การสังเคราะห์งานวิจัยรูปแบบการเรียนการสอนที่ใช้ในวิชาเคมี ระดับชั้นมัธยมศึกษาตอนปลาย

Abstract

The purposes of this research were to analyze Chemistry instructional models at upper secondary level from Thai Library Integrated System (ThaiLIS), and to examine Chemistry instructional design at upper secondary level. The research was a synthesis of qualitative research using content analysis. Research instruments included written record forms. Statistics for data analysis were frequency and percentage.                                              The results of this research were as follows:                                                                                                                         1. The synthesized theses covered 140 papers from 27 universities, of which 130 papers were theses and 10 papers of independent studies, and 97 papers of quantitative research, and 43 papers of qualitative research.                                                                                                                                                                                               2. The six instructional models which were frequently implemented consisted of: inquiry-based learning (35.8%), problem-based learning (14.2%), problem solving method (9.5%), cooperative learning (8.8%), project-based learning (6.8%) and model-based learning (5.4%). Three concepts and theories which were frequently used including constructivism, constructionism and cooperative learning.                                               3. Instructional design process was divided into three levels: curriculum, course, and lesson or class levels. The steps of instructional design consisted of eight steps: analysis, goal setting, targets, design and development, testing, implementation, evaluation, learning inspection and monitoring, and publishing.