INQUIRY-BASED LEARNING MANAGEMENT WITH MODEL-BASED LEARNING TO PROMOTE SCIENTIFIC REASONING ABILITY IN THE TOPIC OF PHENOMENA OF THE MOON OF GRADE 4 STUDENTS
Article Sidebar
Main Article Content
Abstract
The purpose this research were to compare the grade 4 students’ scientific reasoning ability in the topic of phenomena of the moon before and after using inquiry-based learning management with model-based learning management. The sample used in this research was 22 students from fourth-grade students in Pathum Thani Province during the second semester of the academic year 2020. The research instruments were 1) Lesson plans and 2) the students’ scientific reasoning ability test. The one group pretest-posttest design was used in this research. The data were analyzed using means, standard deviation, and t – test for dependent sample. The results showed that 1) scientific reasoning ability of grade 4 students after learning was higher than before with statistically significant at the .05 and when considering each aspect, it was found that the four types of scientific reasoning: abduction, retroduction, deduction, and induction were higher than before with statistically significant at the .05 2) The score of students’ scientific reasoning ability after using inquiry-based learning management with model-based learning was higher than the criteria 70% at the .05.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Fitz - Gibbon and Carol, T. (1987). How to Design a Program Evaluation. Newbury Park: Sage.
Giere, R. N. (1991). Understanding Scientific Reasoning. Florida: Holt, Rinehart and Winston Inc.
Inpia, J., Chanunan, S., and Chaiyasith C. (2018). Development of scientific reason ability and decision making of grade 12 students through socio-scientific issue based instruction on biomolecule. Journal of Education Naresuan University. 22(3): 49-64. (in Thai)
Kamanee T. (2014). Science of teaching knowledge for effective learning management. Bangkok: Chulalongkorn University Press. (in Thai)
Lawson, A. E. (2009). Basic inferences of scientific reasoning, argumentation, and discovery. Science Education. 94(2): 356– 362.
Meela, P. and Artdej, R. (2017). Model based inquiry and scientific explanation: promoting meaning in classroom. Journal of Education Naresuan University. 19(3): 1-15. (in Thai)
Neilson, D., Campbell, T., and Allred, B. (2010). Model-based inquiry in physics: A buoyant force module. The Science Teacher. 77(8): 38-43.
Suriyo, C. (2020). The development learning activities for encouraging scientific reasoning abilities for aatthayomsueksa 4 students. Master of education (curriculum and instruction). Rajabhat Maha Sarakham University : Maha Sarakham. (in Thai)
The institute for the Promotion of Teaching Science and Technology (IPST). (2003). Handbook of learning management for science learning. Bangkok: The institute for the Promotion of Teaching Science and Technology. (in Thai)
Worakitchanon, Y., Pitiporntapin, S., and Boonsoong, B. (2020). The Development of 11th Grade Students’ Science Communication in Writing Skill in the Unit of Digestive System Using Model-Based Inquiry Teaching. [online]. Retrieved January, 11, 2021, from https://app.gs.kku.ac.th/images/img/support/grc2020/pdfabstracts//HMO8.pdf
