Phát triển năng lực tự học cho học sinh thông qua dạy học hóa học hữu cơ lớp 11 ở trường trung học phổ thông tt tiếng anh

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MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION

VUONG CAM HUONG

DEVELOPING SELF-STUDY ABILITY FOR STUDENTS
THROUGH TEACHING GRADE 11th ORGANIC CHEMISTRY
IN HIGH SCHOOL

Major: Reasoning & Teching Methodology of Chemistry
Code: 9.14.01.11

SUMMARY OF EDUCATION DOCTORAL THESIS

HANOI, 2020
This work was completed at Hanoi National University of Education


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Scientific Instructors: Prof. Dr. Nguyen Cuong

Reviewer 1: Assoc. Prof. Dr Nguyen Thi Suu
Reviewer 2: Assoc. Prof. Dr Phung Quoc Viet
Reviewer 3: Assoc. Prof. Dr Nguyen Quang Tung

This thesis will be presented and defended at the Thesis Examination Board
meeting at Hanoi National University of Education at ...

The thesis is available at:
National Library of Vietnam, Hanoi
or Hanoi National University of Education’ Library


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LIST OF SCIENTIFIC WORKS
RELATED TO THE DISCLOSURE OF THE THESIS
1.

Vuong Cam Huong (2016), Developing self-studying ability of students of
Chemistry Pedagogy in teaching Organic Chemistry at university, Science
journal of Hanoi Pedagogical University, No. 6A, pp. 198-206.

2.

Vuong Cam Huong (09/2016), Current situation of students 'self-study
capacity of Chemistry pedagogy students and development of students' selfstudy capacity, Proceedings of National Scientific Conference, pp. 369-376 .

3.

Vương Cẩm Hương (09/2016), Classroom teaching procedures for developing
students' self-learning capacity at university, Proceedings of international scientific
conference, Rajabhat Maha Sarakham University, pp. 166-172.

4.

Vuong Cam Huong (2017), Developing self-study capacity of high school
students in teaching chemistry through contract teaching method, Journal of

Science and Technology Pham Van Dong University, No. 12, pp. 148-155.

5.

Vuong Cam Huong (12/2017), Developing students' self-study capacity through
designing activities related to Chemistry in High School, Proceedings of the
University's International Science Conference Hanoi Pedagogy, pp. 516-526.

6.

Vuong Cam Huong (03/2018), The process of building lessons in the subject
of chemistry orientating students' self-study ability development, Science
journal of Pedagogy University - Da Nang University, No. 27 (01), pp.80-84.

7.

Vuong Cam Huong (10/2018), Designing self-study activities in the subject of
chemistry to develop self-study capacity for high school students, Journal of
Education, No. 439, pp. 39-44 .

8.

Vuong Cam Huong (11/2018), Development status of students' self-study
chemistry skills and the design of Chemistry self-study guides for students in
High School, School Science Magazine Hanoi National University of
Education, No. 8, pp. 156-166.

9.

Vuong Cam Huong, Nguyen Cuong (06/2019), Developing students' selfstudy capacity through designing courses on moodle learning management

system, Proceedings of International Conference on Education University, pp.
284-296.


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INTRODUCTION
1. The reason for the topic chosen
The 21th century is the era of IT, communication and intellectual economy with
the 4.0 technology revolution. Facing that trend, many countries in the world have
identified: Innovation in education and training is a fundamental factor determining the
sustainable development of the nation. Besides the trend of internationalization, the
Communist Party and the Government have considered capacity development as a
leading task in educational innovation in upcoming school years. Particularly,
educational action plan in which Government's Action Plan is deployed to implement
Resolution 29-NQ / TW also points out: “Education and training institutions should
promote the innovation of teaching methods in the direction of developing the
individual's study capacity, positive teaching methods and techniques application and
focus on practicing self-study methods ... ”. Therefore, the principal goal of teaching in
high schools these days is not just to provide students with a system of knowledge, but
more importantly is to “Continue to innovate teaching methods following:
comprehensive development in the capacity and quality of learners; to promote
positivity, proactive mindset and creativity; to foster self-study methods, learning
interests, cooperation skills, ... ”. Thus, it can be seen that self-study capacity is an
important skill that needs to be developed so that students can adapt to the constant
changes of life, integrate with the world of technology and learn how to raise their
levels. In addition, the general education program also determines that self-study ability
is one of three common competencies that needs to be formed and developed for
students with the target “High school education curricula helps learners continue to
develop necessary qualities and competencies for workers, citizens' awareness and

personality; self-study ability and sense of life-long learning; ability to choose a career
that matches their competencies and interests”. Based on that, Chemistry curricula also
identifies the competencies needed to be developed in teaching general chemistry as
"Awareness to Chemistry, ability to understand the natural world from a Chemistry
perspective, ability to apply knowledge learnt”. To achieve the above-mentioned goal, it
requires learners to be able to self-study Chemistry in a comprehensive and complete
manner through various teaching facilities. In other words, learners are independent
subjects in learning Chemistry & its activities. Therefore, developing self-study
capacity for high school students is an important and urgent task.
Organic Chemistry is the science of organic compounds with a large amount of
knowledge and is difficult compared to the curricula delivery and level of awareness in
the age of high-school students. [13]. Therefore, learners need to make great efforts


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throughout the learning process. However, students’ self-study process is still facing
many difficulties such as: Being unable to find suitable documents, receiving no
guidance from teachers in order to self-study effectively, lack of guidance from
textbooks, .... From the above practice, the development of case study in teaching
Organic Chemistry in high schools is an important and urgent task and serves as a longterm important strategy.
From the above reasons, the topic "Developing self-study ability for students
through teaching grade 11th Organic Chemistry in high school" is practical, up-to-date
and also meets both theoretical and practical requirements in renovating current methods
of teaching Chemistry.
2. Purpose of the research
To propose some measures in developing self-study capacity for high school students
and contribute to improve the quality of teaching Organic Chemistry at high schools.
3. Object, subject, scope of the study
- Research object: The process of teaching Organic Chemistry at high schools.

- Research subject: self-study capacity and measures to develop self-study
capacity for high school students in teaching Organic Chemistry at high schools.
- Research scope:
+ Research content: Organic Chemistry knowledge of grade 11th Chemistry curricula.
+ Research period: September 2015 - September 2019.
+ Study area: Central and Southern region.
4. Scientific hypothesis
Proposing and applying measures: Designing and using guidance materials for
self-studying Organic Chemistry for grade 11th students at high schools; Designing
an online course on Moodle and applying the Blended learning model to teaching
Organic Chemistry of grade 11th in high schools in a way which is suitable for
students and will develop self-study capacity of students and contribute to improving
the quality of teaching chemistry at high schools.
5. Tasks of the research
5.1. Research theory and practice as the basis of the topic
Theoretical research: Studying theoretical issues related to self-study, self-study
capacity, signs of self-study, self-study capacity development, methods and organizational
forms teaching: contract teaching method, self-study guidance materials, course design on
Moodle learning management system, blended learning model.
Practical research: Researching practical issues related to developing self-study
capacity in teaching Organic Chemistry at high schools, analyzing curricula and
Chemistry textbooks of grades 11 and 12; investigating the current situation of developing


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self-studying capacity for students in teaching Organic Chemistry at high schools.
5.2. Developing self-studying capacity of students in teaching Organic
Chemistry at high schools
- Proposing the structure of self-study capacity of high school students.

- Proposing some measures to develop self-study capacity for high school students:
Measure 1: Design and utilize Organic Chemistry self-study guidance
documents for grade 11th high school students.
Measure 2: Design an online course on Moodle system and apply the Blended
learning model in teaching Organic Chemistry of grade 11th high school students
- Design and use self-study capacity assessment toolkit for high school students
5.3. Pedagogical experiment: Define purpose, content, object, plan and
conduct pedagogical experiments at some high schools and process empirical data to
evaluate the feasibility and effectiveness of the proposed measures.
6. Research method
Use a combination of the following methods:
6.1. Methods of theoretical research: Analyzing, synthesizing, systematizing,
generalizing documents and materials on developing and evaluating self-studying ability
and capacity; a number of teaching methods that contribute to the development of selfstudy skills such as: Using self-study materials, contract teaching methods, designing
courses on moodle learning management system, Blended learning model.
6.2. Practical research methods:
- Survey the practice of teaching chemistry of teachers and students in high
schools in developing self-study capacity.
- Expert method: Exchange and consult experts on the structure of self-study
capacity.
- Pedagogical experiment: Conduct pedagogical experiment on measures to
develop self-learning capacity of high school students.
6.3. Mathematical methods: Using mathematical statistical methods to
process experimental data collected during the investigation and pedagogical
experiment to draw conclusions.
7. New contributions of the topic
- Contribute to an overview of theoretical basis related to the topic on the
following issues: Competence and self-study ability of high school students; A
number of teaching methods and teaching models contribute to developing students'
self-study capacity (contract teaching method; Using self-study materials; Blended

learning model).
- Investigate and assess the current status of developing self-study capacity in


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teaching Chemistry from 131 teachers and 1150 students in 19 high schools.
- Identify the 6-step basis and process of building self-study capacity structure
for high school students. The structure of self-study capacity framework has 3
component competencies and 8 criteria.
- Proposing 2 measures to develop self-studying capacity for students in
teaching grade 11 Organic Chemistry: Designing and using guidance materials for
teaching Organic Chemistry for students; Designing online courses on Moodle
system and applying Blended learning model in teaching.
- Design and use a set of tools for assessing self-study capability in teaching
Organic Chemistry including: Assessing students 'ability to answer questions for
teachers, self-assessment questionnaire of students' questions, questions of teachers..
8. The structure of the thesis
- The thesis has 3 parts: Introduction (04 pages); Content (138 pages); General
conclusions and recommendations (02 pages). In which the content consists of 3
chapters:
- Chapter 1: Theoretical and practical basis for developing self-study capacity
for high school students (41 pages)
- Chapter 2: Measures to develop self-study capacity for students through
teaching grade 11 organic chemistry in high schools (72 pages)
- Chapter 3: Experimental pedagogy (25 pages)
- With 107 references and 9 published works
- Appendix (100 pages).
CHAPTER 1
THEORETICAL AND PRACTICAL BASIS ON CAPACITY DEVELOPMENT

SELF-STUDY FOR STUDENTS AT HIGH SCHOOL
1.1. History of research issues on developing self-study capacity for high
school students
1.1.1. Studies in the world
Foreign research works have all confirmed the role of self-study in learners’
learning activities, which point out some basic self-study skills and note down the
role of teachers in organizing teaching process to promote independence, selfawareness, creativity of learners, .... Through typical studies of self-study and selfstudy capacity from educators and psychologists in the world, we realize that selfstudy is a decisive factor for the life-long learning trend of every individual in this
modern society. The development of self-study capacity is extremely necessary,


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greatly and directly affects learners' learning while studying in high school as well as
throughout their later lives.
1.1.2. Domestic research works
Thus, the issue of self-study and self-study capacity development for students has
been mentioned in a number of books, research works and theses. Most of the authors
affirmed the important role of self-study in general and the development of self-study
capacity for students in particular in improving the quality of learning, practicing the
ability to think independently and increasing creativity in learners. At the same time, the
authors propose measures to improve the quality of self-study. This is a valuable
resource for us to continue in-depth study and to find solutions to develop self-study
capacity for students in the process of teaching Chemistry at high school. However, there
has not been any specific research project on developing self-studying capacity for
students through teaching Organic Chemistry at high schools, so we affirm that this is a
new and valuable direction in terms of theoretical and practical aspects.
1.2. Competence and self-study ability of high school students
1.2.1. Overview of capacity
1.2.1.1. Capacity concept
In the thesis, we put forward the concept of competency as follows: “Capacity

is the ability to mobilize knowledge, skills, attitudes and apply them appropriately
to successfully carry out an activity. in a certain context”
1.2.1.2. Structure of capacity
1.2.2.2. The purpose of capacity assessment
1.2.2.3. Several capacity assessment tools
1.2.3. Overview of self-study
1.2.3.1. Concept of self-study
In summary, when summarizing the conception of self-study of the authors and
in accordance with the research direction of the thesis, we give self-study this
following direction: Self-study is being self-thinking, self-conscious, active, selfreliant and is to possess knowledge purpose, to form skills and learning attitudes.
1.2.3.2. Forms of self-study
1.2.4. Self-studying ability of high school students
1.2.4.1. The concept of self-study capacity
We define the research-oriented self-study capacity for the thesis as follows:
Self-study capacity of high school students is the ability to plan self-study
activities scientifically, and implement them effectively, then self-assess the
achieved results and adjust the process with the support of teachers.
1.2.4.2. The structure of self-study capacity


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1.3. Some learning theories guide the development of self-study ability
1.3.1. Some basic learning theories guide self-study capacity development
1.3.1.1. Theory of operation
1.3.1.2. Cognitive theory
1.3.1.3. Constructivist theory
1.4. Some teaching methods and models of teaching methods which
orientates the self-study capacity of students
1.4.1. Teaching method by contract

1.3.2.1. The concept of teaching by contract
1.3.2.2. Teaching process by contract
1.3.2.3. Advantages and limitations
1.4.2. Using self-study materials
1.4.2.1. Definition of self-study guide
1.4.2.2. Develop self-study guide
1.4.3. Blended learning model
1.4.3.1. The concept of "integrated teaching"
1.4.3.2. Combined teaching model
1.4.3.3. Moodle learning management system
1.5. Situation of self-studying and developing self-studying capacity for
students in teaching Organic Chemistry in High School
1.5.1. Purpose of investigation
1.5.2. Investigated subject
We conducted surveys at 19 high schools in the Central and Southern regions with
the number of 131 high school teachers and 1150 students in grade 11 and grade 12.
1.5.3. Content and method of investigation
1.5.3.1. Content of the investigation
1.5.3.2. Investigation method
1.5.4. Survey results
1.5.4.1. Survey results for teachers
- The frequency of regular use of teaching methods and techniques towards
developing self-study capacity in chemistry teaching.
- The frequency of using assessment tools in teaching chemistry.
- Organizational methods for students to self-study in teaching Chemistry (for
teachers who use teaching methods to develop self-study capacity).
- Teachers' awareness of self-study capacity in teaching Chemistry
- The reality of students' self-study capacity is assessed by teachers

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1.5.4.2. The survey results for students
We used the questionnaire on students' self-study method in learning Chemistry and
common difficulties of students during self-study process, specifically as follows:
1.5.5. General comment
Most teachers realize that the development of self-study capacity for students is
very necessary and important, but the use of positive teaching methods to develop selfstudy capacity for students is still limited. Actual results stem from the following reasons:
- The volume of Chemistry knowledge is quite huge added with new knowledge
make it difficult to for teachers to teach due to the time constraint, so students have a lot of
difficulties in learning Chemistry.
- Teachers still limit the use of positive teaching methods in the teaching process
- Students still do not have the habit of self-study as well as have any effective selfstudy methods. Also, lack of guidance from teachers and self-study materials can make
them feel difficult in self-study
Thus, to overcome the current situation for teachers, it is necessary to think of some
measures to develop self-study capacity effectively for students so they may not have any
difficulty in the process of self-study. This may also help them form and practice the habit
of self-study and which contributes to improving the quality of teaching.
CONCLUSION OF CHAPTER 1
Upon the overview of the research situation across the country and in the world,
we realize that the development of self-study capacity in teaching chemistry for high
school students is an important and urgent issue in meeting the needs of educational
innovation and training as a whole.
Following that direction in chapter 1, we have studied the theoretical basis of
developing self-study capacity for high school students and systemize some
theoretical issues on: self-study, study capacity, self-study capacity, assessment of
capacity, teaching methods and teaching models contributed to the development of
self-study capacity for students. We also conducted a survey on 131 teachers, 1150
students in grade 11 and grade 12 at 19 high schools in the central and southern
region of Vietnam, which shows that the use of positive teaching methods to the

development of self-studying capacity for students is still limited and students still
have difficulty in self-studying Chemistry. These are important theoretical and
practical basis for us to propose the structure of self-study capacity as well as to take
measures to develop self-study capacity for high school students in Chapter 2.


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CHAPTER 2
MEASURES FOR DEVELOPING SELF-LEARNING CAPACITY
FOR STUDENTS THROUGH TEACHING GRADE 11 TH
ORGANIC CHEMISTRY IN HIGH SCHOOL
2.1. High school Organic Chemistry program analysis
2.1.1. Location
2.1.2. Target
2.1.3. Structure and content
2.1.4. Teaching methods
2.2. Structure of self-study capacity in teaching Organic Chemistry of high
school students
2.2.1. Process of building self-studying competence structure in teaching
Organic Chemistry of high school students
2.2.2. Structure of self-study capacity framework in teaching Organic
Chemistry of high school students
- The ability to design a self-study plan is the ability to identify self-study
contents, methods and methods of self-study, and to determine self-study time and
expected results.
- The ability to implement a self-study plan is the ability to find self-study
information sources, analyze and process information and apply knowledge and skills
to solve learning situations / tasks.
- The ability to assess self-study results and adjust the self-study process is the

ability to analyze, compare and contrast self-study results with the requirements of
knowledge achievement standard, skills and self-study capacity. Then move to selfevaluate and adjust the self-study process.
The structure of self-study capacity framework of students is described in
Table 2.1 as follows:
Table 2.1. Structure of self-study capacity of high school students
Numerical
The component capacity Expressing self-study ability
order
1. Define goals and content to self-study.
Capacity to design self- 2. Identify methods and means of self-study.
1
study plans
3. Determine time for self-study and expected
results.
2
Capacity to implement 4. Collecting / Searching self-study


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3

information sources
5. Analyze and process the information
self-study plans.
searched.
6. Applying knowledge and skills to solve
learning situations / tasks.
7. Evaluate the results of self-study on a scale
Capacity to evaluate

of self-study ability and standard of
self-study results and
knowledge and skills.
adjust the self-study
8. Adjust and draw lessons for the next selfprocess
study task.

2.2.3. Criteria for evaluating self-study capacity in teaching Organic
Chemistry of high school students
2.2.4. Levels of expression self-study ability of high school students
2.3. Some measures to develop self-study capacity in teaching Organic
Chemistry in grade 11th high school
2.3.1. Measure 1. Design and use the guidance materials to teach Organic
Chemistry for students of grade 11th high school students
2.3.1.1. Orientation for designing self-study materials
2.3.1.2. The process of developing self-study materials
2.3.1.3. Design a system of questionares to guide students to self-study
according to the materials
a. Principles of designing self-study guide question system
b. Designing a system of questionares and Chemistry exercises to guide
students to self-study new materials
Based on the structure organic compounds as analyzed in combination with the
expression of students' self-study ability, we divide the types of self-directed study
questions in the following order:
(1) Questions guiding self-study of concepts and definitions of organic
substances
(2) Self-study guide questions about homology, isomers and general
formulas of organic substances
(3) Questions to guide self-study in nomenclature of organic substances
(4) Questions to guide self-study in physical properties of organic matter

For solubility, color, smell of organic matter, teachers can design questions to
guide students to do experiments themselves to draw conclusions about the solubility,
color, smell of the substance according to the research method. Teacher asks students
to read instructions for conducting experiments and performing experiments. Through


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this activity, students develop self-study capacity such as:
- Capacity to set up a plan to conduct experiments: determine the objectives,
methods, means and duration of experiment.
- Capacity to carry out experiments plan: prepare chemicals, tools and conduct
experiments. Observe, describe and make conclusion on solubility, color and odor of
organic matter.
Or teachers can ask questions for students to relate the actual solubility, color,
smell of some common substances in life.
For example:

Question
Question 1. Do research experiments on
solubility, color, smell of alkanes: Conduct
experiment for 5 ml of gasoline (including a
mixture of saturated hydrocarbons) in 50 ml of
water and add 2 (g) lubricant in 5 ml of gasoline.
From the results of the experiment, we can
comment on whether the alkane solubility in
water and whether alkanes can dissolve oil or fat.

Expression of self-study capacity
Question 1.

- Capacity to develop self-study plans:
+ Determining goals and self-learning
content: Test the solubility of gasoline
in water and grease in gasoline.
+ Identify testing methods and
facilities: Take gasoline and lubricant at
home or buy at the store. Chemicals:
gasoline, grease, water. Tools: glass
cup, stirring rod.
+ Determining time for experiments.
- Capacity to implement self-study plan
+ Search information source: Prepare
the above chemicals and tools.
+ Analysis and information processing:
Conduct experiments according to the
instructions.
+ Solve learning tasks: Observe,
describe the phenomenon and draw
conclusions about the solubility, color,
smell of gasoline.

(5) Questions to guide self-study about the chemical
properties of organic matter
(6) Self-directed questionnaire on application and modulation
c. Designing a system of questions and chemical exercises to guide students
in self-study and practice
In the study, we designed a system of questions and chemical exercises to
guide students in self-study exercises and review according to the learning contract.

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2.3.1.4. The process of organizing self-study activities according to the selfstudy guides
From the structure of self-study capacity presented in Table 2.1 and studying
the relationship between teaching and learning in organizing self-study activities of
students, we propose the process of self-study activities in chemistry teaching.
Organic learning includes 3 activities corresponding to the 3 components of selfstudy component as shown in Picture 2.2
Activity 1. Selfstudy planning

Activity 2.
.Implement a
self-study plan.

Activity 3.
Assess selfstudy results and
adjust the selfstudy process

TEACHERS
Teachers give out self-study
materials, use instructions and
ask students to plan for selfstudy.
Hình 2.

STUDENTS
Determine the content to
self-study, methods, means
and time of self-study.

Support
students

to
implement the self-study plan
with guidance materials

Search, process information
and apply knowledge and
skills to solve learning tasks.

Organize learning activities in
class: evaluate the results of
self-study
after
using
documents,
supplement
knowledge,
correct
troubleshooting and let students

Report self-study results, ask
questions, discuss and solve
classroom learning tasks.
Self-assessment, adjustment
and lessons learned.

2.3.1.5. Use self-study materials guide to study new materials
We designed self-study guide on Hydrocarbon included 3 chapters with 5 lessons
to study new materials (9 periods) and 2 practice exercises (4 periods) as follows:
The 11th hydrocarbon portion
Lesson

Lesson 25. Ankan (2 periods)
Chapter 5. Saturated hydrocarbons
Lesson 27. Practicing alkanes (2 periods)
Lesson 29. Anken (2 periods)
Chapter
6.
Unsaturated Lesson 30. Ankadien (1 periods)
Lesson 32. Ankin (1 periods)
hydrocarbons
Lesson 33. Practicing Ankin (2 periods)
Chapter
7.
Aromatic Lesson 35. Benzene and peers. Some other


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hydrocarbons. Source of natural
hydrocarbons.

Systematize

on aromatic hydrocarbons (3 periods)

hydrocarbons.
a. Self-study guide and lesson plan in new material study lesson
Example: Self-study guide and self-study activity lesson 25. Ankan
We design 3 experimental lesson plans as follows:
- Lesson 25. Ankan (2 periods). Lesson plan: K1
- Lesson 29. Anken (2 periods). Lesson plan: K3

- Lesson 32. Ankin (1 period). Lesson plan: K4
b. Self-study guide and lesson plan in practice lesson
In the study, we choose to use instructional materials in combination with the
contractual teaching method in teaching practice and revision.
(1). Document content
Illustrative example: A self-study guide for lesson 27. Practicing ankan
(2). Organize activities for students to study under contracts
Activity 1: Participate in research and sign contracts
Activity 2: Prepare a contract implementation plan
Activity 3: Perform duties in a contract
Activity 4. Acceptance of the contract
(3). Study contract and lesson plan
Example 1. Learning Contract Lesson 27. Practicing Ankan


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Table 2.3. The learning contract for lesson 27. Practicing Ankan
High school:.....................................
LEARNING CONTRACT
Class:................................
Lesson 27. Practicing Ankan
Full name of student:………………………….. Time from:………to:……………
Task

Content

request

Mode of


operation

Exercise 1. Test your


design skills
Exercise 2. Write down

2
the isomers and name 
the alkanes
Exercise 3. Write a

3
chemical equation about 
the properties of alkanes
Exercise 4. Exercise on


4
the alkanes reaction
Exercise 5. Exercise on


5
the reaction of alkanes
Exercise 6. Exercise on



6
the alkanes' fire reaction
Exercise 7. Exercise on

7
alkali
modulation 
reaction
Exercise
multiple


8
choice questions 8, 9,10
Exercise 11. Collect and

9
solve
Practical

Exercises
Mandatory mission
Coupon support
Optional mission
Maximum time
Progressing well
Personal activities
 Difficulty
Double team
Homework

Large team



1




5m



5m



5m

x



5m

x



5m

x



5m

x



5m



10 m



Need teachers to guide
Very comfortable
Normal
Unsatisfied
 Finished

I pledge to comply with the contract
Student
(sign, full name)



Selfassessment

Teacher
(sign, full name)


17

We design 2 experimental lesson plans as follows:
- Lesson 27. Practicing Ankan (2 periods). Lesson plan: K2
- Lesson 33. Practicing Anken (2 periods). Lesson plan: K5
2.3.2. Measure 2. Design an online course on moodle and apply the Blended
learning model to teaching
On the priciple of analyzing the signs of self-study capacity along with the
characteristics and goals of the Organic Chemistry curricula, we propose measures to
develop students' self-study capacity through designing the course "Organic
Chemistry 11” and apply Blended learning model to teaching
2.3.2.1. Orientation when designing the course "Organic Chemistry 11"
a. Object oriented
b. Direction of use
c. Content orientation
d. Form orientation
e. Directions feasible and effective
2.3.2.2. Course design process on Moodle learning management system
To design a course for students to self-study online on the Moodle learning
management system, proceed through 5 steps:
- Step 1: Install Moodle
Using Moodle system on “tuhochoahoc.com”
- Step 2: Create a course

After logging in with Admin’s authority on "tuhochoahoc.com" there are many
courses such as: Designing lectures, Audio books, Organic Chemistry topics, ... we
use the function to add new courses to create courses. self-study "Organic Chemistry
11" for high school students.

Figure 2.3. Website containing the course
- Step 3: Set up course information
- Step 4: Use Moodle's features to build the course
- Step 5: Develop content for lessons in the course
We designed the course "Organic Chemistry 11" in 5 chapters with 16 lectures,
16 self-study tests after each lesson and 5 final tests as follows:


18

Figure 2.5. The content of the chapters in the course
2.3.2.3. Activities of students in the course
2.3.2.4. Applying the Blended - Learning model in the "Organic Chemistry 11" course
a. Process of organizing teaching "Organic Chemistry 11" according to
Blended-Learning model
Applying a blended -Learning blending teaching model to the course
undergoing a 3-stage process as a diagram 2.7
Stage 1. Online
learning

Stage 2.
Studying in
class

Course

introduction

Troubleshooting

Lesson objectives

Organize learning
activities: Group
discussions,
experiments,
games, exercise
exercises, ...

Lesson

15 minutes test

Instructions for
solving exercises
and practice
Final exam in the
chapter

Stage 3.
evaluation

Student records
online
Self-study
notebooks, study

cards
Product
presentation


19

Example: Organize class learning activities on lesson 45. Carboxylic acid
Activity 1. Trouble-shooting (10 minutes)
Activity 2. Let students do experiments to verify the properties of carboxylic
acid (15 minutes)
- The groups present the results, explain phenomena and write chemical
equations on the study cards.
STUDY COUPON
The requirements are as follows:
- Read the objectives and how to conduct the experiment.
- Perform experiments according to the instructions in the ticket
- State the phenomenon, explain and write the mathematical representation in the
questionnaire.
- Draw conclusions about the chemical properties of carboxylic acid
Experi Experiment
with
the Experimental
Esterification experiment
ment
indicator is purple cabbage dissolution of
juice
eggshell
Target Prove that CH3COOH is 1 Effect of acetic Perform experiments on
acid

acid on CaCO3 esterification reactions
How to Put 2 ml of purple cabbage Pour a few In a test tube, 2 ml of
of ethyl alcohol, 2 ml of
proceed juice in 2 test tubes, add 2-3 pieces
drops of acetic acid solution eggshell
into acetic acid and 1 ml of
to tube 1 and 2-3 drops of the beaker, add concentrated H2SO4. Heat
HCl solution into tube 2. acetic acid to the tube gently over the
Observe the discoloration of cover
the flame of an alcohol lamp.
cabbage juice before and eggshell.
Comment on the smell of
after adding acid.
Observing the steam coming out of the
phenomenon.
test tube.
Phenom
ena
Explain
chemical
equation
Conclude:.........................................................................................................................
........................................................................................................................................
Activity 3. Understand how to distinguish edible vinegar and industrially
produced acetic acid (5 minutes)
Activity 4: Practice Exercises (15 minutes)


20

2.4. Assess self-study ability in teaching Organic Chemistry of grade 11
students in high school
2.4.1. The objective of self-study competency assessment
2.4.2. Use the capacity assessment sheet
2.4.2.1. Student self-assessment form for teachers
2.4.2.2. Student self-assessment form
2.4.3. Use the teacher questionnaires
CONCLUSION OF CHAPTER 2
Based on the analysis of content characteristics and structure of Organic
Chemistry in high school we have concluded the advantages and disadvantages of the
content and made some arrangement in the curricula from which to propose solutions,
methods to develop self-study ability. In order to ensure the scientific matters and
feasibility of measures proposed to develop self-study capacity, we propose a
structure of self-study capacity included 3 component competencies, 8 criteria of selfstudy ability and four degrees for each criteria. Since then we have designed a toolkit
to assess the self-study ability of high school students in teaching Organic Chemistry,
including: a self-assessment of students' self-study ability for teachers, selfassessment sheet for self-study ability, teacher questionnaires
Based on the determination of principles and the process of developing self-study
materials, we have proposed measures to design and use Organic Chemistry selfstudy guides for grade 11 students in high school. Self-study guide on hydrocarbon
has been developed in 3 chapters with 5 research papers on new materials (9 periods)
and 2 exercises (4 periods). Through theoretical research on moodle system and
blended learning model, we have proposed measures to design online courses on
moodle system and apply the Blended learning model in teaching Organic Chemistry.
We have designed the course "Organic Chemistry 11" in 5 chapters with 16 lectures,
16 self-study tests after each lesson and 5 final tests. Since then 8 lesson plans have
been drafted to implement 2 measures to develop self-sufficiency for students in
teaching Organic Chemistry in high school.


21

CHAPTER 3
EXPERIENCING PROFESSOR
3.1. Purpose and empirical task
3.1.1. Experimental purposes
3.1.2. Experimental mission
3.2. Geographical areas, subjects and pedagogical experiment content
3.2.1. Select experimental areas
Pedagogical experiment areas are high schools in the Central and Southern
regions. Information is shown in table 3.1.
Table 3.1. Statistical information field experiments
Numerical
order
1
2
3
4
5
6
7

Name of experimental school
Mai Anh Tuan High school
Tư Nghia 1 High school
Tran Quoc Tuan High school
Huynh Thuc Khang High school
Dau Giay High school
Tam Phu High school
Trung Vuong High school

Province / City

Thanh Hoa
Quang Ngai
Quang Ngai
Khanh Hoa
Đong Nai
Ho Chi Minh city
Ho Chi Minh city

3.2.2. Select experimental subjects
3.2.3. Experimental content pedagogy
Table 3.2. Experimental content pedagogy
Experi
Experiment Numeric
Lesson mental
Specific content
al measures al order
plan
explor
ation
Measure 1.
Lesson 25. Ankan (2
1
K1
x
Design and
periods)
Lesson
27.
use
selfPracticing Ankan (1 K2

x
study guide 2
period)
in teaching
Lesson 29. Anken (2
Organic
3
K3
periods)
Chemistry
4
Lesson 32. Ankin (1 K4
period)

Experi
ment
round
1

Experi
ment
round
2

x

x

x

x

x

x

x

x


22

5

Lesson
33.
Practicing
Anken, K5
Ankin (2 periods)
Lesson 40. Ancol
K6
(period 2)
Lesson
44.
Aldehydes - Ketones K7
(period 1)

x

x

Measure 2.
6
x
x
x
Design an
online
x
x
course on 7
moodle and
apply
the
Lesson
45.
Blended
8
Carboxylic
acid K8
x
x
learning
(period 2)
model
to
teaching
3.3. Pedagogical experiment method, collecting and processing
pedagogical experiment data

3.3.1. Experimental method of pedagogy
3.3.2. Data collection and processing of pedagogy
3.3.2.1. Collect and evaluate qualitative results
3.3.2.2. Collect and evaluate quantitative results
Step 1. Select research design
In applied pedagogical science research, there are 4 types of research designs
to fit the research content, we choose 2 designs:
Design 1: Design test before and after the impact on single group.
Design 2: Design test before and after the impact on the equivalent group.
Step 2. Measure - collect data
a. Design and use of measurement tools
b. Data collection:
Step 3. Data analysis
a. Data description
b. Compare data
3.4. Pedagogical experiment plan
3.4.1. Experimental exploration (school year 2016-2017)
3.4.2. Pedagogical experiment round 1 (school year 2017-2018)


23

Table 3.5. Statistical information of pedagogical experiment round 1
High
school- Name
Province / City
teacher
Mai Anh
Thanh Hóa

Tuan-

Tư Nghia 1 - Quang
Ngai
Tran Quoc Tuan Quang Ngai
Huynh Thuc Khang Khanh Hoa
Dau Giay Đong Nai

of Lesson plan Grade, number of
students, Symbol
TN
ĐC
K1,2,3,4,5
11A, 42
11E, 41
Mai
Thi
1TN1
1ĐC1
Thao
K6,7,8
K1,2,3,4,5
11A2, 43 11A12,41
Nguyen Thi
1TN2
1ĐC2
Lan Anh
K6,7,8
K1,2,3,4,5
11B7, 42 11B5, 43

Vo Thi Thanh
1TN3
1ĐC3
Chau
K6,7,8
K1,2,3,4,5
11B6, 43 11B8, 42
1TN4
1ĐC4
Vo Thi Tuyet
K6,7,8
Nguyen Thi
Hong Tuyet

Trung Vuong - HCM Tran
city
Thang

Van

Luu
Quyen

Thi

Tam Phu - HCM city
Tổng số HS

K1,2,3,4,5
K6,7,8

K1,2,3,4,5
K6,7,8
K1,2,3,4,5

11C4, 41
1TN5

11C5, 40
1ĐC5

11A2, 42
1TN6

11A5, 44
1ĐC6

11A2, 43
1TN7

11A6, 43
1ĐC7

296

294

K6,7,8

Time

12/201702/2018
03-04/2018
12/201702/2018
03-04/2018
12/201702/2018
03-04/2018
12/201702/2018
03-04/2018
12/201702/2018
03-04/2018
12/201702/2018
03-04/2018
12/201702/2018
03-04/2018

3.4.3. Pedagogical experiment round 2 (academic year 2018-2019)
The implementation of pedagogical experiment round 2 is similar to round 1.
3.5. Pedagogical experiment results
3.5.1. Qualitative results
3.5.2. Quantitative results
a. Results obtained from the teacher evaluation form
(1). Results of measure 1 "Designing and using the guidance documents for
high school geometry of grade 11 high schools"
Table 3.8. Statistics of average scores of students' mathematical
competence criteria through 5 lesson plans applying measure 1 (according
to the two rounds of experiment)
Number
GPA of self-study ability through lesson plans
K2
K3

K4
K5
evaluation K1
V1 V2
V1
V2
V1
V2
V1
V2 V1
V2
criteria
1
2.87 3.13 3.13 3.28
3.34 3.37
3.42 3.4 3.54 3.53


24

4
3.5
2
2.35 2.68 2.89 2.93
3.27 3.42
3.41
3.55 3.60
1
3.5
3

2.52 2.83 2.95 3.15
3.49 3.47
3.57
3.57 3.63
2
3.5
4
2.45 2.77 2.89 3.13
3.29 3.38
3.40
3.60 3.59
5
3.4
5
2.83 2.90 3.13 3.07
3.40 3.45
3.51
3.51 3.64
8
3.5
6
2.92 3.03 3.21 3.43
3.34 3.48
3.50
3.60 3.67
3
3.5
7
2.66 2.81 3.14 3.09
3.26 3.42

3.38
3.55 3.58
1
3.4
8
2.43 2.79 3.05 3.03
3.19 3.30
3.46
3.46 3.60
2
Mức độ
3,5
2,63 2,87 3,05 3,14 3,32 3,41 3,46
3,55 3,60
NL
0
Table 3.9. The parameters featured through 5 lesson plans for measure 1 - round 1
Parameters
GPA / 32
Standard
deviation

Result of round 1
K1
21,02

K2
24,39

K3

26,58

K4
27,65

K5
28,38

3,98

2,78

2,57

1,83

2,07

Compare
Compare
Compare results Compare results
results K3 results K4 and
K1 and K2
K2 and K3
and K4
K5
P value of T 6,2.10-30
test
Influence level 0,85
medium

ES

1,13.10-20

4,31.10-12

3.52.10-6

0,79
medium

0,42
low

0,39
low


25

Figure 3.6. A graph of student self-development capacity through lesson
plans- round 1
(2). Results of measure 2 "Designing online courses on moodle system and
applying Blended learning model in teaching"
(3). Analysis and discussion
b. Results obtained from student rubric
(1). Results of measure 1 "Designing and using guidance materials for
studying Organic Chemistry of grade 11 high schools"
(2). Results of measure 2 "Designing online courses on moodle system and
applying Blended learning model in teaching"

(3). Analysis and discussion
c. Results obtained from the teacher questionnaire
d. The results obtained from the assessment are based on skill knowledge
standards
(1). Results of measure 1 "Designing and using guidance materials for
studying Organic Chemistry of grade 11 high schools"
(2). Results of measure 2 "Designing online courses on moodle system and
applying Blended learning model in teaching"
(3). Analysis and discussion
CONCLUSION OF CHAPTER 3
Based on the analysis of qualitative results, quantitative experimental data in 7
high schools in 5 provinces and cities in the Central and Southern regions, we come
up with two measures to develop self-study capacity for students in teaching Organic
Chemistry and it seems to be feasible and effective. Based on the results of the