The Effect of Active Learning on Integrated Science Process Skills of Pre-service Teacher Faculty of Education Prince of Songkla University
Article Sidebar
Main Article Content
Abstract
instruments used were learning plan, learning achievement test, integrated science process skills test and the satisfaction assessment form. The mean, standard deviation, t-test and repeated ANOVA used in data analysis.The finding revealed that the learning achievement was significantly higher than before at .01 level after being taught using active learning (Pretest: M =22.67 S.D. = 4.79,
Posttest: M = 29.74 S.D. = 5.25). The mean of the integrated science process skills was significantly different at the .05 level. The satisfaction on Active Learning was at the highest level. In addition, the pre-service teacher's confidence in teaching practice increased from the higher level to the
highest level. It was found that active learning activities in biology for teacher course contributed to teacher professional development in order to increase content under standing, science process skills and enhance for classroom activities for teaching practice in the next academic year.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Agoro, A. A. & Akinsola, M.K. (2013). Effectiveness of Reflective-Reciprocal Teaching on Pre-service Teacher’s Achievement and Science Process Skills in Integrated Science. International Journal of Education and Research, 1(8), 1-20.
American Association for the Advancement of Science. (1970). Science a Process Approach Commentary for Teacher. AAAS.
Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report No.1. The George Washington University, School of Education and Human Development.
Chanprasert, S. (2014). Active Learning: Learning Management in the 21st Century. IPST Magazine, 42(188), 3-6. [in Thai]
Edwards, S. (2015). Active Learning in the middle grades. Middle School Journal, May: 26-32.
Faikhamta, C. (2016). PSMT Pre-Service Science Teachers’ Understandings of Nature of Science. Journal of Education, Prince of Songkla University, Pattani Campus, 27(2), 21-37. [in Thai]
Irwanto, R. E. & Prodjosantoso, A. K. (2018). Undergraduate Students’ Science Process Skills in Terms of some variables; A Perspective from Indonesia. Journal of Baltic Science Education, 17(5), 751-764.
Kacie E. P., Tonya M. B., Daniel C., Dayanjan S.W. & Krista L.D. (2019). Implementation of an Active-Learning Laboratory on Pharmacogenetics. A American Journal of Pharmaceutical Education, 83(3), 422-429.
Khammanee, T. (2011). Teaching Sciences. Chulalongkorn University publishing house. [in Thai]
Khumraksa, B. & Rakbumrung, P. (2019). Effects of research-based learning in electricity and energy course on science process of science student teachers. Journal of Education Naresuan University, 24(1), 188-199. [in Thai]
Kuha, A., Puti, S. & Nochi, H. (2019). Transformative changing world, Learning through active learning. Journal of Education Prince of Songkla University, Pattani Campus, 30(2), 1-13. [in Thai]
Mohd Shahali, E.H & Halim, L. (2010). Development and validation of a test of integrated science process Skills. Procedia Social and Behavioral Sciences, 9(1), 142–146.
Padilla, M. J. (1990). The science process skills. Research matters—To the science teacher, No. 9004. Reston, VA: National Association for Research in Science Teaching (NARST). http://www.narst.org/publications/research/skill.cfm
Panyaprouks, S. (2019). The Development of the 21st Century Skills by Active Learning for Teacher Students, Faculty of Education, Chiang Rai Rajabhat University. Kasetsart Education Review, 34(2), 31-40. [in Thai]
Payakkhin, A. (2020). The Creation of CTgineering Model for Development of Integrated ScienceProcess Skills in STEM Activities for Pre-service Teachers. Graduate School Journal Chiang Rai Rajabhat University, 13(3), 31-44. [in Thai]
Phinla, W. & Phinla, W. (2022). Development of instructional model based on active learning to promote the ability to design social study learning management for student teacher. Journal of Rangsit University: Teaching & Learning, 16(1), 155-168. [in Thai]
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.
Saengpraew, D. & Wikaewmorakot, S. (2022). The Effects of Active Learning on The 21st Century Skills Among Mahidol University International College Students. Journal of Rangsit University: Teaching & Learning, 16(2), 52-71. [in Thai]
Simpson. (1972) .Teaching Physical Educations: A System Approach. Houghton Mufflin Co.
Tseng, K, Chang, C., Lou, S. & Chen, W. (2011). Attitudes toward science, technology, engineering and mathematics (STEM) in a project-based learning (PjBL) environment. International Journal of Science and Mathematics Education, 23(1), 87–102.
Yeesaman, N. & Pitagsalee, C. (2019). Development on Integrated Science Process Skills in Learningand Instruction Management in Specific Area Subject among Biology Undergraduate Students through STEM Education Activities. Joint International Education Conference 2019 the 8th PSU Education Conference and 4th Inspirational Scholar Symposium (pages 276-283). Prince of Songkh University [in Thai]
