A Study of the Understanding of Scientific Method of Science Teacher Students Who Experienced in Research-Based Learning Activity
Keywords:
Scientific method, Science teacher student, Research-based learningAbstract
Learning science will be successful, students have to understand scientific method, to be able to use such methods to search for knowledge like a scientist. This research paper reports the study of the understanding of the scientific method of 44 science student teachers who were instructed using a research-based learning activity. A qualitative research method was allowed. The research instrument is a questionnaire related to scientific method. An inductive data analysis was carried out by coding, interpreting and finding patterns. The results showed that the understanding of students involved with scientific method were able to classify into 7 patterns. Indeed, most students (77.2%) have an understanding of correct scientific methods. This mentioned student understanding could be also classified into 2 groups: a group which understands that the science inquiry must be an experiment only and a group which understands that one may be derived from various methods. There still are some misconceptions about 20.4% and there is only a small amount that cannot interpret the concept at 2.3%.This research results indicated that the research-based learning activities had resulted in learning that allowed students to use scientific methods to discover a knowledge by themselves.
References
American Association for the Advancement of Science (AAAS). (1967). Science – A Process Approach. Washington, DC: AAAS.
Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House: A Journal of Educational Strategies, 83(2), 39-43.
Bybee, R.W., Taylor, J.A., Gardne, A., Scotter, P.V., Powell, J.C., Westbrook, A. & et al. (2006). The BSCS 5E Instructional Model: Origin and Effectiveness. Colorado Spring: BSCS.
Chamrat, S., Yutakom, N., & Chaiso, P. (2009). Grade 10 Science Students's Understanding of the Nature of Science. KKU Research Journal, 14(4), 360-374. [in Thai]
Chema, B., Panomrak, P., Seanyot, P., Nakpol, M., & Chatmaneerungcharoen, S. (2017). The Ability of Grade 5 Student's Scientific Method. Kasetsart Educational Review, 32(2), 41-44. [in Thai]
Coil, D., Wenderoth, M. P., Cunningham, M., & Dirks, C. (2010). Teaching the Process of Science: Faculty Perceptions and an Effective Methodology. CBE life sciences Education, 9(4), 524-535.
Faikhamta, C. (2012). Pedagogical Content Knowledge for Teaching Nature of Science. KKU Research Journal, 2(2), 233-260. [in Thai]
Faikhamta, C. (2016). PSMT Pre-Service Science Teachers’ Understandings of Nature of Science. Journal of Education, Prince of Songkla University, Pattani Campus, 27(2), 21-37. [in Thai]
Hogan, K., & Berkowitz, A. R. (2000). Teachers as Inquiry Learners. Journal of Science Teacher Education, 11(1), 1-25.
Howes, E. V. (2008). Educative Experiences and Early Childhood Science Education: A Deweyan Perspective on Learning to Observe. Teaching and Teacher Education, 24(3), 536-549.
Keil, C., Haney, J., & Zoffel, J. (2009). Improvements in Student Achievement and Science Process Skills Using Environmental Health Science Problem-Based Learning Curricula. Electronic Journal of Science Education, 13(1), 1-18.
Ladachart, L. & Ladachart, L. (2016). Pre-service Biology Teachers’ Understandings about Nature of Scientific Inquiry. Journal of Learning Innovations Walailak University, 2(1), 24-44. [in Thai]
Pitiporntapin, S. (2013). Developing and Following up Thai Pre-service Science Teachers’ Competencies for Science Communication. Journal of Research Unit on Science, Technology and Environment for Learning, 4(1), 25-37. [in Thai]
Prasertsan, S. (2012). Research-Based Learning: A New Learning Paradigm of Thailand Education. Bangkok: The Thailand Research Fund. [in Thai]
Vasinayanuwatana, T., Faikhamta, C. (2018). Pre-service Science Teachers Understanding of Inquiry. Princess of Naradhiwas University Journal of Humanities and Social Sciences, 5(special), 62-72. [in Thai]
Wanaek, A., Yutakom, N., & Veerapaspong, T. (2013). Science Student Teachers’ Understanding and Teaching Practices of Inquiry Approach. Kasetsart Journal of Social Sciences, 34, 456-470. [in Thai]
Wichadee, S. (2011). Education in the New Paradigm: Research-based Learning. Excusive Journal, 31(3), 26-30. [in Thai]
Wilke, R. R., & Straits, W. J. (2005). Practical Advice for Teaching Inquiry-Based Science Process Skills in the Biological Science. The American Biology Teacher, 67(9), 534-540.
Wilson, K. J., & Rigakos, B. (2016). Scientific Process Flowchart Assessment (SPFA): A Method for Evaluating Changes in Understanding and Visualization of the Scientific Process in a Multidisciplinary Student Population. CBE life sciences education, 15(4), 1-14.
Yew, E. H. J., & Goh, K. (2016). Problem-Based Learning: An Overview of Its Process and Impact on Learning. Health Professions Education, 2(2), 75-79.
Yutakom, N. (2000). Project-Based Learning. Kasetsart Educational Review, 15(2), 35-46. [in Thai]
Downloads
Published
Issue
Section
License
บทความทุกบทความเป็นลิขสิทธิ์ของวารสารคณะศึกษาศาสตร์ มหาวิทยาลัยเกษตรศาสตร์ วิทยาเขตบางเขน
วารสารศึกษาศาสตร์ปริทัศน์ (Kasetsart Educational Review)
