The Effects of Model-based Learning Instruction in the Topic of Solution on Scientific Modeling Ability and Scientific Explanation Ability of Grade 8 Students in Triamudomsuksapattanakarn Phatthalung
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Abstract
The purpose of this research was to compare the scientific modeling ability and scientific explanation ability of students before and after learning through model-based learning instruction, and to compare these results with those of students who learned through traditional instruction. The research sample consisted of 70 grade 8 students from 2 classrooms of Triamudomsuksapattanakarn Phatthalung School, obtained by cluster random sampling. One class was randomly assigned as an experiment group and another group was assigned as a control group. The research instruments were 1) lesson plans based on model-based learning instruction, 2) lesson plans based on traditional instruction, 3) a scientific modeling ability test, and 4) a scientific explanation ability test. The statistics used for data analysis were the mean, standard deviation, and t-test.
The research findings showed that the scientific modeling ability and scientific explanation ability of students who learned through model-based learning instruction were higher than their pre-learning counterpart abilities at the .05 level of statistical significance, and were higher than the students who learned through traditional instruction at the .05 level of statistical significance.
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