Development of Science Teaching Model Based on Constructivist Theory with Learning Activity Sets to Enhance Analytical Thinking Skills in Additional Biology Course, Science and Technology Learning Area for Mathayomsuksa 4 Students

Abstract

This research aimed to: 1) study basic data, needs assessment, and problems in science teaching and learning; 2) develop a science teaching model based on constructivist theory integrated with learning activity sets to enhance analytical thinking skills for additional biology courses in the Science and Technology learning area for Grade 10 students; 3) implement and test the developed teaching model; and 4) evaluate and validate the teaching model. Research and Development (R&D) methodology conducted in 4 phases. The sample consisted of 30 students from Mathayomsuksa 4/1 at Nakhao Wittayakhom School, selected through cluster random sampling. The research instruments included: 1) the science teaching model, 2) lesson plans, 3) achievement tests, 4) analytical thinking assessment tools, 5) satisfaction questionnaires, 6) basic information questionnaires, and 7) model evaluation forms. The research findings revealed that: 1) the overall current state was at a low level, while the desired state was at the highest level; 2) the developed science teaching model based on constructivist theory integrated with learning activity sets, called the APACEF Model, comprised 4 components: 1) Principles, 2) Objectives, 3) Teaching Process, and 4) Evaluation. The Teaching Process consisted of 6 stages: (1) Activate Prior Knowledge, (2) Problem Situation, (3) Action, (4) Construction, (5) Evaluation, and (6) Feedback; 3) the implementation results showed that students' learning achievement and analytical thinking abilities after instruction were significantly higher than before instruction at the .05 level, and students expressed the highest level of satisfaction with the learning management; and 4) experts evaluated the model as highly appropriate and applicable at the highest level.