A STUDY OF STUDENT COMPETENCE IN CONDUCTING SCIENTIFIC INQUIRY AND APPLICATION THINKING IN BIOLOGY ON THE ANATOMY OF FLOWERING PLANTS BASED ON AN ACTIVE LEARNING APPROACH: A CASE STUDY OF GRADE 11 STUDENTS
DOI:
https://doi.org/10.14456/nrru-rdi.2021.44Keywords:
Inquiry, Applicative thinking, Active learningAbstract
The purposes of this research were to compare the ability to inquire knowledge and compare the ability to use applicative thinking in grade 11 students before and after undergoing active learning. The samples were made up of 90 grade 11 students in Sciences-Mathematics program at the Demonstration School of Ramkhamhaeng University in their 1st semester of 2018 academic year through a purposive sampling method. The tools of the research consisted of 1) 5 active-learning for biology lesson plans under the topic Structures and Functions of Flowering Plants, 2) a test measuring the ability to inquire knowledge, and 3) a test measuring the ability to use applicative thinking. All of the test scores were then analyzed to find the means, the standard deviations (SDs), and the One Samples T-test. The results showed that: 1) In terms of the ability to inquire knowledge of the grade 11 students before and after undergoing the active learning, the average score after the active learning was increased by 9.44, with the SD of 2.40, and this increase was found to be statistically significant at the 0.05 level, and 2) In terms of the ability to use applicative thinking of the grade 11 students before and after undergoing the active learning, the average score after the active learning was increased by 10.26, with the SD of 1.95, and the increase was found to be statistically significant at the 0.05 level.
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