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3 components of Chemistry Competence - 3 THÀNH PHẦN NĂNG LỰC HÓA HỌC -…
3 components of Chemistry Competence - 3 THÀNH PHẦN NĂNG LỰC HÓA HỌC
Chemical Awareness (Chemical Cognition) - Nhận thức hóa học
Definition
Cognition of foundational knowledge regarding the structure of matter; chemical processes; forms of energy and energy conservation; key chemical substances and chemical transformations; as well as applications of chemistry in daily life and industrial production
Behavioral Indicators
Identify and Name:
State or name chemical objects, events, concepts, or processes
Present:
Present facts, characteristics, and roles of chemical objects, concepts, or processes
Describe:
Describe objects using verbal, written, mathematical, or visual formats (formulas, diagrams, charts, tables)
Compare and Classify:
Compare, classify, and select chemical objects, concepts, or processes based on various criteria
Analyze:
Analyze different aspects of chemical objects, concepts, or processes following a specific logic
Explain and Argue:
Explain and construct logical arguments regarding relationships between chemical objects, concepts, or processes (e.g., structure–properties, cause–effect)
Use Scientific Language / Connect Information:
Identify keywords, use scientific terminology, connect information logically, and outline when reading or presenting scientific texts
Discuss and Evaluate:
Discuss and formulate critical evaluations related to chemistry topics[3]
Curriculum Examples
Atomic Structure (Grade 10):
"State the concept of atomic orbitals (AO)"; "Present and compare the Rutherford–Bohr model with the modern quantum model describing electron motion in atoms"
Nitrogen and Sulfur (Grade 11):
"Describe the Lewis structure and molecular geometry of ammonia"; "Explain the chemical inertness of elemental nitrogen at room temperature based on bond characteristics and bond energy"
Exploring the Natural World from a Chemistry Perspective - Tìm hiểu thế giới tự nhiên dưới góc độ hóa học
Definition
Observing, collecting information; analyzing and processing data; explaining; and predicting research outcomes of various objects and phenomena in nature and daily life
Behavioral Indicators
Propose Questions / Issues:
Identify and pose questions related to a problem; analyze context to formulate and express the issue clearly
Make Predictions and Formulate Hypotheses:
Analyze issues to make informed predictions; construct and state research hypotheses
Plan Investigation:
Build a logical framework for inquiry; choose appropriate methods (observation, experiment, survey, interview, etc.); design an execution plan
Execute the Plan:
Collect evidence and facts (through observation, data recording, and experiment execution); analyze data to prove or disprove hypotheses; draw conclusions and make necessary adjustments
Write, Present Reports, and Discuss:
Use language, drawings, diagrams, and tables to communicate results; write post-inquiry reports; collaborate with positive listening and respect for peer evaluations to defend findings persuasively
Curriculum Examples
Grade 10 Practical Work:
"Perform (or observe videos of) experiments demonstrating the strong oxidizing properties of halogens and compare oxidizing strengths among them"
Grade 11 Practical Work: "Conduct experiments to study the effect of temperature on chemical equilibrium shifts for the reaction 2NO2 to N2O4"
Grade 11 Elective Modules:
"Apply extraction or steam distillation techniques to extract essential oils from natural plant materials (lemongrass, pomelo peel, orange peel, etc.)"
Applying Learned Knowledge and Skills - Vận dụng kiến thức, kĩ năng đã học
Definition
Applying learned knowledge and skills to resolve problems in learning, scientific inquiry, and practical real-world situations
Behavioral Indicators
Explain Real-World Phenomena:
Apply chemical principles to detect and explain natural phenomena and practical applications of chemistry in everyday life
Critique and Evaluate:
Apply chemical knowledge to critique and assess the impact of practical issues
Propose Solutions:
Apply integrated knowledge to evaluate impacts and propose methods, measures, models, or plans to address practical problems
Career Orientation:
Determine future educational and career pathways post-high school based on chemical knowledge and personal capabilities
Appropriate Conduct:
Act appropriately in situations concerning oneself, family, and community, aligning with sustainable development goals and environmental protection
Curriculum Examples
Practical Application:
"Apply knowledge of chemical reaction rates to explain everyday and industrial phenomena" (such as food preservation in refrigerators or cooking conditions)
Critique & Environmental Protection:
"Analyze sources of nitrogen oxides in air pollution and causes of acid rain"[15]; "Present the harmful effects of alcohol abuse and demonstrate personal responsibility toward protecting personal, family, and public health"
Career Orientation:
"Explore chemistry-related career paths (e.g., petrochemicals, fertilizers, silicate materials, pharmaceuticals) through specialized elective modules as a foundation for career decision-making"
2 main questions
What is the relationship of these 3 compentences?
Which competences is the most important?