INQUIRY-BASED LEARNING MANAGEMENT TOGETHER WITH USING SOCRATIC QUESTIONS ON SCIENTIFIC CONCEPT AND INTEGRATED SCIENCE PROCESS SKILLS OF GRADE 10 STUDENTS IN PATHUM THANI EDUCATIONAL SERVICE AREA
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Abstract
The purposes of this research were to 1) to compare scientific concept between before and after learning by Inquiry-based learning management together with Socratic questions, 2) to compare integrated science process skills between before and after learning by Inquiry-based learning management together with Socratic questions,
3) to study gain score of scientific concept between before and after learning by Inquiry-based learning management together with Socratic questions 4) to study gain score of integrated science process skills between before and after learning by Inquiry-based learning management together with Socratic questions. Samples were 34 students who study in grade 10, Pathum Thani Primary Educational Service Area 2, randomly selected by random sampling. Research instruments were 1) lesson plan which focus on inquiry-based learning management together with Socratic questions 2) scientific concept test which validity between 0.67-1.00, reliability at 0.74, difficulty index between 0.53-0.77 and discrimination index between 0.20-0.60 3) integrated science process skills test with validity between 0.67-1.00, reliability at 0.86, difficulty index between 0.45-0.78 and discrimination index between 0.22-0.60. The collected data were analyze by using means, standard deviation, t-test, and gain score analysis.
The research findings were as follow; 1) Students who learned by Inquiry-based learning management together with Socratic questions had posttest means score of scientific concept higher than pretest means score significantly at the .05 level.
2) Students who learned by Inquiry-based learning management together with Socratic questions had posttest means score of integrated science process skills higher than pretest means score significantly at the .05 level. 3) All students had a higher gain scores of scientific concept; 8.82 percent of all students had gain sore at high level, 38.23 percent of all students had gain sore at moderate level, and 52.94 percent of all students had gain sore at basic level 4) All students had a higher gain scores of integrated science process skills; 2.94 percent of all students had gain sore at highest level, 17.64 percent of all students had gain sore at high level, 52.94 percent of all students had gain sore at moderate level, and 26.47 percent of all students had gain sore at basic level.
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บทความทุกเรื่องได้รับการตรวจความถูกต้องทางวิชาการโดยผู้ทรงคุณวุฒิ ทรรศนะและข้อคิดเห็นในบทความวารสารบัณฑิตศึกษา มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ มิใช่เป็นทรรศนะและความคิดของผู้จัดทำจึงมิใช่ความรับผิดชอบของบัณฑิตวิทยาลัย มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ กองบรรณาธิการไม่สงวนสิทธิ์การคัดลอก แต่ให้อ้างอิงแหล่งที่มา
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