Thiết kế và sử dụng hệ thống bài tập phát triển năng lực khoa học tự nhiên theo tiếp cận PISA cho học sinh trung học cơ sở TT TIENG ANH

MINISTRY OF EDUCATION AND TRAINING
VINH UNIVERSITY

NGUYEN THI DIEM HANG

DESIGNING AND USING A SYSTEM OF EXERCISES
TO DEVELOP NATURAL SCIENCE COMPETENCE
ACCORDING TO PISA APPROACH
FOR JUNIOR HIGH SCHOOL STUDENTS

Major: Theory and Teaching Methodology of Chemistry
Code: 9140111

SUMMARY OF DOCTORAL THESIS OF SCIENTIFIC EDUCATION

NGHE AN - 2021


The thesis was completed at Vinh University

Scientific instructors: 1. Assoc.Prof., Dr. Cao Cu Giac
2. Dr. Le Danh Binh

Opponent 1:

Opponent 2:

Opponent 3:

The thesis may be searched at:
- National Library of Vietnam.

- Nguyen Thuc Hao Information Center & Library, Vinh University.


1
PREAMBLE
1. Reason for choosing the topic
The education system in our country is gradually renovating in the direction of
developing learners' capacity, keeping up with the educational trend of the world,
meeting the urgent requirements of social development. Implementing the guidelines of
the Party, Government, and National Assembly, the 2018 General Education Program
was built to form and develop learner's qualities and capacities. Renovation of
competency-oriented education requires changing educational goals and contents,
teaching methods and forms, and methods of assessing students' learning outcomes, in
which changing concepts and ways of building learning tasks, questions, and exercises
are needed. Exercises play an important role in training the quality and capacity of
students and are also an effective tool in assessing students.
The natural science curriculum is built based on integrating the knowledge and
skills of Physics, Chemistry, Biology, and Earth Sciences to build a scientific worldview
forming and developing the capacity of natural science for junior high school students. In
practice, it is not possible to solve problems with discrete scientific knowledge but must
have links and complete systems. However, the system of questions and exercises for the
subject of Natural science is not much, mainly in the separate form of Physics,
Chemistry, Biology subjects, in favor of repeating individual knowledge learned in
school. There are not many exercises that require students to apply their knowledge and
skills in solving practical situations. They have not trained and developed the natural
science skills for students, so they have not fully assessed the students' natural science
skills.
The Program for International Student Assessment (PISA) aims to provide quality
and reliable assessments of the effectiveness of the education system for students aged
15, mainly assessing students' ability in 3 areas of Mathematics, Reading, and Science.

The science field assesses the scientific ability, evaluates the ability of students to apply
knowledge and skills in natural science. The exercises in the PISA are typical examples
of the trend of building tests and assessing competency. PISA's assessment age is
consistent with the age of students finishing lower secondary education in Vietnam.
Vietnam participated in the PISA for the first time in the 2012 cycle and will continue to
participate in the next cycles. Realizing the suitability of the PISA with the educational
innovation orientation in our country, the Ministry of Education and Training organized
training sessions for secondary school teachers on how to apply the PISA assessment on
innovation assessment in general education.
Stemming from the above reasons, we chose the topic: "Designing and using a
system of exercises to develop natural science competence according to PISA approach
for junior high school students" as our doctoral thesis.


2
2. Research purpose
- Building a framework for natural science competence based on the PISA approach
for middle school students with specific competencies, criteria, and levels of expression.
- Propose and use the system of exercises according to the PISA approach to train,
develop and evaluate the natural science competence of students in secondary schools.
3. Research mission
- Research on the overall general education program in 2018, the natural science
subject program.
- Researching the theoretical basis of the capacity, the capacity of natural science,
some issues of formation, development, and assessment of the capacity of lower
secondary school students, exercises of the experiment, the perspective of assessing the
student's capacity of PISA.
- Investigate the current situation of using exercises according to the PISA approach
in teaching in secondary schools today.
- Building a framework of natural science competence according to the PISA

approach of middle school students.
- Developing a toolkit to assess the capacity of natural science according to the
PISA approach for secondary school students.
- Design a system of exercises according to the PISA approach to develop and
evaluate the capacity of natural science for secondary school students.
- Pedagogical experiment (PE) to test the feasibility and effectiveness of the system
of exercises approaching PISA in developing and assessing the capacity of natural
science for secondary school students.
4. Research objects and subjects
- Research object: The process of teaching natural science in secondary schools.
- Research subject: System of exercises to develop natural science competence
according to PISA approach for junior high school students.
5. Research scope
Content: The topics of substance and the change of substance in the curriculum of
natural science at the lower secondary school level. Location: Many secondary schools in
the provinces in the North, Central, and South regions. Time: 2017 - 2021.
5. Scientific hypothesis
If designing a system of exercises to develop natural science competence according
to the PISA approach for middle school students and using the exercise system in
teaching activities of natural science subjects, will contribute to the development of
natural science capacity of secondary school students.
7. Research Methods


3
Using methods for theoretical research (analysis, synthesis, classification,
systematization), practical methods (survey with questionnaires; interview, time
attendance,

experiment,

expert

method),

and

information

processing

method

(mathematical statistics).
8. New contributions of the thesis
- Systematize and clarify the theoretical and practical basis of the capacity, the
capacity of natural science, the development of student's capacity, the PISA international
student assessment program, the program general education 2018, subject program of
natural science.
- Proposed structure of natural scientific competence including 3 component
competencies (Natural scientific knowledge, Natural inquiry, Application knowledge and
skills) and 10 criteria for assessing this capacity. Each criterion describes 3 levels of
expression according to increasing cognitive level (recognize/detect; describe, analyze;
explain, evaluate, apply).
- Proposed a system of 10 types, 80 exercises oriented to develop natural science
competence according to 10 criteria of capacity to develop and evaluate the natural
science competence of junior high school students from the point of view of PISA. The
exercises are built on practice and stick to the subject's objectives. The questions/tasks of
each exercise are built according to 3 levels of awareness and there is a description of the
evaluation of the criteria according to the levels of PISA assessment through asking for

answers to the questions in the exercise.
- Using the system of exercises to develop the natural scientific competence
according to the PISA approach in teaching activities about the topics of substance and
substance change in junior high school.
- Built a toolkit to assess the natural scientific competence according to the PISA
approach of junior high school students. Using the built-in exercises to design a test that
can assess the criteria of natural science competence according to the PISA approach,
detailed instructions for evaluating answers according to 3 levels of each criterion with 3
answer options (complete, incomplete, and failure).
9. Structure of the thesis
The main content of the thesis is structured into 3 chapters:
- Chapter 1. The theoretical and practical basis of developing natural science
competence according to PISA approach for junior high school students.
- Chapter 2. Design and use the system of exercises to develop natural science
competence according to the PISA approach for junior high school students.
- Chapter 3. Pedagogical experiment.


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Chapter 1.
THEORETICAL AND PRACTICAL BASIS OF DEVELOPING NATURAL
SCIENCE COMPETENCE ACCORDING TO THE PISA
FOR JUNIOR HIGH SCHOOL STUDENTS
1.1. Research problem overview
Each country is based on the current context, capacity development requirements,
national and ethnic development goals along the trend of international capacity
development to build a system of necessary competencies formation and development for
learners. In many countries with developed education such as Australia, Germany, UK,
Netherlands, Japan, USA, Singapore, Taiwan ... science education has become a
compulsory subject in schools from preschool level until completion of compulsory

education.
Many studies on scientific competence such as definition, structure, and expression
are of interest to scientists and educational research organizations. Sciencetific literacy
has been built and developed by the OECD through evaluation periods. PISA 2018 builds
a scientific literacy framework: Explaining phenomena scientifically; Evaluation and
design of scientific research; Interpret data and evidence scientifically...
Some authors have studied the contents and relationship between the program, the
purpose of natural science education, the natural science teaching and learning
environment, and the formation of natural science competence for students. One research
direction that is of interest to educators is the factors to increase the effectiveness of
training natural science competence in teaching, the results show that the exercise system
is still considered an important resource in teaching science. The need for research on
natural science competence becomes clear when the world is increasingly interested in
the competency approach, the popular international survey program to assess sciencetific
literacy is the Program for International Student Assessment (PISA). The exercise in the
PISA assessment is a good example of a competency assessment.
The Ministry of Education and Training in 2018 announced the natural science
subject program to form and develop the natural science capacity for junior high school
students. The authors have proposed the specific elements and manifestations of the
capacity of natural science: Natural scientific knowledge, Natural inquiry, Application
knowledge and skills. Since then, many educational researchers in the country have
published studies on teaching development and assessment of natural science
competence. Author Do Huong Tra and colleagues have provided many theoretical
foundations for capacity development-oriented integrated teaching and introduced some
illustrative topics to help teachers have a basis to practice skills when teaching natural


5
science subjects. Ha Thi Lan Huong has provided the context to demonstrate why it is
necessary to develop students' scientific research capacity through teaching the field of

natural science in secondary schools, the structure of scientific research capacity, and the
development of this capacity for students through teaching the field of natural science in
secondary schools. Chu Van Tiem, Dao Thi Viet Anh has proposed manifestations and
designed a toolkit to assess the problem-solving capacity of secondary school students in
teaching natural science. Author Mai Sy Tuan and the research team introduce the book
"Guidelines for teaching natural science subject to the new general education curriculum"
to provide readers with content related to the 2018 general education program, a guide to
design and implement teaching plans, problems of testing and assessing capacity in
teaching natural science at the lower secondary level. In 2020, the Ministry of Education
and Training issued a guide to fostering modular core high school teachers using teaching
and educational methods to develop the quality and capacity of natural science subjects.
The document introduced modern trends in teaching and educational methods and
techniques to develop students' quality and capacity. At the same time, the authors
compile documents and offer many lesson plans to illustrate the process of teaching
natural science topics in the direction of developing competencies and qualities of
secondary school students.
Vietnam joined the official assessment from the 2012 PISA cycle and continues to
participate in the following cycles. PISA's assessment age is consistent with the age of
students finishing lower secondary education in Vietnam. Up to now, there have been
quite a few published documents, works, and articles on the problem of developing
student's capacity, solutions for developing and assessing student's capacity from the
point of view of PISA. PISA Vietnam Office has also published many publications,
training materials related to PISA and PISA questionnaire types. Authors Nguyen Thi
Phuong Hoa, Le Thi My Ha, Nguyen Thuy Hong introduced the contents of the PISA,
the advantages and disadvantages, and lessons learned from Vietnamese education when
joining the program. Nguyen Thi Viet Nga has determined the structure of scientific
competence that needs to be formed for students, developed a set of criteria for assessing
scientific competence, and proposed a process for developing questions to assess
scientific competence from the point of view of PISA in teaching high school students.
Author Cao Cu Giac introduces an exercise to assess the capacity of natural sciences to

approach PISA through many published works. From 2014 to 2019, the Ministry of
Education and Training organized a training session to apply the PISA assessment
method to innovation in general education assessment, training on the process of building
tests in high schools based on PISA test construction techniques.
Thus, teaching and developing natural science competence is a common trend of
global education to meet the development requirements of society. The system of


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scientific exercises plays an important and effective role in the process of training and
fostering natural science competence for students. The design of exercises to develop and
evaluate the capacity of natural science is necessary. Through the study of works and
documents of domestic and foreign authors, it is shown that the authors mentioned many
issues related to teaching and developing natural science competence, but there has been
no research on this topic design and use exercises to develop the capacity of natural
sciences according to the PISA approach for secondary school students.
1.2. Orientation for reforming the general education program
1.2.1. Renovating the lower secondary education program
1.2.2. Orientation on the innovation of educational goals and contents
1.2.3. Orientation to innovate educational methods to form and develop qualities and
capacities for junior high school students
1.2.4. Orientation to innovate methods of testing and assessing the learning activities of
junior high school students
1.3. Some issues about competence, competence development, and assessment of
student competence
1.3.1. Competence
1.3.2. Natural Science Competence
1.3.2.1. PISA Scientific literacy
Scientific literacy is defined by PISA 2006 as “Scientific knowledge and use of that
knowledge to identify questions, acquire new knowledge, explain scientific phenomena

and draw evidence-based conclusions about science-related issues. Understanding of the
characteristic features of science as a form of human knowledge and enquiry. Awareness
of how science and technology shape our material, intellectual, and cultural
environments. Willingness to engage in science-related issues and with the ideas of
science, as a reflective citizen”
The scientific literacy in the PISA 2018 assessment framework includes 3
component competencies: Scientific explanation of phenomena; Evaluation and design of
scientific research; Interpret data and evidence scientifically. PISA 2018 scientific
literacy is assessed at three levels: Level 1 (Low): Carrying out a one-step procedure,
such as recalling a fact, term, principle or concept or locating a single point of
information from a graph or table. Level 2 (Medium): Using and applying conceptual
knowledge to describe or explain phenomena; selecting appropriate procedures involving
two or more steps; organising or displaying data; or interpreting or using simple data sets
or graphs. Level 3 (High): Analysing complex information or data; synthesising or
evaluating evidence; justifying; reasoning given various sources; developing a plan or
sequence of steps to approach a problem.


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1.3.2.2. Natural Science Competence
The general education program 2018 identifies natural science competence as one
of the specialized competencies in the core competence system that needs to be formed
and developed for students through teaching natural science subjects. The 2018 natural
science competence includes three components: Natural scientific knowledge, Natural
inquiry, Application knowledge and skills. Through research and analysis scientific
literacy of PISA 2018 and 2018 natural science competence, we found that: Two
competencies in the PISA 2018 assessment framework are Scientific research evaluation
and design; Interpreting data and evidence scientifically has similar connotations to the
natural inquiry capacity of the 2018 natural science competence. The Scientific
interpretation of phenomena under the PISA 2018 science literacy framework requires

students to apply appropriate knowledge to explain real-world phenomena through
activities such as using models, assumptions, and predictions, this component of
competence is close to the ability to apply knowledge and skills. However, in the 2018
natural science competence framework, this capacity also requires students to show
higher levels with the proposal and implementation of solutions to solve problems of
natural protection, attitude under the requirements of environmental protection and
sustainable development. In the scientific literacy framework PISA 2018 does not
separate the capacity for scientific knowledge as in the 2018 natural science competency
framework (Natural scientific knowledge capacity) but three competencies for Scientific
explanation of phenomena; Evaluation and design of scientific research; Scientifically
interpreting data and evidence both requires scientific knowledge. The general education
program in natural science has listed the manifestations of three competencies in the 2018
natural science competency framework but has not described the criteria, level of
expression, and no tools for assessment. The PISA science literacy framework has
described three levels of development: Recognition/Information Gathering; Connect and
integrate/Analyze and interpret; Feedback and reviews. Therefore, it is necessary to build
a framework of capacity for natural science with the components of the competence
described by specific manifestations and criteria and to provide levels of assessment of
the development of the capacity. From there, we propose the concept of natural science
competence according to the PISA approach:
“The competence of natural science according to the PISA approach is the ability
to synthesize knowledge, skills, and other personal attributes such as interest, belief, will,
... to identify scientific objects and implement them. successful activities of
understanding the natural world and using scientific evidence to solve real-life situations
effectively and responsibly”. In our opinion, the competence of natural science according
to the PISA approach includes the following components: Natural scientific knowledge,
Natural inquiry, Application knowledge and skills. We will proceed to describe the
manifestations, criteria, and levels of expression in the next sections.

8
1.3.3. Some theories have a basic as a basis for developing students' capacity
1.3.4. Some teaching methods to develop students' ability
1.3.5. Assess student's ability
1.4. Natural science exercises
1.4.1. The role of exercises in teaching natural science
Exercises are questions, problems, and tasks that, after completing them, students
acquire certain knowledge or skills or complete them.
Natural science exercises are questions, problems, and tasks that require students to
apply knowledge and skills learned along with attitudes and responsibilities ready to
learn, explore and apply knowledge about the natural world to deal with real-life
situations. Natural science exercises help students deeply understand scientific concepts,
systems and expand knowledge, practice scientific skills, apply knowledge to solve
practical problems, build scientific working style as well as develop the scientific
working style, such as being passionate about scientific research, contributing to the
formation of natural science competencies for students. Natural science exercises is an
effective means for teachers to conduct all stages of the teaching process. Exercise is a
tool to consolidate knowledge, a way to form new concepts, a means to develop
theoretical knowledge when studying new documents, and a means of assessing students.
1.4.2. General requirements when using exercises in teaching
1.4.3. Orientation to build a system of exercises to develop natural science
competencies for junior high school students under the 2018 general education
program
1.5. Overview of PISA
1.5.1. General information about the PISA
1.5.2. Structure of exercises in the exam of PISA
1.6. The current situation of using the PISA approach exercise system to develop
students' natural science competence in teaching at junior high schools today
1.6.1. Perceptions of junior high school teachers about competency-based teaching and
assessment of students' abilities

1.6.2. Competencies that need to be formed and developed for junior high school
students through studying natural science subjects
1.6.3. The level of understanding of the PISA approach exercise of teachers teaching
natural science subjects at secondary schools


9

SUB-CONCLUSION CHAPTER 1
Natural science competence is a professional capacity that needs to be trained and
developed for junior high school students in the context of a society that requires human
resources capable of adapting to the constantly changing world. To develop the
competence of natural science for junior high school students, it is necessary to have
many synchronous measures such as gradually transitioning to the curriculum for
capacity development, rational and flexible use of active teaching methods and
techniques, control examine and evaluate students' learning outcomes in the direction of
capacity assessment, access to international student assessment programs ... During the
research process, we are interested in using exercises to develop the competence of
natural sciences. according to the PISA approach for junior high school students in the
process of teaching as well as assessing students.
Based on the analysis of the survey results on the awareness status of 164 middle
school teachers about competency-based teaching and students' understanding of the
natural science competence, we found that the teachers had a certain understanding of
competency-based teaching as well as the role of testing and assessment in teaching.
However, they are still facing many difficulties in innovating teaching methods as well as
methods of testing and assessing students' ability. Most of the surveyed teachers agree
with the component competencies of the natural science competence proposed by us and
their specific manifestations. In addition, some manifestations have not been appreciated
because teachers are gradually switching from teaching methods to impart knowledge to
teaching methods to develop learners' competencies, so they are facing many difficulties

in identifying skills component forces of natural science competence and their
manifestations. The results of the survey on the ability to design and use PISA approach
exercises in teaching natural science subjects in junior high schools show that teachers
have an understanding of the PISA approach exercise and see the effectiveness of this
type of exercise in the process development and assessment of natural science
competence for students. However, the level of use in teaching is still limited because
teachers do not understand the process, design techniques, and how to use PISA approach
exercises, so there is a need for a full study on this issue.
The above is the theoretical and practical basis related to the problem of designing
and using the exercises to develop the natural sciences competence according to the PISA
approach for middle school students, which is an important basis for us to propose the
contents in this chapter 2.


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Chapter 2.
DESIGN AND USE SYSTEM OF EXERCISES TO DEVELOP
NATURAL SCIENCE COMPETENCE ACCORDING TO THE PISA
FOR JUNIOR HIGH SCHOOL STUDENTS
2.1. Find out the structure of the natural science curriculum in junior high schools
according to the 2018 general education program
2.1.1. Objectives of the natural science curriculum in junior high school
2.1.2. Structure of the content of the natural science education program in junior high
school
2.2. Building a natural science competence framework of junior high school students
accessing PISA
2.2.1. Scientific basis
2.2.2. Rule
To build a framework of natural science competence for junior high school
students, we follow the following five principles: (1) Ensure accuracy and science; (2)

Ensure objectivity; (3) Ensuring practicality; (4) Ensure pedagogy; (5) Ensure
comprehensiveness.
2.2.4. Procedure
Step 1. Research documents survey teachers' opinions on the structure and
expression of natural science competence. Step 2. Identify component competencies and
performance criteria. Step 3. Develop a detailed description of the levels corresponding
to each expression in the competency framework: After proposing the competency
components, describe the criteria/manifestations of each competency with levels
specifically expressed. Based on the levels of assessment of scientific literacy of PISA,
for the natural science competence of secondary school students, we propose 03 levels:
Level 1: Recognizing/Collecting information; Level 2: Connect and integrate/Analyze
and interpret; Level 3: Feedback and evaluation. Step 4. Discuss with experts about the
competency assessment criteria table. Step 5. Edit, supplement, and complete the
competency framework, the competency evaluation criteria table.
2.2.5. Structure of natural science competence framework according to PISA approach
for junior high school students


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Figure 2.1. Structure diagram of natural science competence according to PISA approach of
junior high school students
Table 2.1. Criteria table, level of development of natural science competence according
to PISA approach of junior high school students
Criteria

Criterion 1.
Identify scientific
problems,
content, and

objects,
distinguish
scientific
problems from
other types of
problems.
Criterion 2.
Understand and
apply the system
of terms,
symbols,
formulas, and
charts typical for
natural science to
express scientific
problems.
Criterion 3.
Explore and
discover many
things and

Level of development of natural science competence
of junior high students
Degree 1
Degree 2
Degree 3
1. Natural scientific knowledge
Recognize, name, and Analyze all aspects Detect and correct
identify
scientific of scientific objects. errors of scientific

objects
(phenomena, Compare, select and objects.
things, processes,...).
classify
scientific Explain the relationship
Present
the objects according to between
scientific
characteristics,
different criteria.
objects and phenomena.
properties, and roles of
Calculating
related
scientific
objects
problems
between
according to a certain
scientific objects and
logic.
related factors.
Recognize and point Fluently use terms, Identify keywords in
out terms, symbols, symbols, formulas, scientific
texts.
formulas,
rules, diagrams, charts, ... Proficiently
apply
diagrams, charts, ... to express scientific scientific language in
related

to
natural problems in oral and specific situations.
science knowledge.
written form.

2. Natural inquiry
Discover and list many Describe and analyze
things and phenomena learning
situations
in the natural world.
related to some things
Identify
learning and phenomena in the

Evaluate
learning
situations related to
some
objects
and
phenomena
in
the


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phenomena in
the natural
world.
Criterion 4.

Observe
experimental
subjects.

Criterion 5.
Conduct
experiments:
including field
studies,
laboratory
experiments,
field surveys.

situations related to natural world.
many
things
and
phenomena
in
the
natural world.
Identify
the
main Collect, compare, and
content to observe.
analyze the change of
characteristic quantities
of the scientific object
under study (taking
notes, taking pictures,

filming ...)

natural world.

Formulate and state
scientific hypotheses.
List tools, chemicals,
and
equipment
to
prepare
for
experimental,
experimental,
and
survey practice.
Identify
expressions
and
formulas
to
measure and calculate
necessary quantities.
Determine the purpose,
the type of data and
information
to
be
collected,
and

the
location and selection
of data sources.
Plan
and
select
methods,
equipment,
and procedures for data
and
information
collection.

Explain the phenomena
that occur in the process
of
conducting
experiments,
experiments, surveys.
Detecting errors in the
process of conducting
experiments,
experiments, surveys.
Proposing a plan to
correct errors.

Assemble
models,
equipment, tools.
Conduct experiments,

experiments,
surveys
under procedures and
safety.

Explain the change of
scientific objects to be
studied.
Make statements related
to the observed object.

Collect
data
and Applying mathematical
information such as probability
and
selected plans and statistics,
specialized
processes.
software to process
Summarize the data experimental data.
obtained
from
the Identify the error and
experiment in the form explain the cause.
of text.
Use charts, diagrams,
formulas to describe
relationships between
collected data.

Select the content and Use the form of data Publishing
scientific
Criterion 7.
Report on the form of presentation of and
information information results in
performance of the intended results.
representation
(text, the form of reports,
assigned tasks.
chart, table, graph) posters, presentations,
under the content of the scientific articles...
report.
3. Application knowledge and skills
Categorize
and Using
experimental Solve and evaluate a
Criterion 8.
Using
recognize the necessary data
to
explain scientific
problem
empirical data data
after scientific problems in through empirical data
and
experimentation
and theory and practice,
information
investigation
analyze the relationship

between
scientific
objects.
Detect and list practical Explain
practical Take action to solve the
Criterion 9.
Use natural
problems related to problems related to problem.
Evaluate
science
natural
science natural
science problems occurring in
knowledge to knowledge.
knowledge.
real life related to
Criterion 6.
Collect,
process data,
and
experimental
information on
natural
science.


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solve real-life
problems.

Criterion 10.
Applying
experimental
science
experiments to
explain
practical
applications in
life.

List the information
related to the problems
discovered in practice
related
to
natural
science knowledge.
Describe
practical
problems related to
natural
science
knowledge.
Detect and show the
results of experiments
of natural science with
practical application.

Proposing measures and
planning

to
solve
problems occurring in
real life related to
natural
science
knowledge.

natural
science
knowledge.
Calculate factors related
to practical problems
related
to
natural
science knowledge.

Analyze
the
applications of the
experiment that can be
put into practice.

Apply some natural
science experiments to
explain or propose
solutions
to
solve

situations in life.

2.3. Designing a system of exercises to develop natural science competence according
to the PISA approach for junior high school students
2.3.1. Foundations and principles
2.3.2. Construction process

Figure 2.2. The process of developing exercises to develop the comptence of natural
sciences to approach PISA

Example illustrating the steps to build exercises to develop criterion 8 of natural
science competence according to PISA approach in the topic "Acid – Base - pH" of
program science 8th- grade.
Step 1: Select knowledge content
- Content of knowledge on the topic "Acid - Base - pH".
Step 2: Determine the requirements to achieve after completing the topic
Step 3: Choose the topic of the exercise, the situation, the context of the
introduction, and design the exercise


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- Choose the subtopic of the exercise: Table salt (NaCl).
- Situation/context of the introduction: Effects of NaCl on human health.
- Write the lead: Use the diagram to build the lead

Illustration 1: Relationship between
systolic blood pressure and daily salt
intake for different age groups.
(Source: MacGregor GA. Sodium is
more important than calcium in

essential hypertension. Hypertension
1985;7;628-37.)

In nature, table salt consists mainly of sodium chloride (NaCl) and a few other
minerals (trace minerals). Table salt is necessary for the survival of all living organisms,
including humans. The taste of salt is one of the basic tastes, but overuse can increase the
danger of health problems, such as high blood pressure and heart disease. According to
the Vietnam Heart Association, hypertension is a chronic disease that occurs when the
blood pressure on the walls of the blood vessels is higher than normal. Hypertension is
defined as systolic blood pressure > 140 mmHg and/or diastolic blood pressure 90
mmHg. High blood pressure is called the "silent killer" because people often have no
symptoms but can lead to many serious diseases such as coronary heart disease, heart
failure, stroke, kidney failure, and even death.
- Design learning questions/tasks according to the expression levels of criterion 8:
Level 1 (8.1): a) A group of students want to learn about the influence of salt on
human blood pressure, what kind of data do you think you need to use?
Level 2 (8.2): b) From the chart above, please indicate the daily salt consumption
of the populations with systolic blood pressure below 140 mmHg, over 140 mmHg. Can
you state the relationship between daily salt intake of different age populations and
systolic blood pressure?
Level 3 (8.3): c) From the data of the graph, please tell whether the following
statement is true or false: Older people should reduce their daily salt intake to avoid high
blood pressure. What evidence do you rely on to support your point of view?
- Develop a plan to solve learning questions/tasks:
a) - The amount of salt a person consumes daily
- Blood pressure of the respective person
b) - Daily salt intake of populations with systolic blood pressure below 140 mmHg
< 3.5 g/day.

15
- Daily salt intake of populations with systolic blood pressure above 140 mmHg >
5 g/day.
- Daily salt intake of populations of different ages is directly proportional to systolic
blood pressure: The higher the salt consumption, the higher the systolic blood pressure.
c) The following statement is true: Older people should reduce their daily salt intake
to avoid high blood pressure.
Based on the chart, it is shown that in most populations with > 5 g of salt/day, the
same daily salt intake, the older the age, the higher the systolic blood pressure.
- Develop a plan to evaluate the performance of students' learning tasks.
Assessment of criterion (TC) 8 through exercises
TC 8.1: Students classify and recognize the necessary data after experimenting and
investigating to solve a scientific problem.
Complete level: Students recognize the data needed to understand the effect of salt
on a person's blood pressure.
- The amount of salt a person consumes daily.
- Blood pressure of the respective person.
Incomplete level: The student only correctly mentioned one of the necessary data to
know the effect of salt on the blood pressure of a person.
Failure level: Students do not have an answer plan or answer incorrectly.
TC 8.2: Students can use experimental data to explain theoretical and practical
scientific problems.
Complete level: Students rely on the chart data provided to show the relationship
between daily salt intake of populations of different ages and systolic blood pressure.
- Daily salt intake of populations with systolic blood pressure less than 140 mmHg
< 3.5 g/day.
- Daily salt intake of populations with systolic blood pressure above 140 mmHg
> 5 g/day.
- Daily salt intake of populations of different ages with systolic blood pressure: The
higher the daily salt intake, the higher the systolic blood pressure.

Incomplete level: Students use the chart data provided to correctly determine the
blood pressure of one of the populations but have not come to a general conclusion or
have the correct general conclusion but do not analyze the blood pressure of other
populations together.
Failed level: Students do not have an answer option or wrongly answer all the ideas.
TC 8.3: Students solve and evaluate a scientific problem through experimental data
Complete level: Students rely on the data of the chart to make and explain their
statements about scientific problems.


16
The following statement is true: Older people should reduce their daily salt intake to
avoid high blood pressure.
Based on the chart, it is shown that in most populations with > 5 g of salt/day, the
same daily salt intake, the older the age, the higher the systolic blood pressure.
Incomplete level: Students make a correct statement but cannot state the basis of
that statement or state the correct basis for evaluating the statement but fail to make a
correct statement.
Failure level: Students have no answer options or give wrong answers.
Step 4: Include the exercises in the pedagogical experimental lesson plan
We put the above exercise into a pedagogical experiment in lesson plan 3
(Appendix 4) in the application and extension activities.
Step 5: After conducting the pedagogical experiment, we adjusted the introduction,
the learning questions/tasks to complete the exercise.
2.3.3. Building a system of exercises to develop natural science competence according to
the PISA approach for junior high school students
2.3.3.1. Exercises to form and develop the natural scientific knowledge
a. Criterion assessment exercise 1
b. Criterion assessment exercise 2
2.3.3.2. Exercises to form and develop the natural inquiry

a. Criterion assessment exercise 3
b. Criterion assessment exercise 4
c. Criterion assessment exercise 5
d. Criterion assessment exercise 6
e. Criterion assessment exercise 7
2.3.3.3. Exercises to form and develop the ability to apply knowledge and skills
a. Criterion assessment exercise 8
b. Criterion assessment exercise 9
c. Criterion assessment exercise 10
2.3.4. Guidelines for assessing natural science competence through a system of
exercises
2.4. Using the system of exercises to develop natural science competence according
to the PISA approach for middle school students
2.4.1. Using exercises to develop natural science competence according to the PISA
approach in all stages of the teaching process
2.4.1.1. Used in activities of forming new knowledge
2.4.1.2. Use in practice, manipulation, and reinforcement
2.4.1.3. Used in testing to assess student learning outcomes


17
2.4.2. Using some active teaching methods combined with exercises to develop natural
science competence approaching PISA
2.4.2.1. Using exercises to develop natural science competence in teaching organization
by angle
2.4.2.2. Using exercises to develop natural science competence in contract-based
teaching organizations
2.4.2.3. Using a combination of exercises to develop natural science competence in
project-based teaching
2.5. Building a toolkit to assess natural science competence for junior high school

students
2.5.1. Toolkit builder base
2.5.2. Principles of toolkit construction
In the process of building a toolkit to assess the natural science competence of
secondary school students we follow the following five principles: (1) Ensuring
reliability; (2) Ensure completeness; (3) Ensuring practicality; (4) Ensure reasonable
correlation; (5) Ensure comprehensiveness.
2.5.3. Toolkit building process
The process of building a toolkit to assess the natural science competence of junior
high school students follows the following five steps:
Step 1: Determine the audience, objectives, content, and time of the assessment.
Step 2: Determine the criteria and level to be assessed. Step 3: Design the assessment
toolkit (We use tools to assess students' natural science ability in the teaching process,
including Criteria evaluation form, questionnaire, peer assessment form, test to assess
the natural science ability). Step 4: After designing a toolkit to assess the capacity of
natural sciences, we proceed to put it into practice in secondary schools to check its
suitability. At the same time, we consult experts to ensure science. Step 5: Adjust and add
to complete the toolkit.
2.5.4. PISA-based Natural Science Competency Assessment Toolkit for middle school
students
2.5.4.1. Teacher's evaluation sheet
2.5.4.2. Student rubric
2.5.4.3. Questionnaire
2.5.4.4. Competency test and assessment

SUB-CONCLUSION CHAPTER 2
After studying the PISA, the 2018 natural science program, we have developed a
framework of natural science competence with 03 component competencies, 10 criteria,
and 03 levels of expression of the criteria based on continuous follow-up approach to the
assessment of PISA. Through researching and analyzing how to build the learning

18
questions/tasks of the PISA, we have proposed the basis, principles, and process of
designing exercises to develop natural science competence according to the PISA
approach, on that basis, design a system of 10 types with 80 exercises according to each
criterion of the capacity structure of PISA approach. Based on a competency framework
with a detailed description of the criteria and a system of exercises to develop the
capacity of natural sciences according to the proposed PISA approach, we have designed
a toolkit for assessing the capacity of natural sciences of secondary school students,
including assessment sheets according to criteria (for teachers), self-assessment cards
according to criteria, questionnaires (for students), and ability tests. From the results of
research on the actual situation of teaching natural science subjects in secondary schools,
we have applied many active teaching methods such as teaching by corner, teaching by
contract, teaching by a project to design lesson plan, which uses the system of exercises
to develop natural science competence according to the PISA approach to design
teaching activities at all stages of the teaching process such as starting lessons, forming
new lessons, practicing practice, apply and expand to train the capacity of natural science
for secondary school students.
We put the research results into conducting pedagogical experiments with
exploratory pedagogical experiments (EPE) and two rounds of formal pedagogical
experiments in some secondary schools. After the pedagogical experiment, we process
and analyze the statistics to evaluate the reliability, effectiveness, and feasibility of the
research results.
Chapter 3. PEDAGOGICAL EXPERIMENT
3.1. Experimental purpose
A pedagogical experiment was conducted to confirm the correctness, necessity,
and scientific significance of the thesis. Evaluation of the quality and suitability of the
system of exercises to develop the capacity of natural sciences according to the PISA
approach in teaching, and the evaluation of the effectiveness and feasibility of the method

of using the exercises to develop the capacity of natural sciences according to the PISA
approach. To develop the competence of natural science for secondary school students.
3.2. Experimental mission
Selection of subjects and locations to organize the pedagogical experiment;
Building a pedagogical experiment profile (The system of exercises to develop the
competence of natural science according to the PISA approach proposed in the thesis,
lesson plan of pedagogical experiment, a set of tools for assessing the competence of
natural science including assessment sheets according to the criteria, questionnaires,
aptitude test questions); Discuss with teachers to effectively implement the proposed
contents and measures; Collect, make statistics, process data and analyze experimental
results to conclude.


19
3.3. Experimental object
Conduct experiments on students of grades 8, 9 at some secondary schools in the
provinces of Ha Tinh, Nghe An, Thanh Hoa, Ba Ria - Vung Tau, and Ho Chi Minh City.
3.4. The process and content of pedagogical experiments
3.4.1. Choose the pedagogical experimental option
3.4.2. Talk to teachers participating in the experiment
3.4.3. Conduct experiments
3.4.3.1. Prepare for class lesson
3.4.3.2. Organize testing and evaluation
3.4.3.3. Pedagogical experimental content
a) Exploratory pedagogical experiment
Topic of Oxygen - Air in the 8th-grade chemistry program.
b) Pedagogical experiment round 1
Grade 8: Solution Topics; Grade 9: Topics Hydrocarbons.
c) Pedagogical experiment round 2
Grade 8: Chemical Reactions Topics; Grade 9: Topic Acid-Base.

3.5. Methods of handling pedagogical experimental results
Experimental results are processed according to the method of mathematical
statistics.
3.6. Results of pedagogical experiments
3.6.1. The results of the assessment of natural science competence according to the
PISA approach through the evaluation of the criteria
The results obtained through the assessment of the experimental science
competence of secondary school students in all 3 rounds for the control group (Co) and
experimental group (Ex) are summarized as follows:
Table 3.1. Summary table of evaluation results according to criteria of experimental
groups through rounds of pedagogical experience
Pedagogical
experiment round
Criterion
(TC)

TC1
TC2
TC3
TC4
TC 5
TC 6
TC 7
TC 8
TC9
TC10

Exploratory
pedagogical
experiment (EPE)

Pedagogical
experiment round
1(PE1)

Pedagogical
experiment round
2 (PE2)

Score
7,03
6,66
6,68
5,70
6,35
4,98
4,76
6,53
6,20
5,06

Score
7,38
7,13
7,00
6,29
6,63
6,10
5,30
6,70

6,42
5,35

Score
7,67
7,44
7,56
6,84
7,11
6,40
6,07
7,19
6,79
6,04

Degree
B
B
B
C
B
C
C
B
B
C

Degree
B
B

B
B
B
B
C
B
B
C

Degree
B
B
B
B
B
B
B
B
B
B


20
From the results of the assessment of the students' experimentation ability in
junior high schools according to each criterion (TC) in table 3.1, it is found that the
average score of TC4, TC6 in the control group increased from C in the exploration
round to B in the first and second round; TC7, TC10 increased from C level in the
exploratory round to B level in the second round of the experiment, proving that the use
of exercises to develop the competence of natural science according to the PISA
approach in measures to train the students' natural science competence is effective.

However, the average score of TC4, TC6, TC7, TC10 is still lower than the remaining
criteria, so teachers need to focus on fostering and training students in these criteria more
in the process of teaching the subject science in secondary school.
Table 3.2. Summary table of evaluation results of experimental Ex/Co groups through
rounds of pedagogical experience
Content
Natural scientific knowledge
Natural inquiry
Application knowledge and skills
Natural science competence
Result of classification of
natural science competence
Average Value (Mean)
Median Value
Mode value
Standard deviation

EPE

PE 1

PE 2

Ex
13,69
28,73
17,95
59,94

Co

12,06
25,42
15,74
53,22

Ex
14,51
31,33
18,48
64,31

Co
13,10
28,17
17,02
58,29

Ex
15,11
33,99
20,01
69,12

Co
12,90
28,43
17,19
58,52

B

C

B

C

B

C

59,94
61
59
10,38

53,22
53
59
10,72

64,31
64
67
10,71

58,29
58
50
12,27

69,12
70
90
14,67

58,52
59
59
16,65

- Mean, Median, Mode values of the experimental group are higher than that of the
control group in the experimental rounds, showing that the majority of students in the
experimental group have better experimental ability than the control group. The standard
deviation values are all small, indicating that the data is less scattered.
Table 3.3. The table compares the progress of students through the PE round 1 - 2
Experimental school
Experimental round
Class
TC1
TC2
TC3
TC4
TC5
TC6
TC7
TC8
TC9
TC10

Nhân Thành
PE1
PE2
8C
9C
7,61
7,68
7,36
7,56
7,15
7,44
6,36
6,85
6,61
6,68
6,00
6,18
5,00
5,71
6,76
7,00
6,64
6,74
5,18
5,82

Đại Sơn
PE1
8A
7,23

6,95
6,91
6,25
6,30
6,07
5,20
6,36
6,30
5,27

PE2
9A
7,56
7,19
7,23
6,40
6,65
6,12
5,60
6,53
6,60
5,65

- Continue to further study the learning results of classes participating in successive
rounds of pedagogical experiment 1 - pedagogical experiment 2 through the parameters
in table 3.3, the average score of each criterion in the capacity of natural science. of this


21
group of students all increased from pedagogical experiment 1 - pedagogical experiment

2, showing that there is an improvement in experimental science competence through
experimental rounds, from which it is possible to confirm the use of the system of
exercises to develop experimental science competence according to PISA in training the
capacity of science experiments of secondary school students effectively.
3.6.2. Results of the assessment of natural science competence according to the PISA
approach through test scores
The results are summarized as follows:
Table 3.4. Summary table of test results Ex/Co groups through rounds of PE
Experimental
Group Numbers
round
EPE
PE1
PE2

Ex
Co
Ex
Co
Ex
Co

109
108
302
301
644
643

̅

S2

S

M

6,50
5,80
7,00
5,70
8,20
6,50

1,31
1,52
1,53
2,58
2,32
4,18

1,14
1,23
1,24
1,61
1,52
2,04

0,11
0,12

0,07
0,09
0,06
0,08

V

K

17,69
215
21,15
17,60
601
28,08
18,68
1285
31,47

T

tα,k

ES

Scale of
influence

3,90

1,97

0,50

Medium

11,20

1,96

0,81

High

16,60

1,96

0,81

High

- The cumulative graph representing the test results of the experimental class is
located on the right, below the cumulative line of the control class. Analysis of each test
evaluated in the test: In most of the criteria, the experimental group had a higher
percentage of students with a passing level than the control group, and the percentage of
students at a failed level was lower than that of the control group. The values of standard
deviation S are small, so the data is less scattered, the coefficient of variation VEx < VCo,
so the experimental group has more uniform learning results than the control group. From
there, it can be concluded that the learning and training results of the experimental group

are better than the control group.
- Check the results of the official PE round test by the Student distribution function
with the probability of error, PE1 round, PE2 round, so the difference in official PE
round test results between the control group and the Ex group is meaningful.
- From the table to evaluate the reliability of the statistics Spearman-Brown shows
that for the criteria under the capacity of natural science r SB > 0.70, it can be concluded
that the obtained data are reliable.
- T-test test the average score of the test between the two groups of experiment and
control through the parameters Sig.(p): PE1 round, PE2 round. It shows that the test
results of the experimental group are higher than that of the control group, which is due
to the impact of using the PISA-based system of exercises to develop the natural science
competence in training the experimental science competence of secondary school
students, but not the control group due to randomization with a large influence (ES = 0.81
for round PE1, PE 2).


22
Table 3.5. Summary table of test results by TC Ex group through rounds of PE
Degree
Criterion
1.1
1.2
TC1
1.3
2.1
2.2
TC2
2.3
3.1
3.2

TC3
3.3
4.1
4.2
TC4
4.3
5.1
5.2
TC5
5.3
6.1
6.2
TC6
6.3
8.1
8.2
TC8
8.3
9.1
9.2
TC9
9.3
10.1
TC10 10.2
10.3

EPE
90,83
70,64
42,20

83,49
54,13
22,94
88,99
42,20
15,60
77,06
41,28
14,68
77,06
41,28
14,68
77,06
39,45
6,42
42,20
13,76
4,59
71,56
42,20
8,26
45,87
11,01
9,17

Pass (%)
PE1
97,69
82,84
51,49

92,74
63,37
48,84
94,39
57,10
31,35
83,17
60,07
26,73
83,17
59,41
5,94
66,01
33,00
19,47
68,98
32,67
30,36
71,62
66,34
18,81
63,04
20,13
12,87

PE2
98,45
88,99
60,07
94,39

77,06
57,10
97,69
63,37
41,28
88,99
64,22
29,36
83,49
64,36
11,01
69,72
43,12
22,94
72,48
33,99
33,00
77,06
71,29
21,10
66,67
22,94
16,83

Not reached (%)
EPE
PE1
PE2
9,17
2,31

1,55
29,36
17,16
11,01
43,12
43,89
38,88
16,51
7,26
5,61
45,87
36,63
22,94
64,22
48,84
42,90
11,01
5,61
2,31
57,80
42,90
36,63
72,48
64,36
56,63
22,94
16,83
11,01
58,72
39,93

35,78
59,63
57,43
63,08
22,94
16,83
16,51
58,72
40,59
35,64
59,63
88,45
86,04
22,94
33,99
30,28
60,55
63,37
56,88
69,72
57,10
65,08
57,80
31,02
27,52
77,98
67,33
66,01
54,13
66,67

67,00
28,44
28,38
22,94
54,13
33,00
28,71
70,64
71,29
78,90
54,13
36,96
33,33
74,31
77,89
77,06
46,79
63,70
68,50

Not achieved (%)
EPE
PE1
PE2
0,00
0,00
0,00
0,00
0,00
0,00

14,68
4,62
1,05
0,00
0,00
0,00
0,00
0,00
0,00
12,84
2,31
0,00
0,00
0,00
0,00
0,00
0,00
0,00
11,93
4,29
2,09
0,00
0,00
0,00
0,00
0,00
0,00
25,69
15,84
7,56

0,00
0,00
0,00
0,00
0,00
0,00
25,69
5,61
2,95
0,00
0,00
0,00
0,00
3,63
0,00
23,85
23,43
11,98
0,00
0,00
0,00
8,26
0,00
0,00
41,28
2,97
0,00
0,00
0,00
0,00

3,67
0,33
0,00
21,10
9,90
0,00
0,00
0,00
0,00
14,68
1,98
0,00
44,04
23,43
14,67

Analyzing the data in Table 3.5 and comparing the achievement level of each
criterion evaluated in the test in the exploratory and official PE rounds, it was found that
the level of failure in the criteria of the experimental group decreased, pass and fail levels
increased. Therefore, it can be confirmed that the use of the system of exercises to
develop experimental science competence according to the PISA approach in training the
experimental science competence of secondary school students is effective.
SUB-CONCLUSION CHAPTER 3
After conducting PE the thesis content includes an exploratory round and 2 official
rounds at 9 secondary schools in Nghe An, Ha Tinh, Thanh Hoa, Vung Tau, Ho Chi
Minh City with 5 lessons plans in each school year. 2018 - 2019, 2019 - 2020, and 2020 2021, we collected data from 2307 students (of which 1155 students participated in the
pedagogical experiment), 9 teachers participated in the pedagogical experiment. Raw
data through competency test scores, evaluation tables according to criteria, and
questionnaires, after being collected, are processed through data analysis steps including
describing, comparing, and relating data by statistical functions. of IBM SPSS 20.0

software, Microsoft Excel 2010. Based on the obtained statistical parameters such as
mean, median, mode, standard deviation S, level of influence ES, coefficient of variation


23
V, correlation coefficient Spearman-Brown, Student's test, independent T-test, we can
conclude that the research results of the thesis are reliable, the proposed measures are
feasible and effective. At the same time, we consulted experts and middle school teachers
to ensure the science. Besides, the PE results confirm the correctness of the scientific
hypothesis that the thesis has proposed.
CONCLUSIONS AND RECOMMENDATIONS
1. Conclusion
After the thesis was completed with all the objectives, we have solved the theoretical
and practical problems posed, specifically as follows:
1.1. Theoretical and practical basis
- Systematize and clarify many issues related to natural science competencies and
competencies, teaching, developing, and assessing natural science competencies, PISA,
general education program 2018, subject program natural science, exercises according to
PISA approach.
- Investigated and surveyed 164 teachers teaching Physics, Biology, and Chemistry at
29 secondary schools in the provinces/cities of Hanoi, Thanh Hoa, Nghe An, Ha Tinh, Ba
Ria - Vung Tau, Long An, etc. content: Teacher's perception about teaching approach to
competence, teacher's understanding of the natural science competence of middle school
students, the current situation of designing and using exercises according to PISA approach
in teaching natural science subjects in secondary schools.
1.2. From the theoretical and practical basis of the research problem,
recommendations have been made
- Proposing the structure of natural science competence of middle school students who
approach PISA, including 03 components, 10 criteria, and describing 03 levels of
expression of junior high school students in 10 criteria as the basis for building a set of

assessment tools. Science competence for secondary school students.
- Proposing the process of building a system of exercises to develop the capacity of
natural sciences according to the PISA approach including 6 principles, 5 steps. Built a
system of 10 types of 80 exercises approaching PISA, each exercise is associated with a
specific criterion of natural science competence to organize teaching to train, develop and
evaluate the natural science competence of secondary school students.
- Develop and propose a toolkit to assess the natural science competence of junior
high school students, including the evaluation form according to the criteria, the test to
assess the natural science competence, the self-assessment form of the students, the
questionnaire for students.
- Proposing some forms and measures to use the exercises to develop natural science
competence according to the PISA approach in teaching quality topics and substantial