DEVELOPMENT OF VIRTUAL INQUIRY SCIENCE LABORATORY AND SCAFFOLDING INSTRUCTION MODEL TO ENHANCE SCIENTIFIC LITERACY OF SECONDARY SCHOOL STUDENTS
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Abstract
This was a research and development study, and this study aimed to: 1) develop a virtual inquiry-based science laboratory and scaffolding instruction model to enhance scientific literacy of secondary students, and 2) study the effects of using the developed model of virtual inquiry-based science laboratory and scaffolding instruction to enhance scientific literacy of secondary students. The research sample consisted of 39 grade 10 students. The research instruments included 1) semi-structured interview form for experts, 2) lesson plans according to the developed instructional model, 3) scientific literacy tests, and 4) a virtual science laboratory website. The data were analyzed using mean, standard deviation, and t-test.
The research results showed that 1) the developed instructional model consisted of four components: (1) technology media, (2) learning activities, (3) learning scaffolding, and (4) assessment. The instructional steps consisted of five stages: (1) posing questions, (2) planning, (3) conducting laboratory work, (4) presenting results, and (5) drawing conclusions. Five experts evaluated the quality of the developed instructional model as very appropriate ( = 4.65, SD = 0.64), and it could be implemented. 2) The effects of using the developed instructional model showed that students who learned with the developed instructional model had significantly higher mean scientific literacy scores after the experiment than before the experiment at the .05 level of statistical significance.
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บทความทุกเรื่องได้รับการตรวจความถูกต้องทางวิชาการโดยผู้ทรงคุณวุฒิ ทรรศนะและข้อคิดเห็นในบทความ Journal of Global of Perspectives in Humanities and Social Sciences (J-GPHSS) มิใช่เป็นทรรศนะและความคิดของผู้จัดทำจึงมิใช่ความรับผิดชอบของบัณฑิตวิทยาลัย มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ กองบรรณาธิการไม่สงวนสิทธิ์การคัดลอก แต่ให้อ้างอิงแหล่งที่มา
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