CURRENT STATUS OF USING STORIES, COMICS, AND CARTOONS  IN TEACHING CHEMISTRY IN THE DIRECTION OF DEVELOPING STUDENTS’ CREATIVE PROBLEM-SOLVING COMPETENCE

Nguyễn Văn Đại; Đào Thị Việt Anh; Kiều Phương Hảo

doi:10.34238/tnu-jst.11577

CURRENT STATUS OF USING STORIES, COMICS, AND CARTOONS IN TEACHING CHEMISTRY IN THE DIRECTION OF DEVELOPING STUDENTS’ CREATIVE PROBLEM-SOLVING COMPETENCE

About this article

Received: 21/11/24 Revised: 04/03/25 Published: 04/03/25

Authors

1. Nguyen Van Dai , Hanoi Pedagogical University 2
2. Dao Thi Viet Anh, Hanoi Pedagogical University 2
3. Kieu Phuong Hao, Hanoi Pedagogical University 2

Abstract

Education in Vietnam has entered a period of innovation towards developing learners' attributes and competencies. Finding measures to develop competence in general and creative problem-solving competence in particular for students in high schools is necessary in the current context. Stories, comics, and cartoons are entertaining products that can be used to convey learning content to students gently and engagingly. This article presents the content and method of surveying 1191 students and 122 teachers to clarify the current situation of using stories, comics, and cartoons in teaching chemistry in high schools. The survey results have shown that using these learning tools in teaching chemistry has practical significance, contributing to developing creative problem-solving competence and enhancing students' interest in learning chemistry in the current educational period.

Keywords

Stories; Comics; Cartoons; Creative problem-solving competence; Chemistry

Full Text:

PDF

References

[1] Central Executive Committee of the Party, Resolution No. 29-NQ/TW on “fundamental and comprehensive innovation in education, serving industrialization and modernization in a socialist-oriented market economy during international integration” ratified in the 8th session, dated November 4, 2013.

[2] A. S. Rebecca and M. B. Audrey, “Using Short Stories to Teach Organic Chemistry: The Impact of Setting on Student Perceptions and Learning Outcomes,” Journal of Chemistry Education, vol. 97, no. 7, pp. 2033-2041, 2020.

[3] A. T. Erika and L. C. Kari, “Teaching Basic Chemistry Concepts Using Short Stories and Student-generated Analogs,” Journal of Chemical Education, vol. 97, no. 11, pp. 3657-3663, 2020.

[4] S. Collins, T. Steele, and M. Nelson, “Storytelling as pedagogy: The power of chemistry stories as a tool for classroom engagement,” Journal of Chemical Education, vol. 100, no. 7, pp. 2664-2672, 2023.

[5] V. D. Duong, Chemistry in the field. Vietnam Education Publishing House, 2009.

[6] V. N. Tran, “Using short stories in teaching chemistry in high schools,” Vietnam Journal of Education, no. 372, pp. 15-20, 2013.

[7] T. X. H. Dang, “Applying the short story learning method in chemistry teaching,” Vietnam Journal of Education, no. 4, pp. 22-28, 2014.

[8] S. Oktapianti, “Thermochemistry Comic as A Self-Learning Resource for Grade 11 Students,” Tarbiyah: Journal of Education Studies, vol. 10, no. 1, pp. 57-63, 2021.

[9] H. M. Thai and H. T. A. Phan, “Principles and process of designing cartoons to support teaching Natural Science for grade 9,” Vietnam Journal of Education, vol. 23, special issue 7, pp. 178-184, 2023.

[10] T. H. G. Vu and T. L. Le, “The current situation of using comics to develop reading ability for 5-6 year-old children in some kindergartens in Hai Phong City,” Vietnam Journal of Educational Science, vol. 19, no. 07, pp. 73-80, 2023.

DOI: https://doi.org/10.34238/tnu-jst.11577

Refbacks

There are currently no refbacks.



Remember me