Development of Science Learning Model Based on Constructivist Theory Integrated with Inquiry Approach Using Digital Technology to Enhance Problem-Solving Ability and Scientific Process Skills.

Abstract

In the era of transition to a digital society and Thailand 4.0, the development of science education, particularly chemistry, plays a crucial role in enhancing analytical thinking and problem-solving skills. However, current learning outcomes remain unsatisfactory, necessitating improvements in instructional models through the integration of constructivist theory, inquiry-based learning, and digital technology. This research aimed to study the current and desired conditions, develop, implement, and evaluate an instructional model for science education based on constructivist theory combined with inquiry-based learning through digital technology to enhance problem-solving abilities and scientific process skills.

The research employed a four-phase research and development methodology aligned with its objectives. The target group consisted of 27 purposively selected eleventh-grade students (Grade 5/1) from Loei Provincial Administrative Organization School 1. The instruments included questionnaires, evaluation forms, and various assessment tools. Data were analyzed using a mixed-methods approach combining both quantitative and qualitative analyses. Results revealed that the current educational conditions were at a moderate level (mean = 3.20), while the desired conditions were at the highest level (mean = 4.77). The developed instructional model, "APACIEF-DAS Model," was evaluated as highly appropriate, demonstrating an efficiency of 81.94/81.85 and an effectiveness index of 0.7201. Furthermore, 85.19% of students achieved learning outcomes, problem-solving abilities, and scientific process skills above the 80% criterion threshold, with satisfaction rated at the highest level. The APACIEF-DAS Model represents an innovative instructional approach that systematically integrates digital technology with constructivist theory and inquiry-based learning. This model effectively develops essential 21st-century skills in learners, particularly analytical thinking and problem-solving capabilities, and aligns with Thailand 4.0 policy and the transition toward a digital society.