Phát triển năng lực tự học cho sinh viên trong dạy học học phần hóa học đại cương vô cơ ở trường cao đẳng y tế khu vực tây nam bộ tt

MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION

HUYNH GIA BAO

DEVELOPING SELF-LEARNING CAPACITY FOR STUDENTS
THROUGH TEACHING GENERAL INORGANIC CHEMISTRY
AT MEDICAL COLLEGE OF THE SOUTHWEST REGION
Speciality: Theory and Methods of Teaching Chemistry
Code: 9.14.01.11

SUMMARY OF THESIS WILL ADVANCED SCIENCE EDUCATION

HA NOI , 2020


The work was completed at Chemistry Faculty - Hanoi National University of
Education

Supervisor: Assoc.Prof. Dr. Nguyen Xuan Truong

Review 1: Assoc.Prof. Dr. Le Van Nam
Review 2: Assoc.Prof. Dr Vu Quoc Trung
Review 3: Dr. Nguyen Thi Nguyet

The thesis will be defended by the University-level thesis evaluation committee
at Hanoi National University of Education at ... hour ... date ... month ... year ...

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

PREAMBLE
1. The reason for choosing the topic
Innovation in education and training is a fundamental factor determining the sustainable
development of the country. Along with the trend of internationalization, our Party and
State have considered capacity development to be the leading task in educational
innovation, including vocational education. The basic task of teaching at Universities and
Colleges today is not only to provide students with a system of professional knowledge, but
more importantly, to equip learning styles and promote proactivity of learners; using
information and communication technology in teaching activities; exploiting open
educational resources and Internet resources.Teaching and oriented development of
competencies in general and self-learning capacity in particular can be considered as a
concretized model of an output-oriented program. Self-learning is the decisive factor for the
quality of learning and training. It promotes self-awareness, actively occupies students'
knowledge.
Developing self-learning capacity for students is a job that has an extremely important
position in higher education. Students want to firmly grasp, deeply understand and apply
chemical knowledge to different situations that require good intellectual capacity.
The current situation of teaching in Inorganic General Chemistry in medical colleges has not
yet developed self -learning capacity for students. There is still a very limited number of self
-studying capacities because teaching the subject has not brought them excitement. The task
is to find ways to develop autistic energy for students to improve the teaching quality of
inorganic general chemistry in medical colleges.
Stemming from the above analysis, we choose the topic "Developing self- learning
capacity for students through teaching the Inorganic General Chemistry module at
the Medical College of the Southwest region" as the subject of thesis.
2. 2. Research’s aims and Research’s missions
2.1. Research’s aims
Research, proposed measures develop Self-learning Resources Inorganic chemistry
part For Students Contribute to improving the quality of training at Southwestern Medical

College.
2.2. Research’s missions
- Research on the basis theory of Self-learning, Capacity, self-learning capacity,
organize self-learning activities for students and some teaching methods actively to develop
energy deposition Learning in College Medical;

1


- Research and practical basis on the status of capacity development for the Student
Study in teaching modules General Inorganic Chemistry at the Medical College of the South
West region
- Research and propose the structure of Self-learning Competencies; identify the Selflearning Activity process and develop a toolkit, criteria for the Self-learning Competency
Assessment for Health Students;
- Analyze the structure and content of the General Inorganic Chemistry program at the
Medical College;
- Proposing measures to be used in the process of organizing Self-learning Activities to
develop Self-learning Capacity of inorganic General Chemistry chemistry: Project-based
teaching, Experimental teaching according to Spickler
- Pedagogical experiment to confirm the correctness of the thesis hypothesis.
3. Object and subject of the research
3.1. Research object
The process of organizing teaching inorganic general chemistry courses for students
at medical colleges in the direction of developing self-learning capacity.
3.2. Research subjects
Student's self-learning capacity and two measures to develop self-learning capacity
for students at the Medical College.
4. Scope of research
- Curriculum of general inorganic chemistry at the Medical College
- Student self-learning capacity in inorganic chemistry course

- Survey and experimental pedagogy at six southwestern medical colleges
- Research period: From November 2016 to May 2020.
5. Scientific hypothesis
By applying project-based teaching and Experimental teaching according to Spickler
in teaching inorganic general chemistry part in science, it will develop self-learning
capacity for students and contribute to improve teaching quality. studying inorganic general
chemistry at the medical college in the current period according to the capacity development
orientation.
6. Research method
6.1. Group of theoretical research methods
6.2. Group of practical research methods

2


6.3. Mathematical statistical methods
7. New contributions of the topic
- Systematize the theoretical basis of self-learning, self-learning activities organization,
capacity, self-learning capacity and theoretical basis for organizing self-learning activities;
- Investigating and assessing the status of self-learning capacity development in teaching
general inorganic chemistry at 6 southwestern medical colleges: 24 lecturers and 600
students;
- Identified the 5-step basis and process of building self-learning capacity structure of
medical college students. Framework structure self-learning capacity has 3 component
competencies and 8 criteria.
- Proposing 2 measures to develop self-learning capacity for students to teach the chemistry
part of the college of health: Project-based teaching and Experimental teaching according to
Spickler
- Designing a set of tools for assessing the self-learning capacity of self-learning ability
for students in teaching the chemistry part at the College of Health: Student Self-learning

Competency Evaluation Form for Students, self-assessment of student capacity selfevaluation questionnaire, questionnaire of students.
9. The structure of the thesis
In addition to the introduction, conclusions, recommendations and references, the thesis
has 3 chapters:
Chapter 1: Theoretical and practical basis of developing self-learning capacity for students
Chapter 2: Developing self-learning capacity for students in teaching inorganic General
Chemistry at Southwestern Medical College.
Chapter 3: Pedagogical experiment.

CHAPTER 1.
THEORETICAL AND PRACTICAL BASIS OF DEVELOPMENT
SELF-LEARNING CAPACITY FOR STUDENTS
1.1. History of research issues
1.1.1. In the world
1.1.2. In Vietnam
1.2. Theoretical basis of developing self-learning capacity for students

3


1.2.1. Self-learning and self-learning activities
1.2.1.1. Self learning
Self-learning is a positive self-awareness process of learners in order to perform learning
activities themselves (self-learning, self-express, self-test). In the process, there may be no
need or need the help of other people (referees, organizations, guides). Students always
proactively put themselves into learning tasks, handle them to acquire knowledge, form and
develop their own skills and techniques with the set goals.
1.2.1.2. Self-learning activities of students
student activities of students currently is the activities of self-learning. Should selflearning activities must also have appropriate methods, content, purposes, expressed in
many aspects (motivation, attitude, will, methods and skills of learning) and still subject to

many Other factors (documents and learning facilities; friends; teachers, family and society
....)
1.2.2. Capacity
1.2.2.1. General capacity concept
Competence is the ability to appropriately apply the system of knowledge, skills, and
attitudes to successfully perform a task in a given context.
1.2.2.2. General structure of capacity
The general structure of active capacity is described as a combination of 4 component
CAPACITY: professional competence, method competence, social competence, individual
competence.
1.2.2.3. capacity of students in general and medical students
- general competencies: (1) capacity of autonomy and self-learning; (2) capacity of
communication and cooperation; (3) capacity for problem solving and creativity.
- professional competencies: (1) language capacity, (2) calculating capacity, (3) capacity of
natural and social study, (4) technological capacity, (5) competition capacity , (6) aesthetic
capacity, (7) physical capacity.
1.2.3. Self-learning ability
1.2.3.1. Definition of self-learning capacity
student's self-learning capacity is the ability of the student to flexibly and actively apply
the existing knowledge and skills to successfully perform the learning task by developing a
learning plan on their own; implement learning plans and self-assess, adjust the learning process
itself to achieve the learning goals set out.
1.2.3.2. The general structure of self-learning capacity

4


self-learning capacity is two groups of component ability: action ability group and
intellectual capacity group.
1.2.4. Organize learning activities to develop self-learning capacity

organization of self-learning activities a teacher sets out the self-learning activities,
orienting, supporting, advising and directing students to conduct the self-learning activities.
the teacher offers different forms of self-learning activities such as self-learning according
to the curriculum, self-research on the subject, self-learning according to the instructors, ...
to explore knowledge and forge skills , thereby developing ability.
1.2.6. Assess self-learning capacity
(1) Purpose of evaluating self-learning ability: Assessing learning needs; Learners are
concerned (2) Principles for evaluating self-learning ability: Ensuring value, Ensuring
reliability, Ensuring flexibility, Ensuring fairness, Ensuring systemateness, Ensuring
integrity , assurance assessment of student development, assessment in a practical context
(3) Methods and tools for evaluating self-learning capacity for students
using the capacity scale, assessing through study records and assessing through special
design tests.
1.3. Some learning theories guide the development of self-learning ability
1.3.1.Cognitive blood (Cognitivism)
1.3.2. Constructionalism
1.4. Some teaching methods develop students' self-learning ability
1.4.1. Project Based Learning
“teaching project is a form of teaching in which students under the control and
assistance of the teachers themselves solve a complex learning task not only theoretically
but also The practical side through which creating practical products can be introduced
and published
1.4.2. Teaching methodology experiment according to Spickler
active learning process, self-discipline associated with experimental activities, “students
self-learning. in order to achieve the set learning requirement, students need to apply more
extensive skills of laboratory processing, self-development of thinking, creativity, and
knowledge utilization.
1.5. Situation of developing self-learning capacity for students in teaching General
Chemistry inorganic chemistry at Southwestern Medical College
1.5.1. Characteristics of the Medical College of the Southwest region in the South of

5


Vietnam
1.5.2. Survey purpose
1.5.3. Subject, survey time
1.5.4. Survey content and methods
1.5.5. Survey results
1.5.5.1. Analysis of survey results for lecturers
a. About the common difficulties in self-learning organizationb.
b.About the actual status of the implementation of teaching methods contribute to the
development of self-learning capacity
c. regarding the role of developing self-learning capacity for students at college of health
d. On the frequency of regular use of self-learning capability assessment tools in teaching
1.5.5.2. Analysis of survey results for students
a. About self-learning awareness
b. About the role and meaning of self-learning
c. About the time for self-learning
d. on the level of realization of the basic skills of self-learning
Through exchanging survey students, we found that: students have correct awareness of
the role of the game, there are still quite a few students who do not have much time for selflearning. Students do not have scientific self-learning methods (find documents, collect
information, process information); has not brought into full play the collective strength, selflearning is still spontaneous, strong who does that person learn, rarely exchange
information. Self-learning ability of medical students is not high. Teachers initially teach
students self -studying skills and let students do it by themselves, create products, not pay
attention to students to self-define tasks and plan self-learning; self-assessment and selfregulation. Teachers teach self-learning to students mainly based on "personal experience"
Summary of chapter 1
CHAPTER 2
DEVELOPING SELF-LEARNING CAPACITY FOR STUDENTS IN THE
TEACHING OF GENERAL INORGANIC CHEMISTRY LEARNING AT SCHOOL

MEDICAL COLLEGE SOUTHWEST REGION
2.1. Analyze the structure and objectives of the Inorganic General chemistry program
2.1.1. The curriculum structure of the General inorganic chemistry course

6


2.1.2. Objectives of the curriculum in Chemistry General Inorganic course
2.1.2.1. About knowledge
2.1.2.2. Skills
2.1.2.3. Attitude
2.1.2.4. Capacity development orientation
2.2. Building the self-learning capacity structure of Health College students
2.2.1. The process of building self-learninging competence structure

2.2.2. Structure of self-learning capacity of Medical College students

2.2.3. The level of expression of self-learning competency criteria of Health College

7


students
component
capacity

Develop a
selflearning
plan

Perform
Selflearning
plan

Evaluatea
nd selfassessme
nt of selflearning
results

criteria

Define selflearning
goals and
tasks

degree evaluation

1
Determining
the
objectives and tasks
of the school but
not clearly analyzed
and specific

Self-learning
plan

Identify methods
and means of selflearning but have

not distributed a
reasonable time..

Information
gathering

Gathered
some
information but it
was not accurate

Information
analysis and
processing

Processing some
information but not
accurate

Using
information to
solve selflearning tasks

Solve some selflearning tasks

Taking notes,
summarizing
information,
summarizing

Taking notes and
summarizing
information but not
summarizing
knowledge

Peer
Assessment

Self
Assessment

Assess
the
advantages
and
disadvantages
of
your
classmates,
but
have
not
identified the cause

2

3

Clearly defined

but unimportant
goals
and
mandates

Clearly
and
properly
identifying the
goals and tasks
of the private
school
Identify
methods, means,
self-learning
time
and
expected results

Determining
methods, means
and time to selflearning but not
expected
to
achieve results.
Collected quite a
lot
of
information but
some are not

accurate
Processing a lot
of information
to
acquire
knowledge but
not accurate
Solve quite a lot
of private tasks

Taking
notes,
summarizing
information and
summarizing
incomplete
knowledge
Assess
the
advantages and
disadvantages of
your classmates
and identify a
number
of
reasons

Gather a lot of
accurate
and

complete
information
Handling
information is
complete
and
accurate
knowledge
Fully solve the
task of selflearning

Taking notes,
summarizing
information and
summarizing
knowledge fully

Assess
the
advantages and
disadvantages of
your classmates
and identify the
causes based on
the
results
achieved
Self-assessment of Self-assessing
Self-assess your
the pros and cons of the advantages strengths

and
self but not know and
weaknesses and
how to adjust
disadvantages of self-adjust
in

8


self and selfadjustment, but
not
consistent
with the goals
and tasks of selflearning
2.3. Develop a toolkit to assess students' self-learning ability

accordance with
the goals and
tasks of selflearning

2.3.1. Developing the survey questionnaire after experiment
2.3.2. Build observation checklist
2.3.2.1. Student observation checklist for faculty members
Criteria

1

2

3

4

5
6

7

8

Level of points

1
Determining the
objectives and tasks of
the school but not clearly
analyzed and specific
Identify methods and
means of self-learning
but have not distributed a
reasonable time..
Gathered some
information but it was
not accurate
Processing some
information but not
accurate
Solve some selflearning tasks
Taking notes and

summarizing
information but not
summarizing knowledge

2
Clearly defined but unimportant
goals and mandates

Assess the advantages
and disadvantages of
your classmates, but have
not identified the cause

Assess the advantages and
disadvantages of your
classmates and identify a
number of reasons

Self-assessment of the
pros and cons of self but
not know how to adjust

Self-assessing the advantages
and disadvantages of self and
self-adjustment, but not
consistent with the goals and
tasks of self-learning

Determining methods, means
and time to self-learning but not

expected to achieve results.
Collected quite a lot of
information but some are not
accurate
Processing a lot of information
to acquire knowledge but not
accurate
Solve quite a lot of private
tasks
Taking notes, summarizing
information and summarizing
incomplete knowledge

9

3
Clearly and properly
identifying the goals
and tasks of the private
school
Identify methods,
means, self-learning
time and expected
results
Gather a lot of accurate
and complete
information
Handling information
is complete and
accurate knowledge

Fully solve the task of
self-learning
Taking notes,
summarizing
information and
summarizing
knowledge fully
Assess the advantages
and disadvantages of
your classmates and
identify the causes
based on the results
achieved
Self-assess your
strengths and
weaknesses and selfadjust in accordance
with the goals and tasks
of self-learning


Assessments of private competency in groups of students
1. School: .............................................. .................................................. ............................
2. Group: ....................................... 3. Training industry:. ..................................................
4. Lecturers: ............................................. .................................................. ...
component
capacity

Criteria

Level of

points

1

2

points

3

Develop a selflearning plan

Define self-learning goals and tasks
Self-learning plan
Information gathering
Perform
Information analysis and processing
SelfUsing information to solve self-learning
learning
tasks
plan
Taking notes, summarizing information,
summarizing
Evaluateand self- Peer Assessment
assessment of
Self Assessment
self-learning
results
Summary sheet of assessment results of case study in a class
1. School: .............................................. .................................................. ...........................

2. Group: ....................................... 3. Training industry:. ..................................................
4. Lecturers: ............................................. .................................................. ...
Numerical
order

Full name

Criteria

1

2

3

4

5

6

7

total
score

8

1
2

……
…………..
Total points observe
2.3.2.2. Student self-assessment form
Self-assessment sheet of students' self-learning ability
1. School: .............................................. .................................................. ....................
2. Group: .......................................
3. Training industry:. ..................................................
4. Lecturers: ............................................. .................................................. .......
Numerical
order

1
2
3
4
5
6

Criteria

Define self-learning goals and tasks
Self-learning plan
Information gathering
Information analysis and processing
Using information to solve self-learning tasks
Taking notes, summarizing information,
summarizing

10

point

(1)

(2)

(3)


7
8

Peer Assessment
Self Assessment
total score
Other comments (specify):…………........................................................................
Phiếu tổng hợp kết quả tự sinh viên đánh giá NĂNG LỰC TỰ HỌC
1. School: .............................................. .................................................. ....................
2. Group: .......................................
3. Training industry:. ..................................................
4. Lecturers: ............................................. .................................................. ........
Numeric
Full name
Criteria
total
al order
score
1
2

3
4
5
6
7
8
1
2
……
Total points observe
2.3.3. Evaluation through special tests
2.3.3.1. Special test design process
Step 1. Determine the objective of the test.
Step 2. Design the test matrix.
Number of
sentences

Numerical
order

Criteria

1
2
3
4

Information gathering
Information analysis and processing
Using information to solve self-learning tasks

Taking notes, summarizing information,
summarizing

Location Score
Score

TC
Step 3. Compile the question according to the matrix

10

Step 4. Prepare the answer, scale and conversion table
Step 5. Verify the test.
2.3.3.2. Recommended test illustration
2.4. Principles for developing students' self-learning capacity in teaching General
Chemistry inorganic chemistry at Medical College
2.4.1. Assurance of study objectives
2.4.2. Ensuring the inheritance of knowledge content
2.4.3. In accordance with the mode of training under credit system
2.4.4. Ensure practicality
2.6. Process of organizing self-learning Chemistry General Inorganic Chemistry

11


2.6. Measures for developing self-learning inorganic General Chemistry chemistry at
the College of Health
2.6.1. Measure 1: Use project-based teaching to develop self-learning capacity
2.6.1.1. The relationship between the process of teaching by project method with the
manifestations of self-learning capacity

Steps of teaching by project
methods

Step 1
Develop a project plan

The manifestations of self-learninging ability
–
–
–
–

Determining project objectives and tasks
Project planning
Collect information related to the project
Step 2
Analyzing and processing information related to
Project implementation
the project
– Use information to solve project tasks
– Taking notes, summarizing information, reporting
products
Step 3
– Peer evaluation
Project evaluation
– Self-assessment, adjustment for the next project
2.6.1.2. The process of organizing project-based teaching activities to develop self-learning
capacityStep 1. Develop a project plan
Activities of lecturers
Student activities

Expression of selflearning capacity
- Setting a problem situation - Form excitement and a sense
containing
many of learning
- Determine goals and
contradictions,
stimulating
tasks of self-learning
learning
curiosity
for
students. Creating students'
beliefs about their own ability
to successfully implement the
project of study, what does it
mean in science and real life?
How can they be applied?
Instructing
students
to

12


identify the objectives and - Agree the name and target of
tasks of the project:
the assigned project
- Make a self-learning
- Determining the core content plan
determine the project title and of the project (knowledge

objectives
circuit) Listen and record
requirements and procedures
determine the tasks of the
for the TH plan:
project: content and
+ Discuss with members the
implementation process
work to be done during the
(notice the form of classroom implementation of the TH plan
organization: Time, space,
+ Read the entire DA content
facilities
and list what needs to be done.
+ Design a plan framework
+ Ask students to list all the
template, fill in the content,
necessary work related to the coordinate the content and
TH: prepare facilities, search finalize the TH plan.
documents ...
+ Expected products
+ Ask students to determine
the plan framework; Create a
planning matrix: Organize the
tasks listed above into the
plan template.
Step 2. Project implementation
Activities of lecturers
Student activities
Expression of selflearning capacity

Advising and
- Based on the standard chemical - Collect information
organizing students to
chemistry GT, references, internet ...
implement the project: Students read and search, collect the
- Instructing, orienting type of information to be found with
reading and searching confidence, high selectivity in many
documents of students
different forms suitable to the items.
- Randomly track and targets and missions DA
Analyzing
and
check
student - Select and analyze sufficient processing information
information
sources information for each content and know
during processing
how to check and evaluate the
- Suggestions to help accuracy and completeness of the
students build products collected information.
- Using information to
- Using processed information to solve
self-learning
- Organize for students build products
tasks
to report products
- Summary of information of group
members. From there, build up the Taking
notes,
product, present the results of the summarizing

project that prepared and answer information,
additional questions from the teacher summarizing
or classmates.
knowledge

13


Step 3. Project evaluation
Activities of lecturers

Student activities

- Presiding for students to
evaluate each other

- Evaluate the pros and cons of
your group and group members
- Through the self-evaluation of
students: Identify the advantages
and disadvantages of themselves,
identify the causes based on the
results achieved
- Overcoming and adjusting
errors, limitations and selfadjustment to suit the project
objectives and tasks.

Expression of selflearning capacity
- Peer evaluation

- Summarizing group and
individual assessment of
students through: selfassessment student votes
- Self assessment
- Comments help students
adjust, learn from
experience
- Qualitative evaluation
through the survey after
DHTDA
- Quantitative evaluation
through the observation
checklist of teachers, and
the product report of the
project
2.6.1.3. Develop a system of project topics in teaching General Chemistry inorganic
Chemistry
(1) Principles for choosing a project topic
(2) The system of project topics in Chemistry can be implemented
2.6.1.4. The teaching plan uses project-based teaching methods to develop the ability to
self-learning the chemistry of Inorganic General Science
2.6.2. Measure 2: Using teaching method of Chemistry according to Spickler
2.6.2.1. The relationship between the Spickler experiment process and the expression of
private competency
Steps to experiment
Spickler
Step 1
Develop a plan
experiment
Step 2

Implementation of the
plan
experiment

Expression of self-learning capacity
–
–
–
–
–

Determining goals and practical tasks
-Experiment planning
Survey and exploration outline the experiment
Design your own way of performing, conducting, analyzing
data and formulating assumptions.
Summary of experimental results to verify the hypothesis
Record, summarize information, report on experiment

14


results
Step 3
– Peer evaluation
Experiment assessment – Self-assessment and adjustment for the next exercise
2.6.2.2. The process of organizing practical learning activities according to Spickler to
develop self-learning ability for students
Step 1: Develop a experiment plan
Activities of lecturers

Student activities

- Teachers set problematic
content and assign tasks to
students
- Suggest students to find
experiments by themselves
in accordance with the
program
content
and
allowable conditions

Expression of selflearning capacity
- Determine goals and tasks
of self-learning

Proposal of experimental
exercises (select content for
experiment)
+ Teachers and students
research and select the content
of experiment exercises to
develop mathematical
representation for creative
independent students
Finalizing
student associated with the medicine
proposals.

and pharmacy profession.
- Support students to plan - Determining the objectives of - Make a self-learning plan
experiments
the experiment
- Planning: Time, space,
vehicles
Step 2: Implementation of the experimental experiment plan
Activities of lecturers
- Teachers monitor and
help when needed.

- Provide standard samples
- Advising case questions

Student activities
Survey, exploration
information outlines
experiments
+ Students discuss in
groups
+ Students propose to
select experiments
(Students can refer to
books, GT, Internet, ...)
- Students design how to
perform, analyze data and
formulate assumptions.
- The student groups work
out how to proceed, collect
data, analyze data and

formulate hypotheses.
- Summary of hypothetical

15

Expression of self-learning
capacity
- Collect information

- Analyzing and processing
information

- Using information to solve
self-learning tasks

- Taking notes, summarizing
information, summarizing
knowledge


test results
+ Representatives of
student groups report the
experimental results.
+ Students compare the
obtained results with the
approved standard sample
results and draw
conclusions.
+ Write a report on the

experimental results.
Step 3. Experience valuation
Activities of lecturers
- Presiding for students to
evaluate each other
- Summarizing group and
individual assessment of
students through: selfassessment student votes
- Comments help students
adjust,
learn
from
experience

Student activities

Expression of selflearning capacity
- Evaluate the pros and cons - Peer evaluation
of your group and group
members
Through
the self- Self assessment
evaluation sheet: students
recognize the advantages
and
disadvantages
of
themselves, identify the
causes based on the results
achieved.

- Fix and adjust errors,
limitations and know how
to self-adjust to suit
Spickler experiment

- Qualitative assessment
through questionnaire after
experiment according to
Spickler
- Quantitative evaluation
through the observation
checklist of teachers and
reports of experimental
results.
2.6.2.3. The teaching plan uses Spickler's method of teaching chemistry experiment to
develop students' self-learning ability
Summary of chapter 1
CHAPTER 3. EXPERIMENTAL PEDAGOGY
3.1. Experimental overview

16


3.1.1. Experimental purposes
3.1.2. Experimental pedagogical task
3.1.3. Subjects and experimental areas
3.1.4. Experimental content
3.1.5. Pedagogical experiment process
Phase 1: Experimental exploration.
Phase 2: Experimental impact (2 rounds)

3.1.6. Methods of processing experimental results
3. 2. Experimental results
3.2.1. Experimental exploration
3.2.1.1. Measure 1: Use project-based teaching
3.2.1.2. Measure 2: Use Spickler's Experimental teaching method
3.2.2. Experimental impact
3.2.2.1. Measure 1: Use project-based teaching
(1) Qualitative analysis via student experiment form
(2) Analyzing results of quantitative assessment
a) Assessment of student self-learning ability development
* Assessment through the student observation checklist for lecturers

b) Assessment through empirical and control classes
* Assessment through the student observation checklist for lecturers

17


18


Graph of developing self-learninging ability of students - Round 2

Graph of developing self-learninging capability in Grades and Grades –

Graph of developing self-learninging capability in Grades and Grades - Round 2
3.2.2.2. Measure 2: Use Spickler's Experimental teaching method
(1) Qualitative analysis via student experiment form
(2) Analyzing results of quantitative assessment
3

2.7

2.5

2.7

2.7

2.6

2.2

2.7

2.6
2.4

2.2

2.7

1.7

3

1.5

2

1.6
1.4

2.8

2.7

1.9

2.8

2.7

2.6

2.5

2.4

2.5

1.8

1.5

2.8

2.4

2.3

2.1

1.9

2
1.5

2.6

2.4

2.3

2.3

2.2

2

2.4

2.4

2.2

2.1

2

2.8

2.7

2.5

1.9

1.9

1.9

2

1.4

1.5

1
1

0.5
0.5

0
Xác định mục Lập kế hoạch
tiêu và nhiệm
tự học
vụ TH

Thu thập
thông tin

Thực hành 1

Phân tích và Sử dụng thơng Ghi chép, tóm Đánh giá đồng
xử lí thơng tin tin giải quyết tắt thơng tin,
đẳng
nhiệm vụ tự tổng kết kiến
học
thức

Thực hành 2

Tự đánh giá

0
Xác định mục Lập kế hoạch
tiêu và nhiệm
tự học
vụ TH

Thực hành 3

Thu thập
thơng tin

Phân tích và
Sử dụng
Ghi chép, tóm

xử lí thơng tin thông tin giải tắt thông tin,
quyết nhiệm tổng kết kiến
vụ tự học
thức

Thực hành 1

Thực hành 2

Đánh giá
đồng đẳng

Thực hành 3

Chart of developing student competency through experiment Round 1,2

19

Tự đánh giá


ậ
đị

ế

ử

ạ
ụ

ự

ậ

Đ

ự

ụ

ọ

đị

đ

ử

ắ

ệ

ế

ạ

ậ

ử

ụ

ế

ử

ả

ự

ệ

ế
ế

ọ

ụ
ọ

ổ
ế

ế
ứ

ứ

Đối chứng

Đố

đẳ

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ế
ệ

ổ

ụ ự

ự đ

đồ

ọ

ụ

ả

Đ

ự

ệ

đẳ

ụ

ậ

ụ

đồ

ứ

ự

T hực ng hi ệm

ệ

3
2.7

2.7

2.7

2.6

2.5

2.6

2.6

1.1

1.1

2.7

2.7

2

1.5

1.4
1.3
1.1

1

1.1

1.1

1.2

0.5

0
Xác định mục Lập kế hoạch

Thu thập

Phân tích và

tiêu và nhiệm

thơng tin

xử lí thơng

tự học

vụ TH

Sử dụng

Đánh giá

Ghi chép, tóm

Tự đánh giá

thơng tin giải tắt thông tin, đồng đẳng
quyết nhiệm tổng kết kiến

tin

vụ tự học

Đối chứng

thức

Thực nghiệm

Graph of developing self-learning capacity of experimental and experimental students - Round 1

3
2 .8

2 .8

2 .7

2 .7

2.5

2 .8

2 .7

2 .6

2 .8

2
1.7

1.6

1.5

1.7
1.5

1.6

1.5

1.4

1.7

1
đị

ậ

ụ

ế

ạ
ọ
ệ

ử
ự

ụ

Đ

ự đ

ậ

đồ
ử

ả

ụ

ắ

0.5

đẳ

ế
ệ
ự

0
ụ

ọ

ổ

ế

Xá c định mục

Lậ p kế ho ạ ch

Thu thậ p

tiêu v à nhiệm

tự họ c

thô ng tin

ế

Phâ n tích v à x ử Sử dụng thơ ng
lí thơ ng tin

v ụ TH

ứ

Ghi chép, tó m

Đá nh g iá đồ ng

tin g iả i quy ết

tắ t thô ng tin,

đẳ ng

nhiệm v ụ tự họ c

tổ ng kết kiến
thức

Đối c h ứn g

T h ực n g h i ệm

Đối chứng

3

2.8

2.8

2.7

2.8

2.7

2.8

2.7

2.6

2.5

Thực nghiệm

2
1.7

1.6

1.5

1.7
1.5

1.7

1.6

1.5

1.4

1
0.5
0
Xác định

Lập kế

mục tiêu và hoạch tự
nhiệm vụ

học

Thu thập
thơng tin

Ghi chép,

Đánh giá

Tự đánh

và xử lí

thơng tin

tóm tắt

đồng đẳng

giá

thơng tin

giải quyết

thơng tin,

Phân tích

TH

Sử dụng

nhiệm vụ

tổng kết

tự học

kiến thức

Đối chứng

Thực nghiệm

Graph of developing self-learning capacity of

experimental students - Round 2

20

Tự đá nh g iá

CONCLUSIONS AND RECOMMENDATIONS
1. Conclusion
Through the process of researching and implementing the tasks of the topic, we have
achieved the following results:
1.1. Conducted research on the theoretical and practical basis of self-study, organizing selfstudy activities, self-study competency and capacity development through a review of
reference documents and investigation of self-study status. Study in the General Inorganic
Chemistry Module with questionnaires for 24 lecturers and 600 students of 06 medical
colleges in the southwest region.
1.2. Proposing content and measures to develop self-study capacity for students through
organizing self-study activities for inorganic general chemistry module at medical colleges:
Proposing a framework of self-study competency structure with 3 component
competencies and 8 criteria with 3 levels of assessing students' self-study capacity
Through analyzing the program structure and objectives The inorganic chemistry
module is being taught in medical colleges. At the same time, proposing principles and
processes for organizing self-study activities oriented to develop self-study capacity for
students in medical colleges.
To develop self-study capacity for medical college students, we have proposed two
teaching methods: project-based teaching and Spickler-based experimental teaching. Based
on the characteristics of each teaching method and self-learning capacity, we have
determined the process of applying these teaching methods in medical college automation
activities. Since then, designing 06 detailed teaching plans to use in teaching General
Inorganic Chemistry module to develop self-study capacity for students at the medical
college of the TNB region.
Based on the self-study capacity framework of medical college students, the selfstudy capacity assessment toolkit is designed including: Post-experimental survey,
Observation checklist, student self-assessment and aptitude test.
1.3. Conducted pedagogical experiment: 1 exploration round and 2 impact rounds with 06
teaching plans at 06 medical colleges in the TNB region, with the participation of 7 lecturers
and 655 students. In each impact experiment round, we chose 9 experimental classes and 9
control classes.
The results of pedagogical experiment are assessed through qualitative and quantitative

21


analysis of post-experimental questionnaires, observation checklists, student results on selfassessment and project-based teaching tests in each ring. Actual pedagogical data are
handled by SPSS statistical data processing software. The results of pedagogical experiment
on the development of students' self-learning capacity are confirmed through basic statistical
parameters.
The results of pedagogical experiment after statistical processing have confirmed the
correctness of the scientific hypothesis and the feasibility of the topic. The results of the
thesis have achieved the objective: Developing self-study capacity of students through
teaching and learning about inorganic general chemistry at medical colleges, contributing to
the innovation of teaching methods according to regulations. capacity development direction
in vocational education.
2. Recommendation
Over a period of research, we have the following suggestions:
+ Continuing to experimentally implement the process of organizing self-study activities for
students in teaching the general inorganic chemistry module at the medical colleges of the
southwest region and other medical colleges in the country.
+ Continuing to research and apply the process of organizing self-study activities for
students in teaching other basic and specialized modules of the health science training
program.

22


LIST OF THE SCIENTIFIC WORKS RELATED TO THE THESIS
WAS PUBLISHED
1. Nguyen Xuan Truong, Huynh Gia Bao (2018), “Building the academic dynamics for students to
develop self-learning capacity in module chemical at medical college”, World Journal of

Chemical Education, Vol. 6, No.4, pp. 200 – 2003.
2.

Huynh Gia Bao (2018), "Fostering self-learning capacity for students in teaching general
chemistry concepts", Journal of Chemistry and Application, No. 4 (44), pp. 55-5.

3. Huynh Gia Bao, Huynh Cong Doan, Dinh Thuy Lan and Nguyen Cam Lai (2019), "Developing
self-learning skills for students in teaching General Chemistry inorganic Chemistry at Medical
College", Journal Journal of Chemistry and Application, No. 3 (47), pp 70-72.
4. Huynh Gia Bao, Huynh Cong Doan, Dinh Thuy Lan, Nguyen Cam Lai (2019), "Principles of
developing self-learning capacity for students in teaching General Chemistry inorganic
Chemistry at Medical College" , Journal of Chemistry and Application, No. 4 (48), pp 65-69.
5. Huynh Gia Bao, Huynh Cong Doan, Dinh Thuy Lan, Nguyen Cam Lai (2019), “Using case
studies to develop self-learning capacity for students in teaching General Chemistry inorganic
Chemistry at High School College of Health ”, Journal of Chemistry and Application, No. 5 (49),
pp 69-73
6. Huynh Gia Bao, Huynh Cong Doan, Dinh Thuy Lan, Nguyen Cam Lai (2019), "Using teaching
projects to develop self-learning capacity for students in teaching inorganic General Chemistry at
Medical College ”, Journal of Chemistry and Application, No. 6 (50), pp 70-74.
7. Huynh Gia Bao, Ngo Thi Kim Lan, Nguyen Thi Thuy Lan (2019), “Designing self-learning
activities according to project teaching in teaching General Chemistry inorganic Chemistry to
develop self-learning capacity for students. at the College of Health ”, Vietnam Journal of
Educational Sciences, 19, pp 19-23.
8. Le Thien Tam, Huynh Gia Bao (2019), "Developing the capacity of self-learning for students of
the Medical College through teaching under the General Inorganic Chemistry module project",
University of Science Journal Learning Vinh, Episode 48 - Số 4B / 2019, p. 28-37.
9. Nguyen Xuan Truong, Huynh Gia Bao, Ngo Thị Kim Lan (2020), “Building structure of selflearning capacity about general - inorganic chemistry for students at the medical college”,
Journal of Medical Care Research and Review, Volume - 3, Issue - 1.
10. Nguyen Xuan Truong, Huynh Gia Bao, Nguyen Thi Thuy Lan (2020), "Designing a set of tools
for assessing self-learning capacity for students through project-based teaching in the General

inorganic Chemistry module in College of Health, ”Journal of Science, Hanoi National
University of Education, Volume 65, Issue 1, pp. 192- 203.