Development of Research-Based Learning Activities Affecting Learning Gain of Science Student Teachers in an Environmental Science Course
Article Sidebar
Main Article Content
Abstract
This study is a pre-experimental research which aims to develop research-based learning (RBL) activities in Environmental Science course for science student teachers, and to examine student’s learning gain and learning satisfaction after the implementation. The research population is science student teachers, and a research target is 55 of the third-year science student teachers in the Faculty of Education, Suratthani Rajabhat University. The research instruments comprise 1) Instructional handbook and Environmental Science lesson plan; 2) 90-item of multiple choice test of Environmental Science; and 3) 5-point Likert scale satisfaction questionnaire. Hake’s equation and simple statistics were applied to analyze research data. The result found that:
1) the designed research-based learning activities for the Environmental Science courses were evaluated as very good; 2) the target students who learn through such research-based activities obtained moderate learning gain, among here, the high-talented students are more tendency to progress higher learning gain than those of the middle and low- talents with linear correlation coefficient (R2) 0.99; and 3) students were satisfied this learning activity with the highest level in all domains. This research suggests that the use of research-based learning activities should be encouraged to develop learning gain for science student teachers.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
References
Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1-12.
Arico, F., Gillespie, H., Lancaster, S., Ward, N., & Ylonen, A. (2018). Lessons in learning gain: insights from a pilot project. Higher Education Pedagogies, 3(1), 249-265.
Brew, A., & Saunders, C. (2020). Making sense of research-based learning in teacher education. Teaching and Teacher Education, 87, 102935.
Chaidech, T., Chanunan, S., & Chaiyasit, W. C. (2017). Development of collaborative problem solving competency using research-based learning according to stem education in fossil fuels and products. Journal of Research Unit on Science, Technology and Environment for Learning, 8(1), 51-66. [in Thai]
Colt, H. G., Davoudi, M., Murgu, S., & Zamanian Rohani, N. (2011). Measuring learning gain during a one-day introductory bronchoscopy course. Surgical Endoscopy, 25(1), 207-216.
Fitzgerald, M., Danaia, L., & McKinnon, D. H. (2019). Barriers inhibiting inquiry-based science teaching and potential solutions: perceptions of positively inclined early adopters. Research in Science Education, 49(2), 543-566.
Ghani, I. B. A., Ibrahim, N. H., Yahaya, N. A., & Surif, J. (2017). Enhancing students' HOTS in laboratory educational activity by using concept map as an alternative assessment tool. Chemistry Education Research and Practice, 18(4), 849-874.
Hernawati, D., Amin, M., Al Muhdhar, M. H. I., & Indriwati, S. E. (2019). Science literacy skills through the experience of project activities with assisted local potential based learning materials. Jurnal Pendidikan Biologi Indonesia, 5(1), 159-168.
Ketchatturat, J. (2017). Method and tools for students’ learning assessment. KKU Printing House. [in Thai]
Khumraksa, B., & Ruksakit, P. (2019). Improvement of science process skills by using research–based instruction on soil properties for the 2nd grade students in a municipal school, Surat Thani. Journal of Research Unit on Science, Technology and Environment for Learning, 10(1), 14-29. [in Thai]
Khumraksa, B., & Rakbamrung, P. (2020). A Study of the understanding of scientific method of science student teachers who experienced in research-based learning activity. Kasetsart Educational Review, 35(1), 48-56. [in Thai]
Lakdawala, V., Zahorian, A., González, O., Kumar, H. A., & Leath, J. F. (2002). Proceedings of the American Society for Engineering Education Annual Conference & Exposition. ASEE. https://peer.asee.org/collections/7.
Ladachart, L. (2019). First-year preservice biology teachers’ orientations to teaching science. Journal of Education, Prince of Songkla University, Pattani Campus, 30(1), 54-70. [in Thai]
Laugksch, R. C. (2000). Scientific literacy: A conceptual overview. Science Education, 84(1), 71-94.
Millar, R. (2006). Twenty first century science: insights from the design and implementation of a scientific literacy approach in school science. International Journal of Science Education, 28(13), 1499-1521.
Miller, K., Lasry, N., Reshef, O., Dowd, J., Araujo, I., & Mazur, E. (2010). Losing it: The influence of losses on individuals’ normalized gains. AIP Conference Proceedings, 1289(1), 229-232.
OECD. (2019). “PISA 2018 science framework”, in PISA 2018 assessment and analytical framework (pp. 97-117). Paris: OECD Publishing.
Pukiat, L. (2009). Project-based teaching and research-based teaching: Work that elementary teachers can do. Samut Prakan: SAHA & Sons Printing. [in Thai]
Ramsiri, R., & Nillapun, M. (2015). The development of science instructional model by using research-based to enhance research skills, creative problem-solving skills and scientific minds of secondary school students. Silpakorn Educational Research Journal, 7(1), 110-122. [in Thai]
Sriwongsa, K., Chaemlek, O., Panyajirawut, P., & Jearnkulprasert, N. (2020). Study of learning achievement scientific process skills and attitude towards physics in topic of nuclear physics of Mathayomsuksa 6 students by learning management using the research-based learning. Journal of Education Silpakorn University, 18(1), 135-152. [in Thai]
Tomasik, J. H., Cottone, K. E., Heethuis, M. T., & Mueller, A. (2013). Development and preliminary impacts of the implementation of an authentic research-based experiment in general chemistry. Journal of Chemical Education, 90, 1155–1161.
Tomasik, J. H., LeCaptain, D., Murphy, S., Martin, M., Knight, R. M., Harke, M. A., & et al. (2014). Island explorations: Discovering effects of environmental research-based lab activities on analytical chemistry students. Journal of Chemical Education, 91, 1887–1894.
Turner, R. C., & Carlson, L. (2003). Indexes of item-objective congruence for multidimensional items. International Journal of Testing, 3(2), 163-171.
van Uum, M. S. J., Verhoeff, R. P., & Peeters, M. (2016). Inquiry-based science education: towards a pedagogical framework for primary school teachers. International Journal of Science Education, 38(3), 450-469.
Wilson, K. J., & Rigakos, B. (2016). Scientific process flowchart assessment (SPFA): A method for evaluating changes in understanding and visualization of the scientific process in a multidisciplinary student population. CBE life sciences education, 15(4), 1-14.
Zen, E. a. (1990). Science literacy and why it is important. Journal of Geological Education, 38(5), 463-464.
Zohar, A., & Dori, Y. J. (2003). Higher order thinking skills and low-achieving students: Are they mutually exclusive? Journal of the Learning Sciences, 12(2), 145-181.
