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Topics: Science, Secondary education, Learning Pages: 321 (34815 words) Published: November 17, 2013
DEVELOPMENT OF SCIENCE INSTRUCTIONAL MODEL EMPHASIZING CONTEXTUAL APPROACH TO ENHANCE ANALYTICAL THINKING AND APPLICATION OF
KNOWLEDGE FOR LOWER SECONDARY SCHOOL STUDENTS

A DISSERTATION
BY
KITTIMA PANPRUEKSA

Presented in Partial Fulfillment of the Requirements for the Doctor of Education Degree in Science Education
at Srinakharinwirot University
June 2012

DEVELOPMENT OF SCIENCE INSTRUCTIONAL MODEL EMPHASIZING CONTEXTUAL APPROACH TO ENHANCE ANALYTICAL THINKING AND APPLICATION OF
KNOWLEDGE FOR LOWER SECONDARY SCHOOL STUDENTS

A DISSERTATION
BY
KITTIMA PANPRUEKSA

Presented in Partial Fulfillment of the Requirements for the Doctor of Education Degree in Science Education
at Srinakharinwirot University
June 2012
Copyright 2012 by Srinakharinwirot University

DEVELOPMENT OF SCIENCE INSTRUCTIONAL MODEL EMPHASIZING CONTEXTUAL APPROACH TO ENHANCE ANALYTICAL THINKING AND APPLICATION OF
KNOWLEDGE FOR LOWER SECONDARY SCHOOL STUDENTS

AN ABSTRACT
BY
KITTIMA PANPRUEKSA

Presented in Partial Fulfillment of the Requirements for the Doctor of Education Degree in Science Education
at Srinakharinwirot University
June 2012

Kittima Panprueksa. (2012). Development of Science Instructional Model Emphasizing Contextual Approach to Enhance Analytical Thinking and Application of Knowledge for Lower Secondary School Students. Dissertation, Ed.D. (Science Education). Bangkok: Graduate School, Srinakharinwirot University. Advisor Committee: Assoc. Prof. Dr. Nason Phonphok, Acting Sub Lt. Dr. Manat Boonprakob, Dr. Chanyah Dahsah.

The purpose of this study was to develop the science instructional model emphasizing contextual approach for lower secondary school students in order to enhance conceptual understanding, analytical thinking, and application of knowledge. This science instructional model consisted of five steps of learning namely 1) Focusing (F), 2) Exploring (E), 3) Analyzing (A), 4) Conceptual Developing (C), and 5) Applying (A) which has been called FEACA Model. A quasi-experimental research, pretest-posttest non-equivalent control group design, was used for evaluating the effectiveness of the model. The samples were two classrooms of the ninth-grade students. One classroom was serving as the experimental group taught with the FEACA Model whereas the other was serving as the control group taught with the traditional instruction. The research instruments consisted of 1) the conceptual understanding test which was 30 items of multiple choice questions with reliability at 0.78 and difficulty levels was between 0.23-0.75, 2) the analytical thinking test which was 25 items of multiple choice questions with reliability at 0.79 and difficulty levels was 0.25-0.73, 3) the application of knowledge test which was 12 items of open-ended questions with reliability at 0.76 and difficulty levels was 0.28-0.77, and 4) the opinion questionnaires toward the FEACA Model which was 20 items of five point rating scale questionnaires with reliability at 0.84. The findings suggested that students’ conceptual understanding and analytical thinking posttest mean score were significantly higher than pretest mean score. Moreover, the FEACA Model was significantly better than the traditional instruction for promoting students’ conceptual understanding, analytical thinking, and application of knowledge. Furthermore, students’ opinions scores toward the FEACA Model were at high level of performance.

การพัฒนารู ปแบบการเรี ยนการสอนวิทยาศาสตร์ ท่ ีเน้ นวิธีการสอนโดยใช้ บริบทเพื่อส่ งเสริม การคิดวิเคราะห์ และการนาความรู้ไปใช้ สาหรับนักเรียนระดับมัธยมศึกษาตอนต้ น

บทคัดย่ อ
ของ
กิตติมา พันธ์ พฤกษา

เสนอต่ อบัณฑิตวิทยาลัย มหาวิทยาลัยศรีนครินทรวิโรฒ เพื่อเป็ นส่ วนหนึ่งของการศึกษา ตามหลักสูตรปริ ญญาการศึกษาดุษฎีบัณฑิต สาขาวิชาวิทยาศาสตรศึกษา มิถุนายน 2555

กิตติมา พันธ์พฤกษา. (2555). การพัฒนารู ปแบบการเรี ยนการสอนวิ ทยาศาสตร์ ทีเ่ น้นวิ ธีการสอน โดยใช้บริ บทเพือส่งเสริ มการคิ ดวิ เคราะห์และการนาความรู้ไปใช้ สาหรับนักเรี...

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