The Project-Based Learning on Biodiversity to Promote Critical Thinking and Connectivity Thinking for Grade 10 Students.
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Abstract
The purposes of this research were to investigate the critical thinking and connectivity thinking of Grade 10 students after learning through Project-Based Learning on the topic of Biodiversity. This study employed a pre-experimental research design. The sample consisted of 40 Grade 10 students from Phayakkhaphum Wittayakarn School during the first semester of the 2025 academic year, selected by cluster random sampling. The research instruments included: (1) a Project-Based Learning lesson plan on biodiversity comprising a total of 12 instructional hours; (2) a Critical Thinking test consisting of 25 four-option situational multiple-choice items, developed based on five components of critical thinking, with five items per component; and (3) a Connectivity Thinking assessment consisting of 30 items across six dimensions, with five items in each dimension. The data were analyzed using mean, standard deviation, and normalized T-scores. The findings indicated that students’ critical thinking abilities after the PBL intervention were at a moderate level across all components: Inference (T = 48.91), Recognition of Assumptions (T = 50.14), Deduction (T = 50.14), Interpretation (T = 50.32), and Evaluation of Arguments (T = 50.49). In terms of Connectivity Thinking, students demonstrated moderate levels across all dimensions, including Networks Formation and Maintenance (T = 48.10), Access and Filter Information (T = 50.18), Connections between Nodes (T = 47.85), Diversity of Resources (T = 49.85), Lifelong Learning (T = 51.35), and Dynamic Learning Process (T = 52.68).
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