• แสงแก้ว พานจันทร์ 0956347215
Keywords: Socio-Scientific Issues (SSI), Attitude toward science, Conceptual scientific


This qualitative action research is consist of 3 cycles. The aims to study 1)  the learning management by using socio–scientific issues (SSI), 2) sthe scientific concepts of circulatory, and immune system, and 3) the attitude towards science of students after receiving the learning management. The participants were 38-grade-10 students who were selected from purpose sampling method. Research tools consist of lesson plans, reflections, survey of conceptions, concept maps, and attitude towards science assessment. The researcher used content analysis and content validation by Method & Resource triangulations. The research found that SSI steps should follow 1) Problem determination step: the lesson with the situation familiar with the student can lead to conceptual change should be introduced, 2) Stage of group dispute: the guidelines for determining issues for retrieval should be guided, 3) Information retrieval step: guidelines and sources that related to the content should be added, 4) Arguing step: an attractive topic should be arranged in, 5) Decisions steps: students should be allowed to make their own decisions, and 6) Conclusion: students should be allowed to summarize and see the best solution by themselves. The result about study scientific concepts after learning, most students can change the concept of blood circulation which in the group partial & misunderstanding (PU+MU) to the concept of Partial-understanding (PU) and in the immune system, students can change the concept from the No-Unserstanding (NU) to Partial & Misunderstanding (PU+MU). Furthermore, students have a good attitude towards science in the role of science in society at the highest level (4.67).


Download data is not yet available.


Arsingsamanan, W. (2015). Enhancing genetic conception through scientific argumentation in socioscientific issues for grade 10 students. A Thesis for Master of education in science education Naresuan University, Phitsanulok. (In Thai)

Chamnanphet, N. (2017). Teaching through clay animation to develop digestive system conceptions of grade 10th students. A Thesis for Master of education in science education Naresuan University, Phitsanulok. (In Thai)

Chin, S. F., & Lim, H. L. (2016). Validation of an adapted instrument to measure students' attitude towards science. Asia-Pacific Forum on Science Learning & Teaching, 17(2), 1-28.

Dawson, V., & Carson, K. (2018). Introducing Argumentation About Climate Change Socioscientific Issues in a Disadvantaged School. Research in Science Education.

Hewson, M. G., & Hewson, P. W. (1984). Effect of instruction using students’ prior knowledge and conceptual change strategies on science learning. Journal of Research in Science Teaching, 20, 731-743.

Hewson, P. W., & A' B. Hewson, M. G. (1988). An appropriate conception of teaching science: A view from studies of science learning. Science Education, 72(5), 597-614.

Khotsopa, S. (2016). Comparisons of Effect of Learning Socioscientific Issues Using the Mixed Methods Based on the Problem-Based Learning Method and the 5E learning Cycle Approach on Argumentation and Critical Thinking Abilities of Mathayomsuksa 5 Students with Different Biology Learning Outcomes. CHOPHAYOM JOURNAL, 2(27), 113-126. (In Thai)

Kijkuakul, S. (2014). Scientific learning management: The guide for teachers in 21st century. Petchaboon : Chunladit printing Press. (In Thai)

Kural, M., & Kocakülah, S. M. (2016). Teaching for Hot Conceptual Change: Towards a New Model, Beyond the Cold and Warm Ones. European Journal of Education Studies, 2(8), 1-40.

Putman, S. M., & Rock, T. (2017). Action Research: Using Strategic Inquiry to Improve Teaching and Learning. California : SAGE Publication.

Roklang, A. (2013). The effect of teaching for conceptual change on force and laws of motion topics for students in mathayomsuaksa IV. A Thesis for Master of education in science education Naresuan University, Phitsanulok. (In Thai)

Rundgren, C. J., Eriksson, M., & Rundgren, S. N. C. (2016). Investigating the Intertwinement of Knowledge, Value, and Experience of Upper Secondary Students’ Argumentation Concerning Socioscientific Issues. Science & Education, 25(9-10), 1049-1071.

The Institute for the Promotion of Teaching Science and Technology (IPST). (2012). Scientific measurement and evaluation. Bangkok : SE-Education. (In Thai)

Tyson, L. M., Venville, G. J., Harrison, A. L., & Treagust, D. F. (1997). A multidimensional framework for interpreting conceptual change events in the classroom. Science Education, 81, 387-404.

Zhou, G. (2010). Conceptual change in science: A process of argumentation. Eurasia Journal of Mathematics, Science & Technology Education, 6(2), 101-110.
Research Articles