A STUDY OF SCIENTIFIC CONCEPT AND SCIENTIFIC PROBLEM-SOLVING ABILITY OF MATAYOMSUKSA 3 STUDENTS BY USING DISCOVERY LEARNING METHOD THROUGH HIGHER-ORDER QUESTIONING
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Abstract
The purposes of this research were to 1) to compare scientific concept between before and after learning by using discovery learning method through higher-order questioning 2) to compare scientific problem-solving ability between before and after learning by using discovery learning method through higher-order questioning 3) to study gain score in scientific concept by using discovery learning method through higher-order questioning and 4) to study gain score in scientific problem-solving ability by using discovery learning method through higher-order questioning. Samples were 34 students who study in mathayomsuksa 3 of one school in Pathum Thani Primary Educational Service Area 2, randomly selected by two stages random sampling. Research instruments were 1) lesson plan which focus on discovery learning method through higher-order questioning 2) scientific concept test which reliability at 0.76, difficulty index between 0.30-0.75 and discrimination index between 0.25-0.70 3) scientific problem-solving ability test with reliability at 0.73, difficulty index between 0.30-0.80 and discrimination index between 0.20-0.70. The collected data were analyze by using mean, standard deviation, t-test, and gain score analysis.
The research findings were as follow; 1) Scientific concepts between before and after learning by discovery learning method through higher-order questioning were significantly different at the .05 level. Students had a scientific concept scores after learning higher than before learning. 2) Scientific problem-solving ability between before and after learning by discovery learning method through higher-order questioning were significantly difference at .05 level. Students had a scientific problem-solving ability after learning higher than before learning. 3) Most students learned by discovery learning method through higher-order questioning had the gain scores in scientific concept at moderate level. 4) Most students learned by discovery learning method through higher-order questioning had the gain scores in scientific problem-solving ability at moderate level and basic level.
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บทความทุกเรื่องได้รับการตรวจความถูกต้องทางวิชาการโดยผู้ทรงคุณวุฒิ ทรรศนะและข้อคิดเห็นในบทความวารสารบัณฑิตศึกษา มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ มิใช่เป็นทรรศนะและความคิดของผู้จัดทำจึงมิใช่ความรับผิดชอบของบัณฑิตวิทยาลัย มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ กองบรรณาธิการไม่สงวนสิทธิ์การคัดลอก แต่ให้อ้างอิงแหล่งที่มา
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