Active Learning for Heredity Using Socio-scientific Issues and ICT to Promote Critical Thinking in Biology for Mathayomsuksa 6 Students

Abstract

          The study of active learning for heredity using Socio-Scientific Issues and ICT to promote critical thinking in Biology for Mathayomsuksa 6 students was a quasi-experimental research. The purposes of this research were to 1) study to ability of critical thinking before and after classes 2) compare the score of critical thinking ability before and after classes and 3) study students' satisfaction towards active learning. The sample group in the study was 32 students in Mathayomsuksa 6/3, 1st semester of the academic year 2019, obtained by simple random sampling; using the classroom as a random unit. Research tools were 1) Lesson plans with active learning for heredity using Socio-Scientific Issues and ICT to promote critical thinking in Biology for Mathayomsuksa 6 students, 2) critical thinking ability test, and 3) student’s satisfaction questionnaire on the developed active learning. The statistics used in the data analysis were percentage, mean, standard deviation, t-score and dependent t-test.
           The research findings were:
           1. Before studying, 31.25% of the students had a critical thinking ability at a “should be developed” level, 53.13% had a critical thinking ability at a “weak” level and 15.63% had a critical thinking ability at “fair”. But after studying with active learning using Socio-Scientific Issues and ICT, 100 % of the students had a critical thinking ability at a “good” level.
          2. The score of critical thinking ability of the sample students after studying was higher than before studying at .01 significance level.
          3. The student’s satisfaction on active learning was at a high level.