ผลการจัดการเรียนการสอนวิทยาศาสตร์ตามแนวสืบสอบร่วมกับการโต้แย้งเชิงวิทยาศาสตร์ที่มีต่อมโนทัศน์และความสามารถในการให้เหตุผลเชิงวิทยาศาสตร์ของนักเรียนชั้นมัธยมศึกษาปีที่ 2

Abstract

The purposes of this research were to compare students’ scientific concepts and reasoning ability with pretest–posttest and to study students’ science learning behaviors while studying inquiry approach with scientific argumentation. There were 3 steps; work together, think & share, and apply. The samples were 40 Mattayomsuksa two students in 2021 academic year of one school in Chonburi province. They were cluster sampling. The research instruments consisted of the lesson plans, scientific concepts tests, reasoning ability tests and science learning behaviors observation form. The statistics for data analysis were percentage, mean, standard deviation, and dependent sample t-test.

The research findings were as follows: 1) students’ scientific concepts and reasoning ability after studying inquiry approach with scientific argumentation were significantly higher than before studying at the .05 level and 2) students’ science learning behaviors that enhanced learning in overall were good level. The apply step was showed students performed all science learning behaviors better than think & share, and work together.