The Development of Instruction Model on Emphasizing the Connectivism Learning Theory by Using Digital Technology to Enhance Science Communication Competency for Upper Secondary School Students

Abstract

        Problems of science communication competency and changes in society in the digital age.This research aims to 1) study the problems of science learning management according to the connectivist theory emphasizing the use of digital technology, 2) create and verify the quality of the instruction model based on the connectivist theory emphasizing the use of digital technology, and 3) study the effects of using the instruction model based on the connectivist theory emphasizing the use of digital technology to enhance the science communication competency. The sample group consisted of 59 grade 10 students. The research tools included 1)The instruction model based on connectivist theory emphasizing the use of digital technology, 2) a science communication competency assessment form. Data were analyzed using statistical mean, standard deviation, t-test, and content analysis.
          The research findings were as follows: 1) The problems included students lacking skills in searching for information and synthesizing and summarizing knowledge from data. 2) The instruction model consisted of 5 components:1. principles, theories,  2. objectives, 3. content, 4. learning process, and 5. evaluation and assessment. The researcher synthesized a 4-step teaching and learning process called the CCRA Model, consisting of 1. Communicating scientific issues using digital technology, 2. Connecting understanding through communication using digital technology,  3. Reflecting on scientific communication through digital technology, and 4. Assessing scientific communication through digital technology. Overall, the assessment of the instruction model was found to be most appropriate (x̅= 4.55, S.D. = 0.54) and 3) The results of using the learning management model based on connectivist theory emphasizing the use of digital technology to enhance science communication competency showed that post-learning scores were significantly higher than pre-learning scores at the .05 statistical level.