Summary of Doctoral Thesis of Scientific Education: Compiling and using selfstudy exercises in general chemistry module to foster self-study ability for high school student

Compiling and Using Self-Study Exercises in General Chemistry Module to Foster Self-Study Capacity for High School Students

Author: NGUYEN THI PHUONG LIEN

Major: Theory and Teaching Methodology of Chemistry

Field: Scientific Education

Content of the document:

This doctoral thesis focuses on the compilation and utilization of self-study exercises within the general chemistry module to enhance the self-study capabilities of high school students. The research stems from the identified need to foster self-study skills, in line with educational strategies emphasizing the development of student abilities. It addresses the current challenges in chemistry education, where students often exhibit passive learning and a lack of self-awareness in knowledge acquisition. The thesis proposes that well-designed chemistry self-study exercises can serve as a crucial tool to encourage proactive learning and improve overall academic performance. The study investigates the theoretical underpinnings of self-study, analyzes the current situation of chemistry self-study in high schools, and presents a framework for assessing self-study capacity through chemistry exercises. It also details the principles and process for constructing effective self-study exercises and provides practical examples to illustrate their application.

Detailed Table of Contents:

• Introduction
• Chapter 1: Theoretical and Practical Basis for Self-Study Capacity and Chemistry Exercises
• Chapter 2: Compiling and Using the Self-Study Exercises in General Chemistry Module to Foster Self-Study Capacity for High School
• Chapter 3: Pedagogical Experiment
• Conclusions and Suggestions
• References