The Study of the 12th Grade Students’ Ability of Scientific Explanation on the Topics of Earth, Astronomy and Space by Using Context-Based Learning
Article Sidebar
Main Article Content
Abstract
The purpose of this research was to study the students’ ability creating scientific explanations of earth, astronomy and space by using context-based learning of twelfth grade students. The participants were 30 students at a large government school in Bangkok. Researchers collected data using scientific explanation ability test which is open-ended questions. Content analysis data according to 3 component of the scientific explanation claim, evidence and reasoning into 3 levels: good, medium and poor. The collected data was analyzed by arithmetic mean and mean of percentage. The results showed that the students had ability in making claim evidence and reasoning were 1.60 1.13 and 0.78 scores respectively. As the result of this research can be useful for teachers to adjust their learning management to properly enhance students’ ability of scientific explanation in the aspects of claim, evidence and reasoning.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright Notice articles, information, images, etc. was published in this Journal of Yala Rajabhat University is a copyright of the journal Yala Rajabhat University. If any person or deparment wants to bring all or part of it for publish or take any action. Authorization is required in written form from the Journal of Yala Rajabhat University only.
References
Anuworrachai, S. (2014). Science Learning Management by using the scientific explanation. STOU Education Journal, 7(2), 1-14. (in Thai)
Bunpeng, A., Tanak, A. & Wattana-amorn, P. (2015). Development of grade 10th students’ application abilities about chemical reaction using context-based learning. Jounal of Kasetsart Educational Review, 30(2), 162-172. (in Thai)
Chumsaeng, T., Jantarakantee, E. & Chiangga, S. (2017). The development of grade 10 students’ scientific explanation ability in equilibrium unit using context-based approach. The National and International Graduate Research Conference 2017, March 10, 2017. Khon Kaen : Khon Kaen University. (in Thai)
Gilbert, J. K. (2006). On the nature of “context” in chemical education. International Journal of Science Education, 28(9), 957-976.
Hirio, S., Pitiporntapin, S., Chumnanpuen, P. & Phongpaijit P. (2020). The development of 11th grade students’ scientific explanation construction in learning unit of circulatory system using inquiry-based mobile learning. The 21th National Graduate Research Conference, March 27, 2020. Khon Kaen : Khon Kaen University. (in Thai)
Jachaiyaphum, P. (2014). The development of tenth grade students’ conceptions on chemical reactions by context-based learning. Master of Education (Science Education), Major Field: Science Education, Department of Education. Kasetsart University. (in Thai)
Jutanaruepakit, K., Jantarakantee, E. & Chiangga, S. (2018). Implementing scientific inquiry approaches to develop grade 10th students’ scientific explanation in the topic of circular motion. The 13th RSU National Graduate Research Conference, August 15, 2018. Bangkok: Rangsit University. (in Thai)
Kansa, T., Wuttisela, K. & Wuttiprom, S. (2021). Development and use of the scientific explanation rubrics for motion and force concepts of grade-11 students. Journal of Science and Science Education, 4(2), 244 - 254. (in Thai)
Kemmis, S. & McTaggart, R. (1998). The action research planner. Waurn Ponds: Deakin University Press.
McNeill, K. L., & Krajcik, J. (2008). Assessing middle school students’ content knowledge and reasoning through written scientific explanations. In National Science Teacher Association, Assessing Science Learning, Virginia: NSTA Press.
Ministry of Education. (2016). Education development plan of the ministry of education, Vol. 12 (2017-2021). Bangkok : Office of the Permanent Secretary, Ministry of Education. (in Thai)
Ministry of Education. (2019). Understand competency in a simple public edition and understand a competency - based curriculum in a simple way, teachers administrators and educational personnel edition. Bangkok : Office of the Education Council. (in Thai)
Plodpluang, U. (2020). The context-based learning model in nursing administration practicum subject. Journal of MCU Nakhondhat, 7(4), 156-173. (in Thai)
Sapasuntikul, K. (2016). Effect of chemistry teaching strategy using the predict - observe - explain sequence on the ability in science explanation making and rationality of tenth grade students. An Online Journal of Education, 11(1), 219–237. (in Thai)
