good
Exellent

Figure 1.4: Chart of the necessity to form
capacity of solving problems and creativity for
secondary school students.
Figure 1.5: Chart of the real situation of
capacity of solving problems and creativity for
secondary school students.
9


1.6.2.2. Results of students’ surveys
Table 1. 5. Necessary chemistry study skills of students
Very
good
(4)

Good
(3)

Not good

(2)

None
(1)

94

488

354

29

2. Working in groups

82

257

598

28

3. Presentating ideas

55

382

503

25

4. Suggesting experimental questions in
learning

37

129

550

249

5. Suggesting experimental solutions in
learning

28

232

507

197

6. Experimenting

63

421

387

94

7. Inferring new knowledge

57

317

491

100

8. Comparing new knowledge to initial
impression

54

386

388

137

Skills
1. Taking notes on notebooks

8. Comparing new knowledge to

initial impression
7. Inferring new knowledge
6. Experimenting
5. Suggesting experimental solutions
in learning

None
Not good
Good

4. Suggesting experimental questions
in learning

Very good

3. Presentating ideas
2. Working in groups
1
.

Figure 1. 4. Chart of students' necessary learning skills using Hands on method
Table 1. 6. Attitude of students when encountering learning and practical problems
Actions
Thinking, using, finding knowledge to solve
10

Amount of
students
276

Actions

Amount of
students
54

Find difficult, do not want to solve
Waiting for teachers’ or friends’ solutions

607

Do not care

28

Thinking, using, finding
knowledge to solve
Find difficult, do not want
to solve
Waiting for teachers’ or
friends’ solutions
Do not care

Figure 1. 5. Pie chart of students' attitudes when encountering learning or practical problems.

1.6.3. Actual situation of applying Hands on method and developing capacity of solving
problems and creativity in teaching Chemistry in Secondary schools.
Table 1. 7. Actual situation of using Hands on method in developing capacity of solving problems
and creativity in teaching Chemistry in Secondary schoolss.

Step
1. Beginning
situations and
suggesting
experimental
questions

2. Forming
experimental
questions
3. Forming
experimental
theories and
experimental
11

Level of developing capacity of
solving problems and creativity
Teache %Teache
Level
r
r
Verry good
73
52,52
Good

62

44,6

Average

4

2,88

Not good

0

0%

Verry good

26

18,71

Good

63

45,32

Average

45

32,37

Not good

5

3,6

Verry good

84

60,43

Good

31

22,3

Average

21

15,11

Experiment’s objects
Objects
Teachers
Teachers and
students

Only students
Students working in
groups
Teachers
Teachers and
students
Only students
Students working in
groups
Teachers
Teachers and
students
Only students

Teache
r
97

%Teacher
69,78

33

23,74

5

3,6

4

2,9

14

10,07

49

35,25

9

6,47

67

48,2

9

6,47

94

67,63

4

2,88

solutions
4.
Implementing
experimental
solutions

5. Inferring,
legalizing new
knowledge

Not good

3

2,16

Verry good

42

30,22

Good

76

54,68

Average

17

12,23

Not good

4

2,88

Verry good

28

20,14

Good

49

35,25

Average

54

38,85

Not good

8

5,76

Students working in
groups
Teachers
Teachers and
students
Only students
Students working in
groups
Teachers
Teachers and
students
Only students
Students working in
groups

32

23,02

7

5,04

27

19,42

18

12,95

87

62,59

9

6,47

94

67,63

0

0%

36

25,9

1.5.4. General assessment of actual situation.
Renovating teaching methods needs to be considered in many different aspects. Especially, it is
necessary to apply modern teaching methods in teaching Chemistry to comprehensively develop

necessary skills for students. It is necessary to study features of Chemistry and the physiological
characteristics of Secondary schools students to have suitable process of applying Hands on
method to improve quality of teaching. Research and application of Hands on method is not only
necessary for current curriculum but also very necessary for 2018 general education curriculum.

Chapter 2
Applying Hands on method to develop capacity of solving problems and
creativity for students in teaching Chemistry in Secondary schools.
2.1. Analyzing Inorganic Chemistry section’s curriculum in Secondary schools.
2.1.1. Aim of teaching Inorganic Chemistry in Secondary schools.
2.1.1.1. About knowledge
2.1.1.2. Skills
2.1.1.3. attitude
2.1.1.4. Capacity development’s orientation
2.1.2. Content of Inorganic Chemistry section in Secondary schools.
2.1.3. The basic principles of Inorganic Chemistry section-teaching method in Secondary
schools.
2.2. Research the process of developing capacity of solving problems and creativity for
students in Secondary schools by using Hands on method.
2.2.1. Process of applying Hands on method in teaching Chemistry.
2.2.2. Process of developing capacity of solving problems and creativity for students at
Secondary schoolss by using Hands on method.
Table 2. 3. Process of applying Hands on method to develop capacity of solving problems and
creativity.
Capacity’s
Step
Teachers’ activities
Students’ activities
expression
12

I. Preparing

- Determining teaching
- Prepare teaching tools as
objectives
teachers required
- Prepare teaching tools
- Making teaching plan
Step 1: Beginning situations and suggesting experimental questions
- Stating beginning
- Receiving issues
-Recognizing new
situation.
ideas.

Step 2: Forming experimental questions
- Organizing for students to
- Expressing initial notions - Detecting and
express initial notions.
-Discussing and unifying
clarifying problems
initial notions.
II. Organizing
-Suggesting experimental
teaching using
questions
Hands
on - Organizing for students to

.- Discussing and unifying - Forming and
method
suggest experimental
experimental questions .
implementing new
questions .
ideas
Step 3: Forming experimental theories and experimental solutions
- Organizing for students to
- Suggesting experimental
- Suggesting,
suggest experimental
theories
choosing solutions
theories
- Discussing and unifying
- Organizing for students to experimental theories.
suggest experimental
- Suggesting experimental
solutions.
solutions.
- Discussing and unifying
experimental solutions.
Step 4: Implementing experimental solutions
- Providing experimental - Experimenting
- Implementating and
tools
- Discussing the results assessing solutions
of experiments
Step5: . Inferring, legalizing new knowledge

- Asking groups to report
- Presentators report
- Independent thinking
the results, help students
results, the whole class
accurate and finalize key
exchanged to infer new
knowledge.
knowledge.
- Compared to initial
notions
III. Assessing - General assessment
- Self assessment
- Independent thinking
2.2.3. Designing beginning situation.
2.2.3.1. The standard of beginning situation.
2.2.3.2. The process of designing beginning situation.
Step 1: Defining teaching goals
Step 2: Analysing content
13


Step 3: Finding teaching ideas, searching for related information to design beginning
situations
Step 4: Developing a starting point
2.2.3.3. Design direction of beginning situation.
a. Exploiting the incorrect initial conceptions of students
b. Exploiting the diversity in the suggestions of students
c. Exploiting students' creative ideas in designing their experimental plans
2.3. Selecting teaching topic to apply Hands on method to develop capacity of solving

problems and creativity for students.
2.3.1. Selecting’s principles.
2.3.1.1. Teaching topics must be close to the life that students can easily understand and already
known.
2.3.1.2. Teaching topics has moderate amount of knowledge, not too much compared to the time
to implement the topic.
2.3.1.3 Selected topics should be organized into a system from simple to complex.
2.3.1.4. Choose simple and easy experiments for experimental topics.
2.3.2. Topics in Inorganic Chemistry section in Secondary schools that can be applied Hands
on method .
Table 2. 2. Teaching topics that can be applied Hands on method in Secondary Inorganic
Chemistry section.
Grade
Theme
Content
Number of
period
Oxygen’s features
Oxygen and life
4
Air – Compustion
Features – applications of hydrogen
8
Hydrogen-Water
4
Water
Oxide’s chemical features
Oxide
3
Some important oxides

Acid’s chemical features
Acid
3
Some important acids
Base’s chemical features
Base
3
Some important bases
Salt’s chemical features
Salt
3
Some important salts
Chemical fertilizers
9
Metal’s features
Chemical active range of metals
Aluminum
Metal
Iron
5
Nonmetal’s features
Chlorine
Nonmetal
Carbon
3

14


2.4. Forming system of practical exercises to develop capacity of solving problems and

creativity for students in learning Inorganic Chemistry section by using Hands on method
in Secondary Schools.
2.4. 1. Principles of designing practical exercises for Inorganic Chemistry section in
Secondary schools.
Principle 1: Ensuring the accuracy and scienctific
Principle 2: Ensuring practicality
Principle 3: Stimulating excitement, creativity of learners
Principle 4: Ensuring educational
Principle 5: Ensure pedagogical
2.4. 2. The process of designing practical exercises for Inorganic Chemistry section in
Secondary schools.
Step 1: Define goals and content of lesson
Step 2: Identify the problem to design practical exercises
Step 3: Collect data
Step 4: Identify the form and techniques of design
Step 5: Design a situation
Step 6: Test and improve the situation
2.4. 3. The system of practical exercises to develop students' capacity of solving problems and
creativity in learning Inorganic Chemistry section using Hands on method in Secondary
School.
Table 2.4. The system of practical exercises to develop students' capacity of solving problems and
creativity in learning Inorganic Chemistry section using Hands on method in Secondary
Schools.
Grade
Theme
Content
Practical exercises
Oxygen’s features
1. Impossible mission
Oxygen and

2. Compustion
life
3. Oxygen is life
Air – Compustion
8
4. Water blower in aquaculture
ponds
Features
–
applications
of 5. Air balloon
Hydrogenhydrogen
6. Water and talking number.
Water
Water
Oxide’s chemical features
7. Solving alkaline soil
Oxide
8. Photochemical fog
9. Truong Uc lime furnace
Some important oxides
10. Insects’ bites
11. Acid rain
Acid’s chemical features
Acid
Some important acids
9

Base’s chemical features
Base

Some important bases
Salt’s chemical features

15

12. To confirm iodized in


Salt
Some important salts

Chemical fertilizers
Metal’s features

distinguishing salt
13. Tinted glass
14. Optimizing body's ability
when playing sports.
15. Using nitrogen fertilizers
correctly
16. Rosin
17. High pressure light
18. Collecting mercury

Chemical active range of metals
Metal
Aluminum
Iron
Nonmetal’s features
Nonmetal

Chlorine
Carbon

19. Using chlorine to clean
swimming pools
20. Carbon, the element of
opposites
21. Gas mask
22.Operating principle of fire
extinguishers

2.4. 4. Using the system of practical exercises to develop capacity of solving problems and
creativity for students in learning Inorganic Chemistry section using Hands on method in
Secondary School.
a. Used to create beginning situations.
b. Used to train designing experimental solutions skills for students.
c. Used to assess students' capacity of solving problems and creativity.
2.5. Designing lessons’ plans using Hands on method in teaching Inorganic Chemistry
section at secondary schools to develop students' capacity of solving problems and
creativity.
2.5.1. Applying to Chemistry 8
2.5.2. Applying to chemical 9
2.6. Designing toolkit to assess capacity of solving problems and creativity of students in
Secondary schools.
2.6.1. Process of designing toolkit to assess capacity of solving problems and creativity of
students in Secondary schools.
Table 2. 6. Designing process of toolkit to assess capacity of solving problems and creativity of
students in Secondary schools.
Cont

ent
Rese
archi
ng
16


docu
ment
s and
defin
ing
the
conc
ept
of
capa
city
of
solvi
ng
probl
ems
and
creat
ivity.
Defi
ning
the
struc

ture
of
capa
city
of
solvi
ng
probl
ems
and
creat
ivity,
17


inclu
ding
com
pone
nt
capa
city
and
criter
ias.
Desc
ribin
g
criter
ias

and
asses
sing
the
level
of
capa
city
of
solvi
ng
probl
ems
and
creat
ivity.
Defi
ning
meth
ods
18


and
desig
ning
toolk
it to
asses
s

capa
city
of
solvi
ng
probl
ems
and
creat
ivity.
Testi
ng
the
toolk
it to
asses
s
capa
city
of
solvi
ng
probl
ems
and
creat
ivity
throu
19

gh
repre
senta
tive
stude
nts’
samp
les.
Editi
ng
and
com
pleti
ng
the
toolk
it to
asses
s
capa
city
of
solvi
ng
probl
ems
and
creat
ivity.

2.6.2. Describing aims and assessing level of capacity of solving problems and creativity.
Table 2. 7. Structure of capacity of solving problems and creativity of students in Secondary
schools.

20


NL thành phần
1. . Recognizing problems
related to chemistry in
complex situations in life.
2. Detecting and clarifying
problems.
3. Forming and
implementing new ideas.

4. Suggesting and choosing
solutions.
5. Implementating and
assessing solving problem
solutions.
6. Independent thinking

Biểu hiện
1. . Detecting and clarifying problems related to chemistry in
complex situations in life, expressing initial notions.
2. Detecting and stating problematic situations in learning and
in life, suggesting experimental questions.
3.Collecting information relating to problem and forming new
ideas.

4. Suggesting advanced solutions or replacing unsuitable
solutions.

5. Suggesting solutions to solving problems.
6. Comparing and commenting on suggested solutions.
7. Implementing solving problems solutions.
8. Recognizing suitabilities or unsuitabilities of solutions.
9. Applying solutions to new situations.
10. Receiving and assessing problems from different aspects.

After the review process of experts and adjustments, it is proposed to describe criterias and
evaluate the level of capacity of solving problems and creativity as follows:
Table 2. 8. Describing criterias and assessing the level of capacity of solving problems and
creativity
Component capacities
1. Recognizing problems related to chemistry in complex situations in life.
2. Detecting and clarifying problems.
3. Forming and implementing new ideas.

4. . Suggesting and choosing solutions.
5. Implementating and assessing solving problem solutions.
6. Independent thinking
.

21


2.6.3. Methods, toolkit to assess capacity of solving problems and creativity.
We have used checklists to observe behaviors method and assessing situations method to design
toolkit to assesss students' capacity of solving problems and creativity in teaching Chemistry in

Secondary schools.
2.6.3.1. Using checklists to observe behaviors
2.6.3.2. Assessing situations

22


Chapter 3: Pedagogical experiments
3.1. Aims and missions of pedagogical experiments .
3.1.1. Aims of pedagogical experiments.
3.1.2. Missions of pedagogical experiments .
3.2. Preparations before pedagogical experiments .
3.2.1. Experiments’ localities.
3.2.2. Experiments’ objects.
3.2.3. Experiments’ teachers.
3.3. Proceeding pedagogical experiments.
3.3.1. Designing experiments.
3.3.2. Experiments’ survey (2016-2017).
3.3.3. Pedagogical experiments round 1 (2017-2018).
3.3.4. Pedagogical experiments round 2 (2018-2019).
3.4. Experiments’ result.
3.4.1. Solving pedagogical experiments’ result.
3.4.2. Pedagogical experiments’ result.
a. Assessment’s results based on observating students checklist after impaction
- Pedagogical experiments round 1’s result (2017-2018):

Figure 3. 3. Graph of the development of the criterias of capacity of solving problems and
creativity for students through the results of the 1st round observating checklist.
- Pedagogical experiments round 2’s result (2018-2019):

Figure 3. 4. Graph of the development of the criterias of capacity of solving problems and
creativity for students through the results of the 2nd round observating checklist.
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b. Results of assessing capacity of solving problems and creativity using self - assessing form
of students
- Pedagogical experiments round 1’s result (2017-2018):

Figure 3. 5. Graph of the development of the criterias of capacity of solving problems and
creativity for students through the results of the 1st round using self - assessing form.
- Pedagogical experiments round 2’s result (2018-2019):

Figure 3. 6. Graph of the development of the criterias of capacity of solving problems and
creativity for students through the results of the 2nd round using self - assessing form.
c. Results of assessing after impaction test
- Pedagogical experiments round 1’s result (2017-2018):

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1TN
Figure 3. 7. Cumulative line graph of 8th grade’s test
results round 1

Class
Average mark
S
Independent

8
7.13
1.75

1ĐC8
4.93
2.67

t-test
2.4*10-10
ES
0.8239
Table 3. 12. Summary of characteristic
parameters of 8th grade’s test results
round 1

Figure 3. 8. Cumulative line graph of 9th grade’s test
results round 1

Class
1TN9
Average mark
7.10
S
2.22

1ĐC9
5.03
2.46

p
1.3*10-18
ES
0.8422
Table 3. 14. Summary of characteristic
parameters of 9th grade’s test results
round 1

- Pedagogical experiments round 2’s result (2018-2019):
Average mark
6.95
4.90
S(SD)
1.63
2.19
p
1.2*10-13
ES
0.9369
Table 3. 16. Summary of
characteristic
Figure 3. 9. Cumulative line graph of 8th grade’s test
results round 2

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parameters of 8th grade’s test
results round 2