An Instructional Model to Enhance Critical Thinking and Attitude Toward Science for 6th Grade Students Based on Inquiry Leaning and Metacognition Strategy

Abstract

This article aimed to 1) examine the general conditions and issues related to the implementation of critical thinking enhancement and science attitude learning for Grade 6 students, and 2) develop a learning model to enhance critical thinking and science attitudes for Grade 6 students, based on the Inquiry-Based Learning concept combined with Metacognitive Strategies. The Key Informants study involved six Grade 6 science teachers from the Nong Bo Kan Lueang Khamphee School Network, representing six schools, as well as 18 Grade 6 students (three students from each school). The participants were selected through purposive sampling. The research instruments included (1) a structured interview guide and (2) an expert evaluation form based on the Connoisseurship seminar. The statistical methods used were mean and standard deviation.

The research results were as follows: 1) The general conditions and issues related to the implementation of critical thinking enhancement and science attitude learning for Grade 6 students, as reported by the interviewed science teachers, indicated that students lack various thinking abilities, particularly complex and continuous thinking. As a result, teachers must seek different learning models, activities, and innovative media to enhance and develop students to meet the learning objectives and fully realize their potential. 2) The developed learning model is called the "TYWD Model," which consists of four learning process steps: (1) Target of Learning (T), (2) Your Knowledge, (3) Worth of Knowledge (W), and (4) Diagnostic Assessment (D). The evaluation of the quality and appropriateness of the learning model overall was rated at a high level, with an average score of 4.43.