Effect of Inquiry Learning In-cooperated with the Use of Infographics on the Scientific Explanation Ability of Ethnic group Students
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Abstract
The purpose of this research was to study the effects of inquiry learning in-cooperated with the use of infographic on the ability to create scientific explanations of ethnic students on the topic “the weather”. The study groups in this research were 6 students in Mathayomsuksa 1 at a school in Omkoi District, Chiang Mai Province during the 2nd-semester in academic year 2019. The research methods used for analyzing data was qualitative with descriptive statistic. The research instruments consisted of 7 lesson plans, the interview protocol to assess of scientific explanation ability that comprised of 4 core questions. The interview transcribed data was analyzed by level in each of the 3 components of the scientific explanation including claims, evidence, reasoning in percentage. The research results showed that most students were able to create scientific explanations at a good level by 66.67 percent, a very good level of 16.67 percent, and needs for improvement level at 16.67 percent. Consideration of each component, Ability to identify the claim was the students’ highest score with 77.08 percent, followed by ability to use evidence, the students’ score is 54.71 percent and the reasoning component, the lowest of the students’ score is 41.67 percent. The research findings indicated that inquiry learning in-cooperated with the use of infographics promoted the students’ formulating of scientific explanation on given questions. The additional aspect to be emphasized was the connection between scientific explanation to evidence using scientific reasoning.
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