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The Comparison of Science Education Record in Life and Environment Subject Using The 7 Steps Learning Cycle Using Multiple Intelligences and Metacognitive Techniques with a Teacher Handbook Learning That Affecting to Learning Achievement, Critical Thinking and Environmental Preservation Behavior of Secondary School Students, Year 2 Who Have a Different Learning Results

DOI: 10.3923/pjssci.2010.287.291

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Abstract:

This research aims to study science education record in life and environment using the model of 7 steps learning cycle using multiple intelligences and metacognitive technique with a teacher handbook learning that affecting to learning achievement, critical thinking and environmental preservation behavior of secondary school student, year 2 in the amount of 82 students who come from 2 different class rooms with Cluster Random Sampling and divided them into 2 groups as the experimental students group in the amount of 41 students who would be learned with 3 parts of the 7 steps learning cycle using multiple intelligences and metacognitive as Intelligibility, Plausibility, wide-applicability which was in the total amount of 7 plans in case of another divided group was 41 students who were in the controlled student group using 7 plans of teacher handbook learning management plan, 3 h/plan/week, totals of 7 weeks. The used instrument for testing the learning results were 40 sections of learning achievement test form, 54 sections of 5 aspects of critical thinking and 40 sections of 4 aspects of environmental preservation behavior questionnaire and the used statistic in hypothesis test was F-test (Two-way MANCOVA and Two-way ANCOVA). The research result has shown as following): The experimental group has critical thinking in generally and each of 5 aspects and environmental preservation behavior in the aspects of seeing environmental and natural values and using resources economically and valuably more than students who are in the controlled group statistically at the significant rate of (p<0.0001), Students with a high record of science education have critical thinking generally and aspectively of 2 aspects which are interpretation and argument evaluation more than students with a low record of science education statistically at the significant rate of (p<0.0001), There was no interaction between the science education record and the learning model of science education achievement and environmental preservation behavior generally and aspectively but the science education record and critical thinking education model were interacted in each 2 aspects statistically at the s significant rate of 0.05 which were deduction and argument evaluation aspects.

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