The Effects of the Science Technology Society and Environment (Stse) Instructional Approach in the Topic of Natural Phenomena and Geohazard Disaster on Science Learning Achievement and Analytical Thinking Abilities of Grade 6 Students at Nakornsawan Rajabhat University Demonstration School

Abstract

          The purposes of this research were to: (1)  compare the science  learning achievement of grade 6 students in the topic of Natural Phenomena and Geohazard Disasters after learning through the Science, Technology, Society and the Environment  instructional approach with the 80 percent criterion, (2) compare the analytical thinking abilities of grade 6 students, before and after learning through the Science, Technology, Society and the Environment  instructional approach in the topic of Natural Phenomena and Geohazard  Disasters.
           The sample consisted of 18 grade 6 students at Nakornsawan Rajabhat University Demonstration School, obtained by cluster random sampling. The instruments used in this research were the learning management plans based on the Science, Technology, Society and the Environment  instructional approach in the topic of Natural Phenomena and Geohazard Disasters, a science learning achievement test and an analytical thinking ability test. Statistics employed for data analysis were the percentage, mean, standard deviation, and sign test.

The research findings were that (1) the post-learning mean score of science learning achievement of grade 6 students learning through the Science, Technology, Society and the Environment  instructional approach was significantly higher than 80 percent criterion at the .05 level of statistical significance and (2) the post-learning analytical thinking ability of grade 6 students learning through the Science, Technology, Society and the Environment  instructional approach was significantly higher than their pre-learning counterpart ability at the .05 level of statistical significance.