Biên soạn và sử dụng bài tập tự học phần hóa học đại cương nhằm bồi dưỡng năng lực tự học cho học sinh trung học phổ thông tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING
VINH UNIVERSITY

NGUYEN THI PHUONG LIEN

COMPILING AND USING SELF-STUDY EXERCISES IN
GENERAL CHEMISTRY MODULE TO FOSTER SELFSTUDY CAPACITY FOR HIGH SCHOOL STUDENTS

Major: Theory and Teaching Methodology of Chemistry
Code: 9140111

SUMMARY OF DOCTORAL THESIS OF SCIENTIFIC EDUCATION

NGHE AN - 2020


The thesis was completed at Vinh University

Supervisors:
1. Assoc.Prof., Dr. Cao Cu Giac
2. Assoc.Prof., Dr. Nguyen Xuan Truong

Reviewer 1: Assoc.Prof., Dr. …………………………………
Reviewer 2: Assoc.Prof., Dr. …………………………………
Reviewer 3: Assoc.Prof., Dr. …………………………………

The thesis will be defended in front of the University Thesis Evaluation Council at
Vinh University at … am/pm on …, 2020

The thesis can be found at Vietnam National Library or
Nguyen Thuc Hao Library – Vinh University

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INTRODUCTION
1. Rationale
Resolution of the 8th Central Conference Session XI confirmed: “... Focusing on
teaching how to learn, thinking, encouraging self-study, creating a basis for learners to
update and renew their knowledge, skills and develop their ability by themselves”.
To response that training goal, it is necessary to renovate the teaching method in the
education strategy follow orientation of developing ability, focusing on fostering self-study
capacity for students.
In current practical teaching, students' awareness and motivation are not high. Students
are also passive, lack of self-awareness in acquiring knowledge. In addition to the factors such
as overload of knowledge, the program content is still heavy in theory, in favor of academic
knowledge, lacks of applicability, etc, measures to help students be proactive and positive
promote maximum capacity for students.
One of the measures to foster self-study capacity for students is using chemistry
exercises.
In the High School Chemistry program, general knowledge in Chemistry is mainly
concentrated in the 10th and 11th grade programs and plays an important role in helping
students explain the molecular structure and physical and chemical properties of inorganic
and organic substances as well as their preparation and application methods. However, these
are complex and abstract knowledge for junior high school students, requiring students to
have to memorize, understand and apply well to promote the effectiveness of learning about
substances and specific chemical compounds.
Stemming from the above reasons, we choose the topic: "Compiling and using selfstudy exercises in general chemistry module to foster self-study ability for high school
students".
2. Purpose of the research
Fostering self-study capacity for high school students through the compilation and using

self-study exercises in general chemistry module.
3. Task of the research
- Research theoretical and practical basis of the topic:
+ Theoretical basis of self-study, capacity, self-study capacity, and Chemistry
exercises; Active learning and experience; Bloom's cognitive competence scale;
+ The practical basis of self-study in Chemistry of students at high schools today and
the levels of using chemistry exercises of teachers in the teaching process to foster student's
self-study capacity as well as the teacher's understanding of self-study exercises in Chemistry;
Studying the levels of expression of self-study capacity through Chemistry self-study
exercises of high school students.
+ Researching and proposing measures to foster self-study capacity in chemistry
through chemistry self-study exercises of high school students: Researching to identify the
content of the general Chemistry module in the program of basic high school chemistry;


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Building the self-study capacity framework in Chemistry through Chemistry self-study
exercises and the standards of component competencies; Studying to identify the principles
and processes of formulating self-study exercises; Establishing the Chemistry self-study
exercises system in general chemistry module for fostering self-study ability for high school
students; Proposing some measures for fostering self-study ability for high school students
through the Chemistry self-study exercises at high schools; Designing a toolkit to assess for
self-study ability through the Chemistry self-study exercises.
- Pedagogical experiment to assess the effectiveness and feasibility of the built selfstudy exercises system and the proposed measures.
4. Object and subject of the research
4.1. Object: The process of teaching chemistry in high school.
4.2. Subject: The compilation and use of general chemistry self-study exercises system to
foster self-study capacity for high school students.
5. Scope of the research

5.1. Content of the research
Compiling and using self-study exercises in general chemistry (general base chemistry
knowledge part) which belong to the basic program, to foster self-study ability for high school
students.
5.2. Research area
Some high schools in Dong Thap, Dong Nai, Ho Chi Minh City, Quang Ngai, Nghe An,
Ha Tinh, and Thanh Hoa.
5.3. Research time: From December 2015 to February 2020.
6. Research Hypothesis
If the self-study exercises in general chemistry module are compiled and used
appropriately, effectively, they will foster self-study ability for students, thereby improving
the quality of current chemistry teaching at high schools.
7. Research methods
Used theory research methods (analysis, synthesis, classification, systematization),
practical research methods (survey method, interview, experimental research method, and
expert method), information processing method (Statistical method).
8. Contribution of the thesis
8.1. On the theory side
- Systematize and clarify some theoretical and practical issues as a basis for fostering
self-study ability for high school students through the self-study exercises system in general
chemistry module.
- Proposing the concept of self-study exercises in Chemistry.
8.1. On the practical side
- Developing a framework of chemistry self-study capacity, identify the expressions,
criteria, and indicators of the level of developing self-study capacity through the self-study
exercises system in general chemistry module.


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- Designing a toolkit to assess for chemistry self-study capacity through self-study
exercises at high schools.
- Establishing the Chemistry self-study exercises System in general chemistry module
for fostering self-study ability for high school students.
- Proposing 3 measures to use self-study exercises in teaching chemistry to foster selfstudy capacity for high school students.
9. Structure of the thesis
In addition to the introduction (4 pages), conclusions, suggestions (2 pages), references,
the thesis is presented in 3 chapters:
Chapter 1. Theoretical and practical basis for self-study capacity and chemistry
exercises (36 pages).
Chapter 2. Compiling and using the self-study exercises in general chemistry module to
foster self-study capacity for high school students (98 pages).
Chapter 3. Pedagogical experiment (22 pages).
Chapter 1
THEORETICAL AND PRACTICAL BASIS FOR SELF-STUDY CAPACITY AND
CHEMISTRY EXERCISES
1.1. Overview of the research situation
In the history of education in the world, the problem of self-study was researched by
scientists early. At present, it is still a hot issue for current and future educational researchers
because self-study is very important, determining every academic success, which is a
guarantee for efficiency and quality of all educational and training processes. Some scientists
study typical self-study issues such as John Dewey (USA), T. Makiguchi (Japan), Rubakin
(Russia), Cark Rogers (USA), Klas Mellander (Netherlands), Gordon. Green Jr. (USA), Alina
Gil (Poland), etc.
Up to now, in Vietnam, there have been many seminars, thematic reports, training for
teachers on renovating teaching methods in the direction of developing capacity for students
including primary students. Several studies of domestic scientists on self-study are also
concerned. Since 2014, the Ministry of Education and Training has implemented the Teaching
Innovation program under the orientation of developing students' capacity, in which, the
primary energy is one of the top focuses. Besides, many types of research on developing

mathematical representation for students have also been interested in all subjects and levels.
In the field of teaching chemistry, some studies are also interested in fostering the
mathematical competence of students such as proposing “Methods of self-study and selfstudy for students to meet the requirements of institutional training. credits ”by author Cao
Cu Giac; the book "Self-study good chemistry in grades 10, 11 and 12" by author Cao Cu
Giac; some doctoral theses of authors Duong Huy Can, Nguyen Thi Nga, Nguyen Thi Kim
Anh, Le Trong Tuan, etc.
Through researching materials in Vietnam and other countries, we realize that the


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problem of self-study and developing self-study has been concerned in all subjects and levels.
In the field of chemistry teaching, researches on self-study and developing self-study focus
on designing tools to support self-study such as designing application software, electronic
lessons, preliminary school supplies or using chemistry exercises. However, researches on
using chemistry self-study exercises in general chemistry modules at high schools to foster
self-study capacity for students has not been paid enough attention.
1.2. Self-study
1.2.1. The concept of self-study
Self-study is a process of individual self-discipline, activeness, independence selfacquiring knowledge in a certain area of life by one's actions to achieve a certain purpose.
1.2.2. Forms of self-study
- Self-study without guidance.
- Self-study with instruction.
- Self-study with direct instruction
1.2.3. The self-study process of students
Self-study cycle of students is a 3-time cycle: Self-study; Self-expression; Self-test, selfregulation.
1.2.4. The role of self-study
1.3. Fostering self-study capacity for students
1.3.1. Capacity
Capacity is a combination of psychological attributes of an individual, formed and

developed in a specific field of activity. The concept of capacity used in our thesis is
understood as the ability to perform, know and do (know-how), not just know and understand
(know-what).
1.3.1.1. Concept of capacity
1.3.1.2. Structure of capacity
1.3.1.3. Classification of capacity
1.3.1.4. Capacity of student
Student’s capacity is the ability to master systems of knowledge, skills, attitudes ...
suitable to their age and operating (connecting) them appropriately in implementing learning
tasks successfully and solving issues raised for themselves in life effectively.
1.3.1.5. Developing a student’s capacity
1.3.2. Self-study capacity and self-study capacity in Chemistry
The concept of self-study capacity is the ability of learners to conduct self-study
activities. Self-study capacity in Chemistry is the self-study capacity of learners formed and
developed through Chemistry.
1.3.3. Theoretical background for teaching to develop student’s capacity
1.3.3.1. Lev Vygotsky's Theory of Development Zone (1896 – 1934)
1.3.3.2. The theory of response to the question of Rasch
1.3.3.3. Robert Glaser's capacity development path (1921 – 2012)


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1.3.3.4. Cognitivism Theory
1.3.3.5. Constructivism Theory
1.4. Active learning and experience
1.5. Bloom's cognitive competence scale
1.6. Chemistry exercises
1.6.1. Concept of chemistry exercises
Chemistry exercises are exercises include questions or chemical problems, while

completing them, students can grasp and perfect a certain knowledge or skill.
1.6.2. The function of chemistry exercises
1.6.3. Classification of chemistry exercises
1.6.4. Stages of the process of solving chemistry exercises
1.6.5. Some positive teaching methods and techniques are often used in conjunction with
chemistry exercises
1.6.5.1. Group teaching method
1.6.5.2. Contract-based learning
1.6.5.3. Flipped Classroom
1.7. The survey of students’ self-study at high schools today
We surveyed 72 teachers teaching chemistry and 1268 students at high schools in the
provinces of Dong Thap, Dong Nai, Ho Chi Minh City, Quang Ngai, Quang Binh, Nghe An,
Ha Tinh.
1.7.1. The reality of students’ self-studying Chemistry at high school today and the levels
of using chemistry exercises of teachers in the teaching process to foster student's ability
as well as an understanding of teachers about Chemistry self-study exercises
According to the survey data, the current system of chemistry exercises in student books
and workbooks is in moderate quantities but still not diversified to respond better for teaching
chemistry. Teachers still face many difficulties in using chemistry exercises in teaching
mainly due to the limited time, the levels of students in the class is not equal and due to the
low ability of students' self-studying. Students also face many difficulties when solving
chemistry exercises because most of the exercises have no answers, no sample answers, there
is not a diversified system of chemistry exercises, lack of information to solve the exercises.
Teachers often use chemistry exercises in teaching chemistry, especially in fostering
self-study ability for students. Students spend a lot of time on self-studying Chemistry, they
mainly learn by themselves through reference materials or the chemistry exercises system
compiled by teachers.
91.67% of teachers said that the self-study exercises are the exercises that contain the
necessary information to help students can solve the exercises. These exercises help teachers
in all stages of the teaching process from teaching new lessons, reviewing, strengthening, to

checking and assessing student learning results. The current trend of compiling chemistry
exercises systems is mainly compiled in chapters or thematic sections.
1.7.2. Studying the levels of expression of the self-study ability of high school students


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The most teachers and students (over 50%) think that chemistry self-study ability in high
schools includes 4 levels: Collecting and selecting materials; Read and understand materials;
Analyze the data from materials; Applying the data from materials. Each level includes 4
expressions.
Summary of chapter 1
In chapter 1, we have reviewed the research situation in Vietnam and other countries.
We have studied the theoretical basis of self-study capacity and chemistry exercises.
We have also conducted a survey of the reality of students' self-studying Chemistry at
high schools and the level of using chemical exercises of teachers in the teaching process to
foster self-study ability for students as well as teacher's knowledge about Chemistry self-study
exercises and studied the levels of expression of the self-studying ability of high school
students. The survey data shows that the needs of students, as well as teachers, are the need
for a diverse chemistry exercise system, which contains the necessary information to solve,
as well as the necessary guidance to suggest for students can do chemistry exercises well.
91.67% of teachers said that the self-study exercises are the exercises that contain the
necessary information to help students can solve the exercises. The current trend of compiling
chemistry exercises systems is mainly compiled in chapters or thematic sections. The most
teachers and students think that chemistry self-study ability in high schools includes 4 levels:
Collecting and selecting materials; Reading and understanding materials; Analyzing the data
from materials; Applying the data from materials.
The research results of theory and practice have confirmed the compilation and use of
self-study exercises in teaching chemistry to foster self-study capacity for high school
students is an urgent issue, meeting the requirements of innovation current general education.

The above research results will be the basis for us to propose the self-study capacity
framework through self-study exercises, a compilation of self-study exercises system and
proposing measures to use self-study exercises to improve self-study ability chemistry for
high school students which are presented in Chapter 2.
Chapter 2
COMPILING AND USING THE SELF-STUDY EXERCISES IN GENERAL
CHEMISTRY MODULE TO FOSTER SELF-STUDY CAPACITY FOR HIGH
SCHOOL
2.1. Analysis of objectives and structural characteristics of the general chemistry
program in high school
In the high school chemistry program, the general chemistry part is concentrated mainly
in grade 10 and is further supplemented in grades 11 and 12. General knowledge is applied
inherited and developed. The mainstream theories provided to students also through the
General Chemistry section such as atomic-molecular theory, chemical structure theory,
electrolyte theory, etc. These are abstract knowledge, students are difficult to access. But it is


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the knowledge that affects directly the acquisition of inorganic and homologous ranges of
organic compounds.
2.2. The framework of self-study capacity and criteria for assessment chemistry selfstudy capacity through chemistry self-study exercises in high school
2.2.1. Principles of construction
The framework of self-study capacity in chemistry through chemistry self-study
exercises built should ensure 5 principles: (1) accuracy and science; (2) objectivity; (3)
pedagogy; (4) practicality; (5) comprehensiveness.
2.2.2. Construction process
The framework of self-study capacity in chemistry through chemistry self-study
exercises is built in 5 steps: (1) Studying materials as a basis for building a framework of selfstudy capacity in chemistry; Surveying teachers' opinions on the manifestations of self-study
capacity in chemistry at high school; (2) Identify component competencies and assessment

criteria; (3) Develop the evaluation level of each TC; (4) Consult, consult experts; (5) Revise,
supplement and finalize the mathematical framework and description of criteria to assess.
2.2.3. The framework of self-study capacity in chemistry through chemistry self-study
exercises
Table 2.1. The framework of self-study capacity in chemistry through chemistry self-study
exercises
No
Component capacity
Criteria (Expression)
Collecting
and
selecting 1. Collecting and selecting print materials (books,
chemical materials (books, newspapers, scientific publications, etc.)
1
newspapers,
scientific 2. Collecting and selecting electronic materials
publications, etc.)
(books, newspapers, scientific publications,
learning software, etc.)
3. Reading and understanding of chemical
Reading and understanding materials in Vietnamese
2
chemical materials
4. Reading and understanding of chemical
materials in English
5. Analyzing the data from chemical materials to
Analyzing the data from
determine the accuracy of the information
3
chemical materials

6. Analyzing the data from chemical materials to
elucidate knowledge or chemical issues of interest
7. Applying the data from chemical materials to
Applying the data from
improve chemical knowledge and skills
4
chemical materials
8. Applying the data from chemical materials to
propose difficult problems and find solutions
2.2.4. The criteria to assess self-study capacity in Chemistry through Chemistry self-study
exercises


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Table 2.2. The criteria to assess self-study capacity in Chemistry through Chemistry selfstudy exercises
Levels
Criteria
1
2
3
4
Collecting and selecting chemical materials
1. Collecting Knowing
to To list and to To classify and To find some
and selecting collect
collect
to
refine materials
in

print materials materials
materials from materials
English
in
(books,
related
to trusted
and related
to addition
to
newspapers,
chemical
mainstream
academic issues Vietnamese
scientific
knowledge but sources
that or content of materials
to
publications,
not yet to select support
interest
expand learning
etc.)
as well as be learning
resources related
able to classify
to
difficult
learning issues
2. Collecting Knowing

to Finding online Using advanced Using advanced
and selecting search
for materials
"keywords" in "keywords"
in
electronic
materials online related
to Vietnamese to English,
search
materials
but not yet to learning
localize search trusted materials
(books,
select as well as content but the content
from of open resources
newspapers,
be
able to scope of search trusted
on the internet
scientific
classify
is too wide due resources
on related to learning
publications,
to unknowing the
internet issues or content
learning
to use advanced related
to of interest
software, etc.)

"keywords"
academic issues
or content of
interest
Reading and understanding chemical materials
3. Reading and Reading
To
identify Presenting the Explain
the
understanding
various
information
knowledge of chemical
of
chemical chemical
related
to chemistry
knowledge written
materials
in materials
in chemical
written
in in the materials
Vietnamese
Vietnamese
knowledge in materials
materials
4. Reading and To read and to To read and to To
translate To
translate

understanding
translate
a translate
the correctly
the correctly
the
of
chemical portion of the entire contents content
of content
of
materials
in content
of of materials but materials and materials
and
English
materials
not completely present
the explain
the
accurate
chemical
chemical


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knowledge
materials
Analyzing the data from chemical materials
5. Analyzing To

compare To exchange
the data from materials’
with the teacher
chemical
information
to
determine
materials
to with
other the accuracy of
determine the sources
the information
accuracy of the
information

6. Analyzing To point out the To arrange in
the data from information on ascending order
chemical
materials
of necessity of
materials
to related to the information to
elucidate
issue of interest solve problems
knowledge or
of interest
chemical issues
of interest
Applying the data from chemical materials
7. Applying the To summarize To summarize

data
from chemical
key chemical
chemical
knowledge
knowledge for
materials
to which
is the
learning
improve
applied only in process in the
chemical
text
form, form of a mind
knowledge and without having map, a system
skills
a
systematic of keywords,
arrangement or tables, charts,
charting
of graphs, ... so
acquired
very easy to
knowledge,
remember and
leads
to use flexibly
difficulties in
the process of

memorizing
and applying
8. Applying the To propose a To propose at
data
from solution
to least
two

in knowledge in the
materials

To
verify
information of
materials
through many
channels

To summarize
the data which
is
used
in
materials
for
learning
and
research
purposes

To
solve
chemistry
exercises based
on self-study
knowledge that
has
been
synthesized but
the solution is
not complete to
the maximum

The argument to
affirm the correct
and
important
information,
eliminate
the
interference
or
adjust
the
information of the
materials
To
build
a
relationship

between
the
information
of
materials and the
problems which
have to be solved

To
solve
chemistry
exercises
completely,
including difficult
ones based on data
from
self-study
materials

To propose at To propose at least
least
two two
different


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chemical
materials
to

propose
difficult
problems and
find solutions

solve a given
chemical
problem
through
selfstudy materials

different
options to solve
a
given
chemical
problem
through selfstudy materials

different
options to solve a
options to solve given
chemical
a
given problem through
chemical
self-study
problem
materials;
To

through self- propose
more
study materials; difficult problems
To proposing and accompanying
more difficult the
solution
problems but completely
there is no plan
to solve or
incomplete
solution
In there: Level 1. Weak capacity (from 0 to 4 marks); Level 2. Average capacity (from 5 to 6
marks); Level 3. Pretty good capacity (from 7 to 8 marks); Level 4. Good capacity (from 9 to
10 marks).
2.3. Chemistry self-study exercises
2.3.1. Concept of self-study exercises
Chemistry self-study exercises are structured questions or problems with two parts:
- Introduction part: Providing additional information in the form of text and picture
channels concisely and vividly, helping students have the necessary data to solve problems
by themselves.
- Question part: It consists of many questions (at least 3 questions) which are compiled
in many different forms (essay and objective test) with levels from easy to difficult in which
focus on developing self-study capacity and applying knowledge of students (knowledge,
comprehension, application, and creative application).
2.3.2. Characteristics of Chemistry self-study exercises
- Providing necessary information and chemical facts for students to solve the problem
by themselves.
- Helping students occupy knowledge of Chemistry by themselves.
- There is a differentiation about levels in each question to help students self-assess their
learning results so that they can adjust learning methods to achieve the best results.

2.3.3. Principles and process of building self-study exercises
2.3.3.1. Principles
The construction of self-study exercises should ensure 5 principles: (1) accuracy and
science; (2) fit and differentiated students; (3) consistency with stated program objectives and
content; (4) relevant knowledge, inheritance, and development; (5) requirements,
characteristics of self-study exercises and criteria for self-study ability.
2.3.3.2. The process of building self-study exercises


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Chemistry self-study exercises are built according to the following steps:
Step 1. To determine the exercise goals.
Step 2. To prepare the knowledge and skills related to the exercise.
Step 3. To write the exercise, in which, to write the lead of the exercise including
extensive and advanced knowledge facts, using illustrations to increase attractiveness for
students; write questions (multiple choice or essay) on a scale of levels of perception from
easy to difficult (know, understand, manipulate, create).
Step 4. To remove unnecessary data, correct the contents of the introduction part and
questions, correct spelling errors, rewrite the lead and questions, ... to complete the exercise.
To re-solve the exercises in different ways (if any), analyzing the meaning and effect of each
question as well as the whole exercise.
Step 5. To assess self-study ability for students after doing the exercises.
An example illustrating steps to build self-studying exercises about the content
"Factors affecting the reaction rate" in grade 10 Chemistry program.
Step 1. To determine the exercise goals: The exercise help students self-study about the
factors that affect the reaction speed.
Step 2. To prepare the knowledge and skills related to the exercise:
- Factors that affect the reaction speed.
- Apply the formula to calculate the reaction rate.

Step 3. To write the exercise:
Exercise: To increase the speed of a reaction, we need to change factors such as
increasing concentration, increasing temperature, increasing pressure, increasing contact area
and adding appropriate catalysts.
1. (Knowledge level) In the following each pair of reactions, which reaction has greater
speed than the other one?
a) Fe + CuSO (2M) and Fe + CuSO (4M)
b) Zn + CuSO (2M, 25 C) and Zn + CuSO (2M, 50 C).
c) Zn (grain) + CuSO (2M) and Zn (powder) + CuSO (2M)
,

d) 2H + O ⎯⎯⎯⎯⎯ 2H O and 2H + O ⎯⎯⎯⎯⎯⎯⎯⎯ 2H O
2. (Comprehension level) Explain the difference in reaction rate in the above cases?
3. (Application level) Indicate the speed of the reaction Fe + CuSO (2M)by how many
times the reaction Fe + CuSO (4M)when both reactions occur at the same temperature? You
are given the formula for calculating the speed of a reaction A + B  C + D is V = kCA.CB.
4. (Creative application level) Give factors increase the speed of reaction in the
following cases:
- Cooking in a pressure cooker faster than cooking in a normal cooker.
- People often chop wood before cooking.
- To blow air into the stove to make the fire burn bigger.
Step 4. To remove unnecessary data, correct spelling mistakes, rewrite the introduction
part and questions, etc, to complete the exercise. Re-solve the exercise in different ways,


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analyzing the meaning and effect of each question as well as the whole exercise. We have the
answer to the exercise as follows:
1. The reaction that has greater speed is

a) Fe + CuSO (4M)
b) Zn + CuSO (2M, 50 C)
c) Zn (powder) + CuSO (2M)
,

d) 2H + O ⎯⎯⎯⎯⎯⎯⎯⎯ 2H O
Meaning: The question helps students to use the data in the introduction part, They
identify the reaction with greater speed based on the effects of one of the factors that increase
the reaction rate. Therefore, students can easily acquire knowledge about the factors that
increase the reaction rate. However, this question is not strict because of comparing the speed
of reactions, besides the changing conditions, other conditions must be kept the same. It is,
therefore, necessary to rewrite this question.
2. The difference in the reaction rate in the above cases is:
a) The two reactions are different about the concentration of CuSO so the reaction of
Fe + CuSO (4M) that has a bigger concentration of CuSO will have a greater speed.
b) The two reactions are different in temperature, so the reaction of Zn +
CuSO (2M, 50 C) with higher temperature will have a higher speed.
c) The two reactions are different in the contact area of Zn, whereby Zn (powder) has a
larger contact area than Zn (grain), so the reaction Zn (powder) + CuSO (2M) has a higher
speed.
,

d) The two reactions are different in the catalyst so that 2H + O ⎯⎯⎯⎯⎯⎯⎯⎯ 2H O
has a higher speed.
Meaning: The question helps students to identify and explain the factors that increase
the reaction rate.
3. The speed of the reaction Fe + CuSO (2M) is 1/2 times of the reaction Fe +
CuSO (4M).
Meaning: The question helps students apply the formula to calculate the given reaction
speed to compare the speed of two reactions with two different initial concentrations. Students

receive knowledge when the concentration of reactants increases, the reaction rate also
increases. However, it is possible to put the data of this question on the introduction part, to
avoid too specific suggestions to force students have to think.
4. Factors that increase the rate of reaction in the following cases:
- Increasing in temperature due to increased pressure.
- Increasing the contact area.
- Increasing the concentration.
Meaning: The question helps students apply the factors that increase the speed of
reaction in practice.


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After checking the spelling, adding conditions for question 1, putting the data in question
3 on the introduction part, the exercise is completed as follows:
Exercise: In order to increase the speed of a reaction, we need to change factors such as
increasing concentration, increasing temperature, increasing pressure, increasing contact area
and adding appropriate catalysts. You are given the formula for calculating the speed of a
reaction A + B  C + D is V = kCA.CB.
1. In the following each pair of reactions, which reaction has greater speed than another
one (if no further notes are compared in the same condition)?
a) Fe + CuSO (2M) and Fe + CuSO (4M)
b) Zn + CuSO (2M, 25 C) and Zn + CuSO (2M, 50 C).
c) Zn (grain) + CuSO (2M) and Zn (powder) + CuSO (2M)
,

d) 2H + O ⎯⎯⎯⎯⎯ 2H O and 2H + O ⎯⎯⎯⎯⎯⎯⎯⎯ 2H O
2. Explain the difference in reaction rate in the above cases?
3. Indicate the speed of the reaction Fe + CuSO (2M) by how many times the reaction
Fe + CuSO (4M), when both reactions occur at the same temperature?

4. Give factors increase the speed of reaction in the following cases:
- Cooking in a pressure cooker faster than cooking in normal cooker.
- People often chop wood before cooking.
- To blow air into the stove to make the fire burn bigger.
Step 5. To assess self-study ability for students after doing the exercises.
- Students can search for documents related to exercises (Criterion 1.1 and 1.2).
- Students read and understand the data given in the part of the exercise (Criterion 2.3).
- Students determine the accuracy of the information (Criterion 3.5), analyze the
information provided in the exercise to see the relationship with the problem to be solved
(Criterion 13.6).
- Students know how to apply the knowledge provided in the exercise to solve related
chemical problems and convert the provided information into knowledge and skills for
themselves (Criterion 4.7 and 4.8).
2.4. System of self-study exercises in general chemistry module
Based on the principles and procedures for building self-study exercises above, we
design the self-study exercises system based on the following knowledge circuits:
2.4.1. Structure of atoms, molecules, and chemical bonds: 15 exercises.
2.4.2. Periodic table and the periodic law: 8 exercises.
2.4.3. Oxidation-reduction reaction: 8 exercises.
2.4.4. Reaction rate and chemical equilibrium: 11 exercises.
2.4.5. Solution and dissociation: 8 exercises.
2.4.6. Electrochemistry: 8 exercises.
2.5. Some measures to use self-study exercises to foster self-study capacity for high
school students
2.5.1. Principles and the basis for proposing measures to use self-study exercises


14

2.5.1.1. Principles for proposing

The proposed methods of self-study exercises should ensure 5 principles: (1) the specific
characteristics of chemistry subject; (2) general education program objectives; (3) pedagogy
in teaching chemistry; (4) diversity and comprehensiveness in chemistry teaching; (5)
feasibility in teaching chemistry.
2.5.1.2. The basis for proposing
Measures to use self-study exercises in teaching chemistry that were proposed, base on
the following basis:
- Data and analysis results of the survey on the status of developing self-study capacity
in high schools.
- Experimental analysis results from exploration during the process of experimentation
of the thesis.
- The framework of self-study chemistry includes component competencies, indicators
of criteria as well as levels achieved.
- Toolkit to assess the process of developing self-studying chemistry.
- To consult with experts in the field of Theory and Methodology of teaching Chemistry
as well as exchanging ideas with teachers who teach Chemistry at some high schools.
2.5.2. The process of proposing and applying measures in teaching organization
Based on the above 5 principles and 5 bases, we offer a 4-step process to propose
measures to use self-study exercises in teaching chemistry to ensure the goal of developing
self-study capacity chemistry for students effectively.
Step 1: To analyze the proposed principles and basis to make an idea for proposing
measures.
Step 2: Proposing some measures.
Step 3: pedagogical experiment measures, to consider and assess the feasibility and
effectiveness of each measure. If the measure is not appropriate, continue back to step 1 to
supplement, correct and can propose a new measure. If the measured response the proposed
principles, proceed to step 4.
Step 4: To complete the contents of the measures and implement them.
2.5.3. Content of measures
2.5.3.1. Measure 1. Using self-study exercises to organize effectively the important stages in

teaching chemistry
a) Using self-study exercises in a stage of teaching a new lesson
In the stage of teaching new lessons, self-study exercises help to form new knowledge
for students through the information provided in self-study exercises, shorten teaching time,
reduce overload, increase the interest in self-discovery knowledge through self-study
exercises. Thereby, they also foster the capacity to solve problems and creativity, as a basis
for developing self-study capacity.


15

When choosing self-study exercises to form new knowledge, teachers need to pay
attention to the information provided in the exercises that must be related to the knowledge
that they need to form the students.
b) Using self-study exercises in a stage of improving knowledge and skills
Teachers can use compiled self-study exercises to improve knowledge of skills for
students in the consolidation of lessons or revision and practice periods. Students through
self-study exercises train themselves with the necessary skills and consolidate the knowledge
in class.
The selection of self-study exercises for practice and review, teachers should pay
attention to select typical, highly generalized and generalized exercises so that through
solving these exercises, students consolidate a lot of knowledge, skills and practice the ability
to analyze, detect problems, apply knowledge to solve problems.
c) Using self-study exercises in the stage of the test - assessment of teaching results
Self-study exercise is an effective tool to test and assess students in the teaching process.
Teachers need to select typical exercises that can test certain knowledge content or assess
students' learning results in a certain period.
Teachers can use these self-study exercises to compose questions for old-lesson tests,
15-minute tests, 1-period tests or semester exams, etc. to evaluate teaching results. And
students, through solving self-study exercises, can self-assess their learning results to adjust

and have a more positive learning plan.
2.5.3.2. Measure 2. Using self-study exercises with some positive teaching methods and
techniques
a) Group teaching method
The group teaching process can be divided into 3 basic stages:
Stage 1: Introduction and task assignment ((Identify topic; Identify tasks in groups;
Form groups).
Stage 2: Teamwork (Workplace preparation; Work schedule; Agreement of work rules;
Conducting tasks settlement; Preparation of result reports).
Stage 3: Work as a whole class (Presentation of results, assessment: Groups of
presentation of results; Assessment of results).
b) Contract-based learning
The process includes:
Stage 1: Preparation (after defining the lesson content, the lesson time according to the
contract: Planning the lesson (lesson plan) according to the form; Making study forms;
Making learning support forms; Making the contract).
Stage 2: Organizing learning (Introducing content, methodology; students research and
sign contracts; Organizing the implementation of the contract; Liquidation of the contract).
2.5.3.3. Measure 3: Using self-study exercises for Flipped Classroom
The process includes:


16

Stage 1: Preparation (Planing lessons (lesson plans); Designing lectures with
PowerPoint or videotapes, video clips, etc; Sending lecture materials to students).
Stage 2: Understanding the content of the lecture (students self-study the materials
provided by the teacher; students learn more information related to knowledge through other
materials such as books, internet, etc).
Stage 3: Applying and checking knowledge (Teachers allow students to discuss what

they have learned and answer questions; Students apply the knowledge they have learned to
solve exercises; Assessment results).
2.6. The toolkit for assessing self-study capacity in Chemistry through Chemistry selfstudy exercises for high school students
2.6.1. Principles of construction
The toolkit was developed to ensure the following principles: (1) scientific; (2)
objectivity; (3) practicality; (4) comprehensiveness.
2.6.2. The basis of construction
The toolkit was built based on Lev Vygotsky's Theory of Development Zone; The theory
of response to question of Rasch; Robert Glaser's capacity development path; Cognitivism
theory; Cognitivism Theory; Theory of measurement and evaluation in educational science;
Evaluate research before and after the impact in educational science; Chemistry program at
high school.
2.6.2. The process of construction
We designed the toolkit in a 6-step process: (1) to identify the objects, objectives, and
content of the assessment; (2) developing a framework of self-study capacity including
component capacity and criteria/expression; (3) to assess the levels achieved by each
criterion; (4) designing the toolkit to assess; (5) testing; (6) finishing.
2.6.3. Content of the toolkit for assessing self-study capacity in Chemistry through
Chemistry self-study exercises for high school students
2.6.3.1. Student’s self-assessment form
SELF-ASSESSMENT FORM ABOUT SELF-STUDY CAPACITY CHEMISTRY OF
HIGH SCHOOL STUDENTS
Student’s name: ………………………………………………… Class:………………
School: …………………………………………………………………………………
No Component Criteria (Expression)
Assessment
capacity
Good
Pretty
Average

Weak
(9-10m)
good
(5-6m)
(0-4m)
(7-8m)
Collecting
1. Collecting and
1
and
selecting
print
selecting
materials
(books,


17

chemical
materials
(books,
newspapers,
scientific
publications,
etc)

2

3

4

Reading and
understandi
ng chemical
materials

Analyzing
the
data
from
chemical
materials

Applying
the
data
from
chemical
materials

Score the columns

newspapers, scientific
publications, etc)
2. Collecting and
selecting
electronic
materials

(books,
newspapers, scientific
publications, learning
software, etc)
3.
Reading
and
understanding
of
chemical material in
Vietnamese
4.
Reading
and
understanding
of
chemical material in
English
5. Analyzing the data
from
chemical
materials to determine
the accuracy of the
information
6. Analyzing the data
from
chemical
materials to elucidate
knowledge
or

chemical issues of
interest
7. Applying the data
from
chemical
materials to improve
chemical knowledge
and skills
8. Applying the data
from
chemical
materials to propose
difficult problems and
find solutions


18

Total score
Assessing self-study ability in Chemistry by total score:
Weak Level: Students achieve a total score of 0 to 39 points.
Average: Students achieve a total score from 40 points to 55 points.
Pretty good Level: Students achieve a total score from 56 points to 71 points.
Good Level: Students achieve a total score from 72 points to 80 points.
2.6.3.2. Teacher’s assessment form
ASSESSMENT FORM ABOUT SELF-STUDY CAPACITY CHEMISTRY OF HIGH
SCHOOL STUDENTS
Student’s name: ………………………………………………… Class:………………….
School: ……………………………………………………………………………………..
Teacher’s name: ……………………………………………………………………………

No Component Criteria (Expression)
Assessment
capacity
Good
Pretty
Average
Weak
(9-10m)
good
(5-6m)
(0-4m)
(7-8m)
1. Collecting and
Collecting
selecting
print
and
materials
(books,
selecting
newspapers, scientific
chemical
publications, etc)
materials
1
(books,
2. Collecting and
newspapers, selecting
electronic
scientific

materials
(books,
publications, newspapers, scientific
etc)
publications, learning
software, etc)
3.
Reading
and
understanding
of
Reading and chemical material in
understandi Vietnamese
2
ng chemical 4.
Reading
and
materials
understanding
of
chemical material in
English
Analyzing
5. Analyzing the data
3
the
data from
chemical
from
materials to determine

19

chemical
materials

4

the accuracy of the
information
6. Analyzing the data
from
chemical
materials to elucidate
knowledge
or
chemical issues of
interest
7. Applying the data
from
chemical
materials to improve
Applying
the
data chemical knowledge
and skills
from
chemical
8. Applying the data

materials
from
chemical
materials to propose
difficult problems and
find solutions

Score the columns
Total score
Assessing self-study ability in Chemistry by total score:
Weak Level: Students achieve a total score of 0 to 39 points.
Average: Students achieve a total score from 40 points to 55 points.
Pretty good Level: Students achieve a total score from 56 points to 71 points.
Good Level: Students achieve a total score from 72 points to 80 points.
2.6.3.3. Assessment questionnaire of teacher
2.6.3.4. Test to assess self-study capacity through student’s learning result
Summary of chapter 2
In chapter 2, we have presented researches to propose content and measures for fostering
self-study ability Chemistry for high school students through self-study exercises,
specifically:
We have analyzed the objectives and structural characteristics of the general chemistry
program at high school, showing that the knowledge of General Chemistry is quite abstract,
spread across all three grades, affecting the acquisition of knowledge of inorganic substances
and homologous ranges of organic compounds. Therefore, the role of the self-study is very
important. We have built a self-study capacity Chemistry framework through self-study
exercises at high school with 4 component competencies and 8 criteria, each criterion consists
of 4 levels of assessment. At the same time, we have formulated concepts, characteristics,


20

principles, and procedures for building chemistry self-study exercises. On that basis, we
compiled a system of self-study exercises in general chemistry module in high school program
including 58 exercises based on the following knowledge circuits: Structure of atoms,
molecules and chemical bonds (15 exercises); Periodic table and the periodic law (8
exercises); Oxidation-reduction reaction (8 exercises); Reaction rate and chemical
equilibrium (11 exercises); Solution and dissociation (8 exercises); Electrochemistry (8
exercises).
We have proposed 3 measures to use self-study exercises to foster self-study capacity
for high school students and to design a toolkit for assessment self-study ability Chemistry
for high school students through self-study exercises, including student’s self-assessment
form, teacher’s assessment form, teacher’s assessment questionnaire, and test.
These research results have been conducted in a pedagogical experiment and presented
in chapter 3. The analysis and processing of pedagogical experiment results will be the basis
for assessment of the effectiveness and feasibility of the thesis conclusion.
Chater 3
PEDAGOGICAL EXPERIMENT
3.1. Experimental purposes
Confirming the correctness and necessary, scientific meaning of the topic; Assessing the
quality of the built-in self-study exercises, the effectiveness and feasibility of the proposed
measures when using the self-study General Chemistry module to foster self-study capacity
for high school students Common; Assess the development of students' self-study capacity
through the system of chemistry exercises in Chemistry in high schools.
3.2. Experimental tasks
Selecting objects and areas to organize experiments; Compilation of experimental
documents including the system of self-study exercises built, experimental lesson plans, tools
to assess self-study capacity through self-study exercises. Communicate with teachers to
implement well the proposed content and methods; Planning and conducting pedagogical
experiments including exploration experiments to draw experience from adjustment and
formal experiments through two rounds; Collect and process, analyze pedagogical

experimental results to conclude.
3.3. Experimental object
Conducting pedagogical experiments on students of grades 10, 11 and 12 in high schools
in Dong Thap, Dong Nai, and Ho Chi Minh City. Ho Chi Minh City, Nghe An, Thanh Hoa.
3.4. Experimental process and content
3.4.1. Selecting experimental and control classes
3.4.2. Talking to an experimental teacher
3.4.3. Conducting experiments
Using the system of self-study exercises compiled to foster the capacity of gathering for
students based on helping students build a process of interpreting to practice the ability to


21

think independently, help students find a method to solve math problems for some specific
types of exercises by themselves, help students detect and solve cognitive obstacles.
a) The exploration round:
Performed in chapter Oxidation - Reduction Reaction grade 10.
b) Round 1
Performed in the reaction rate and chemical equilibrium chapter grade 10.
c) Round 2
Performed in atomic structure grade 10; Dissociation grade 11; General about metal
grade 12.
3.5. Methods of processing pedagogical experiment results
Pedagogical experiment results are processed according to statistical methods.
3.6. Pedagogical experiment results
3.6.1. Quantitative results are obtained through a student's test
Table 3.1; 3.17. Summary of typical parameters through the test of round 1; round 2
Standard Coefficient of Standard
Round

Group
x  m
deviation S
variation V
error m
Experimental
6,57  0,13
1.72
26.23
0.13
group
1
5,45  0,12
Control group
1.58
28.92
0.12
2

Experimental
group

6,76  0,07

1.78

26.33

0.07

Control group

5,16  0,06

1.54

29.85

0.06

We tested the experimental results with the Student test with the probability of error
𝛼 = 0.05; k = 2n - 2. We looked up the Student distribution table to find the value. We had
value t > 𝑡 , , so the difference in learning results between experimental and controlled
groups is significant (with 𝛼 = 0.05).
The independent t-test obtained a value of p < 0.05, showing that the difference between
the two average values of the experimental groups and control groups is due to effect with
effect value ES = 0.71 (in round 1) and ES = 1.04 (in round 2).
3.6.2. Results of the assessment of students' self-study chemistry
a) Results of Teacher’s assessment form
Table 3.2; 3.18. Teacher’s assessment about student’s self-study capacity of round 1; round
2
Round 1
Average score of criteria of
Average score of criteria of control
experimental group = 6.58
group = 5.36
The difference of Average score = 1.22
Standard deviation of experimental
Standard deviation of control group
group = 1.71

= 1.68
The independent t-test p  0.00 (9.56.10-79)


22

Effect value ES = 0.73
Round 2
Average score of criteria of
Average score of criteria of control
experimental group = 6.72
group = 5.19
The difference of Average score = 1.53
Standard deviation of experimental
Standard deviation of control group
group = 1.77
= 1,43
The independent t-test p = 0.00
Effect value ES = 1.06
b) Results of Student’s self-assessment form
Table 3.3; 3.19. Student’s self-assessment about student’s self-study capacity of round 1;
round 2
Round 1
Average score of criteria of
Average score of criteria of control
experimental group = 6.60
group = 5.40
The difference of Average score = 1.20
Standard deviation of experimental
Standard deviation of control group

group = 1.76
= 1.69
The independent t-test p  0.00 (1.66.10-73)
Effect value ES = 0.71
Round 2
Average score of criteria of
Average score of criteria of control
experimental group = 6.71
group = 5.22
The difference of Average score = 1.49
Standard deviation of experimental
Standard deviation of control group
group = 1.71
= 1.39
The independent t-test p = 0.00
Effect value ES = 1.08
c) Results of Teacher’s assessment questionnaire
*Conclusion:
Based on the data collected, we found:
- The learning results of the experimental group are higher than the control group due to
the impact of the proposed measures, not by chance with effect value from medium to large.
- The results of the assessment criteria of the experimental group are also higher than
the control group.
- Most students think that self-study exercises have helped them acquire a lot of
knowledge about Chemistry, the information of self-study exercises helps them answer
questions of exercises with increasing levels of awareness well. Self-study exercises also help
students to check their learning results, improve their learning results and create habits for
them to study Chemistry for themselves.

23

Summary of chapter 3
In chapter 3, we presented the results of pedagogical experiments with the purpose to
assess the quality of self-study exercises that were built and the effectiveness and feasibility
of the proposed measures to foster self-study capacity Chemistry for high school students
through self-study exercises in general chemistry module. The data of the pedagogical
experiment was processed by statistical methods. Thereby, we assessed the experimental
results.
The results of the pedagogical experiment helped us assess fully the impact of the selfstudy exercises system on the development of students' self-study ability has achieved good
results as well as 3 proposed measures. They can be applied in teaching chemistry on a large
scale. Thereby, we draw the conclusion and suggestions of the thesis research process.
CONCLUSION AND SUGGESTIONS
A. Conclusion
After the research period, the thesis has completed the basic objectives and tasks, as
follows:
1. About theoretical and practical basis
The thesis has reviewed the history of research issues in Vietnam and in the world about
self-study, especially in teaching chemistry; studied about concepts, forms, cycles and the
role of self-study; studied the fostering of self-studying chemistry: capacity, self-studying
capacity, self-studying ability, some basic theories for teaching and developing students'
capacity; studied about active learning and experience, Bloom's cognitive competence scale;
clarified concepts, effects, classifications, stages of solving Chemistry exercises, some
positive teaching methods and techniques are often used in combination with self-study
exercises.
In the thesis, we also conducted a survey on 72 teachers teaching Chemistry and 1268
students at high schools in provinces and cities such as Dong Thap, Dong Nai, Ho Chi Minh
City, Quang Ngai, Quang Binh, Hà Tĩnh, Nghệ An about the reality of students' self-study
chemistry at high schools today and the level of using chemistry exercises of teachers in the
teaching process to foster self-study capacity for students as well as teacher's knowledge about

Chemistry self-study exercises, the level of expression of the self-study ability of high school
students.
2. On the basis of theory and practice, we have proposed the content and measures of
fostering self-study capacity chemistry for high school students in general chemistry
module, including:
- Proposing the concept of Chemistry self-study exercises.
- Developing a framework of chemistry self-study capacity based on Chemistry selfstudy exercises including 4 components with 8 criteria, each criterion has 4 levels.
- Establishing the Chemistry self-study exercises System in general chemistry module
including 58 exercises, including Structure of atoms, molecules and chemical bonds (15
exercises); Periodic table and the periodic law (8 exercises); Oxidation-reduction reaction (8