ผลของการใช้รูปแบบวงจรการเรียนรู้ 5 ขั้นตอนที่มีต่อความสามารถในการคิดอย่างมีเหตุผล ทางวิทยาศาสตร์และความสามารถในการคิดสร้างสรรค์ทางวิทยาศาสตร์ ของนักเรียนชั้นมัธยมศึกษาตอนต้นในโรงเรียนสาธิตจุฬาลงกรณ์มหาวิทยาลัย ฝ่ายมัธยม

Abstract

Abstract

The purposes of this research were:  1) to compare the scientific rational thinking abilities and scientific creative thinking abilities of students between before and after learning through the 5E learning cycle model, 2) to compare the scientific rational thinking abilities and scientific creative thinking abilities of students between the groups learning through the 5E learning cycle model and the groups learning through the conventional teaching method,  and  3) to compare the scientific rational thinking abilities and scientific creative thinking abilities of students learning through the 5E learning cycle model with different levels of learning achievement.  The samples were 70 seventh-grade students at Chulalongkorn University Demonstration Secondary School in academic year 2014. They were assigned to an experimental group and a control group. The research instruments were a scientific rational thinking abilities test and a scientific creative thinking abilities test. The collected data were analyzed using arithmetic mean, standard deviation, t-test and One-Way Analysis of Variance.

The research findings were as follows:  1)  After the experiment, the students who learned through the 5E t-test model had a scientific rational thinking abilities mean score higher than before the experiment at a .05 level of significance; 2) the students who learned through the 5E t-test model had a scientific rational thinking abilities mean score higher than those conventional teaching method at a .05 level of significance; 3) the students with different achievement levels had a post-test mean score statistically significantly different at a .05 level of scientific rational thinking abilities; 4) after the experiment, the students who learned through the 5E t-test model had a scientific creative thinking abilities mean score higher than before the experiment at a .05 level of significance; 5) the students who learned through the 5E t-test model had a scientific creative thinking abilities mean score higher than those under the conventional teaching method at a .05 level of significance; and 6) the students with different achievement levels had a post-test mean score statistically significantly different at a .05 level of scientific creative thinking abilities.