The Effect of a Learning Model Based on the Meta-Level to Enhance Scientific Thinking of 7Th Grade Students

Abstract

Abstract

                The purpose of this study was to examine the effect of a meta-level concept based learning model to enhance scientific thinking of 7th grade students. The samples used in this study consisted of 7th Grade students who studied in a school under The Secondary Educational Service Area Office 27 of Thailand in 2014 academic year. The samples were divided into 2 groups, experimental and control groups with 45 students in each group.

                The research instruments used in this study were 1) lesson plans using meta-level    concepts to enhance scientific thinking,  2) lesson plans based on the conventional method (5E), and  3) scientific thinking test. The research data were analyzed using t-test for dependent samples and independent samples.

                The results of the study revealed as follows:

                1. Scientific thinking ability posttest scores of students who studied with the meta-level based learning model to enhance scientific thinking were significantly higher than pretest scores at the.05 level.

                2. Scientific thinking ability posttest scores in each characteristic of students who studied with the meta-level based learning model were significantly higher than pretest scores at .05

                3. Scientific thinking ability posttest scores of students who studied with the meta-level based learning model were significantly higher than those of students who studied with traditional learning at .05 level