DEVELOPMENT OF ACTIVITY-BASED LEARNING CONCEPTUAL APPROACH WITH THE STEM EDUCATION INSTRUCTIONAL METHOD ON THE PHOTOSYNTHESIS ISSUE AT THE 11TH GRADE LEVEL TO PROMOTE STUDENTS’ LEARNING ACHIEVEMENTS AND THEIR SYSTEMATIC THINKING ABILITIES

Phanuphong Khonchaiyaphum, Sompong Srikunlaya, Wandee Rakrai

Abstract


The purposes of this research study were to develop solving-problems in science learning approach with the Problem-Based Learning (PBL)  instructional lesson plans to enhance students’ learning achievements and their solving-problem abilities in science with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 80/80, students’ learning achievements of their post assessing test and the criteria learning outcomes at 80% with the PBL, and students’ solving-problem abilities and the criteria learning outcomes at 80% with the PBL toward science were compared, and to associate between  students’ learning achievements and their solving-problem abilities with the PBL was analyzed. Administrations with a sample size which consisted of 48 lower secondary educational students at the 9th grade The aims of this research study were 1) to develop activity-based learning conceptual approach with the STEM Education instructional method on the photosynthesis issue to promote students’ learning achievements and their systematic thinking abilities  at the 11th grade level with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 75/75, 2) to compare between students’ learning achievements of their pre-test and post-test assessments with the STEM Education instructional method on the photosynthesis issue, 3) to compare between students’ systematic thinking abilities of their pre- and post-learning activities that based on learning conceptual approach with the STEM Education instructional method on the photosynthesis issue, 4) to analyze of students’ associations between  their learning achievements and their systematic thinking abilities with the post learning activities that based on learning conceptual approach with the STEM Education instructional method on the photosynthesis issue. Data administrations with a sample size consisted of 21 upper secondary educational students at the 11th grade level from Mahawichanukul School under the Maha Sarakham Secondary Educational Service Area Office 26 with the purposive sampling random technique was selected. The research instruments were determined with a main-STEM Education instructional method’s lesson plan to management of the activity-based learning conceptual approach in 15 hours, the Learning Achievement Assessing Test, and the Systematic Thinking Ability Measuring Test were used. Statistically significant with the average mean score, standard deviation, percentage, independent variable t-test were analyzed, simple and multiple correlations, standardized regression weight validity, and coefficient predictive value (R2) were associated.   

        The results of these research findings have revealed as:

  1. Students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of the STEM Education instructional method’s lesson plan to management to the activity-based learning conceptual approach indicated that of 77.16/75.24, which was higher than standardized criteria of 75/75.
  2. Students’ learning achievements of their pre-test and post-test assessing differences were also found evidence of statistically significant at the 0.01 level.
  3. Students’ responses of their systematic thinking abilities to their previous and lately learning with the STEM Education instructional method’s lesson plan to management of the activity-based learning conceptual approach were differentiated evidence of 0.01, significantly.
Associations between students’ performances of their learning achievements and their systematic thinking abilities toward their activity-based learning conceptual approach with the STEM Education instructional method on the photosynthesis class were considered together, there was a significant evidence of the 0.01 with the systematic thinking abilities, relatively.

 

Article visualizations:

Hit counter

DOI

Keywords


development, activity-based learning conceptual approach, STEM education instructional method, photosynthesis issue, learning achievements, systematic thinking abilities

References


Anderson, V., & Johnson L. (1997). Systems thinking basics: Concepts to causal loop. Waltham: Pegasus Communication.

Bureau of Academic and Educational Standards, Ministry of Education. (2008). Indicators and core learning objectives science learning group. Bangkok: Agricultural Cooperative Federation of Thailand.

Channang, T. (2013). Reflecting on the experiences of using STEM Education in the classroom. The Association of Mathematics and Technology of Thailand, 19 (January - December), pp. 29-36.

Chanprasert, S. (2014). STEM education on learning management in the 21st century. Journal of Institute for the Promotion of Teaching Science and Technology. 42 (186): pp. 3-5.

Charoenwongsak, K. (2002). Integrated thinking. Bangkok: Success Media.

Chulawattanatoon, M. (2013). Science, technology, engineering and mathematics (STEM). Science Teachers Association Mathematics and Technology of Thailand 19 (January - December): pp. 3-14.

Chutarasok, M. (2008). Systems thinking: Teaching application. 2nd Edition. Bangkok. Academic Welfare Program, Praboromarajchanok Institute.

Han, S., Capraro, R. and Capraro, M. M. (2014). How science, technology, engineering and mathematics (STEM) project-based learning (PBL) affects high, middle and low achievers differently: the impact of student factors on achievement. International Journal of Science and Mathematics Education, 13(5), 1089-1113.

Institute for the Promotion of Teaching Science and Technology (2003). Basic education curriculum. Bangkok: Institute for the Promotion of Teaching Science and Technology.

Institute for the Promotion of Teaching Science and Technology. (2014). STEM education. Bangkok: The Institute for the Promotion of Teaching Science and Technology.

Ministry of Education. (2002). The essence and standards of learning: Group learning science core. Bangkok: Printing, Shipping and Parcel Organization.

Moonkham, S. (2006). Full of thinking. Bangkok: Printing Limited Partnership.

National Academic Testing Institute (Public Organization). (2012). Educational testing report national basic (O-NET) academic year 2011. Retrieved on 25 August 2016 from http://www/niets.or.th

National Academic Testing Institute (Public Organization). (2016). Educational testing report national basic (O-NET) academic year 2015. Retrieved on 25 August 2016 from http://www.onetresult.niets.or.th/AnnouncementWeb/Login.aspx.

O’Neil, T. L., Yamagata, J. Y. and Togioka, S. (2012). Teaching STEM means teacher learning. Phi Delta Kappan, 94(1), 36–40.

Pellegrino, J. W. & Hilton, M. L. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. National Academy Press.

Pornkul, C. (2011). Teaching thinking process theory and implementation, 2nd edition. Bangkok: Chulalongkorn University Press.

Sangponsri, P. (2015). Comparison of learning achievement, process skills integrated science and attitudes toward chemistry of the secondary at the 10th grade level students Managed learning STEM with normal. Master of Science in Chemistry Mahasarakrm University.

Sihapanya, K. (2013). A comparison of learning achievement and systematic ability of the secondary at the 10th grade level students on learning information systems and their functioning computer-based instructional program based on the concept of teaching and instruction in the teacher's manual. Master Thesis, Master of Education Teaching Science and Mathematics. Mahasarakrm University.

Siripattarachai, P. (2013). STEM Education and skills development in the 21st century. Journal of Management. 33 (2): pp. 49-56.

Suharitdamrong, W. and Tepjit, S. (2007). System thinking: Management tools complexity in the business world. Bangkok: EI Square.

Thongchai, A. (2013). STEM education and creativity enhancement. Retrieved on September 15, 2016 from http://www.chancoaching.rbru.ac.th/images/stem.pdf

Thumthong, B. (2010). The development of learning management model for developing the systematic thinking process in mathematics at the 4th grade level. Dissertation Ph.D. Thesis, the Department of Curriculum and Instruction, Khonkaen University.

Tseng, K., Chang, C., Lou, S. and Chen, W. (2011). Attitudes toward science, technology, engineering and mathematics (STEM) in a project-based learning (PBL). Environment. International Journal of Science and Mathematics Education, 23: pp. 87–102.

Wongchachom, P. (2016). The development of learning activities according to the concept of learning with learning by learning using the project as a base for the secondary students at the 11th grade level. Master Thesis, Development of Teaching Science and Mathematics, Mahasarakham University.

Wongyai, W. (2007). Intellectual diversity. Retrieved on September 15, 2016 from http://www.geocitiesComlioungsop/article/prapun/.html


Refbacks

  • There are currently no refbacks.


 

 

 

 

Copyright © 2015. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).