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INTRODUCTION
1. Reason for choosing topic
The rapid development of science and technology in the XXI centrury has
created uncounted material and intellectual products for the modern society.
This requires each nation to constantly innovate and adapt to the endless
changes to everyday life. To resolve these challenges, the Education and
Training industry needs to lead and take responsibility to improve education,
discover and nurture talent with the focus on increase their own intellectual
values. In other words, education should not just care about the product of
intellectual pursuit but should also focus on the process of innovating our way
of thinking to create talents that are all-rounded and possess qualities that are
suitable to a person in the 21st century. This conclusion had been research and
asserted at many developed countries like: The United States, Canada, the
United Kingdom, Russia… To have those successes, they had applied the
theory of developing critical thinking in education.
In the midst of globalisation, the Resolution from the 8th Central Committee
Conference session XI of the Executive Central Committee of the Communist
Party about the comprehensive renovation of the basis of education and training
(Resolution No. 29-NQ/TW) had also pointed that the development of
intellectual AB will the strategic goal for the development of education in the
period of 2011-2020 (issued with Resolution 711/QĐ-TTg on the 13/6/2012
from the Prime Minister) “Focus on developing intellect, physique, form good
qualities, ability as a member of society, discover and nurture talents, help
focalise students to their careers. Improve the quality of education
comprehensively, focusing on the education of ideals, traditions, ethics, ways of
life, foreign languages, information technology, ability và practical skills,
applying knowledge to reality. Developing the ability to innovate, self-learning,
promote lifelong learning”. Following that, alongside the development of
personal qualities and ability (AB) for students (ST), the Party and the Country

indicator for evaluation scale, building and utilising the evaluation toolkit,
utilising certain teaching method (TM) in order to positively develop CTA for
ST specialised in Grade 10, helping to improve the teaching quality in
chemistry at gifted high school.
3. Research missions
3.1. Research the theory and reality
3.2. Design and use the evaluation toolkit for CTA in teaching the section of
basic knowledge for general chemistry
3.3. Propose methods to develop CTA for students in teaching of teaching the
section of basic knowledge for general chemistry at a gifted high school
- Method 1: Utilise the teaching method (TM) of discovering and solving
issues using the method of multi-dimensional thinking.
- Method 2: Using chemistry practice exercises.
- Method 3: Using chemistry experiments.
3.4. Practical teaching at a number of gifted high school in order to ascertain
the possibility and efficiency of each method proposed.
4. Subject, topic và scope
4.1. Subject of research: The teaching process of the content about the basis
of general chemistry at gifted high school.
4.2. Topic of research: CTA in chemistry and the methods of developing CTA
in the teaching of chemistry (in the section about the basic knowledge of
general chemistry) in grade 10 at gifted high school.
5. Scientific theory
If we can identify the expressions, the criteria, the specific level indicator for
CTA, building, and using the appropriate evaluation toolkit, propose and utilise


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certain flexible methods, effectively then we can develop CTA for chemistry

(32 pages). There is also a list of all abbreviation, a list of all the tables (30
tables), diagrams, illustrations (8 illustration), a list of all works relating to the
project that has been published (5 works).
CHAPTER 1. THOERETICAL BASIS AND REALITY OF THE
DEVELOPMENT OF CRTITICAL THINKING ABILITY FOR
STUDENT IN THE TEACHING OF GRADE 10 CHEMISTRY FOR
STUDENTS IN A GIFTED HIGH SCHOOL


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1.1. HISTORY OF THE RESEARCH ON DEVELOPING CRITICAL
THINKING ABILITY FOR STUDENTS
Presenting all the scientific research works about the development of CTA
for worldwide and Vietnamese students.
1.2. THINKING, CRITICAL THINKING,CHEMISTRY OMPREHENSION
1.2.1. Overview about thinking
1.2.1.1 Conception: Presenting the concepts about Sociology and Psychology
thinking
1.2.2.2 The levels of thinking: Presenting 6 levels of thinking based on
Bloom scale
1.2.2. Critical thinking
1.2.2.1. Critical concept: Present, compare and combine two different
meaning of the word “critical” to bring out the officially critical concept.
1.2.2.2. Critical thinking concept: Analyze the critical thinking concept under
Psychology and Mathematics view to bring out the officially concept of critical
thinking.
1.2.2.3. Critical thinking features: On the basis of synthesizing the views of
psychology, pedagogy and mathematics, the TDPP featuress included: problem
analysis, problem evaluation, problem synthesis.

disadvangatges existing in the researching problems in Chemistry.
1.3.4.2 The general expression of a person who is capable of critical
chemical thinking: recognizing the problem of chemistry, skeptic of chemistry,
brainstorming through graphical thinking tools, evaluation and self-evaluation
in the best way.
1.3.4.3 Critical chemical thinking ability of THTH high school students who
specialize in Chemistry is the ability to flexibly use and create chemical
knowledge, skills in order to bring out unique, breakthrough results throughout
the process of solving chemical problems.
1.4. RESEARCHING METHODS TO HELP DEVELOP CRITICAL
THINKING ABILITY FOR STUDENTS OF A GIFTED HIGH SCHOOL
1.4.1. The basis of changing teaching method to develop the ability of
learner including:Behavioural theory: Study to change a behaviour;
Comprehension theory: Study to solve an issue; Creation theory: Study to
create knowledge
1.4.2. Teaching method of discovering and solving an issue
1.4.3. Teaching method of using practice chemistry exercise
1.4.4. Teaching method of using chemical experiment
1.5. THE REALITY OF DEVELOPING CRITICAL THINKING
ABILITY FOR GRADE 10 STUDENTS OF GIFTED HIGH SCHOOLS
We have conducted a survey on the awareness of 318 teachers about the
performance of CTA, the frequency of using CTA assessment methods and
tools, and the CTA of 1140 students achieved through 2 ability assessment tests:
1.5.4. Survey results
1.5.4.1. Survey results for teachers
Most teachers have not fully aware of the development of CTA for students.
Therefore, the use of CTA assesment methods is somehow partial, only two
methods are frequently used (constructed-response questions and multiplechoice questions) and the rest are rarely used (rubrics, checklists,
questionnaires)
1.5.4.2. Results of the student’s surveys:

Consult the opinion of expert and experiment with the detailed description table
for the expression levels of CTA in chemistry; Step 7. Finalise the framework
for ability and the detailed description table for the expression levels of CTA in
chemistry for student of gifted high school
2.2.2. Structure of the framework for critical thinking ability for students
of gifted high school
Table 2.2. Framework for CTA in chemistry for students of gifted high schools
Contributing
No.
Criteria’s
ability
1. Identifying the nature or operating law of the
chemistry issues.
Ability to analyse
1
2. To ask questions relating to the chemistry
chemistry issues
issues.
3. Explain the scientific issues.
2 Ability to evaluate 4. Identify the limit of issues that need to be fix.
chemistry issues 5. Defend their own opinion and point of view.
6. To make conclusion about the scientific


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issues in question.
7. Propose different scientific hypotheses.
8. Make plans to actualise scientific hypotheses.
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the most optimal, feasible and effective measures; Step 7: Experiment all the
measures; Step 8: Evaluate the development of critical chemical thinking
ability of high school students of grade 10 students who specialize in
chemisstry through NL assessment tools.
Step 9: Learning from experience, adjusting and improving the proposed
measures.
Ability to
aggregate
chemistry issues


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2.3.2. Method 1. Utilising teaching method of solving issues with the
orientation to use multi-dimensional thinking in order to develop critical
thinking ability for students
2.3.2.1. The content of the method
Phase 1. “Multi-dimensional analysis” is the phase that requires the learner
to consider, observe, analyse learning objectives from multiple perspectives,
viewpoints, glasses to come up with many comparison, understandings,
evaluation of their own with respect to each approach to chemistry object.
Phase 2. “Multi-dimensional evaluation” is the phase that requires the
learner to propose their own opinions and evaluations with respect to each
approach to different chemistry object. Based on this, the learner will generalise
the comprehension process of the chemistry object.
Phase 3. “Multi-dimensional aggregation” is the phase that require the
learner to self-aggregate, and filter out the different understandings to propose,
construct, and enact the optimal method of comprehending a chemistry subject.
2.3.2.2. Developmental goal of CTA in chemistry of this method
Phase 1. “Multi-dimensional analysis” is mainly used to measure the level

(part 2.3.1), we split the chemistry practice exercises to develop CTA in
chemistry into 3 types: reason out the number of possible cases, discovering
and correcting mistakes, optimising solutions.
a. Practice exercise “Reason out the number of possible cases” are practice
chemistry exercises that require the learner to fully exploit the dialectical
relationship between hypotheses and conclusions on the basis of careful
consideration, thorough deliberation, multi-dimensional analysis between the
datum and the solve requirement of the math exercise.
b. Practice exercise “Discovering and correcting mistakes” are chemistry
exercises build based on common mistakes of students in the process of
learning. The learning objective of the learner is to discover, and explain these
mistakes using the basis of utilising their chemistry knowledge and practical
skills in addition to the ability to analyse, evaluate the relationship between
hypotheses, conclusions, and methods of solving the issue in each specific
chemistry situation. Through this, the learner will propose and perform the
method to correct their mistakes.
c. Practice exercise “Optimising solutions” are chemistry practice exercises
that require the learner to analyse the advantages and limitation of other
people’s solving methods for chemistry issues on the basis of utilising their
own knowledge, skills, and experience. From this, the learner will self-propose
the modification, replacement, addition or deletion of the steps in the process to
improve the efficiency, and possibility as well as overcoming the remaining
limitations of the previous methods for solving chemistry issues.
2.3.3.2. Developmental goal of CTA in chemistry of this method
a. Practice exercise “Reason out the number of possible cases” is mainly
used to measure the level of expression of the ability to analyse chemistry
issues, corresponding to criteria (1), (2), (3).
b. Practice exercise “Discovering and correcting mistakes” is mainly used to
measure the level of expression of the ability to evaluate chemistry issues,
corresponding to criteria (4), (5), (6).

comparison of results from chemical experiment. From this, the learner will
propose methods to fix the mistakes relating to the chemical experiment in
question.
Phase 3. “Modification– Perform” is the phase requiring the learner to selfbuild and perform the new process of titration in order to slowly reduce wrong
answers to the limit based on the process of aggregation, selection of opinions,
analysis, evaluation of previous methods from fellow learner or teacher.
2.3.4.2. Developmental goal of CTA in chemistry of this method
Phase 1. “Analysis – Understanding” is mainly used to measure the level of
expression of the ability to analyse chemistry issues, corresponding to criteria
(1), (2), (3).


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Phase 2. “Evaluation – Proposal” is mainly used to measure the level of
expression of the ability to evaluate chemistry issues, corresponding to criteria
(4), (5), (6).
Phase 3. “Modification – Perform” is mainly used to measure the level of
expression of the ability to aggregate chemistry issues, corresponding to criteria
(7), (8), (9), (10).
2.3.4.3. The process of using the method in order to develop CTA in
chemistry for students in grade 10 of gifted high school
Step 1. Prepare.
Step 2. Developing analysis ability for chemistry issues through the
organising and performing the teaching activities at phase “Analysis –
Comprehension”.
Step 3. Developing evaluation ability for chemistry issues through the
organising and performing the teaching activities at phase “Evaluation –
Proposal”.
Step 4. Developing aggregation for chemistry issues through the organising

1
2
3
Analyse
the
dialectical
relationship between the
component parts of a
1
chemical or the relationship
between the chemicals in the
reaction.
Propose sceptical question
about
the
accuracy,
trustworthiness in each
Chemistry
approach, on which basis the
2
handout
learner will accept or refute
the appropriate/inappropriate
approach with the chemical
subject in question.
Explain the chemistry issue
based on the evaluation of
3
the role of the chemistry
subject in question through



13

Level of
Evaluation criteria for the
completion of
Evaluation
expression of CTA in
Evaluatio
criteria
chemistry when performing learning objectives nal prove
multi-dimensional thinking 0
1
2
3
Propose the content that
need to be added or new
7
solving methods in order to
perfect the approach method
to the chemistry subject.
Specify, and detail the
content that needs to be
8
Handout
added or the new method of
for
solving.
modificati

Class........................., group.......................................
Lesson name/topic.......................................................................


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Level of
Eval
completion of
uati Evaluation criteria for the expression
learning
on
of CTA when using chemistry
objectives
Crit
practice exercise
eria
0 1 2
3
Analyse the relationship between
theory and the requirement of the
1
practice exercise to identify the
various cases that could happened.
Propose sceptical and scientific
2 questions to accept/refute the cases
that are accurate or illogical.
Reverse-analyse to explain the
3
chemistry issue in question.

handout for
learning
objectives
selfobservation

Evaluation
handout for
students
learning
activities

Handout for
request to
modify and
addition


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Level of
Eval
completion of
uati Evaluation criteria for the expression
Evaluationa
learning
on
of CTA when using chemistry
l prove
objectives
Crit

of CTA when using chemistry
nal prove
objectives
Crit
experiment
eria
0
1 2
3
Identify the principle, and process of
titration based on the analysis and
evaluation of characteristics, physical
1
and chemical constants, the uniqueness
Students’
of the chemical reaction between the
handout
subjects being titrate.
for
Propose questions with scientific
chemistry
2 scepticism about
choosing the
practical
appropriate indicator.
lesson
Analyse the reverse-titration process
(changing the roles of each chemicals
3
in the process of titration) to explain

Evaluatio
nal prove

Utilise scientific proofs, arguments or
5 counter-argument questions to protect
their own opinions and arguments.
n of the
Aggregate the scientific arguments,
experime
visual proofs to come to a solution
nt result
6 about the accuracy, trustworthiness,
and satisfactory of the experiment in
question.
Propose modifications, additions for
the previous titration process based on
7 the aggregation and analysis of
opinions from their fellows and
Handout
teacher.
for the
Specify, and detail the modification
modificati
8 and addition to the steps of the
on,
previous titration process.
addition
To proceed with self-performing the
to the
new process and using the results of

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Date ..............month..............year .............
Class........................., Name: ........................................................................
Lesson name: ...................................................................................................
If the teacher would like to cross (X) on the appropriate square expressing the
level of effectiveness the method has had on the development of CTA in
chemistry of students.
The level of effectiveness of method
Eval
to the development of CTA in
uatio
Expression of CTA in
chemistry
n
chemistry
crite
Not
Mini Moder
ria
significa
Highly
mally ately
No.
nt
Understand the nature and
1 underlying principle of the
chemistry issue.
Propose questions with scientific
2 scepticism about the chemistry

10 Self-modify the steps when the


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performing the new proposal
unsuccessfully.
2.4.3. Evaluation through student’s self-evaluation handout
SELF-EVALUATION HANDOUT FOR CRITICAL THINKING
ABILITY IN CHEMISTRY FOR STUDENTS
High school...................................................................................................
Date ..............Month........Year ......
Class.........................group.............................................................
Lesson name/topic...............................................................................
Name............................................................................................................
If you would kindly let us know your level of development of CTA in
chemistry before (TTD) and after (STD) these lessons by circling the number
corresponding with the levels from (1) to (5). With 1: Very slow; 2: Slow; 3:
Moderately; 4: Fast; 5: Very fast
Evaluati
on
criteria
No.
1

2
3
4

5

method.

Perio
d

Level of
development

TTD

1

2

3

4

5

STD

1

2

3

4



1
1
1
1

2
2
2
2

3
3
3
3

4
4
4
4

5
5
5
5

TTD

1


5

STD

1

2

3

4

5

TTD

1

2

3

4

5

STD

1


unsuccessfully.
2.4.4. Evaluating through the ability evaluation quiz
2.4.4.1. The process of designing the ability evaluation quiz
Step 1. Identify the purpose of the quiz; Step 2. Identify the form of the
quiz. We have designed 2 types of ability evaluation quizzes: multiple choice
test and normal test. Each type of quizzes is performed at two periods before
and after the application of the ability development methods. The difficulty of
each quiz will have to be comparable; Step 3. Establish a matrix for the
quizzes; Step 4. Create questions for the matrix; Step 5. Create a marking
guide, score scale, and conversion table; Step 6. Review the process of
creation; Step 7. Experiment in teaching chemistry at a gifted high school; Step
8. Edit and finalise.
2.4.4.2. Sample evaluation quizzes for evaluating CTA in chemistry
Multiple choice only quizzes (Appendix 15, 19, 23, 27) and multiple choice
and long answers quizzes (Appendix 17, 21, 25, 29).
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CHAPTER 3. PEDAGOGICAL EXPERIMENT
3.1. PURPOSE AND OBJECTIVE OF EXPERIMENT
3.1.1. Purpose of experiment
Pedagogical experiment (PDGE) is performing to confirm the accuracy of
the scientific the scientific hypothesis and evaluate the feasibility, efficiency of
the 3 methods to develop CTA in chemistry in the teaching of grade 10
chemistry at gifted high schools.
3.1.2. Experiment objective
- Choose the subjects and area to perform PDGE.
- Identify the content and method for the PDGE.
- Prepare the lesson plan, teaching tools and discuss with teachers about
experimental lesson plans, evaluation toolkit, the way to use the 3 methods.
- Prepare the evaluation toolkit for CTA in chemistry of students.

- Topic “Complex”
GA2
the issue using
multi-dimensional
3
- Topic “Reactivity level”
GA3
thinking
4
-Topic “Practice in atomic structures”
GA4
Method 2.
5
- Topic “Practice in acid - base”
GA5
Utilising practice
- Topic “Practice in chemical
chemistry exercise
6
GA6
thermodynamics”
7
- Topic “Titration acid – base”
GA7
Method 3.
-Topic “Titration oxidation –
8
GA8
Utilising chemical
reduction”

- This process of change is not spontaneous but is from the influence of each
method, because the p value in the T – Test statistical test was always lower
than 0,05. Not just that, the effect of the teaching method was shown to be
increasing after each experimental content.
3.3.2. Evaluation results through teacher’s handout
According to the evaluation opinion of the 11 teachers who participated in
the PDGE, the development of CTA in chemistry all received high effect from
the 3 methods. Besides the criteria that received a large and regular effect of the
3 methods like criteria number 1, 2, 5, 7 (always accounting for at least
18,18%) there are also criteria that are minimally or moderately effected like
criteria number 3, 4, 8, 9. This shows that the development of ability in general
và and CTA in chemistry specifically requires time and the proactiveness to
self-discipline of students after each learning period like criteria number 10.
3.3.3. Evaluation results through students’ self-evaluation handout
When performing the experiment with method 1, almost all the criteria were
evaluated by the student to have develop ranging from 0,23 to 2,23, with
criteria (2) and (6) having the largest change at the 2 periods TTD – STD
respectively being: 2,23 (1,78- 4,01); 2,20 (1,83-4,01). Similarly, method 2 had
criteria (8), (9) with the change: 2,09 (2,03-4,12); (2,13-4,02) and method 3 had
the largest change in criteria (1), (2) with the respective range of change: 2,58
(1,33-3,91); 2,55 (1,46- 4,01). As you can see, each method will have their own
advantageous criteria group, and the mutual resonating effect of the 3 methods
had help the expressions of CTA developed fairly evenly.
3.3.4. Evaluation result through the ability evaluation quiz


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Figure 3.4. Line describing the development of CTA in chemistry for
grade 10 students of gifted high schools

- Thinking and developing thinking, AB, CTA of grade 10 students
specializing in chemistry of specialized high school.
- Systemised characteristics, advantages and disadvantages of some teaching
methods to develop chemical thinking ability for grade 10 students specializing
in chemistry of specialized high school.
1.2. Investigated some practical issues related to thesis topic
- Investigated, analyzed results and draw conclusions about the current
situation of development of critical chemical thinking ability from 38
specialized schools with 318 teachers, 1140 students in grade 10 who specialise
in chemistry.
- Analyzed programs and textbooks for students in grade 10 specializing in
general chemical base knowledge.
1.3. Based on the theoretical and practical experience, a new proposal was
made for the development of critical chemical thinking ability in teaching for
grade 10 students specializing in chemistry in specialized school.
- Proposed the frame of critical chemical thinking ability for chemistry
specialized grade 10 students in specialized schools.
- Provided orientations for proposing measures for the development of CCTA
for chemistry specialized grade 10 students in specialized schools
including: 3 principles and 9 steps of the proposing process, applying
measures in teaching chemistry for specialized grade 10 students in specialized
schools.
- Proposed 3 measures to develop CCTA for students in grade 10 specializing
in chemistry in specialized high school:
+ Measure 1: Use methology to solve problems in the direction of multidimensional thinking.
+ Measure 2: Use chemical exercises.
+ Measure 3: Use chemical experiment.
- Since then, develop a set of tools for CCTA assessment for chemistry
specialized students: an observant checklist, a teacher questionnaire, a student
self-assessment paper, an ability assessment test.

dessertation.
- The specialize high schools need to pay more attention, focus, and
investment in developing CCTA for for students in grade 10 specializing in
chemistry by encouraging teachers to use teaching methods in the direction of
developing CCTA such as : teaching method of solving problem , methods of
using chemical exercises, methods of using chemical experiments.