EFFECTS OF THE 5E LEARNING CYCLE WITH ROLE-PLAYING MANAGEMENT ON GRADE 10 STUDENTS’ CONSTRUCTION OF SCIENTIFIC EXPLANATION IN THE LEARNING UNIT ABOUT SOLUTIONS
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Abstract
The research aimed to study the effects of the 5E learning cycle with role-playing management on students’ construction of scientific explanation in the learning unit for solutions using classroom action research. The target group was 42 grade 10 students. Data were collected from student worksheets, observation notes, and presentation records. Deductive analysis was used to evaluate the data and then establish the mean and percentage of the data.
The results found that the 5E learning cycle with role-playing management resulted in the development of students' ability to construct scientific explanations at a good level for every practical cycle. Meanwhile, the ability to create scientific explanations of students at the improved level tended to decrease. When considering each component, it was found that the majority of students were able to identify claims at a good level in all cycles. In the areas of identifying evidence and demonstrating reason, the level of improvement was inconsistent: most students were able to identify claims at a good level in cycle 3, while the majority of students showed a good level of connection between evidence and reasonable claims in cycle 4.
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บทความทุกเรื่องได้รับการตรวจความถูกต้องทางวิชาการโดยผู้ทรงคุณวุฒิ ทรรศนะและข้อคิดเห็นในบทความวารสารบัณฑิตศึกษา มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ มิใช่เป็นทรรศนะและความคิดของผู้จัดทำจึงมิใช่ความรับผิดชอบของบัณฑิตวิทยาลัย มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ กองบรรณาธิการไม่สงวนสิทธิ์การคัดลอก แต่ให้อ้างอิงแหล่งที่มา
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