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MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION
-----    -----

NGUYEN NGOC DUY

DEVELOPMENT OF PROBLEM-SOLVING AND CREATIVITY
CAPACITY FOR STUDENTS IN NORTHWESTERN REGION
THROUGH TEACHING NON-METALLIC CHEMISTRYIN
HIGH SCHOOLS

Concentration: Theory and method of teaching Chemistry
Code: 91 40 111

SUMMARY OF DISSERTATION FOR A DOCTORAL DEGREE
IN EDUCATIONAL SCIENCE

HANOI - 2020


The dissertation is completed at:
Chemistry Faculty, Hanoi National University Of Education

Supervisor: Assoc. Prof. Dr. NGUYEN THI SUU

Reviewer 1: Assoc. Prof. Dr. Dao Thi Viet Anh – Hanoi National
University of Education No 2
Reviewer 2: Assoc. Prof. Dr. Le Thi Hong Hai – Hanoi National
University of Education
Reviewer 3: Dr. Vu Thi Thu Hoai – University of Education – Vietnam
National University, Hanoi

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

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


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INTRODUCTION

1. Rationale
We are entering the 21st century - an era in which human knowledge and
skills are considered to be the decisive factors for the development of society.
Education, science and technology are the driving force for the development of
the knowledge society. With the current socio-economic development,
industrialization and modernization of our country, the Education and Training
sector must be fundamentally and comprehensively renovated, focusing on
renewing the teaching method in order to have dynamic and creative human
resources to solve complex problems of real life, meeting the requirements of
development and integration goals of the country.
The Resolution of the 8th plenum of the 11th Central Committee on
fundamental and comprehensive renovation of education and training clearly
stated: "Continue to vigorously renovate teaching and learning methods with the
orientation of modernization, promote positiveness, being proactive and creative,
and apply learners' knowledge and skills; overcome the imposed, one-sided and
complicated way of teaching. Focus on teaching how to learn, think and

encourage self-study and create foundations in order for learners to update and
renew their knowledge, skills, and develop their capacity. Change from learning
mainly in the classroom to organizing diverse forms of learning, paying attention
to social activities, extracurricular activities, scientific research. Promote the
application of information and communication technology in teaching and
learning" [1, p.5]. The 2011-2020 education development strategy has outlined
specific solutions for general education: "... renovate curricula and textbooks
after 2015 in accordance with the orientation of developing students' capacity,
while ensuring uniformity throughout the country and suitable with the
characteristics of each locality"
Thus, our country's education after 2015 has been reformed towards
developing the quality of learners' capacity, ensuring harmony between
"teaching knowledge", "teaching morality" and career orientation. Educational
innovation aims to develop the common and specialized capacity that students
need to live and thrive in modern society.
According to the general education program, the overall program [10],
identifying the problem-solving and creativity capacity is one of the important
common capacities that need to be formed and developed for students at all
levels through the subjects. This capacity is the basis for developing the specific
capacities for studying Chemistry and natural sciences such as chemical
cognitive capacity, capacity of applying chemical knowledge and skills. Thus,
problem-solving and creativity capacity play an important role for students in
the learning process to solve real-life problems and awareness of the natural


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world. The development of problem-solving and creativity capacity is an urgent
and important requirement of the subjects at all levels today.
Chemistry provides students with the basic scientific knowledge of

important chemicals, their changes in nature and production life. The content of
the chemistry of nonmetals in this subject often includes substances related to
daily life (living, farming, building materials, etc.) that are very close to students
in mountainous regions, especially in agro-forestry production. This knowledge
is very important to help students to be aware of the physical world, to contribute
positively to the development of the cognitive capacity, action capacity,
formation of worker's personality and qualities and the lastest is the problemsolving and creativity capacity.
From practical teaching in Northwest Vietnam, we find that the high
school students here are mainly children of ethnic minorities, the local socioeconomic conditions still face many difficulties leading to low life quality, the
cognitive capacity, self-reliance, proactiveness, creativity as well as the ability
to communicate in official language are still limited; students' thinking
capacity, capacity to detect and solve learning problems as well as practical
situations are still low. One of the reasons for this situation is that teachers pay
much attention to one-sided knowledge teaching, not paying attention to
developing the capacity for students and rarely use positive teaching methods in
teaching subjects. The capacity of thinking, the capacity to discover and solve
problems are important capacities needed for all learners, but the formation and
development of these capacities have not been paid enough attention and
systematically researched in teaching subjects in general and Chemistry in
particular at high schools in Northwest Vietnam. Therefore, the research
direction on forming and developing students with common capacities,
especially problem-solving and creativity capacity for students in Northwest
Vietnam is extremely urgent and meaningful in terms of theoretical and
practical, contributing to renovating teaching methods and improving the
quality of upper secondary education in mountainous regions.
From the above reasons, we choose the topic "Developing problemsolving and creativity capacity for high school students in Northwest Vietnam
in teaching chemistry of nonmetals" as our research topic.
2. Aims of the study
Research and apply positive teaching methods into teaching Chemistry in
order to develop problem-solving and creativity capacity for high school

students in Northwest Vietnam.
3. Research Subjects and Objects
3.1. Research Objects
The process of teaching and learning Chemistry at high schools.


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3.2. Research Subjects
Measures to develop problem-solving and creativity capacity for high
school students in Northwest Vietnam in teaching chemistry of nonmetals.
4. Scope and duration of the study
Scope of the study: The dissertation focuses on studying several measures
to develop problem-solving and creativity capacity for high school students in
Northwest Vietnam in teaching chemistry of nonmetals (applying project
teaching method, problem-solving teaching method and using orientation
exercises to develop capacity).
Duration of the study: From December 2014 to December 2018.
5. Scientific hypothesis
If we use problem-solving teaching method and project teaching method
in combination with orientation exercises to develop capacity in organizing
teaching in a reasonable and diversified manner, it will develop problemsolving and creativity capacity for students and improve the effectiveness of the
teaching process of Chemistry at high schools in Northwest Vietnam.
6. Research tasks
6.1. Research theoretical basis related to the topic on issues: orientation of
innovating teaching methods towards developing the capacity of students.
Concept, characteristics, structure, expression and evaluation of problemsolving and creativity capacity; positive teaching methods are used to develop
student capacity (problem-solving teaching, project teaching ... and positive
teaching techniques are applied)...
6.2. Investigate the real state of developing students' problem-solving and

creativity capacity and the use of positive teaching methods in teaching chemistry
at several high schools in Northwest Vietnam.
6.3. Research and analyze high school chemistry program, focusing on
chemistry of nonmetals.
6.4. Research and recommend several measures to develop problemsolving and creativity capacity for high school students in Northwest Vietnam
in teaching chemistry of nonmetals and design lessons to implement mentioned
measures to develop problem-solving and creativity capacity.
6.5. Design assessment tools for the development of students' problemsolving and creativity capacity and apply proposed measures while assessing.
6.6. Conduct pedagogical experiment to evaluate the effectiveness and
feasibility of the proposed measures and tests the validity of the proposed
scientific hypothesis.
7. Research Methodology
7.1. Theoretical research methods
Combine methods of analysis, synthesis, systematization, modeling,
generalization... to overview the theoretical basis of issues related to the topic.
7.2. Practical research methods


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- Research and observe the process of teaching Chemistry at high schools
- Interview, investigate, exchange ideas with teachers and high school
students about the actual situation of developing students' capacity in teaching
chemistry at high schools in Northwest Vietnam today.
- Expert consulting method: Refer and receive opinions of educational
experts in the process of researching the topic.
- Conduct pedagogical experiment to test the effectiveness of the
proposed measures.
7.3. Information processing method
Use statistical methods and software applied in pedagogical science to

process and analyze pedagogical experiment results.
8. Contributions of the dissertation
- Systematically overview and elucidate the theoretical basis for the
development orientation of problem-solving and creativity capacity, positive
teaching methods used in chemistry teaching to develop problem-solving and
creativity capacity for students in Northwest Vietnam.
- Survey the economic, social and educational situation in Northwest
Vietnam and assess the real state of problem-solving and creativity capacity and
development of this capacity for students through chemistry teaching at high
school in Northwest Vietnam.
- Develop 47 orientation exercises to develop problem-solving and
creativity capacity for students, used in teaching chemistry of nonmetals.
- Propose 02 measures to use problem-solving teaching method, project
teaching method combining with orientation exercises to develop capacity in
teaching chemistry of nonmetals to develop problem-solving and creativity
capacity for high school students in Northwest Vietnam.
- Determine the knowledge applied to problem-solving teaching and
project teaching in the chemistry of nonmetals. Build problematic situations,
learning projects to use in teaching chemistry of nonmetals at high school in
Northwest Vietnam.
- Determine criteria and levels of assessment of high school students'
problem-solving and creativity capacity; build and use this set of capacity
assessment tools through problem-solving teaching and project teaching.
9. Organization of the dissertation
In addition to the overview, conclusion, recommendations, references and
appendix. The dissertation has 3 chapters:
Chapter 1: Theoretical and practical basis for developing problem-solving
and creativity capacity for high school students in Northwest Vietnam in teaching
chemistry.
Chapter 2: Develop problem-solving and creativity capacity for high school

students in Northwest Vietnam in teaching chemistry of nonmetals.
Chapter 3: Pedagogical experiment.


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CHAPTER 1: THEORETICAL AND PRACTICAL BASIS FOR
DEVELOPING PROBLEM-SOLVING AND CREATIVITY CAPACITY
FOR HIGH SCHOOL STUDENTS IN TEACHING CHEMISTRY
1.1. Research history
1.1.1. Research on developing problem-solving and creativity capacity for students in
teaching around the world
1.1.2. Research on developing problem-solving and creativity capacity for students in
teaching in Vietnam
1.2. Developing capacity for high school students in teaching
1.2.1. Definition of capacity
Capacity is a flexible and organized combination of resources,
knowledge, skills, and attitudes that are mobilized to ensure effective operations
in certain contexts and situations.
1.2.2. Structure of capacity
1.2.3. Characteristics of capacity
1.2.4. The capacities that need to develop for high school students in teaching
chemistry
1.2.5. Capacity assessment
Including: Assessment through observation; Assessment through
academic records; Self assessment; Peer assessment; Assessment through tests.
1.3. Developing problem-solving and creativity capacity for high school
students
1.3.1. General concepts
1.3.2. Concept of problem-solving and creativity capacity

“Problem-solving and creativity capacity is the ability of individuals to
think independently and creatively, effectively using cognitive, action and
attitude processes, motivations and emotions to solve situations, learning
problems, practices where conventional processes, procedures and solutions
are not available, and new ideas can be conceived and implemented.”
1.3.3. Structure and expression of problem-solving and creativity capacity
The Ministry of Education and Training's comprehensive general
education program has defined the structure and expression of the general
capacities of high school students according to their educational levels. The
problem-solving and creativity capacity of high school students is structured
with 6 components and 19 specific expressions.
1.3.4. Measures to develop problem-solving and creativity capacity for
students
1.4. A number of positive teaching methods contributing to the
development of problem-solving and creativity capacity of students in the


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Northwest Vietnam
1.4.1. Problem-solving teaching method
1.4.1.1. Concept and process of problem-solving teaching method
1.4.1.2. The degree of application of problem-solving teaching method
1.4.1.3. Advantages and disadvantages of problem-solving teaching method
1.4.2. Project-based teaching
1.4.2.1. Concept and characteristics of project-based teaching
Project-based teaching is a form of teaching in which learners carry out
a complex learning task, combining theory and practice, creating products that
can be introduced. This task is performed by the learner with high self-reliance
in the entire learning process, from defining goals, planning, to implementing

projects, testing, adjusting, evaluating the process and results.
Project-based teaching has the following characteristics: (1) Practical
orientation; (2) Interesting orientation for learners; (3) Orientation of action; (4)
Product orientation; (5) Orientation of soft skills; (6) Complexity; (7) High selfreliance of learners; (8) Collaborative work.
1.4.2.2. Process of project-based teaching
The process of project-based teaching consists of 6 basic steps: Selecting
topics, planning, collecting information, processing information, presenting
results, evaluating results.
1.4.2.3. Advantages and disadvantages of project-based teaching
1.4.2.4. A number of teaching techniques used in project-based teaching
1.4.3. Capacity development-oriented exercises and using in teaching
chemistry
1.4.3.1. Concept of chemical exercises and capacity development-oriented
exercises
Chemical exercises are learning problems that are solved by logical
reasoning, mathematical operations and chemical experiments based on
concepts, laws, doctrines and chemical methods.
1.4.3.2. Characteristics and levels of qualification in capacity developmentoriented exercises
1.5. Situation of developing problem-solving and creativity capacity for
students in teaching chemistry at the Northwestern high schools.
1.5.1. Economic, social and educational characteristics of provinces in the
Northwest Vietnam
Provinces in the Northwest Vietnam are: Son La, Dien Bien, Lai Chau,
Lao Cai, Yen Bai and Hoa Binh. This is an area with complex topography,
mainly hills, high and rugged mountains, with many border gates, bordering
with China, Laos and is home to more than 30 ethnic groups with diverse
cultural identities such as Thai, Muong, H’Mong, Tay, Nung etc.


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Regarding economy, there is potential with advantages in agriculture,
forestry, minerals, tourism and border gate economy. But so far, this
advantage has not been promoted strongly, so these are still poor areas, the
lowest income in economic regions of the country. Due to natural conditions,
harsh climate, low infrastructure, the contingent of officials has not met the
local development requirements. So the material and spiritual life of the ethnic
minorities still faces many difficulties.
Regarding education, the system of schools and classes, the equipment for
teaching and studying has been invested into to rebuild and repair, but still has not
yet met the requirements. High school students come from many ethnic groups
and many different residence areas with different customs, lifestyle and
physiological characteristics, students by nature are honest, innocent, sincere and
rustic. They are mainly children of ethnic minorities, living in mountainous areas,
affected by natural disasters, low quality of life, difficult family economy, with
limited cognitive ability, self-reliance, proactive creativity and the ability to
communicate in national language. This is a big issue when organizing for
students to approach active teaching method. Therefore, teachers are required to be
thorough, persistent, loving, encouraging, motivating for students to study by
organizing many different activities to attract students during lessons.
1.5.2. Surveying actual situation of developing problem-solving and creativity
capacity for high school students in Northwest Vietnam through teaching
chemistry
1.5.2.1. Describing process of surveying
- Purpose: surveying the actual situations of problem-solving and
creativity capacity, and surveying this capacity development for high school
students in northwest Vietnam by teaching chemistry.
- Object: Surveying 693 teachers of 35 high schools in 6 Northwest
provinces in the school year 2014-2015 and school-year 2015-2016.
- Surveying content: the teachers’ awareness and cognition about

problem-solving and creativity capacity, teaching methods to develop problemsolving and creativity capacity, teaching methods to evaluate results of studying
and developing problem-solving and creativity capacity of students, in
northwest Vietnam.
1.5.2.2. Surveying results
Based on survey data, there are very few high schools with enough
subject rooms, but most schools have sufficient chemicals and laboratory
equipment according to the list of school equipment, projectors or televisions
connected to computers, which are necessary for teaching and learning
chemistry without troubles, meeting the requirements of innovation in teaching
methods. In fact, these devices are not really guaranteed in terms of quality and
efficiency.


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Teachers have applied different methods and techniques in the teaching
process. However, presentation and conversation is still the main method, and
the use of active teaching methods has not been focused. In particular, the
majority of the teachers interviewed have never used project-based teaching,
corner-based teaching and contract-based teaching methods.
Most of the inspected teachers said that developing core capacity for
students is very important, in which the majority of teachers believed that the
establishment and development of autonomy and self-study capacity, problemsolving and creativity capacity for students are very important requirements for
high school students in Northwest Vietnam.
All teachers agreed that the capacity of high school students in Northwest
Vietnam is still very hindered, mainly average and weak. There are many
reasons for it, but it can be seen that socio-economic conditions, regional
characteristics, teacher quality greatly affect the establishment and development
of the students’ capacity.
From the situations presented above, we realize that it is necessary to

have appropriate methods to foster and improve the students’ problem-solving
and creativity capacity, which gives us a basis to strongly recommend and
propose the application of the problem-solving and project-based teaching
method in teaching chemistry in high schools in order to contribute to
innovation, improve the quality of teaching and learning at high schools in
Northwest Vietnam in the direction of developing students’ capacity.
1.5.2.3. General comment
SUMMARY OF CHAPTER 1
In chapter 1, we analyzed the overview of theoretical basis and practice of
the content directly related to the topic, including: Research on capacity and
capacity development of students in teaching in the world and in Vietnam;
Research on theoretical basis and overview of problem-solving and creativity
capacity (from concept, characteristics, structure, assessment of problemsolving and creativity capacity, and some related contents). Overview of
capacity development-oriented exercises, problem-solving teaching, projectbased teaching (on the concept, characteristics, organizational process,
advantages and disadvantages of capacity development-oriented exercises,
problem-solving teaching, project-based teaching). Surveying geographical,
economic, social, educational conditions and characteristics of students in the
northwestern provinces of Vietnam as well as developing problem-solving and
creativity capacity for high school students in these provinces in teaching
Chemistry through the questionnaire of 693 teachers of 35 high schools in
northwest Vietnam.


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After researching on theoretical basis and practice as above, we realize that
applying problem-solving teaching and project-based teaching in teaching
chemistry to develop problem-solving and creativity capacity for students is
fitting. In actuality, regarding teaching at high schools of Northwest Vietnam,
teachers do not focus much on using this method, which is the reason we propose

applying problem-solving teaching and project-based teaching in teaching
chemistry of nonmetals at high schools to develop problem-solving and creativity
capacity of students, which helps to improve teaching quality in high schools of
Northwest Vietnam.
From the researches and analysis above, we realize that problem-solving
and creativity capacity is a general important skill that needs focusing on and
developing for high school students of northwest Vietnam. We also decide to
apply problem-solving teaching and project-based teaching to develop problemsolving and creativity capacity for high school students in Northwest Vietnam, as
our method for teaching chemistry of nonmetals in high schools.
CHAPTER 2: DEVELOPING PROBLEM-SOLVING AND
CREATIVITY CAPACITY FOR HIGH SCHOOL STUDENTS IN
NORTHWEST VIETNAM IN TEACHING CHEMISTRY
OF NONMETALS
2.1. Analyzing the content and structure of programs teaching chemistry of
nonmetals in high school
2.1.1. Goals and standards of knowledge and capacity in chemistry of nonmetals
courses in high school
2.1.2. Structure of content of chemistry of nonmetals courses in high school
2.1.3. The location of the non-metallic chemistry and the methods of teaching
2.2. Constructing exercises oriented for developing problem-solving and
creativity capacity for high school students in Northwest Vietnam in
teaching chemistry of nonmetals
2.2.1. Principles of construction
Choosing and constructing exercises oriented for developing students’
problem-solving and creativity capacity must meet the following conditions:
- Ensure the goals of the course, standard of knowledge, skills and
orientation of developing capacity of the student.
- Ensure the development of aspects of problem-solving and creativity
capacity of students in northwest Vietnam.
- Ensure the accuracy, precision and scientific of the knowledge content

about chemistry and other related science subjects.
- Ensure the compatibility for students as well as the actual scenarios of
Northwest Vietnam.


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2.2.2. Construction process
The process for buildng chemical exercises to develop students’ problemsolving and creativity capacity is as follow:
Step 1: Select study content and related situations in real life.
Step 2: Create conflicts in cognition, problems that need to be solved
from study content and situations in real life, and ensure that these conflicts can
be solved based on students’ acquired knowledge.
Step 3: Design exercises.
Step 4: Build up answers and first alterations.
Step 5: Conduct experiments and complete them.
2.2.3. System of exercises oriented for developing problem-solving and
creativity capacity in teaching chemistry of nonmetals at high school
2.2.3.1. System of exercises in chapter halogen
2.2.3.2. System of exercises in chapter Oxygen – Sulfur
2.2.3.3. System of exercises in chapter Nitrogen - Phosphorus
2.2.3.4. System of exercises in chapter Carbon - Silicon
2.3. A number of measures to develop problem-solving and creativity
capacity for high school students in Northwest Vietnam
2.3.1 The basis of selection of measures
Measure determination to develop problem-solving and creativity
capacity for high school students in Northwest Vietnam based on the following
basis:
- Development orientation of problem-solving and creativity capacity for
students is clearly shown in the general education program, advance program

[10] and the general education program in Chemistry [6]
- Applying positive teaching methods is one of the basic orientation to
develop problem-solving and creativity capacity for students din the process of
teaching Chemistry [5].
- Problem-solving teaching and project-based teaching are two of measures
which contribute to develop student’s capacity, problem-solving and projectbased teaching help student’s capacity development to be suitable for student’s
cognitive capacity, method and content of study and results.
- Chemistry program (especially in chemistry of nonmetals), the process of
teaching Chemistry creates favorable condition for students to develop
problem-solving and creativity capacity: Determine, analyze and identify
problems and tasks needed to addressed; apply chemical theoretical basis to
make hypothesizes (predicting plans); propose measures to solve problems;
make plan to solve problems (by reasoning, chemical experiment), carry out
the plan and conclude studying problem; apply it after solving problems.


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- Some teaching methods create favorable condition for combination of
using the capacity development-oriented exercises and are suitable for the
expression to develop problem-solving and creativity capacity for students:
Problem-solving and project-based teaching.
2.3.2. The 1st measure: Using problem-solving teaching method to develop
problem-solving and creativity capacity for students
2.3.2.1. The principle of selecting knowledge content for using problem-solving
teaching method in in teaching chemistry of nonmetals in high schools
Based on the characteristics and process of problem-solving teaching, selection
of knowledge content for organizing problem-solving teaching should ensure
the following principles:
- Content needs to be formed without suitable for already student’s

knowledge.
- Content gives the requirement of selecting the best answer.
- To create condition for students to apply knowledge and answer
question “why”.
- To create condition for students to find the relationship out between
received knowledge and practical.
- Content, skill which are received by students after solving problems
must be central knowledge of lessons.
2.3.2.2. The content of knowledge which can build up problematic situations in
teaching chemistry of nonmetals
2.3.2.3. Using exercises oriented for developing students’ problem-solving and
creativity capacity in teaching
a. Signs of problem-solving and creativity capacity in capacity
development-oriented exercises
Based on the rules and process of constructing capacity developmentoriented exercises, we have constructed 47 exercises for developing students’
problem-solving capacity and creativity capacity.
b. Instruct students to solve problems when solving
While teaching, teachers instruct students to detect the problems and
solve them by giving questions. Students answer these questions to solve the
problems, and in doing so develops aspects of their problem-solving and
creativity capacity.
In teaching Chemistry, capacity development-oriented exercises can be
applied in different types of lessons and for different purposes such as forming
new knowledge, perfecting knowledge, skills or assessing.
*Using in teaching of researching new document: Teacher can use capacity
development-oriented exercises to create problematic situation, stimulate
thinking activities of students and organize for them to discuss in group in order


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to propose solutions and carry out it. With exercise having different solutions,
teacher requires students to evaluate and determine the most complete answer,
the optimal solution to the problem.
*Using in the lesson of completing knowledge, skill and trick: The capacity
development-oriented exercises used for this type of lesson does not limit
students’ level of awareness. The capacity development-oriented exercises are
not just to remind of the knowledge for students, it is more important for them
to use flexibly and coordinate knowledge together when solving a practical
exercise. After that, student will bear in mind, understand learned knowledge
and initially know how to apply the learned knowledge to solve practical
situations
*Using to test, evaluate the knowledge: The purpose of testing and
evaluating is to test the achievement of the subject’s aim. When evaluating,
teachers should compare with the aim of class, chapter, lesson with the
intention of gaining the feedback to evaluate the study’s result of students, have
they achieved the aim or not. From those results, teacher will have suitable
adjustment of content, teaching method in order to achieve better result,
students also have suitable adjustment of studying method to achieve better
results, which means students will remember, understand and apply the
knowledge by a better way. The content of test and evaluation needs to balance
among the rate of memory, understanding and applying the knowledge
depending on awareness level of student in class and improve the difficulty of
the practical exercises that requires
understanding and applying the
knowledge. Because the test time is limited, teachers need to select the number
of practical exercises as well as the level of difficulty that are suitable for
students’ qualification of the class.
2.3.2.4. Illustrated lesson plan
We built 4 lesson plans for high school’s chemistry of nonmetals,

including:
1. Lesson plan 22. Chlorine
2. Lesson plan 29. Oxygen - ozone
3. Lesson plan 7. Oxygen - ozone
4. Lesson plan 15. Carbon
2.3.3. Measure 2: Apply project-based teaching methods in teaching chemistry of
nonmetals to develop problem-solving and creativity capacity for students
2.3.3.1. Principles of selecting knowledge content to build a study project for
chemistry of nonmetals at high school
Based on the characteristics of Project-based Teaching, the selection of
knowledge content to organize Project-based Teaching should ensure the
following principles:


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Principle 1: The selected content must stick to the content of knowledge
and objectives of the chemistry program, create favorable conditions for
students to apply their knowledge into practice, have profound social
significance and be appropriate with the student's level .
Principle 2: The selected content must be complex issues, requiring
students to integrate knowledge of the subjects in the implementation process of
the project and create favorable conditions for students to develop general
capcities, especially problem-solving and creativity capacity in study and
practice at the locality.
Principle 3: The selected content must link real life with social issues
close to the activities of ethnic minority communities living in the locality.
Principle 4: The selected content must be suitable with the cognitive level
and attract the interest of mountainous students, create favorable conditions for
students to develop social activities competencies and form an active attitude in

community activities.
Principle 5: The selected content must have a variety of learning materials
suitable to the school and social facilities, creating favorable conditions for
mountainous students to exploit, use and create meaningful products.
2.3.3.2. Constructing projects to study and research high school’s chemistry of
nonmetals
2.3.3.3. Project-based teaching process to develop problem-solving and
creativity capacity for students
Steps to implement Project based teaching in teaching chemistry of
nonmetals:
1. Preparation of teachers and student
2. Organizing the implementation
2.3.3.4. Illustrated lesson plan
We creates 4 project topics in teaching chemistry of nonmetals in high
school, including:
1. Project: Salt in the life of people in Northwest Vietnam
2. Project: Using sulfur and sulfur compounds in the life of people in
Northwest Vietnam.
3. Project: Fertilizers with cultivation practices of people in Northwest
Vietnam
4. Project: A kitchen fire in the cultural life of people in Northwest
Vietnam.
2.4. Designing toolkit used for evaluating students' problem-solving and
creativity capacity used in problem-solving teaching and project-based teaching
2.4.1. The basis for designing a toolkit to assess students' problem-solving
and creativity capacity


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In order to design a toolkit used for evaluating students' problem-solving
and creativity capacity, it should be based on the concept and expressions of
problem-solving and creativity capacity as well as the standards, criteria and
levels of expressing the problem-solving and creativity capacity of students in
learning chemistry of non-metal in high school. On that basis, we determine the
criteria and levels of assessment for problem-solving and creativity capacity of
the students in the Northwest Vietnam.
2.4.2. Designing toolkit to assess students' problem-solving and creativity
capacity in problem-solving teaching
The toolkit to assess students' problem-solving and creativity capacity
through problem-solving teaching of chemistry of non-metal in high schools,
including: student observation checklist; questionnaire for teachers and
students; test.
2.4.3. Designing evaluating toolkit used for the project-based teaching of
chemistry of nonmetals in high school
2.4.3.1. The expressions of problem-solving and creativity capacity of the
students in Northwest Vietnam in project-based teaching
2.4.3.2. The criteria and levels of assessment for problem-solving and creativity
capacity of students in the Northwest Vietnam in project-based teaching
2.4.3.3. Observation checklist used for evaluating the problem-solving and
creativity capacity of students in Northwest Vietnam in project-based teaching
2.4.3.4. Questionnaire used for evaluating the problem-solving and creativity
capacity of students in the Northwest Vietnam in project-based teaching
2.4.3.5. Designing student project self-assessment form
SUMMARY OF CHAPTER 2
In chapter 2, we analyzed the objectives and content structure of
chemistry of nonmetals program in high school, identified the content selection
principles and proposed the process of applying CCA, problem-solving
teaching and project based teaching in teaching chemistry of nonmetals module
in high school to develop the problem-solving and creativity capacity for

students in the Northwest Vietnam.
Conducting the design of 08 lesson plans including: 04 lesson plans
applying problem-solving teaching methods, 04 lesson plans applying projectbased teaching method in combination with the use of capacity developmentoriented exercises. We have proposed 31 research projects for 13 topics used in
teaching chemistry of nonmetals at high schools in the Northwest Vietnam, and
we present the steps of project implementation in organizing teaching activities
for teachers from the preparation, organizing the project implementation,
evaluating project products and assessing students' development of problem-


15

solving and creativity capacity through the lesson. We conducted the
development of 47 capacity development- oriented exercises based on the local
practical context in the Northwest Vietnam to apply in lesson plans.
In order to assess the development of the problem-solving and
creativity capacity of students, we have studied and identified the expressions,
criteria, and levels of assessment for problem-solving and creativity capacity of
students in the Northwest Vietnam by applying problem-solving teaching
methods, project-based teaching and through the use of capacity developmentoriented exercises. We have designed an assessment toolkit for students'
problem-solving and creativity capacity in the Northwest mountainous
provinces, including: observation checklist, questionnaires for teachers and
student, students, self-evaluation sheets, project products evaluation sheets and
knowledge test. In the test to assess the students 'awareness level, we combined
the use of capacity development-oriented exercises with local context in
Northwest Vietnam to assess students' problem-solving and creativity capacity.
The above designs and proposals are applied to conduct experimental
teaching at high schools in the Northwest Vietnam, the content, methods and
experimental results are presented in chapter 3 of the thesis.
CHAPTER 3
PEDAGOGICAL EXPERIMENT

3.1. Purpose of pedagogical experiment
We conduct pedagogical experiments with the purpose of:
- Testing the correctness of the scientific hypothesis stated in the thesis.
- Assessing the feasibility and effectiveness of applying the proposed
measures (problem-solving teaching, project-based teaching and using capacity
development-oriented exercises) in teaching chemistry of nonmetals in order to
develop problem-solving and creativity capacity for high school students in the
Northwest Vietnam.
3.2. The tasks of pedagogical experiment
We have identified the following tasks of pedagogical experiment :
- Selecting subjects and geographical areas to organize pedagogical
experiment
- Determining the content and method of pedagogical experiment
- Preparing lesson plans, teaching facilities, communicating with
experimental teachers about proposed measures, teaching activities, assessment
methods, and evaluation toolkit for problem-solving teaching, project-based
teaching and the development of problem-solving and creativity capacity of
students; how to organize teaching hours based on problem-solving teaching,
project-based teaching to develop problem-solving and creativity capacity for
students.


16

- Designing a scale and toolkit to evaluate learning outcomes according to
problem-solving teaching, project-based teaching and students' problem-solving
and creativity capacity; Observation checklist, test questions, questionnaires for
experimental teachers, evaluation sheet of project products, questionnaires for
experimental students.
- Planning and conducting pedagogical experiment according to the plan;

exploration experiment in round 1, drawing experience to continue the actual
pedagogical experiment in round 2 and 3.
- Collecting and processing pedagogical experiment results (qualitative
and quantitative), drawing conclusions.
3.3. Content of pedagogical experiment
3.3.1. Experimental plan
3.3.1.1. Selecting experimental areas
With the purpose of testing the effectiveness and ability to apply problemsolving and project-based teaching methods to actively study and develop the
problem-solving and creativity capacity for high school students in the Northwest
Vietnam, we have selected high schools in provinces in the Northwest Vietnam
including: Son La, Dien Bien, Lai Chau, Yen Bai, Lao Cai and Hoa Binh.
3.3.1.2. Selecting experimental subjects
- Students in grades 10 and 11who learn basic programs.
- Selecting the experimental classes and reference classes according to the
following criteria: There are an equal number of students coming from ethnic
groups that have the same cognitive level and capacity, taught by the same
teacher and same schedule with the time and content of teaching.
3.3.2. Experimental process
3.3.2.1. Prepartion of pedagogical experiment
Before the experiment, we discussed with the experimental teachers about:
- The purpose of pedagogical experiment
- Project-based teaching method and project-based teaching
implementation process, problem-solving teaching method and problem-solving
teaching implementation process and method of assessing problem-solving and
creativity capacity, student's study results will be applied with each specific
lesson; discuss the differences of the organization of project-based teaching and
problem-solving teaching with other teaching methods that teachers are
implementing, predict the difficulties and how to overcome them.
- Identifying and discussing about a number of skills, teaching techniques
and remarks needed for teachers and students in applying project-based

teaching method.
- Preparing necessary facilities to ensure an effective teaching process.
- Methods, criteria needed to be evaluated and the toolkit for evaluating
the results of project teaching, problem-solving teaching and problem-solving


17

and creativity capacity.
- Working with the experimental teachers to study the lesson plan,
communicating with the teachers about their questions and difficulties
encountered with their students. We and our experimental teachers complete the
lesson plans before and after each experiment.
3.3.2.2. Experimental method
In applied pedagogical science research, four types of research designs
are used, including:
- Design 1: Design to test before and after the impact on the single group.
- Design 2: Design to test before and after the impact on the equivalent group.
After researching, considering the relevance of the research content, we
choose design 1 and design 2.
Before the impact: We select the experimental class and reference class
by: Using the first semester results for grade 10 students and using the second
semester results of grade 10 for grade 11 students. As a result, calculate the
average score of the experimental class, reference class and collect the opinions
of the teachers to determine that they are similar in awareness level and
problem-solving and creativity capacity.
Impact process: In the experimental class, the teacher applies the teaching
methods: problem-solving, project-based teaching and capacity development
oriented-exercises according to the planned lesson plan. In the reference class, the
teacher does not use the above methods and teach according to lesson plans.

After the impact: Gathering the results of knowledge and skills assessment
through the test and assessment of the problem-solving and creativity capacity
according to designed tools. The quantitative analysis is based on the tools
designed to measure the results of learning in the experimental and reference
classes: Observation checklist for evaluating problem-solving and creativity
capacity; Questionnaire for the teacher (request the teacher to evaluate the
effectiveness of developing the problem-solving and creativity capacity of
students); Questionnaire for students (request students to self-evaluate and
evaluate their peers); Project products evaluation form; The test to evaluate the
problem-solving and creativity capacity after having lesson plans.
3.3.2.3. Experimental organization
The content of experimental lessons is presented in Table 3.1:
Table 3.1. Content of pedagogical experiment
Experimental
measures
Measures 1: Use
problem-solving
teaching methods
Measures 2: Use

Specific content

Experimental
class

Chlorine
Oxygen
Nitrogen
Carbon
Hidro clorua – Axit clohidric

10
10
11
11
10

Symbol of
refresher
plan
BD1
BD2
BD3
BD4
BD5

Number
test
KT1
KT2
KT3
KT4
KT1


18
Experimental
measures
project-based
teaching method

Specific content
and clorua salt
Hidro sunfua – Sulfur dioxide Sulfur trioxide
Exercise: Nitrogen, phosphorus
and their compounds
Compounds of carbon

Experimental
class

Symbol of
refresher
plan

Number
test

10

BD6

KT2

11

BD7

KT3

11

BD8

KT4

- We conducted the first round of pedagogical practice (school year 20142015) with the purpose of understanding and exploring the situation in the two
provinces of Dien Bien and Son La..
Table 3.2. List of high schools conducting experiment round 1
Name of school,
Province
1. Tong Lenh high
school, Thuan Chau,
Son La
2. Muong Than high
school, Lai Châu

Experimental
class
(Number of
student)

Standard
class
(Number of
student)

Name of
lesson/ test

Teacher

Execution
time

10A1
(32)

10A2
(32)

BD1+BD5

Doan Le Huy

2014-2015

11A1
(35)

11A2
(36)

BD3+BD7

Nguyen Thi Thuy

2014-2015

- We conduct pedagogical experiment round 2 (school year 2015-2016),

round 3 (school year 2016-2017) in the areas and subjects that are more broad
in content, and also conduct the 45 minutes test of integration with knowledge
provided in a one-part test of the curriculum to assess students' ability to solve
problems and creativity, tests that use multiple-choice exercises and integrated
essay practical knowledge relevant to the daily life of ethnic minorities in the
Northwest provinces.
3.3.2.4. Handling pedagogical experiment results
After the pedagogical experiments in round 2 and round 3, we collect data
after using the toolkit to assess students' problem-solving and creativity skills
through the use of problem-solving teaching, project-based teaching and
capacity development oriented-exercises that we quantify by SPSS 20.0
statistical processing software (Statistical Package for Sciences 20.0).
3.4. Pedagogical experiment results
3.4.1. Qualitative analysis results
Through the observation of the lessons, consultation with experimental
teachers and chemistry teachers at experimental schools, we found that:
- In the control class: the teacher follows the lesson plan designed by the
teacher himself, does not apply project-based teaching and problem-solving
teaching in the lesson. Through observation, we find that during these classes, the
students' study spirit is quite stressful; students rarely actively exchange or express
personal opinions and usually only comment when instructed by a teacher.


19

- In the Experimental class: the teacher conducts lessons with project
teaching, problem-solving teaching according to the proposed lesson plan and
capacity development oriented-exercises. Teachers play the role of organizing,
adjusting orientation, helping (when necessary) and making comments and
assessments as main, creating conditions for students to participate in the

activities of selecting project topics and naming themselves. , propose researchoriented questions, identify learning issues, make and implement project plans,
problem-solving plans, develop ideas, knowledge systems based on the mind
map, propose their own solutions to solve problems in different ways and
present pedagogy, argue in defense of their ideas, ... students are facilitated,
encouraged to express their ideas, many learn more positive activities. This is a
very encouraging and promoted point for students in Northwest Vietnam.
Through observing the lessons, teachers use project-based teaching and
problem-solving teaching, proactively and enthusiastically express personal
opinions with issues and learning situations.
To evaluate the project-based teaching process, problem-solving teaching
process and the effectiveness of project teaching, problem-solving teaching in
developing problem-solving and creative capacity for high school students in
Northwest Vietnam, we conducted interviews and distributed questionnaires to
teachers and students participating in experiment classes, some teachers in
chemistry and received positive feedbacks.
3.4.2. Quantitative analysis results
3.4.2.1. Observation checklist results assess students' ability to solve problems
and creativity through teaching chemistry of non-metals
The results show that the difference in the average results achieved by
students in the experimental groups of 10th and 11th grade after the impact
between round 2 and round 3 is: Average result of students of grade 10 after
impact of round 3 - Average result of students of grade 10 before impact of
round 3 > Average result of students of grade 10 after impact of round 2Average result of students of grade 10 before impact of round 2 and Average
result of students of grade 11 after impact of round 3 - Average result of
students of grade 11 before impact of round 3 > Average result of students of
grade 11 after impact of round 2- Average result of students of grade 11 after
impact of round 2. It proves that the results achieved by students in
experimental group in both 10th and 11th grade after the impact of round 3 is
higher than that of round 2. Thus, through the student's observation checklist, it
is possible to conclude the student's ability to solve problems and creativity

when using b Impact measures have been developed.
3.4.2.2. The results of the experimental teacher's questionnaire about the
development of students' problem-solving and creativity capacity.
From the above data table, the total results of teachers 'questionnaires about
developing students' problem-solving and creativity capacity in project-based


20

teaching are good and satisfactory; the results in the 3rd round accounts for a high
percentage than the 2nd round. At the same time, at the unsatisfactory level, the
second round accounted for a higher proportion than the third round. That showed
that the students in the experimental class were assessed by the teachers to the
extent that the students' ability to solve problems was good (criteria 1, 5, 7). When
comparing the results in two experimental rounds of students, the third round is
higher than the second round about the good level. On the other hand, round 2 is
higher than round 3 at an unsatisfactory level. This shows that the results achieved
from the second round, we have timely additional adjustments to the project topics
built from exercises with practical contexts to better prepare for the third round.
The results show that students in the experimental class have developed the
capacity to solve problems and be creative.
3.4.2.3. Results of the student's self-assessment form about the development of
problem-solving and creative capacity
Based on the collected data, the students' self-assessment results on the
level of problem-solving and creativity capacity development for the two
experimental rounds were good and accounted for 85%. This shows that the
effectiveness of the construction of project topics is appropriate. Project topics
helps students form and develop their own problem-solving and creativity
capacity. Most of the criteria on the table above are good, specifically criteria 1,
5, 7. In addition, in criteria 9 and 10, students face difficulties because they are

not familiar with the evaluation of project results of their groups and other
groups based on the criteria of identifying and drawing experience on project
implementation, applying and solving tasks of similar and variable projects. On
the other hand, on the summary table, the results of round 3 are often higher
than round 2 at the good levels and achieved and at the level of failure, the third
round is lower than the second round. This shows that the students have
developed the problem-solving and creativity capacity through project topics
built from practical situations.
3.4.2.4. Results of the project's self-assessment for students of experimental in
2nd round and 3rd round
The results obtained from Table 3.12 show that students' self-assessment
results on the project products are good and fairly good accounting for over
50%; the component with weak results only accounts for a relatively low rate.
This shows that the group members have a proper and specific task assignment,
the members collect, process information and exchange to understand tasks and
products that need to be complete of the reseach project to prepare the project
report of the group. Most of the groups assessed the content structure,
presentation and presentation of product reports at a higher level. In addition,
the criteria proposed to solve the problem of collecting and processing
information most students self-assessed at low level, because they were not
familiar with the proposed problem-solving plan, so they met a lot of hard. In


21

addition, the use of information technology and handling situations when
reporting products, children encountered difficulties because the facilities were
not yet fully equipped, which greatly affected the reporting of the group’s
products.
3.4.2.5. Quantitative assessment of test results

After teaching experiments, we conducted tests of two rounds of
experimental teaching, marking and processing the results:
a. Test results round 2
Table 3.14. Statistical parameters for test number 1
10th grade
(Round 2)
Experimental
Standard

Average
(Mean)

Median
(Median)

6.97
6.1

7
6

Statistical parameters
Number
Experimental
of
Standard
grade average
dominant Deviation
- Standard
(Mode)

grade average
7
1.503
0.87
6
1.58

p
(Sig.)

ES

0.0015

0,551

p
(Sig.)

ES

0.0014

0,525

p
(Sig.)

ES

0.001

0,497

p
(Sig.)

ES

0.001

0,532

Table 3.17. Statistical parameters for test number 2
10th grade
(Round 2)
Experimental
Standard

Average
(Mean)

Median
(Median)

7.02
6.10

7
6

Statistical parameters
Number
Experimental
of
Standard
grade average
dominant Deviation
- Standard
(Mode)
grade average

7
6

1.51
1.54

0.92

Table 3.20. Statistical parameters for test number 3
11th grade
(Round 2)
Experimental
Standard

Average
(Mean)

Median

(Median)

6.96
6.17

7
6

Statistical parameters
Number
Experimental
of
Standard grade average
dominant Deviation
- Standard
(Mode)
grade average
7
1.43
0.79
6
1.59

Table 3.23. Statistical parameters for test number 4
11th grade
(Round 2)
Experimental
Standard

Average

(Mean)

Median
(Median)

7.02
6.01

7
6

Statistical parameters
Number
Experimental
of
Standard grade average
dominant Deviation
- Standard
(Mode)
grade average
7
1.53
1.01
6
1.62


22

a. Test results round 3

Table 3.26. Statistical parameters for test number 1
10th grade
(Round 3)
Experimental
Standard

Average
(Mean)

Median
(Median)

6.99
5.92

7
6

Statistical parameters
Number
Experimental
of
Standard grade average
dominant Deviation
- Standard
(Mode)
grade average
7
1.53
1,07

6
1.68

p
(Sig.)

ES

0.0025

0,636

p
(Sig.)

ES

0.0022

0,614

p
(Sig.)

ES

0,001

0,700

p
(Sig.)

ES

0,0015

0,703

Table 3.29. Statistical parameters for test number 2
10th grade
(Round 3)

Average
(Mean)

Median
(Median)

Experimental

7.01

7

Standard

5.91

6

Statistical parameters
Number
Experimental
of
Standard grade average
dominant Deviation
- Standard
(Mode)
grade average
7
1.52
1,10
6
1.71

Table 3.32. Statistical parameters for test number 3
11th grade
(Round 3)
Experimental
Standard

Average
(Mean)

Median
(Median)

7.06
5.89

7
6

Statistical parameters
Number
Experimental
of
Standard grade average
dominant Deviation
- Standard
(Mode)
grade average
7
1.49
1,17
6
1.67

Table 3.35. Statistical parameters for test number 4
11th grade
(Round 3)
Experimental
Standard

Average
(Mean)

Median
(Median)

7.12
5.93

7
6

Statistical parameters
Number
Experimental
of
Standard grade average
dominant Deviation
- Standard
(Mode)
grade average
7
1.51
1,19
6
1.62

Table 3.36. Compare the average of the test results of 10th grade and 11th grade
students of experimental class between round 3 and round 2
Test and compare the average results in pairs
Pair 1
Pair 2
Pair 3
Pair 4

Object
The average result of test number 1 in round 3 and round 2
The average result of test number 2 in round 3 and round 2
The average result of test number 3 in round 3 and round 2
The average result of test number 4 in round 3 and round 2

Average difference
0,2
0,18
0,38
0,18


23

Comment: From the data obtained in Table 3.36, the results for the
experimental group of grade 10 and experimental group of grade 11 of the two
rounds, showing the experimental mean difference: Average of 10 th grade in
round 3 - Average of 10th grade in round 2 > 0; Average of 11th grade in round 3
- Average of 10th grade in round 2 > 0. That, confirming the results of the 3rd
round test better than round 2. Having that result, when the second round
experiment ended we have the correction revise and supplement training plans,
project topics to be more effective in experiment in round 3.
Conclusion: Through the results of pedagogical experiment, it is allowed
to confirm the truthfulness of the scientific hypothesis and students' ability to
solve problems and creativity which has been developed through the use of
problem-solving teaching methods, teaching projects combined with using
capacity development exercises in teaching high school’s chemistry of nonmetals.
SUMMARY OF CHAPTER 3
In the content of chapter 3, we presented the results of pedagogical

experiments with the purpose of evaluating the feasibility and effectiveness of
applying problem-solving teaching and project-based teaching to develop
problem-solving capacity and creativity for high school students in the northwest
mountainous provinces through teaching non-metallic chemistry.
From the results obtained during the experiment, we draw the following
conclusions:
Problem-solving and project-based teachings are effective teaching
methods that can be applied in non-metallic chemistry teaching at high schools
to develop problem-solving and creative abilities for students especially are
students from the northwest mountainous ethnic group. The experiment results
of quantitative and qualitative analysis we analyzed show that the proposed
scientific hypothesis when conducting thesis research is feasible and effective
for students in the Northwest mountainous provinces, can use the construction
of content in integrating other subjects, for students to associate theory with
practice and practice. Help students to be able to solve their own learning
problems, promote their creativity, love the subject, understand the world
around them scientifically, and this is one of the teaching methods that can be
applied; used to design and organize integrated lessons for building textbook
programs oriented to develop learners' capacity in high schools today.
CONCLUSIONS AND RECOMMENDATIONS
1. Conclusion
After completing the thesis research: “Developing problem-solving skills
and creativity capacity for high school students in Northwest Vietnam in
teaching chemistry of nonmetals”