problem solving | accurate, unscientific information collected. | information collected and draw some appropriate but incomplete conclusions for the problems. learning set | and draw appropriate and complete conclusions for the learning problems raised. | |
7. Cooperate with teachers and classmates | Not proactive, not regularly cooperating with teachers, classmates in online environment and in class to seek support/support other classmates when needed set | Proactive, Regularly but ineffectively collaborate with teachers and peers in online and classroom environments to seek support/assist other peers when needed. | Proactively and regularly collaborate effectively with teachers and classmates in online and classroom environments to seek support/assist other classmates when needed. | |
8. Presenting and defending learning outcomes | Presentation of learning outcomes is not logical or clear . | Presents learning outcomes logically and clearly but answers relevant questions/issues incorrectly and incompletely . | Present learning results logically, clearly and creatively using information technology tools and technical means, answer relevant questions/issues accurately and completely. The question is posed. | |
Evaluate and adjust study | 9. Assessment of learning outcomes | Assessing online and face-to-face learning outcomes is not straightforward. official, not yet | Objective and accurate assessment of online and offline learning outcomes continue , show | Objectively and accurately assess online and in-person learning outcomes, show the evidence |
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exactly according to the defined criteria. | evidence of achievement but not yet Fit . | demonstrate/build appropriate academic records . | |
10. Learn from experience and adjust | Point out limitations and errors but have not found a suitable solution. | Point out some limitations and errors and find suitable solutions but incomplete | Point out limitations, errors and find suitable and adequate solutions . |
2.2. Analysis of the Organic Chemistry program for grade 11
2.2.1. Objectives
Based on the knowledge and skills standards of the Ministry of Education and Training [7] and the requirements of the 2018 Chemistry General Education Program [9] with quite similar points, the teaching objectives of the 11th grade Chemistry section are determined as follows:
General Organic Chemistry Section
- Students can state:
+ Concept of organic compounds, organic chemistry and general characteristics of organic compounds.
+ Concept of molecular formula of organic compounds.
+ Concept of homogeneity and isomerism.
- Present the content of the theory of chemical structure in organic chemistry and write the structural formulas of simple organic compounds.
Typical organic compounds: hydrocarbons (alkanes, alkenes, alkadienes, alkynes, arenes), alcohols - phenols, aldehydes, carboxylic acids.
- Students can state the concepts and general formulas of typical homologous series.
- Write the structural formula and name typical compounds by common name and alternative name.
- Present:
+ Structural characteristics and chemical bonds in organic compound molecules.
+ Physical properties (laws of change in melting point, boiling point, mass)
density, solubility).
+ Typical chemical properties of organic homologous series.
+ Substitution and addition rules and how to determine the main product in substitution and addition reactions.
+ Methods of preparation and practical application of organic compounds, related to phenomena in production practice and life.
- Observe models, videos or perform experiments to predict/research/verify/demonstrate chemical properties and preparation methods.
- Propose ideas and plan to research/verify/demonstrate the chemical properties of organic compounds.
- Identify, distinguish, and separate organic compounds from mixtures with other substances by chemical methods.
- Calculate the percentage composition by volume and mass of organic compounds in the reaction mixture.
- Develop general competencies (autonomy and self-study, communication and cooperation, problem solving and creativity) through the use of active teaching methods to organize learning activities for students according to the BL model.
- Develop qualities (honesty, responsibility) through teaching content.
2.2.2. Structure and characteristics of knowledge content
Knowledge of chemical reactions in the high school chemistry program helps students see the diversity of the surrounding physical world and the chemical movement of matter, the laws governing movement through the study of chemical reactions of basic organic substances. The chemical reaction section of grade 11 is structured into 3 main parts and arranged in order of increasing difficulty. The relationship between the knowledge of the chemical reaction section of grade 11 and the previous related knowledge is described in Figure 2.3. In which, the General Chemical Reactions section helps students have an overview of chemical reactions, is the basis for students to apply to the study of chemical reactions and ensures scientific cognition, making the process of learning chemical reactions and developing students' cognitive ability easier. The organic compounds section includes Hydrocarbons (saturated, unsaturated, aromatic), Alcohols - phenols, Aldehydes, Carboxylic acids with lessons of quite similar layout including main contents: homologs - isomers - nomenclature, physical properties, chemical properties, preparation and application with heterogeneous relationships ensuring inheritance and development, creating favorable conditions for students' learning process.
Figure 2.3. Knowledge relationship of Organic Chemistry section, grade 11
Analyzing the content of the HHHC section of grade 11, we see that the amount of knowledge is quite large and there is a lot of new and difficult knowledge for students, specifically:
- Regarding the characteristics of organic compounds: they have complex structures, many homologs and isomers, making it difficult for students to analyze the characteristics of the bonds between atoms and groups of atoms in the molecule and their influence on the properties of organic compounds. Besides the regularity, there are also many special cases due to the mutual influence of atoms and groups of atoms in the molecule, which changes the properties of the substance.
- Regarding the nomenclature of organic compounds: the rules for reading common names, names according to the IUPAC system, radical-functional names and names of many different isomers of the same organic compound make it difficult for students to distinguish and remember.
- Regarding chemical properties: the nature of typical organic reactions (substitution, addition, separation, decomposition, oxidation, polymerization) is based on the change in molecular structure of the reactants, the reaction mechanism and the products formed are difficult content for students because reactions often occur in many directions, many stages and create many different products.
In addition, the teaching time in class is too short, leading to difficulties for students in studying. Teachers also have difficulty in teaching to ensure both full content and appropriate time. The solution to these difficulties can only be to strengthen the organization of teaching and manage students' teaching activities through a combined online environment.
2.2.3. Characteristics of teaching methods
Unlike the program in junior high school, the HHHC section of grade 11 fully studies the entire homologous series instead of studying a specific substance, so in the teaching process, teachers need to give diverse examples with substances in the homologous series, but also need to choose examples to avoid students from making incorrect inferences or deductions in the cognitive process. Focus on practicing the skills of using chemical nomenclature, comparison and emphasizing the transformation relationship between types of HHHC. Thoroughly use models, pictures, drawings, and appropriate chemical experiments to guide students' thinking and perception.
The structure of the HHHC section of grade 11 has helped students have a basis to analyze the structure of substances and deduce the properties of substances, from the properties related to its applications, the substances studied later have similar properties or have some properties similar to the previously studied substances, so they can be compared, analyzed the structure of substances to deduce, thereby creating conditions for the formation and development of the method of TH, self-study and development of students' TH capacity. In addition, the HHHC section of grade 11 has a lot of knowledge content related to practice, so it is suitable for teachers to organize learning projects for students. However, this is a section with many organic chemistry thinking skills that must be formed and practiced, so TH needs specific guidance from teachers. The online environment in the BL model will create good conditions for teachers to transfer these instructions and support to
individual student, personalize learning activities.
2.3. Assessment tool for high school students' critical thinking skills in teaching according to the BL model
Assessment of students' competence is an important and essential step in the process of developing students' competence. The assessment results are the basis for students to perceive their own competence level in order to have a plan and development strategy in the next stage, and at the same time, it is the basis for teachers to determine the position of students on the path of competence development, thereby having a timely pedagogical intervention plan to improve their competence. In the research tasks of the topic, this is an important task to verify and confirm the feasibility and effectiveness of measures to apply the BL model in teaching, and to conduct assessment of competence, it is necessary to have specific assessment tools.
Based on the structure and criteria for assessing students' learning outcomes in teaching according to the BL model, we have selected tools to collect information on students' learning outcomes associated with the impact measures presented below:
2.3.1. Evaluation form according to teacher's criteria
Teachers rely on the detailed description of the levels of NLTH expression to evaluate the level of achievement of the corresponding criteria in each student through observation and collection of suggested evidence throughout the learning process. Thereby, teachers can evaluate each NLTH expression of each student or of all students in the class at what level (through the average score according to each criterion). For example:
ASSESSMENT FORM OF STUDENTS' SELF-STUDY ABILITY
(In teaching according to the Flipped Classroom model) Student:.............................................................Class:............. School:.............................
Teacher's assessment:.......................................................................................................................... Time of assessment (lesson/topic): ........................................................................
Teachers, please evaluate the level of achievement of the following criteria by students based on the suggested evidence and give corresponding scores in the blank box:
Level 1 (1 point) ; Level 2 (2 points) ; Level 3 (3 points)
TT
Criteria | Level | Suggested evidence | |||
1 | 2 | 3 | |||
1 | Identify goals and content content of the lesson | Personal KWL chart. | |||
2 | Determine what is known (after direct TH) online) before class | ||||
3 | Determine the means and methods method of performing TH tasks | Personal TH plan. | |||
4 | Make a schedule and plan TH result | ||||
5 | Information Collection | Student notebooks (regarding the content of answers and adjustments); Results of collaboration in class; Responses to practical tasks/exercises on Teams; Activity log (exchange) on HS Teams; Tests. | |||
6 | Information processing and resolution learning problem | ||||
7 | Cooperate with teachers and classmates | ||||
8 | Presenting and defending learning outcomes | ||||
9
Assessment of learning outcomes | Personal KWL chart. | ||||
10 | Learn and adjust | ||||
Total score: ......... /30 | |||||
If the teacher's assessment score is close to level 1, the student's intellectual performance needs to be further developed. If the score is close to level 2, the student needs to continue to develop. If the score is close to level 3, the student's intellectual performance needs to be maintained.
Similarly, the evaluation form according to the teacher's criteria (In project-based teaching according to the BL model) is presented in Appendix 7.1.
2.3.2. Student self-assessment form
Students base on the detailed description table of indicators to self-evaluate their learning competence from level 1 to level 3 on the scale of each manifestation of learning competence. Through self-evaluating scores, teachers and students can know the level of learning competence in students to improve or continue to maintain and promote. In addition, self-evaluating after each learning stage will help students proactively adjust the learning process accordingly, improve poor manifestations and maintain good manifestations.
The self-assessment form will be used at pre- (TTD) and post- (STD) points when applying the proposed measures. For example:
SELF-ASSESSMENT FORM OF STUDENTS' SELF-STUDY ABILITY
(In project-based learning using the BL model) Students:.........................Group:............Class:........ School:..........................................
Implementation time:..........................................................................................................
Please rate your level of achievement of the following criteria by giving the corresponding score in the blank box: Level 1 (1 point); Level 2 (2 points); Level 3 (3 points)
TT
Criteria | Level of achievement | ||
TTĐ | STĐ | ||
1 | Set goals and identify the problems to be solved by the project | ||
2 | Identify what is known regarding DA | ||
3 | Determine the means and methods of performing the project's tasks. | ||
4 | Make a schedule for project implementation and expected results | ||
5
Gather information for DA | |||
6 | DA information processing and problem solving | ||
7 | Cooperate with teachers and classmates | ||
8 | Present and defend the results of the project | ||
9 | DA Results Evaluation | ||
10 | Learn and adjust | ||
Total score | |||
Similarly, the student self-assessment form (in teaching according to the LHDN model) is presented in Appendix 7.2.
In addition, to organize students' learning activities according to BL models and support information collection and evidence assessment of students' learning ability, we also used a number of tools such as: KWL diagram, test, project product evaluation form, project implementation process evaluation form presented in appendix 7.3-7.7.
2.4. Some measures to apply the blended learning model in teaching Organic Chemistry for grade 11 to develop self-study capacity for high school students
2.4.1. Basis for proposing measures
To propose measures in the thesis, we rely on the following bases:
(1) Requirements for innovation in general education: The 2018 General Education Program has been officially announced, posing new requirements for the entire education sector, schools, general teachers and educational scientists in finding systematic measures to effectively and synchronously develop students' qualities and abilities, including learning ability.
(2) The important role of TH and NLTH in education: TH plays an important role in determining the learning and training results of students. NLTH is one of the common abilities of high school students, contributing significantly to the formation and development of other abilities and helping students learn for life. When TH is effective, students will also develop the qualities of diligence, honesty, responsibility, etc. Therefore, developing NLTH for high school students today is necessary and has long-term significance.
(3) The role of technology in the 4.0 era and the BL model in teaching: Technology in the 4.0 era, especially ICT, has created favorable conditions and new opportunities for education, bringing new and creative experiences to both teachers and students, strongly changing