MINISTRY OF EDUCATION& TRAINNING
VINH UNIVERSITY
----------------

NGUYEN LAM DUC

APPLYING POSITIVE TEACHING METHODOLOGIES TO
DEVELOPING STUDENTS’ ABILITY IN SOLVING RELATED
PRACTICAL PROBLEMS WHILE TEACHING THE CHAPTER
“MAGNETIC FIELD” IN THE TEXTBOOK OF PHYSICS GRADE 11

Major: Theory and Methods of teaching Physics
Code: 62.14.01.11

BRIEF OF THE DOCTORAL THESIS IN SCIENTIFIC EDUCATION

Nghean, 2016


1

INTRODUCTION
1. The reason for choosing the project
Strong renewal and innovation in education is the modern tendency of the
world in the twentieth century, in order to continuously improve the quality of
human resources. In Vietnam, this quality is still in the low level, and not yet
satisfied the requirements from the need for developing the country in the age of
international integration.
To address this problem, the 9th Central Committee of the Communist Party
of Vietnam, at the 8th plenum, issued the resolution 29 – NQ/TW 04/11/2013
about essential and comprehensive innovating the education of Vietnam. One



2

2. Research purpose
Research and apply positive teaching methodologies in Physics in high
schools for improving the students’ ability of solving practical problems.
3. Research objects and scope
Research objects: teaching methodologies;
positive teaching
methodologies; solving problems ability; Physics teaching in high schools.
Research scope: positive teaching methodologies in high schools; magnetic
topic in the textbook of Physics grade 11.
4. Research hypothesis
Applying the positive teaching methodologies, including preparing students
for solving practical problems along the way, to improve the quality of teaching
and studying Physics in high school.
5. Research mission
Determine the connotation and the extent of the terminology “positive
teaching methodologies”.
Research the theoretical content of several positive teaching methodologies
that are suitable to the goal of improving the ability of problem solving in
students.
Specify the constructing elements of the problem solving ability in students
in studying Physics.
Propose the process of applying the positive teaching methodologies for
one chapter in order to improve the problem solving ability in students.
Research the current state of using positive teaching methodologies in
Physics in general at high schools in Nghe An province, and in magnetic
particularly.

Describe the current process of applying positive teaching methodologies
in several high schools in Nghe An province.
Prepare necessary conditions and facilities for applying the positive
teaching methodologies:
+ Complete three experiments of investigating magnetic in circuits that
have special shapes, with auxiliary equipment;
+ Build two models to perform the force on the frame’s edges, and to
perform the induction vector of straight electric current.
+ Create one video about an experiment with Cotton scale that examines
the amount of the magnetic force.
+ Create 10 practical situation with magnetic-related content.
+ Select 10 practical exercises.
+ Design 4 courses for improving the problem solving ability for students.
8. Thesis structure:
Introduction (6 pages)
Chapter 1: The overview of the research problem (15 pages)
Chapter 2: Apply the positive teaching methodologies to improve student’s
problem solving ability in teaching Physics (44 pages)
Chapter 3: Apply the positive teaching methodologies to improve student’s
problem solving ability in the chapter “Magnetic Field” – Physics 11th grade (46
pages).
Chapter 4: Pedagogical experiments (37 pages)
Conclusions and discussion (2 pages)
List of author’s research studies (1 pages)
References (6 pages)


4

Chapter 1

themselves new knowledge and new abilities.
In teaching Physics particularly, the authors said that in order to apply
positive teaching efficiently, teachers should conduct more practical
experiments, organize activities, etc.
1.3. Results about improving problem solving ability in students
According to the materials we have researched, the education program
about orienting and improving abilities in students has been widely discussed
since 1990s, and now it has become a trend in the international


5

education.Researches both outside and inside Vietnam has listed: define concept
of ability, describe the education program that focuses on improving the
student’s ability, classify abilities (general abilities and specific abilities),
research about how to teach and evaluate abilities efficiently. The problem
solving ability, following the original meaning, is the capability of producing
correct solutions to tackle different obstacles. Researches about this ability has
been received special considerations from researchers, especially after the
resolution 29 – NQ/TW 04/11/2013 about essential and comprehensive
innovating the education of Vietnam.
Researches in the world and in Vietnam particularly about teaching and
improving student’s ability has been shown that the methodologies that can be
used in teaching for inspiring students and developing their problem solving
skill is a trend in education since the beginning of the 21st century. To the best of
our knowledge, there has been no open research conducted towards the problem
of analyzing the structure of problem solving ability and proposing an efficient
approach for combining developing this skill in teaching Physics in high school.
The results of our survey has affirmed the importance and necessity of
constructing a program for teaching subjects, in that teachers concentrate on

2.1. Teaching methodologies
2.1.1. Concept introduction
After reading researches from different authors about teaching
methodologies, our understanding is that teaching methodologies are ways and
approaches of teaching actions, in that the goal is to transfer knowledge to
students. The teaching methodologies can be understood in three levels, which
are (i) an approach of deploying multi-layer and polyhedral teaching system that
imbues with strategy and includes reasoning argument element; (ii) an approach
of deploying a particular teaching process, which is called model, direction or
strategy in practice; (iii) an approach of conducting activities of teachers and
students in order to perform a teaching content that is defined in advance.
2.1.2. Structure of teaching methodologies
a) A particular teaching methodology is a multi-layer framework that
includes multiple elements with cause and effect relationships among them.
They are described as below:
b) Approaching taught objects: The opinion or approach towards who are
being taught decides the decision of choosing appropriate teaching
methodology.
c) Reasoning content of methodology: This includes the description of the
teaching methodology, from the rationale to corresponding approaches.
d) Teaching techniques of the methodology: This includes the interactive
activities during the teaching process, through that the teachers can transfer
knowledge to their students.
Other artistic techniques: A teacher must not only organize well their
teaching abilities, but also be aware of how to use them in the best efficient way.
This is called artistic techniques.
2.1.3. Classify teaching methodologies
Teaching methodologies are elements of a diversified system. In order to
use them effectively, a classification is necessary.
The definition of the relationship between teachers, studentsis important

Positive teaching methodologies

Strategy level

Problem solving teaching, theoretical problem
teaching, etc.

Acquiring knowledge
level

Practical approach, model approach, reasoning
approach, etc.

Teaching organizing
level

By project, by group, by pair, by individual, etc.

Positivizing student
activities

Talk, seminar, discussion, mind map, puzzle, etc.

Knowledge, techniques
and information
perception

Practical approach (exercises, experiments,
internship, etc.), visual performing approach, selfstudy, etc.


in teaching process.
(iii)Teachers diversify and modernize activities in both teaching and studying
Physics.
(iv) Applying artistic teaching techniques.


9

2.4.2.Applying the positive teaching methodology to teaching Physics
2.4.2.1. Teaching problem solving ability in Physics
Teaching through concrete examples is the methodology that many
educators researched and applied in the middle of the 20 th century, in order to
make students be more curios and creative in learning process. Researchers have
agreed that there are three main phases in this methodology: creating
situations/examples contains the problem and make related questions; teach
students how to solve the problem; evaluate the results.
Applying efficiently this methodology, we determine that this is an
important approach in teaching but not only a particular methodology. We call
this one a strategy in teaching students how to solve problems.
2.4.2.2. Teaching problem solving ability by experiment methodology
We propose the process of teaching problem solving ability by the
experimental methodology has three main phases:
Phase 1: Creating situations containing problems
Phase 2: Solving problems:
- Proposing theoretical solutions (constructing answers based on
observation and prediction)
- Finding logical reasoning
- Designing experiments to verify the logical reasoning
- Conducting experiments
- Confirming the correctness of the solutions

c) Approaches in organizing Working corners
Approach 1: Grouping stations based on learning styles: 1/ Experiment station;
2/ Observation station; 3/ Analysis station; 4/ Application station.
Approach 2: Dividing a general problem into specific tasks and assign
them to different corners.
d) Preparation for Working corners
- Choosing content and determine briefly about the number of stations and
names.
- Designing the flow of the lecture: 1/ Define the goal of the lecture; 2/
Prepare facilities and tools for teaching; 3/ Define tasks for each station; 4/
Prepare plan for supporting stations.
e)Process of teaching problem solving ability by Working corners approach
+ Step 1: Designing situations containing the main problem of the lecture
+ Step 2: Defining theory or predict solutions for the problem
+ Step 3: Introducing stations and corresponding tasks
+ Step 4: Dividing stations
+ Step 5: Organizing activities in each station and instruct students to rotate
stations
+ Step 6: Evaluating study activities
2.4.2.5. Organizing teaching problem solving ability activities in project
learning methodology
a) Concept of project learning
Project learning (so-called project based learning) is understood as a
teaching methodology that can be used to teach students with the focus on
activities and experiments. This methodology helps students apply what they


11

have learned in class into practical activities, so that it improves their thinking

students the necessary joy and inspiration, so that they can try their best to solve
them.
Design exercises in teaching physics:
Step 1. Choose the content, phenomenon, practical situation that are
directly related to the given goal of the lesson.
Step 2. Determine the knowledge that students already have, and the one
that is about to teach.
Step 3. Construct the contradictory awareness.


12

Step 4. Design exercises and expression. Choose data that is from the preprepared situations and express them in a way that contains the problem that
needs to be solved.
Step 5. Construct answers and verify the correctness, scientificness,
expression and presenting method.
Step 6. Carry out experiments.
2.5. Process of applying positive teaching methodologies to improve
students’ problem solving ability in studying one chapter of physics
There are steps to apply positive teaching methodologies to teaching one
chapter of physics in high schools. These steps are as following:
Step 1: Determine what students already have about problem solving
ability and their attitude towards the problem.
Step 2: Organize the content of the lesson with suitable problems and
situations to teach problem solving ability.
Step 3: Construct situations that are related to the content of the lesson.
Step 4: Choose methodologies, equipments, and experiments.
Step 5: Design content for the lesson.
Step 6: Teach students with pre-prepared lesson.
Step 7: Evaluate the result of the method after finishing the teaching

methodologies in order to gain students’ problem solving ability efficiently, by
that improving the quality of teaching and studying physics in high school
program.
Conclusion
In this chapter, we present the reasoning basis and the current state about
the problem of applying positive teaching methodologies in order to improve
students’ problem solving ability in teaching physics in high school program.
They are concluded as below:
1) Define a particular teaching methodology is a structure of multiple
levels, including elements that have causality relationships with each
other.These levels are: approaching students level, describing and reasoning the
content of the method, applying particular approaches and artistic skills
(language, actions).
2) State a connotation and a denotation of positive teaching methodologies,
construct a classification table of positive teaching methodologies that are used
in teaching physics.
3) Study a definition of the terminology ”ability”, the structure of the
problem solving ability; define five main elements of the problem solving ability
of students in studying physics.
4) Establish 4 standpoints and state a solution of applying positive teaching
methodologies to teaching physics activities in order to improve students’
problem solving ability.
5) State a process of applying positive teaching methodologies in physics
that it contains eight steps.
6) Propose a process of teaching problem solving in both practical and
theoretical manners, and in project learning, learning station approaches, etc.
7) Study and survey the current state of applying positive teaching
methodologies in high schools in Nghe An province: lack of reasoning basis,
lack of practice; hesitation and confusion from teachers in changing and
innovating new methods, etc. From this survey, be aware that it is necessary to

the capacity objectives when studying the Chapter “Magentic Field” according
to elements: 1/ The capacity to understand the problem; 2/ The capacity to
propose and implement solutions; 3/ The capacity to present solutions and the
results of solving the problems; 4/ The capacity to assess solutions and
outcomes.
3.4. Establishing the logic of developing the contents of the Chapter
“Magnetic Field” in line with the perspectives of teaching and developing
the problem-solving capacities.
We have studied the logic of building the teaching contents of the Chapter
“Magnetic Field” of the standard textbook which is described through the
process graph.We thereby realize: The knowledge which is taught by means of
notification has very little knowledge derived from experimentation. We have
recommended the logic of building the teaching knowledge of the Chapter
“Magnetic Field” in the orientation of develop in the capacities of problemsolving for students.
3.5. Preparing the teaching conditions for the Chapter “Magnetic
Field” according to the extensive teaching methods.
3.5.1. Selecing the teaching methods, means and forms of teaching
For each specific knowledge module, we propose the capacity to solve the
problem that students need to achieve, teaching methods, teaching forms and
used means.


15

3.5.2. Preparing teaching equipment and means
3.5.2.1. Equipment, experiments used in teaching the Chapter "Magnetic
Field"
a) DIY object Projector in teaching Physics
The object projector shall be combined the projector to report the
experiments, further describe the process of conducting experiments. In

b) Virtual experiment in teaching physics
We downloaded virtual experiments "magnetic force and electromagnetic
induction" at the website: www.truonghoctructuyen.edu.vn, and installed it on the
computer. This virtual lab allows us to take the steps required experiments like real
"magnetic force and magnetic induction" as described above.


16

3.5.2.3. Handout used in teaching the Chapter "Magnetic Field"
The handout is one of the popular teaching tool in an extensive teaching
hours. This is a powerful tool to support teachers in the delivery of learning
content as well as the objectives specified in the form of teaching learning
tasks for students.
3.5.2.4. Classroom of Physics used in extensive teaching
The physics classroom is the classroom for the class hours of physics,
including activities associated with the experiment and practice.We propose to
use the classroom of the Division for extensive teaching.
3.5.3. Building problematic situations for teaching the Chapter
“Magnetic Field”
We built 10 situations used in teaching the Chapter "Magnetic Field".
3.5.4. Building issue exercises of the Chapter "Magnetic Field"
The exercises are built in the form of homework problems, in order to
build the capacity to solve the problem for students. There are 10 exercises
built in the thesis.
3.6. Designing the teaching process of some knowledge of the Chapter
“Magnetic Field” in extensive teaching methods.
3.6.1. The process of teaching knowledge "Magnetic induction"
* The objective of problem-solving capacity: Giving predicted magnitude
force exerted on the current; design experimental plan; data processing are

I, conductor length l and the angle α between the afternoon and evening lines
from electric current.
3.6.1.2. The diagram of the process of building the knowledge "Magnetic
induction"
In the process diagram construct knowledge "Magnetic induction", has
concretized the stages organized awareness activities for students, to guide the
drafting process of teaching.
3.6.1.3. Drafting the process of teaching knowledge "Magnetic induction"
a)Activity 1: Strengthen knowledge derived; raises
problems; given
problems to solve: the students already know the shape and direction of the
magnetic field lines, from teachers given situation (parameters 3.5 tesla
magnetic resonance machine); appearance issues to study: magnetic induction
magnitude depends on what factors? How is the magnetic induction
vector? Definition magnitude magnetic induction?
b) Activity 2: Problem Solving
- Choose the option that determines the magnitude magnetic induction:
study magnetic forces acting on the magnet test to determine the magnetic
induction vector magnitude. Organize students to design experiments
alternatives, choosing a feasible plan: review unified force acting on currentcarrying conductor segment.
- Propose hypotheses: the magnitude of the force exerted on the wire
carrying an electric current can depend on factors and depends how? There are
three hypotheses: changing the length of the power line, change the amperage,
change the angle between the current direction and magnetic induction
direction. Discovered the relationship between magnetic force to terms of
changes in the experiment.
- Instruct students to design and conduct experiments step to test the hypothesis:
students selected to the U-shaped magnets generate a constant magnetic field, using
rectangular wire frames with different lengths, published positioned so that one edge
of the frame in a magnetic field, the wire frame is also connected to a power

a) Essential Questions: The understanding of knowledge "From the" What to
benefit human and technical scientific progress? There are machines, devices
have been manufactured based on the knowledge of "Magnetic Field"
b) Unit Question: One of the machines and equipment are manufactured
based on the knowledge of "Magnetic Field" electric motor that is onedimensional. DC motors used in electric bicycles, tractor train, blowing
furnaces used in the family kitchen, children's toys. So, the machinery and
equipment that has a structure and operating principles of how we can build a
direct current motor is not simple?
c) The question of content: Includes 6 sentences.
3.6.2.4. Planning the teaching
Develop teaching plan including specific tasks, time, location, teacher in
charge, etc.
3.6.2.5. Teaching plan 1: Developing the project " Manufacturing the
simple one-way electric motor "
Objectives: Students are referred to the group to perform tasks; student
groups to plan for project implementation: assignment leader, secretary,
personal tasks, implementation plans; Students interested, active and ready to
embark on the project. The activities:
Activity 1: Introduction. Receiving ideas and project tasks.
Activity 2: Dividing student groups.
Activity 3: Project Implementation Guidelines.
Activity 4: Assigning and guiding the task implementation among groups.
Activity 5: Announcement of the project plan.


19

Activity 6: Announcement of the references.
3.6.2.6. Teaching plan 2: Guiding and supporting the project
implementation

knowledge; 4/ Designing four teaching processes: Teaching the concept of
"Magnetic induction"; teaching the lesson "Magnetic of electric current in the
conductors with special shape"; teaching the project "Manufacturing the simple
one-way electric motors"; Teaching problem exercises of the Chapter "Magnetic
Field". The teaching processes which are drafted follow theories about the
proposed extensive teaching methods to improve the efficiency of teaching.


20

Chapter 4
PEDAGOGIC PRACTICE
4.1. Aim of pedagogic practice
We conducted a pedagogic practice in three upper secondary schools in
Nghe An province to test the hypothesis.
4.2. Tasks of pedagogic practice
- Assessing the feasibility of the teaching process; evaluating the
effectiveness of the teaching process for the development of problem-solving
ability of students; and proposing additional ideas for the theory.
4.3. Objects and pedagogical practice time
- The objects of the pedagogical practice are grade 11 students at the three
upper secondary schools in Nghe An Province within 2 academic years.
4.4. Methodology of pedagogical practice
Technical implementation: Conducting a survey before and after the
pedagogical practice, monitoring and observing directly both teachers and
students; analysing the videotapes and using statistical methods.
Procedure: Experimental groups are taught as the thesis process is
designed while the others learn the normal lessons in the national curriculum.
4.5. Results of pedagogical practice
Results of pedagogical practice - round 1

the experiments.
Besides, we also observe and have statistics on the terms: Number of
students participating in the successful implementation of these activities in a
positive and creative perception; which awareness activities are simple or too
hard; the real time awareness activities than expected; the attitude of students
when participating in the learning activities;
On the basis of editing and drawing experiences at round 1 of the
pedagogical practice, the limitations have been overcome as follows: increasing
the students’ excitement, giving specific evaluation of the elements of problemsolving ability, assessing the advantages of applying active teaching methods in
developing the proble - solving ability through the statistics obtained between
experimental classes and standardized testing classes.
Along with the analysis of the teaching process in the class and a preliminary
assessment of the formation and development of students’ problem-solving
ability, we organize for students to take a 45-minute test at the end of the
pedagogical practice.
Results of test points
Class

No. of

4

Test Points
5
6
7

8

9 10

102

0

2 5

14

19

27

21

12

2

Percentage

Average
points

2

64,1

6,79

0

methods, some form of teaching are applied, such as angle-based learning,
project teaching, teaching in small groups… The forms of teaching are really
effective when the designed lessons are based on learner-centered teaching
perspective with the problem-solving strategies. Thus, the specific cognitive
methods of Physics are effectively used. In pedagogical experiment, we use
quite a lot of familiarizing approach and modeling methodology. Therefore, we
not only promote the positive, self-reliance and creativity of each student, but
also facilitate the coordination and interaction among members of the of the
team so that they can implement awareness activities successfully, from which
the students’ ability is developed. The coordination among groups and between
students and teachers can ensure the two-way communication, especially
information from the students backwards during cognitive activities. Thereby,
the teachers can control and assess the cognitive performance of students and
the effectiveness of the method in which creative awareness activities are
chosen.
The change and the advancement of knowledge perceiving quality as well
as the students’ problem-solving ability through cognitive activities; the results
of the survey and written tests after the pedagogical practice shown as above
demonstrates the practical verification of the initial feasibility which the
hypothesis is set out. It also demonstrates the quality of knowledge
perspective, skills and problem-solving ability development function for
students’ in cognitive activities when applying active teaching methods, which
proves that the organization of teaching as above is much better than the
traditional way of teaching in standardized classes.


23

CONCLUSIONS AND RECOMMENDATIONS
Conclusions:

process of applying the active teaching methods to develop the students’
problem-solving ability in teaching Physics at upper secondary schools.
Recommendations:
1) Through the process of researching and implementing the project we
have a number of recommendations to contribute to the effective teaching of
Physics at high schools: Using the traditional teaching methods under the new
spirit: teachers have to choose a teaching methods following a strategy in
which the positiveness, activeness, and creativity, as well as the ability of the
learners are promoted at the best level.
2) Combining a variety of teaching methods: Coordinate a variety of
methods and forms of teaching in the whole process is an important direction
to promote the activeness of learners. Problem-solving needs to be used as a
strategy, in which the particular cognitive methods of Physics are used in the
problem-solving stage.
3) Increasing the use of teaching equipment and Information Technology
in a reasonable way. Especially, teachers’ self-made teaching equipment
always have important implications in teaching, thus need be promoted.
4) Improving the active learning method for students in many different forms.
5) The educational management levels need to mobilize a more powerful
movement for teachers and students to promote the positiveness, self- reliance
and creativity in proposing and designing the plans for experiments with
efficient simple cheap new patterns and application of Information Technology
in innovativing the teaching methods, especially designing for immitation and
building video clips supporting positive and self-reliant cognitive activities to
develop the problem-solving ability for students.