Summary of Doctoral Thesis of Scientific Education: Developing problem-solving skills for students in engineering majors in Thermal Science of General Physics

MINISTRY OF EDUCATION AND TRAINING
VINH UNIVERSITY
----------------------

TRAN NGOC DUNG

DEVELOPING PROBLEM-SOLVING SKILLS FOR STUDENTS IN
ENGINEERING MAJORS IN THERMAL SCIENCE OF GENERAL
PHYSICS

SUMMARY OF DOCTORIAL THESIS OF SCIENTIFIC
EDUCATION
Major: Theory and Teaching Method of Physics
Code: 9140111

Science instructor:
1. Assoc.Prof., Dr. Nguyen Dinh Thuoc
2. Assoc.Prof., Dr. Nguyen Thi Nhi

NGHE AN – 2020


The thesis was completed at Vinh University
Science instructor:
1. Assoc.Prof., Dr. Nguyen Dinh Thuoc
2. Assoc.Prof., Dr. Nguyen Thi Nhi

Reviewer 1:

Reviewer 2:

Reviewer 3:

The thesis is defended in front of the University – level doctoral thesis – grading
council, Location: Vinh University
Time: At , date

month

2020

The thesis can be found at Vietnam National Library,
Nguyen Thuc Hao Library – Vinh University.
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INTRODUCTION
1. REASONS FOR CHOOSING THE TOPIC
Innovating higher education institutions and teaching methods towards capacity
development. The training objectives are based on the output standards to meet the
performance capacity of professional human resources required by the labour market.
Education - training work at Military Schools plays a very important role in realizing
the goal of building Vietnam People's Army: “revolutionary”, “regular”, “elite”, “gradually
modern”.
General Physics is said to be a subject of basic knowledge in the curriculum of
military schools and is taught from the first semester of the beginning year. Therefore, the
program is designed directly by the purpose of equipping students with the ability to
propose and to implement technical solutions as well as analytical and practical problemsolving skills through science knowledge block related to the basic knowledge of
Mathematics and Physics; specialized knowledge.
With the above reasons, we choose the research topic: " Developing problem-solving
skills for students in engineering majors in Thermal Science of General Physics".

2. RESEARCH PURPOSE
Developing problem-solving skills for students in teaching about Thermal Science of
General Physics at Military Technical Officers.
3. SUBJECTS AND SCOPE OF THE STUDY
3.1. Research Subjects
- Students' problem-solving skills in studying Physics.
- Teaching process of General Physics.
3.2. Research scope
The Thermal part of General Physics is in the training program of the Military
Technical Officers.
4. SCIENTIFIC HYPOTHESIS
On building and using oriented pedagogical measures to develop problem-solving
skills in teaching General Physics, it will contribute to the development of problem solving
of students.
5. RESEARCH MISSION
5.1. Researching the teaching of university teaching related to the development of general
competences; problem-solving skills for students.
5.2. Researching the curriculum and syllabus designing of General Physics in teaching
military schools.
5.3. Finding out the reality of teaching the development of problem-solving skills in
teaching General Physics of students who belong to technical major.
5.4. Proposing some measures to develop figuring out and problem-solving ability of
students in teaching the Thermal science part in General Physics.
5.5. Using the methods already built into teaching the Thermal part of General Physics program.
5.6. Conducting experimental pedagogy.
6. RESEARCH METHODS
6.1. Methods of theoretical research
- Studying Education Law, the Party and State resolutions, the Ministry of Education
and Training's documents on higher education.
- Studying documents on philosophy, psychology, university teaching theory, theory

and method of teaching Physics; Innovative perspectives in university education, active
teaching methods, issues related to research topics.

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6.2. Practical research methods
Making Survey and interviews with managers, experts, teachers, students.
6.3. Experimental research method
Conducting pedagogical experiment to verify the scientific hypothesis of the topic.
6.4. Mathematical statistical methods
Processing and evaluating survey data and pedagogical experimental results with
mathematical statistical tools.
7. NEW CONTRIBUTIONS OF THE THESIS
7.1. In the theoretical side
- Contributing to elucidate the scientific basis to develop problem-solving skills of
students in the process of teaching General Physics in accordance with the training program
of technical branches of the Military Technical Officers.
- Proposing the structure of problem-solving skills of students in general Physics
learning.
- Developing criteria and a scale to find out students' problems and help them to
solve problems.
7.2. In the practical side
- Investigating the reality of teaching General Physics in the orientation of
developing necessary skills in general and problem-solving skills in particular in some army
universities of the Ministry of Defense.
- Proposing 4 pedagogical measures to develop problem-solving skills of students in
the process of teaching Thermal Science of General Physics.
- Designing the teaching process of thermal part according to developing the
orientation of problem-solving skills.

- Preparing conditions for teaching the Thermal part according to the orientation of
developing the skills to find out and solve problems.
8. STRUCTURE OF THE THESIS
Introduction (5 pages)
Chapter 1. Overview of research issue (14 pages)
Chapter 2. Theoretical and practical basis for developing problem-solving skills of
students in technical major of tertiary education system(44 pages)
Chapter 3: Designing teaching a number of knowledge for developing problemsolving skills (80 pages)
Chapter 4: Pedagogical experiment (24 pages)
Conclusions and Recommendations (2 pages)
List of author's works: (1 page)
References: (11 pages)
Appendix: (72 pages)
CHAPTER 1. OVERVIEW OF RESEARCH ISSUES
An overview of the development of problem-solving skills in teaching General
Physics at university is set out by the thesis including:
- Research to find out results about teaching and developing problem-solving skills in
many foreign countries.
- Research to find out the results of teaching and developing problem-solving skills
in Vietnam.
- Problems needing the further study.

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1.1. Research results on teaching and developing problem-solving skills in foreign
countries
Developing necessary skills in general as well as problem-solving skills in particular
for learners have become an international trend. This trend has not only oriented all teaching
and learning activities but also is interested by researchers.

Teaching process based on the abilities to figure out and solve problems interested as
the effective method to apply widely in the past few decades by many various countries
such as: America, Canada, Australia, New Zealand, Singapore, Taiwan, etc. The goal of the
method is to focus on developing necessary skills contributing to successful learners in all
areas and this method has replaced the traditional educational method with a contentoriented approach.
Research in many foreign countries has shown that many different methods taken by
different researchers to develop the ability to find out and solve problems. The above studies
have the same such as emphasizing on learning activities in teaching. The ability to figure
out and solve problems is only improved is that when learners have a positive attitude, self
studying in the process of finding out problems, brainstorming to find efficient solutions,
making solutions and adjusting. Learners are taught about the ability to evaluate the effect
of the solution in specific situations.
1.2. Research results on teaching and developing problem-solving skills in Vietnam
Vietnam's education reform has now shifted from approaching the contents to
forming and developing learners' abilities. Many researches on theories and teaching
methods have mentioned the development of problem-solving skills in Vietnamese
educational institutions.
In the studies of many authors, we found that the studies focused primarily on the
following contents: identifying the vital factors of developing problem-solving skills;
proposing the effective measures to improve problem-solving skills for the learners;
suggesting a process to assess problem-solving skills ... However, these researches focuses
mainly on students at the secondary and high school levels.
We recognize that the concept of problem-solving skills and problem-solving skills
structure is not consistent; The authors almost point out the structure of problem-solving
skills according to element abilities and approaching methods to problem-solving activities.
The research projects which base on problem-solving skills mainly focus on teaching
subjects of general education programs.
To develop problem-solving skills for high school students in teaching Physics, there have
been many research projects in the following main ways:
- Improve the abilities to solve problems associated with problem-solving activities

during the learning process.
- Use positive teaching methods, diversify modern forms of teaching such as teaching
based on project, corner-based teaching, LAMAP, ... with the main purpose to foster
students' problem-solving skills.
- Use Physics exercises to improve problem-solving and creative skills.
- Exploit and use learning tools, traditional and modern laboratory equipments;
Apply of information technology to teaching Physics together with developing student's
abilities in which include problem-solving skills.
Developing problem-solving skills for students in the teaching process at universities,
has been shown by teaching each specific subject of the training program.
The research results in the world and in the country have confirmed that the goal of
university education/training should focus on developing the abilities of students to meet the

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needs of human resources for national socio-economic and international science fields.
Among common and professional abilities, students' abilities to decide and solve problems
are extremely important.
So far, no work has announced the results of research on developing the abilities to
find out and solve students' problems in studying General Physics explicitly and
systematically.
1.3. The continuing problems to research
Theoretical and practical basic background of education as well as training system at
university have many differences from general education. Cognitive characteristics,
cognitive capacity of students are unique. The task of educational psychology in university
system is to find the relationship between knowledge acquisition and the development of
individual psychological functions of students. In addition, educational psychology in
university system also analyzes and proposes the basis for teachers to help students adapt to
the specific requirements of university activities - a new environment with new

requirements. On the other hand, educational psychology in university system needs
analyzing on the laws of forming students' personality and qualities, the important ability of
acquiring knowledge with qualities and ability corresponding to bachelor's degree, ... It can
be said that teachers give students a way to get knowledge. Along with its orientations,
teachers will instruct students the effective method and useful research methodology.
Students will approach learning, self-study and research. It means that students must have
creative problem-solving skills. The big questions for us need to be addressed in the thesis
topic:
1. What is the structure of finding out and solving problems of students in learning?
2. Evaluating problem-solving skills of students according to criteria?
3. How to develop problem-solving skills of students in teaching General Physics in general
and the Thermal part in particular?
Chapter 2
THEORETICAL AND PRACTICAL BASIS FOR DEVELOPING PROBLEMSOLVING SKILLS OF STUDENTS IN TECHNICAL MAJOR OF TERTIARY
EDUCATION SYSTEM
2.1. Teaching activities and learning activities in tertiary education system
2.1.1. Teaching process in the university
Teaching is called as a special form of education. It is really necessary for intellectual
development, improving the learners' personality. Teaching activities can be described
briefly as the systematic relationship between the components of the teaching process, as
shown in Figure 2.1:

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Figure 2.1. Structure of Teaching process in the university system
2.1.2. Teaching and learning activities in the university
Teaching can be said as a purposeful organized process unifying the coordination
between teaching and learning activities.
2.1.2.1. Teaching activities of lecturers in the university

In the view: If the student is considered to be the center of teaching activities, the
teacher acts as the organizer, orienting the comprehension of knowledge of the students,
guiding learning methods and helping them to get learning strategies. Moreover, the teacher
is also as a scientific adviser, even as an examiner to assess the learning process of his students.
2.1.2.2. Learning activities of students in the university
Students' learning activity plays a central role with having the most basic characteristics
meeting the requirements of the teaching process in the university. Students are both the object of
the teaching activity and the objects of activities. Therefore, they are often independent and
creative in learning activities in order to gain knowledge, skills and techniques related to their
future careers as well as practicing and participating in scientific research.
2.1.2.3. Characteristics of cognitive activities of university students
In the teaching process in the university, students' awareness process is extremely
original. Students have begun to really participate in the search for finding out new truths. It
is a scientific research activity conducted from low to high as required by the curriculum of
the subjects. High level is for students participating in scientific research with lecturers,
scientists and other student groups to conduct research on scientific, technical and
technological topics to meet the urgent demands of localities, companies, enterprises, ...
students' cognitive process is considered a factor of research nature, it is higher than the
awareness process of high school students and access to the cognitive process of scientists.
2.2. Competence concepts
2.2.1. Some concepts of competence
In the study of the thesis, we use the definition of competency of author Hoang Hoa
Binh (2015) to apply research on the development of students' competences, including
problem-solving skills in the teaching process of the Thermal part of General Physics.
According to Hoang Hoa Binh (2015), “A competence is an individual attribute
formed and developed thanks to the available qualities and the process of learning and

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training, allowing people to successfully improving a certain type of activities as well as
getting desired results under specific conditions ”.
2.2.2. The basic characteristics of competence
- The first characteristic: Competence is associated with many various activities.
Therefore, a fundamental competence shows clearly itself in a specific activity. For
example, The competence to communicate successfully are shown in communicative
competence; Collaborative competence is reflected in teamwork skills.
- The second characteristic: The competence to show activities brings efficiency,
quality, and success.
2.2.3. Competence structure
Forming and developing competence needs to identify their components and
structures.
So far, building competence is being pursued in two construction approaches/directions:
- The first way: Competence structure by component. In this way, competency is a
combination of three components: attitude + skills + knowledge (knowledge); The first
constructing way is called the Competence structure according to ASK model.
- The second way: Structure of ability according to component
competencies/component competencies.
Competence = Component (specialized fields) + Component (a part of competence)
+ Behavior (elements).
In the second way, people build the competence structure based on the division of
competences into element competences that need to be formed.
2.2.4. Types of competencies
The ability classification is considered to be a complex issue. Depending on the
perspective of approaching capacity, people can divide competences into different forms.
Currently, the materials on common competencies can help us see that competencies are
classified into two main types of competences: general competences and specific competences.
- General competences play an essential basic role for people to live and to work normally in
society. General competences are formed and developed by many subjects/fields.
- Specific/specialized competences are formed and developed in a particular field or subject.

2.3. Problem-solving skills of students in teaching General Physics
2.3.1. The concept of problem-solving skills
Based on the concept of competence, the characteristics of problem-finding activities
and problem-solving activities in learning and scientific research, we can understand
problems as the following steps:
Students' problem-solving skills in learning General Physics is said as a combination
of potential abilities (in the process of figuring out and solving problems) allowing students
to mobilize knowledge. Appropriate skills with positive attitudes successfully enable
students solve cognitive tasks in building new knowledge and applying knowledge into
practice.
2.3.2. Structure of problem-solving skills in learning General Physics
We propose a model of the skills to find out and solve students' problems in the
course of General Physics including 4 potential abilities:
- Potential 1. Ability to find out problems;
- Potential 2. Ability to find solutions and make solutions;
- Potential 3. Ability of presenting solutions;
- Potential 4. Ability to evaluate solutions and results (see Figure 2.4)
In each potential ability there are the behavior/criteria.

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(1) Ability to find out problems includes:
- Criteria 1. Finding out contradictions in problematic situations (awareness of cognitive stresses);
- Criteria 2. Orienting the concept on solutions/tasks to solve perceived conflicts;
- Criteria 3. Identifying the problem is known as identifying a question/a problem to
be solved;
(2) Ability to find solutions and implement solutions
- Criteria 4. Collecting, analyzing and synthesizing information related to the question/problem;
- Criteria 5. Proposing solutions to answer/solve problems;

- Criteria 6. Deciding to choose the optimal solution from the proposed solution;
- Criteria 7. Making the solution with results;
(3) Ability to present solutions and results
- Criteria 8. Presenting in oral language;
- Criteria 9. Presenting in written language;
(4) Ability to evaluate solutions and results
- Criteria 10. Evaluating and reflecting on the values of results;
- Criteria 11. Evaluating and reflecting the value of the implemented solution;

Figure 2.4. Structure diagram of problem-solving skills

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2.3.3. Assess students’ problem-solving skills in General Physics
2.3.3.1. Quantify the criteria and evaluation criteria
Based on potential abilities (standards), each potential ability includes actions
(criteria) serving as a basis for quantification to a certain extent, helps in assessing problemsolving skills.
We propose a scale to assess problem-solving skills according to the following table:
Table 2.1. Measuring scale for problem-solving skills
Standard
Criteria
Score
Total
Criteria 1
0.5
Finding out problems
Criteria 2
0.5
2/10

Criteria 3
1
Criteria 4
1
Criteria 5
1
Finding and making problem-solving solutions
4/10
Criteria 6
1
Criteria 7
1
Criteria 8
1
Presenting solutions and results
2/10
Criteria 9
1
TC 10
1
Evaluating solutions and results
2/10
TC 11
1
Assess the ability to find out and solve problems
- Total score less than 5 points: Not achieved
- Total score from 5 to 6.4: Satisfactory
- Total score from 6.5 to 7.9: Fair
- Total score from 8 to 10: Good
In order to concretize the scale of problem-solving skills in Table 2.1 above, we evaluate

each criterion according to 4 different levels according to Table 2.2.
Table 2.2. Scale for problem-solving skills according to the levels of criteria
Level
I
II
III
IV
Criteria/Score
1. Finding out
Although students
With the support of With the
Students can
conflict in
have the support of
teachers, students
support of
figure out and
problematic
teachers, they have
can figure out
teachers,
identify
situations.
not found
conflicts in
students can
contradictions
contradictions in the problematic
figure out
in problematic

problematic
situations, but they conflicts in
situations.
situation or false
are not sure about
problematic
discovery.
this.
situations.
0.5 points
0 point
0.125 points
0.25 points
0.5 points
2. Ideas on how to - Although students - With the support With the
Students come
solve conflicts
have the support of
of teachers,
support of
up with their
teachers, they have
students have ideas teachers,
own ideas to
not any idea of
about solving
students
solve the
solving conflicts or
conflicts but they

propose ideas conflicts.
have wrong ideas.
haven’t yet given
to solve the
results.
conflicts.
0.5 points
0 point
0.125 points
0.25 points
0.5 points

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3. Identify the
problem

Although students
have the support of
teachers, they
haven’t identified
the problem or
identified it
incorrectly.
1 point
0 point
4. Collecting,
Although students
analyzing and

have the support of
synthesizing
teachers, they have
information related not yet collected,
to the question/
analyzed and got
problem
information.

With the support of
teachers, students
can identify
problems but they
still have errors.

With the
support of
teachers, they
can identify
the problem
correctly.

Students can
identify the
problem
themselves.

0.25 points
With the support of
teachers, students

can collect,
analyze, and
synthesize
information.
However, they
haven't got any
results.

0.5 points
With the
support of
teachers,
students can
collect,
analyze, and
synthesize
information.

1 point
5. Proposing
solutions to
answer/solve
problems

0.25 points
With the support of
teachers, students
can propose new
solutions but they
haven’t yet

completed.
0.5 points
With the support
of teachers,
students can
propose an optimal
solution but they
still have errors.

1 point
Students can
collect and
analyze by
themselves.
Moreover,
they also can
summarize
information
sufficiently
and accurately.
1 point
Students can
propose
solutions
themselves
completely
and accurately.
1 point
Students can
propose

themselves as
well as choose
the optimal
solution.

1 point
6. Deciding to
choose the optimal
solution from the
proposed solution

1 point
7. Making the
solution with
results

1 point
8. Presenting in
oral language

0 point
Although students
have the support of
teachers, they have
not proposed any
solutions or have
wrong solutions.
0 point
Although students
have the support of

teachers, they can
not choose the
optimal solution or
can decide the
wrong choice.
0 point
Although students
have the support of
teachers, they have
not had any
solutions or have
wrong solutions.
0 point
With the support of
teachers, students
can give
presentations, argue
and protect the
results but they are

0.5 point
With the
support of
teachers,
students can
propose
solutions.
0.5 points
With the
support of

teachers,
students can
propose the
optimal
solution.
0.25 points
0.5 points
With the support of With the
teachers, students
support of
can have solutions teachers,
but they are not
students can
still enough.
have solutions
having many
results.
0.25 points
0.5 points
With the support of With the
teachers, students
support of
can give
teachers,
presentations,
students can
argue and protect
present,
the results but they debate, and

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1 point
Students can
have the
proposed
solutions
themselves
with the
correct results.
1 point
Students can
present
themselves,
debate, defend
results
convincingly.


still many errors.
1 point
9. Presenting in
written language

1 point
10. Evaluating and
reflecting on the
values of results

1 point

11. Evaluating and
reflecting the value
of the implemented
solution

1 point

0.25 points
Although students
have the support of
teachers, students
cannot present in
written language or
give wrong
presentations.
0 point
Although students
have the support of
teachers, students
haven’t evaluated
the results or have
evaluated the wrong
results.
0 point
Although students
have the support of
teachers, students
still haven’t
evaluated the
implemented

solution or have had
wrong evaluation.
0 point

are still small
errors.
0.5 points
With the support of
teachers, students
can present in
written language
with small errors.

protect the
results.
0.75 points
With the
support of
teachers,
students can
present in
written
language.
0.5 points
0.75 points
With the support of With the
teachers, students
support of
can evaluate the
teachers,

results but they are students can
not still enough.
evaluate the
results and
they argue the
results.
0.25 points
0.5 points
With the support of With the
teachers, Students support of
can have
teachers,
assessment for the students can
solutions
evaluate the
implemented but
solution
they are still not
implemented.
enough.
0.25 points
0.5 points

1 point
Students can
present in
written
language
correctly.

1 point
Students can
evaluate the
results
themselves
and they argue
the results.

1 point
Students can
evaluate the
solution
implemented
themselves.

1 point

2.3.3.2. Methods to evaluate problem-solving skills
Evaluating students' skills is called as a measure of their personal skill development
based on performance standards, with implementation standards being the concretization of
educational goals. Skills assessment is considered as a higher development step than
assessing knowledge and skills. To assess skills at a certain level, we must create
opportunities for students to solve problems in practical situations, then students must apply
the knowledge and skills learned at the school with moderately using its own experiences
gained from outside experiences. Skills assessment can be used in many different ways such
as combining results evaluation and processing assessment, evaluating in standard ,
evaluating basing on criteria, and peer assessment, etc.
Instructors need to use a variety of assessment forms and assessment facilities/tools.
- Using the form of question and answer: using problematic situations, questions
containing problems, problem exercises based on information collected through the students'

answers; comparing with the criteria in the scale - evaluate to comment and to score.
- Observing the process of problems detection and the solutions for the problems:
collecting information about the manifestations of the criteria of problem-solving skills;
Using observation checklists to record, gather information, and compare with criteria in the
evaluation scale for assessment.

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- Designing questions towards the criteria of problem-solving skills with using
problematic exercises as a means.
- Students can assess themselves and evaluate each other such as: Organize
themselves to assess among groups, in many activities in classtime such as studying in
solving exercises, experimental practice, seminar reports, self-learning activities at home.
2.4. Training problem-solving skills in General Physics for students
2.4.1. The concepts "Problem" and "Problematic situation" in teaching
- The concept of the problem used to express a cognitive task question/cognitive
problem that the subject can not answer if only using recurrent thinking; existing
knowledge, skills and experiences of learners are not enough to answer.
- "Problem" contains the three following elements: 1.Learners do not know the way
to solve answers/problems/tasks; 2. Learners have appropriate knowledge and skills;
3. Learners have needs and are interested in solving problems.
- "Problematic situation": A situation in which the learners having many difficulties
in learning, the learners can be aware of the problem, wish to solve the problems and hope
that they can be solved. It can be said to be the situation stimulating the learners' positive
cognitive activities. Therefore, the potential ability of learners is raised.
2.4.2. Teaching problem-solving skills
Teaching problem-solving skills has been applied and developed since the 1960s.
"problem-solving skills teaching", "teaching the ways for students giving and solving
problems", "Teaching skills for finding out and solving problems",etc. Although the terms

are different, the meaning of them is the same with the teaching process.
It means that: Teaching problem-solving skills need to have a teaching process
adapted to the process of building and protecting new knowledge in scientific research; The
teaching process consists of the three following phases/three following stages: creating
problematic situations, guiding the learners in solving problems, legalizing knowledge and
applying new knowledge. Teaching problem-solving ability is a general teaching method,
also known as problem-solving teaching strategy.
2.4.3. The structure of training problem-solving skills
The process of teaching by the problem-solving method is divided into the certain
steps, stages with specific purposes. There are many ways to divide the steps/stages in the
problem-solving teaching.
• The contents of each phase include the following typical actions:
Stage 1: Create a problematic situation, identify the problem.
The teacher's task is to put the learners in problematic situations.
- Create problematic situations.
- Give resources to learners that they have certain knowledge, skills, if they try, they
will resolve the conflict on their own.
Duties of the learners:
- Develop and identify problems that arise
- Speak about the problems that need to be addressed
Stase 2: Problem-solving skills
This is an important stage, with great significance in building and developing
problem-solving skills for learners. They need to perform the following actions:
- Proposing hypotheses/solutions;
- Planning problem-solving activities;
- Implementing the plan.

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Stage 3: Accepting and passing new knowledge and skills; creating problematic
situations to apply new knowledge and skills.
- Affirming or rejecting the stated hypothesis/solution.
Looking at the structure of training problem-solving skills, we can see clearly: Teaching
problem-solving skills is considered to be a general method of teaching innovation methods.
Its basic idea is to bring the learners' learning process closer to the scientific research
process. This thought can be explained by the view that nothing is much better than bringing
the learners into the process of searching, discovering and researching of the scientists.
2.4.4. The levels of training problem-solving skills
In the full meaning, teaching problem-solving skills is understood that learners have been
becoming the explorers during training problem-solving skills. However, applying this
method has been being based on the lesson content, teaching equipment, teaching time,
learners' participation directly or indirectly in problem-solving activities. From to these, it
can be divided into teaching problem-solving skills into three levels: presenting problems,
studying in each part, and researching in learning process.
Level 1. Presenting problems
Teacher gives students many problematic situations to think and recognize actively
problems. Therefore, they are interested in the need of solving problems, they can not only
think of every problems carefully to predict how to solve problems effectively but also can
perform those actions by silent language. The teacher then presents the way how the
problems are solved and control students' activities which help the teacher give them the
correct feedback. Thanks to this, the learners can receive much newer knowledge.
This level may be applied in the following cases:
- The content of knowledge is too difficult for the learners to participate much directly
in the main stages of solving problems;
- Experimental equipment does not meet teaching requirements;
- The content of knowledge is so large in a lesson. Therefore, there is no time for the
learners to join in the process of solving problem ;
- The purpose is to introduce a model of problem-solving thinking, whereby the
learners can not only acquire new knowledge with the role of a witness but also can know

the process of solving problems (The lectures in many universities are often conducted at
this level for this purpose).
Level 2. Studying in each part
After the teacher give students a problem situation, all they have the opportunity to
express the thoughts in language or take part in some stages of the process of solving
problems. If the learner cannot figure out the problems, the teacher can support them
according to the following steps:
- Develop similar problem situations with narrower content;
- Divide the problems into smaller parts to find out easier;
- Clearly explain the problems, ask the learners to perform one of the contents in the
stages of problem-solving process;
- Make conversations actively in class time (the teacher can build a system of logical
questions, the following questions are deduced from the previous questions) by making
conversations - presenting problems.
Level 2 is often applied in specific cases where the content of knowledge is suitable in
terms of time in class, the content of lessons, and experimental devices which are not too
complicated and easy to implement.
Level 3. Researching in learning process

12


The teacher raises the problem for learners to be aware of the problem and to carry
out the stages of solving problems themselves.
Teaching problem-solving skills at the level 3 can be done in the form of a learning
project or solving problems / creative tasks in learning Physics.
The three levels of training problem-solving skills are presented above. When applying
these levels, they should be coordinated in a flexible manner so so as maximizing the
positive, self-reliant and proactive character of learners in cognitive and applied activities to
build new knowledge in solving problems in the practical situation.

2.4.5. Teaching problem-solving skills to help students in learning process of General
Physics
Teaching problem-solving ability does not only play an important role in the
development of a learning and teaching strategy positively, but also becomes one of the
priority orientations to organize learning activities for students in which it emphasizes the
self studying, seminar, project-based learning. The skill to find out and solve problems is
not only said to be one of the common competencies but also is the specific ability of
students when studying Physics. The ability for figuring out and solving problems is closely
related to the capacity of thinking, self-studying ability and creative capacity. These
competencies interact with each other, depend on each other, form and develop together.
The activities helping students to find out and solve problems require them to
practice regularly thinking manipulations such as comparing, analyzing- summarizing,
generalizing, using cognitive methods, reasoning,... The teachers should create convenient
conditions for the students to improve logical thinking capacity. The students propose
hypotheses or speculate solutions as well as decide many various optimal
hypotheses/solutions. However, they also recognise themselves problems from many ways,
the mothods how to solve problems in many ways and how to assess results and solutions. It
is considered to be the efficient method to train critical, dialectical and creative thinking.
2.5. Current situation of developing students' problem-solving skills in teaching
General Physics at military university
2.5.1. Purpose of making survey
The purpose of survey activity in the current situation of developing the capacity of
discovery and problem solving of technical students at military university to know the
reality of organizing the process of teaching General Physics, based on that to propose
pedagogical measures to contribute to the general development of the ability of detection
and problem-solving method for students.
2.5.2. Objects to make survey
We make survey on the following objects: Managers, lecturers teaching General
Physics (36 lecturers); Students studying General Physics (715 students) of 4 universities in
the military education system: Military Technical Officers in Ho Chi Minh City;

Engineering Officers School in Binh Duong Province; The second Army Officer School in
Dong Nai province; Academy of Cryptography techniques in Ho Chi Minh City.
Survey period: from September to December 2015
2.5.3. Survey method
- Exchanging and interviewing the school leaders in charge of training as well as in
charge of material facilities and teaching equipment.
- Use questionnaire for teachers and students.
- Observe the teaching and learning activities in General Physics through the class visits.
- Exchange and interview students about teaching activities and about students'
awareness in the course in General Physics.

13


- Make document research: research General Physics program for technical students
of the universities.
2.5.4. Results of current survey
Base on the answers of the teachers and students through the questionnaires,
summarize the questions asked, interviewed to the teachers, students as well as depend on
the percentage of the total number of votes (number of people received the questions/
making interview) for each option and problem. We analyze and assess some main results:
a) Awareness of managers and teachers
- There are 100% of managers and teachers are concerned about the quality of
training in general and innovating teaching methods towards developing ability.
- There are 100% of teachers who have been trained or fostered with the certificate of
college pedagogy.
b) Current situations of teaching General Physics of teachers
The issue we are most interested in is the teaching activity of teachers in General
Physics at the military universities. The purpose of the questionnaire on the current teaching
situation of teachers is specified in 8 questions.

2.5.5. Identify survey results
Basing on the results of a survey on the situation of teaching General Physics in the
instruction of developing the ability for finding out and solving problems in 4 military
universities, we draw some general comments as follows:
- The management staff and teachers are fully aware of the importance to the quality
of training in the school. They all pay attention to the output objectives of the training
program in the orientation of developing capacity.
- In the school, there were facilities and equipment for teaching General Physics
subjects creating convenient conditions for students to study themselves.
- Training team has innovated teaching and testing assessment in General Physics in
the orientation of developing the ability for figuring out and solving problems.
- Students have many benefits from the results of teaching innovation and evaluation
of teachers in General Physics.
- Teaching General Physics in the orientation of developing the ability for figuring
out and solving problems have achieved results in a certain extent through the specific
survey data that we have presented (in the section 2.5.4. Results in making the survey and
getting details in the Appendix Table 5 and 6).
2.6. Proposing pedagogical measures to develop the ability for finding out and solving
problems of students in the process of teaching General Physics
2.6.1. Scientific basis of measures
a. Biological and psychological basis
b. Dialectical materialism basis
c. Practical basis of university education
2.6.2. Orientation to develop measures
- Orientation 1: Teaching General Physics is in the development of finding out and
solving problems to contribute to improving the personality for students. Measures must be
focused on the objects of the subject in the field of studying and the educational goal of
military university.
- Orientation 2: Measures must contribute to changing the course in General Physics
into an open process with integrating creative elements in finding out and solving problems.

- Orientation 3: Measures must build a whole, which is shown in the general teaching
process, expressed through the Thermal part.

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2.6.3. Principles of formulating measures
- Principle 1: Must originate from the scientific basis of the training and development
of ability in general as well as finding out and solving problems in particular suitably and
feasibly with the General Physics program for students of training in the military.
- Principle 2: Must come from the cognitive activities of university students, which
are expressed in teaching and learning activities by teaching tasks (cognitive tasks, tasks)
intellectual development, and moral education mission).
- Principle 3: Must come from a modern approach to the process of teaching General
Physics, appreciate the role of students - take students as the center of teaching activities,
towards forming and developing the ability for finding out and solving problems. Ensure the
uniformity of the main role of teachers and the active role of students in teaching activities.
2.6.4. Pedagogical measures to develop the ability to find out and solve problems for
students in teaching General Physics
Measures 1. Improving thinking capacity for students in teaching thinking capacity
in General Physics. Therefore, thinking capacity is especially important for humans because
without thinking, there is no any ability. Through teaching and learning knowledge, we can
teach and learn by thinking methods. In order to carry out the training of students' thinking
capacity, teachers need to pay attention to the following issues:
Duties of teachers:
- Build and use problematic situations, problematic exercises in teaching General
Physics.
- Create all favorable conditions for students to develop thinking:
- Practice the oral and written language of students.
- Create convenient conditions for students to regularly practice problem-solving

ability: Figure out contradictions in problematic situations, decide the problems to be
solved.
- Organize the problem solving activities for students: propose hypotheses, options
and solutions to solve problems; select the most feasible hypothesis/plan/solution; evaluate
problems and solve results from different perspectives (creativity level, problem-solving
methods, applicability/development).
Measure 2. Teach students how to learn, create conditions for students to self study
and self research in the orientation of finding out and solving problems.
From the modern opinion, teaching in university has been becoming an essential
organization of learning activities for students in self studying, the most importance of this
activity is to teach students how to learn, how to find out and solve problems. Students need
to equip the ability for finding out and solving problems themselves in learning General
Physics as well as other subjects.
Through teaching General Physics knowledge, teachers need to teach students the
methods to acquire the knowledge. Moreover, the teachers also need to teach them problemsolving methods in learning Physics adapted from the method of physicists. Research
methods of the physicists are often used such as experimental methods, similar methods,
modeling-simulation methods, theoretical reasoning methods (logical and mathematical
reasoning method) ...
Measure 3. Teaching General Physics according to problem-solving teaching strategy
Theoretical basis of problem-solving teaching strategy is presented in the section 2.4
of the thesis. Applying the strategy of teaching problem-solving skills in the subject of
General Physics, it is very necessary to have knowledge and preparation to deploy problems solving.

15


- Steps for the development of finding out and solving problems for a chapter/part, a
topic (lesson) in General Physics curriculum:
Step 1. "Issue of teaching content"
In order to carry out teaching how to solve problems, teachers must clearly define the

objectives, tasks and requirements of the program to arrange the teaching content into each
problem according to a certain logic to ensure the teaching content as required by the
program has created teaching content in the orientation of solving problems. It is called as
"the problems of teaching content". The process of solving the problems of learning
content" is as follows:
- Analyzing content to identify cognitive issues in the lesson.
- Constructing a series of cognitive problems in descending order of generality:
Chapter-level problems, problem-solving issues, difficulties of knowledge unit.
Step 2. Developing problematic situations
The problem chain (results in step 1) is the basis for designing problematic situations
(corresponding to each problem).
Step 3. Preparing equipment and teaching facilities
- Preparing equipment and means related to the purpose of creating problematic
situations, proposing hypotheses, testing hypotheses or verifying certain theoretical
consequences.
- Collecting and editing experimental video clips related to teaching content.
- Developing, exploiting, simulating experiments as well as virtual experiments to
visualize real experiments or test video clips (if necessary).
- Developing, collecting and editting problematic problems (in accordance with the
corresponding teaching content).
Step 4. Designing teaching process according to problem-solving orientation (prepare
lesson plan)
Step 5. Organizing the teaching process according to the design
Step 6. Checking and evaluating the ability for finding out and solving problems of
students

1. Building problems in teaching content
2. Building problematic situations
3. Preparing teaching equipment and facilities in the orientation of solving
problem

4. Designing the teaching process in the orientation of solving problem
5. Organizing the teaching process
6. Assessing the ability for finding out and solving problems
Figure 2.5. Steps to implement teaching problem-solving skills

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Measure 4. Focusing on assessing the ability for finding out or solving problems
of students in evaluating the learning results of General Physics.
Assessing the development of the ability for finding out or solving problems of
students in the process of teaching General Physics, it is necessary to carry out according to
the process of learning activities of students. Basing on the method of collecting information
for the assessment, we can use 4 forms: oral language, written language, practice, practice
combined with writing.
- Basing on the results of doing practice exercises, tests, exams of students which
focus on evaluating the potential competencies of students who can find out and solve
problems quickly.
- Using 11 evaluation criteria - the scale of the ability for finding out or solving
problems (presented in the section 2.3 of the thesis) to assess according to the process and
final assessment.
Combining the four contents above, we can evaluate the ability for finding out or
solving problems of students in learning General Physics.
2.6.5. The process of using methods to develop problem-solving skills of students during the
course of the Thermal part in University Physics
In order to improve the ability for finding out and solving problems when teaching
the Thermal part of General Physics, we build a process of 6 steps as follows:
+ Step 1: Basing on the structure of the identified potential ability to build the criteria
for the ability to find out and solve problems.
+ Step 2: Developing the content of teaching, according to the goals of knowledge

and skills identified in the framework program.
+ Step 3: Developing situations for detecting and solving problems according to the
lesson and chapter, then designing suitable lessons to the teaching content. Basing on the
content of knowledge, the method of teaching method and appropriate organizational
structure determined.
+ Step 4: Conducting teaching the edited lectures.
+ Step 5: Checking and evaluating the results of teaching and learning to improve the
ability for finding out and solving problems; using the criteria to evaluate students' learning
results, focusing on the potential capacity to discover problems.
+ Step 6: Editing and completing the evaluation process.
Conclusion of chapter 2
Basing on the findings of the modern teaching theories of modern teaching methods,
we have systematized the theoretical basis and contributed to clarify the content in order to
develop problem-solving skills of students in teaching General Physics.
Building the structure of students' problem-solving skills in General Physics at the
same time building a scale to figure out and solve problems in 4 levels.
Investigating the current situation of teaching General Physics in the orientation of
the development of students' problem-solving skills at 4 military universities. Basing on
theoretical and practical basis, we have proposed 4 pedagogical measures to develop
problem-solving skills of students in the process of teaching General Physics.
The ability for finding out and solving problems plays an important role in
determining the formation and development of other abilities.
Students' ability can’t only be acquired through teaching but also through learning
and training. Among the abilities, there is interdependence as well as promoting each other
to form and develop. The level of capacity development depends on the learning activities
of students under the orientation and organization of teachers. It also depends on many

17

factors of internal and external force of students such as the motivation for learning as well
as for good learning environment...
Chapter 3. DESIGNING TRAINING PROCESS ABOUT SOME KNOWLEDGE OF
DEVELOPING PROBLEM-SOLVING SKILLS
3.1. Analyzing General Physics program for engineering students
In tertiary education, depending on the training group, Physics has different positions.
- Physics belongs to the specialized subject group for the fields of Bachelor of
Physics, Bachelor of Physics pedagogy. In this position, Physics covers many different
subjects (Mechanical, Thermal, Electrical, Optical, Theoretical Physics, Experimental
Physics, Quantum Physics, etc.) which are the main subjects in forming and developing
occupational capacities (work capacity) for learners. The general abilities were specific in
the occupational capacities. For example: self-studying ability, problem-solving ability,
linguistic competence, ICT competence, etc. are formed and developed through making a
scientific research project on Physics or teaching Physics. In order to achieve the career
competency standard, learners must use common skills to solve specific problems of the
major basing on career situations as well as future jobs after graduation.
Physics belongs to the basic group of Technology - Engineering branches. In this
aspect, Physics is considered as one of the core subjects in forming and developing the
ability of "Understanding" for learners. In addition, it is also said to be a subject
contributing to the formation of general abilities such as: self-studying skill, problemsolving skills, cooperative competence, linguistic competence, etc.
- Physics belongs to the group of General Education subjects in high schools and in
other natural sciences (Bachelor of Chemistry, Bachelor of Biology, ...), Natural Pedagogy
(Bachelor of Chemistry, Information Technology , ...). Physics is called as the core subject
in forming and developing the ability of "Feeling" for learners. Educating good attitude
towards the true love of science and suitable career for intellectuals must start from the stage
of general education in schools. The goal of the general education stage is to equip learners
with necessary knowledge depending on the specific content of the subject, choosing a
highlight for this background. General knowledge of education is not needed much but
profoundly and is covered all fields, thereby equipping learners with scientific method,
scientific thought, and background knowledge is considered to be the raw material through

which form thought, scientific method for learners in the learning process.
3.1.1. The objectives of General Physics at Military Technical Officer
- Knowledge: Provide students with basic knowledge of General Physics: mechanics,
thermal field, electric field, conductor, magnetic field, electromagnetic field and waveparticle optics, quantum mechanics as the basis for helping students to easily acquire basic
and specialized technical subjects.
- Skills:
Know how to apply the learned knowledge to explain physical phenomena, practice
scientific reasoning methods, experimental research methods, logical thinking and necessary
scientific manners.
Form some basic skills for students such as:
+ Skill to analyze and solve physical phenomena.
+ Skill to conduct subject experiments.
+ Thinking skill, self-studying skill, teamwork skill.
+ Skill to present scientific problems.
- Attitude:

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Form the right viewpoints and attitudes toward learning basic science subjects for
improving to raise professional qualifications. Get awareness about the role of Physics in
particular as well as of basic science subjects in general for training quality in universitylevel science, technology and technology in universities. Improve the worldview in Physics
for students. Form critical thinking, self-studying skill, self-scientific research.
3.1.2. The position of the Thermal part in General Physics
The Thermal part consists of three chapters, studying the phenomena related to the
processes occurring inside an object (system)-thermal motion; studying conditions of energy
conversion from one form to another and studying those changes to quantitatively.
The distribution of teaching timeline in this section has 24 periods, including 16
periods of theory and 08 periods of exercises.
3.1.2.1. Characteristics of the Thermal part

3.1.2.2. Teaching objective of the Thermal part
- Master the concept of thermodynamics.
- Understand the content of the kinetic molecular theory of gases.
- Understand the concept of pressure and temperature.
- Applying the equation of energy balance to solve exercises.
- Understand the ideal gas law.
- Apply the state equation for an ideal gas to solve exercises of the Thermal part.
- Apply the properties of gases when changing its state according to the process of
isothermal, isothermal and adiabatic.
- Apply isometric and adiabatic equations to solve exercises.
- Apply the first law of thermodynamics to study equilibrium processes.
- Understand the consequences of the first law of thermodynamics.
- Understand two ways of saying the second law of thermodynamics.
- Apply the second law of thermodynamics. Explain some phenomena in real life and
in fields of science and technology.
- Understand Carnot's theorem.
- Apply the efficiency of Carnot cycle in solving problems related to the performance
of internal combustion engines.
- Understand the concept of entropy, entropy function .
- Analyze the meaning of entropy function and increasing law of entropy.
3.1.2.3. The contents of General Physics as a vital part of thermology
3.2. Guiding students to self study the content of the Thermal part
In the Thermal part, there are 03 chapters in which we have built a system of
knowledge to guide students to study the corresponding Thermal part themselves for each
specific chapter:
Objectives to be achieved are the guidelines for monitoring content, the guidance for
mastering the content by question system related to teaching content such as: the kinetic
molecular theory of gases, the laws of distribution, the first law of thermodynamics, the
second law of thermodynamics, entropy.
In order to guide students to self study effectively the knowledge of Thermal part and

know how to apply the knowledge creatively to solve practical problems, we have prepared
for students an orientation exercise system to develop problem-solving skills. The system is
selected for students to perform in doing Physics exercises, especially for self-solving
activities at home by individual method and in teamwork. The exercise system which we
built consists of 38 exercises for the purposes mentioned above.

19


3.3. Preparing teaching facilities for training problem-solving skills in the Thermal
part
3.4. Making a lesson plan for the Thermal part as the way to develop problem-solving
skills
We have designed the teaching process (lesson plan) of the Thermal part, specifically
we have prepared 5 lesson plans for the following lessons:
Lesson 1: Work heat and the first law of thermodynamics
Lesson 2: Physics exercises
Lesson 3: Carnot's theorem, the Carnot cycle
Lesson 4: Seminar topic
Lesson 5: Physics exercises
Conclusion of chapter 3
The research results presented in Chapter 3 have the following main problems:
1. Analyze the curriculum and content of teaching General Physics for technical
students at military university. Identify characteristics and objectives of teaching the
Thermal part.
2. Build the instruction table for students to study the Thermal part themselves with
the following content:
Instruct students to study themselves the Thermal part specifically.
Read and study the teaching content of lessons: the kinetic molecular theory of gases
and the laws of distribution, the first law of Thermodynamics and the second law of

Thermodynamics, entropy.
3. Prepare necessary conditions for the course of teaching Thermal part with
orientation of discovering and solving problems, including:
- Build 10 problem situations and 25 exercises.
- Build 3 experimental exercises.
- Prepare: Practical experiments to conduct experiments in the Thermal part; Digital
visualization media: Simulation experiments, virtual experiments, models of substance
composition; diagrams, drawings of heat engines, automotive engines; video clip…
Design the teaching process, 5 specific lessons under the orientation of teaching
problems, including the following lessons:
Lesson 1: Work, heat and the first law of thermodynamics
Lesson 2: Physics exercises
Lesson 3: Carnot's theorem, the Carnot cycle
Lesson 4: Seminar topic: “Types of internal combustion engines and the fuel
economy of engines in protecting environment”
Lesson 5: Physics exercises
The research results mentioned above will be developed in pedagogical experiments.
Chapter 4
Pedagogical experiment
4.1. Purpose and task of pedagogical experiment
4.1.1. Purpose of pedagogical experiment
Pedagogical experiment is to verify the scientific hypothesis of the thesis: When
building and using pedagogical measures according to problem solving-oriented teaching in
General Physics, it will contribute to the development of problem-solving skills of students.
4.1.2. Experimental pedagogical tasks
1) Carrying out pedagogical measures, evaluating and adjusting the proposed
pedagogical measures.

20

2) Organizing the teaching of the Thermal part, revising, supplementing and
improving the teaching plans according to the orientation of developing problem-solving
skills of students in accordance with the reality.
3) Assessing the effectiveness of 4 pedagogical measures and preparing the teaching
plans for developing problem-solving skills of students.
4) Collecting and processing the results of pedagogical experiment (qualitative and
quantitative), drawing conclusions about the scientific hypothesis of the thesis topic and
general conclusions.
4.2. Pedagogical experiment objects
- Experimental objects include the first year student at Military Technical Officers. All
students in the experimental and controlled classes have equal entrance exam scores. Round 1
of the benchmarks for the entrance of the school year 2016 - 2017 is 24.5 points; Round 2 of the
benchmarks for the entrance of the school year 2017 - 2018 is 25 points. The mark for the final
test of Mechanics section between two quality classes is approxiately similar.
- The conditions for studying in class and in battalions (army barracks) as well as
doing daily tasks are the same.
- Selecting experimental teachers: Teachers teaching experimental and controlled
classes are qualified, enthusiastic, and all they have good professional abilities.
Table 4.1. Experimental and controlled classes in 2 pedagogical experiments
Round of
Teacher for
Experimental
Controlled
Teacher for
pedagogical
Experimental
class
class
Controlled class

experiment
class
16DQS06041 16DQS06112
1
Tran Ngoc Dung
Cao Thi Thanh Tra
(30 Students)
(31 Students)
2
17DQS07111 17DQS07021 Tran Ngoc Dung
Cao Thi Thanh Tra
(30 Students)
(31 Students)
4.3. Content of pedagogical experiment in the first round and second round
a. Teaching activities in experimental class
- Organizing the teaching of lessons in the Thermal part of General Physics
according to the designed teaching processes (presented in the chapter 3 of the thesis). The
names of specific lessons are shown in the Table 4.2.
Table 4.2. Content of pedagogical experimental teaching
Number of teaching
Name of lesson
periods
Lesson 1 (2 periods)
Work, heat, the first law of thermodynamics
Lesson 2 (2 periods)
Carnot's Theorem and Cycle
Lesson 3 (2 periods)
Physics Exercises
Lesson 4 (2 periods)
Organizing seminar topics

Lesson 5 (2 periods)
Physics Exercises
Teachers use 4 pedagogical methods that have been proposed (presented in chapter 2
of the thesis)
b. Teaching activities in a controlled class
Teachers organize teaching activities to teach lessons like in the experimental class in
the traditional methods.
• Pedagogical experimental time
- Pedagogical experiment in round 1: From August 12, 2016 to November 14, 2016,
the first semester of the 2016-2017 academic year.

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- Pedagogical experiment in round 2: From September 18, 2017 to November 24,
2017, the first semester of the 2017-2018 academic year.
4.4. Pedagogical experimental method
We have conducted directly pedagogical experiments in both rounds: Experimental
teaching of lesson plans designed in the orientation of the development of the ability for finding
out and solving problems. Carrying out the coordinated pedagogical measures proposed for
students in experimental classes during pedagogical experiment, the measures are conducted in
teaching activities in classtime and in self-studying activities of students in dormitories.
Analyzing the observed results based on the students' learning behaviors in the
experimental class, which were recorded in the diary of the pedagogical experimental process.
Analyzing by the statistical method on students' scores to take the test as well as to
compare results between experimental with control classes to draw conclusions.
4.5. Pedagogical experiment in round 1
The results of 4 pedagogical measures proposed in pedagogical experiment in round 1
We have implemented a combination of 4 pedagogical measures proposed in the
course of teaching the Thermal part inside the experimental class. The following results are

shown as:
- Implementing measure 1:
We have used problematic situations and problem exercises in teaching the
Thermology section. Using exercises in the orientation of developing ability, exercises with
the content in real life, techniques, and using technological facilities in teaching activities.
We have created conditions for students to present their ideas, solutions, made reasoning
in theory and practical lessons. However, many students are hesitant to contribute their own
opinions on the learning issues given by teachers or other students during the lesson.
- Implementing measure 2:
We have combined educational managers with extracurricular activities to teach selfstudying methods for students (2 periods of teaching time) in the dormitory and at the same
time instruct students to implement the content of instructing self-studying activities in the
Thermal part in which we have compiled (in Chapter 3 of the thesis).
Organizing and checking self-studying activities of students in the dormitories. Ask
students to study with teachers (in class) and study themselves without teachers (selfstudying activities at home). Students can study and research themselves in the orientation
of problem-solving skills as follows:
+ Asking students read the Thermal part according to the instruction of self-studying
activities according to the content of the curriculum, all students (30/30) have complied with
it.
+ Students have been positive, self-reliant in doing the learning tasks that teachers
have assigned such as: Recording the full content of the teacher's lectures, doing homework
in class and at home, implementing seminar topics.
However, in the above mentioned learning activities, the limitation of students is that
they do not often ask many questions about the learning content.
+ Students do the task of solving exercises in class and at home: All students (30/30)
have completed solving the assigned exercises (specific results as presented in the part b.
General principles of finding out and solving problems above). The problem exercises are
exchanged and excitedly discussed by students about solutions for each exercise.
Limitations can be seen in the solution in students' exercise notebooks: In the
solution, the arguments are not presented in written language but merely in mathematical
tools and symbols.

22


- Implementing measure 3:
In the process of teaching to build new knowledge, we have given problematic
situations and problem exercises, organized cognitive activities of students. The results
show that students' learning atmosphere is positive. Some students have participated in
problem-solving activities as well as in building new knowledge.
- Implementing measure 4:
+ In evaluation process: We have collected information to assess students' learning
results in 4 forms (oral language, written language, practice, speaking combined writing
activities) in the Thermal part. Studying and focusing on evaluating the skills for finding out
and solving problems of students. Basing on pedagogical experiments diary, we track the
potential ability for finding out and solving problems, the results show that problem-solving
skills is getting better and better.
+ In the final assessment: In the test, we spend 50% time to evaluate the skills for
finding out and solving problems. The biggest difficulty is known as the assessing process
of finding out and solving problems of students.
In summary, through the results of the first round of pedagogy, four proposed
pedagogical measures have been implemented in a coordinated and synchronous manner,
which have a positive impact on the development of problem-solving skills of students in
learning the Thermodynamics part.
Shortcomings about the content of measures, learning activities of students have in
various forms (lessons for building new knowledge, exercises, seminars, self-study at home) in
pedagogical experiments 1. These issues have been specifically mentioned above, they need
requiring corrections and modifications about the content of pedagogical experiment in round 2.
4.6. Pedagogical experiment in round 2
The results of 4 pedagogical measures proposed in pedagogical experiment in round 2
We have implemented the 4 pedagogical measures proposed in teaching the Thermal

part to pedagogical experiment in round 2, with adjustments, focusing on the content of
each measure that during the pedagogical experiment in round 1, we have drawn the need to
test in pedagogical experiment in round 2.
- Implementing measure 1:
We have explored and used problematic situations, problem exercises in teaching the
Thermal part. Using examples in a technical field related to the lesson content. Using
technological means such as images, video clips, simulations to realize teaching objectives.
Creating conditions for students to develop oral and written language, practice skills of
performing thinking manipulations, practice logical reasoning skills.
- Implementing measure 2:
We have combined educational managers with extracurricular activities to teach selfstudying methods for students (2 periods of time) in the dormitories and at the same time to
instruct students to carry out the content of instructing how to perform self-study in the
Thermal part in which we have compiled.
- Implementing measure 3:
In the process of teaching to build new knowledge, we have given problematic
situations and problem exercises, organized cognitive activities of students according to the
problem-solving teaching process. Learning results in class is shown when students have the
exciting learning atmosphere. Students are actively involved in problem detection and
problem-solving activities in the process of building new knowledge. Training the abilities
to solve Physics exercises in the orientation of problem-solving skills practically and
effectively in developing students' learning abilities.

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