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Effects of Learning Environmental Education Using the Good Science Thinking Moves with Metacognitive Techniques and the Teacher s Handbook Approach on Learning Achievement, Critical Thinking and Basic Science Process Skills of Mathayomsuksa 3 Students with Different Science Learning Achievement
Satianpong Siwina,Paitool Suksringarm,Adisak Singsriwo
Pakistan Journal of Social Sciences , 2012,
Abstract: This research aimed to investigate and compare effects of learning environmental education using the good science thinking moves with metacognitive techniques and the teacher s handbook approach on learning achievement, critical thinking and basic science process skills of 90 mathayomsuksa 3 (grade 9) students from 2 classes, selected by the cluster random sampling technique and were assigned to an experimental group and a control group, 90 students each. The instruments for the study included, 6 plans of learning organization using the good science thinking moves with 3 metacognitive techniques: intelligibility, plausibility and wide-applicability for the experimental group and 6 plans of learning organization using the teacher s handbook for the control group, each plan for 3 h of learning in each week; the learning achievement test; the critical thinking test and the test on basic science process skills. The paired t-test and the F-test (Two-way MANCOVA) were employed for testing hypotheses. The substantive findings revealed that the students as a whole and as classified according to science learning achievement showed gains in learning achievement, critical thinking in general and in each subscale and basic science process skills in general and in 6-8 subscales from before learning (p<0.05). The experimental group indicated more learning achievement, critical thinking in general and in 2 subscales, basic science process skills in general and in 4 subscales than the control group (p<0.05). The high achievers evidenced more learning achievement, critical thinking in general and basic science process skills in general and each 5 subscales more than the low achievers (p<0.05). Statistical interactions of science learning achievement and learning model were found to be significant (p<0.05) in learning achievement, critical thinking in general and basic science process skills in general and in each subscale.
Effects of Learning Environmental Education Using the 5E-Learning Cycle with Multiple Intelligences and Teacher s Handbook Approaches on Learning Achievement, Basic Science Process Skills and Critical Thinking of Grade 9 Students
Warapond Budprom,Paitool Suksringam,Adisak Singsriwo
Pakistan Journal of Social Sciences , 2012, DOI: 10.3923/pjssci.2010.200.204
Abstract: This study aimed to investigate and compare the effects of learning environmental education using the 5E-learning cycle with multiple intelligences and the teacher s handbook approaches on learning achievement, basic science process skills and critical thinking of 80 grade 9 students from two classes. They were randomly selected by the cluster random sampling technique and were assigned to an experimental group and a control group, 40 students each. The instruments for the study included 6 plans of learning organization using the 5E-learning cycle with multiple intelligences for the experimental group and 6 plans of learning organization using the teacher s handbook approach for the control group, each plan for 3 h of learning in each week; the learning achievement test with 40 items; the test on basic science process skills with 8 subscales and 40 items and the critical thinking test with 5 subscales and 54 items. The paired t-test and the F-test (Two-way MANCOVA) were employed for testing hypotheses. The major substantive findings revealed that the whole students, the male students and the female students in the experimental group showed gains in learning achievement, basic science process skills in general and in 4-8 subscales and critical thinking in general and in 3-5 subscales from before learning (p<0.05). The students with different sexes did not differently indicate basic science process skills in general and in each subscale and critical thinking in each subscale. However, the male students outperformed the female ones in learning achievement and critical thinking in general (p<0.05). The experimental group outscored the control group in learning achievement, basic science process skills in the observing subscale and critical thinking in general and in 4 subscales: (p<0.05) the statistical interactions of learning model with sex were found to be significant at the 0.05 level in the areas of learning achievement, basic science process skills in general and critical thinking in general and in each subscale.
Effects of Learning Environmental Education Using the 7E-Learning Cycle with Metacognitive Techniques and the Teacher s Handbook Approaches on Learning Achievement, Integrated Science Process Skills and Critical Thinking of Mathayomsuksa 5 Students with Different Learning Achievement
Sutee Sornsakda,Paitool Suksringarm,Adisak Singseewo
Pakistan Journal of Social Sciences , 2012,
Abstract: This research aimed to investigate and compare the effects of learning environmental education using the 7E-learning cycle with metacognitive techniques and the teacher s handbook approaches on learning achievement, integrated science process skill and critical thinking of 93 Mathayomsuksa 5 (grade 11) students with different learning achievements, They were randomly selected by the cluster random sampling technique in the first semester of an academic year 2008. This students were assigned to an experimental group with 45 students and a control group with 48 students. The instruments for the study included: five plans of learning organization using the 7-E learning cycle with 3 metacognitive techniques: intelligibility, plausibility and wide-applicability for the experimental group and 5 plans of learning organization using the teacher s handbook approach for the control group, each plan for 2 h of learning in each week, the learning achievement test, the test on integrated science process skills and the critical thinking test. The paired t-test and the F-test (Two-way MANCOVA) were employed for testing hypothesis. The major findings revealed that the whole students, the high achievers and the low achievers indicated gains in learning achievement, integrated science process skills in general and in 3-5 subscales and critical thinking in general and in each subscale from before learning (p<0.05). The experimental group evidenced more learning achievement, integrated science process skills in general and in each subscale and critical thinking in general and in the interpretation subscale than the control group (p<0.05). The high achievers showed more learning achievement, integrated science process skills in general and in 4 subscales and critical thinking in general and in 4 subscales than the low achievers (p<0.05). Statistical interactions of learning model with learning achievement were found to be significant (p<0.05) in learning achievement, integrated science process skills in general and in 4 subscales and critical thinking in general and in 3 subscales.
Effects of Environmental Education Learning by Using the 7Es-Learning Cycle with Multiple Intelligences and the Teacher s Handbook Approaches on Learning Achievement, Critical Thinking and Integrated Science Process Skills of High School (Grade 10) Students
Nida Kitjinda-Opas,Paitool Suksringarm,Adisak Singseewo
Pakistan Journal of Social Sciences , 2012,
Abstract: This study aimed to investigate and compare the effects of learning environmental education using the 7Es-learning cycle with multiple intelligences and the teacher s handbook approaches on learning achievement, critical thinking and integrated science process skills of 100 grade 10 students in high school. They were randomly selected by the cluster random sampling technique and were assigned to an experimental group and a control group which were 50 students in each group. The instruments for the study were included: 7 plans of learning organization using the 7Es-learning cycle with multiple intelligences for the experimental group and 7 plans of learning organization by using teacher s handbook approach for the control group, each plan was a 2 h weekly learning, the learning achievement test, the critical thinking test and the test on integrated science process skills. The collected data were analyzed by using a percentage, mean, standard deviation and for testing hypotheses the paired t-test and the F-test (Two-way MANCOVA) were employed. The major findings have been revealed that the whole students were male and females students in the experimental group have shown that they gains learning achievement, critical thinking in general and in each subscale and integrated science process skills in general and in 4 subscales from before learning is at the significant level of 0.05. The experimental group indicated more learning achievement, critical thinking in general and in 2 subscales and integrated science process skills in general and in 2 subscales than the control group. The students with a different gender which did not differently have an evidence in learning achievement, critical thinking in general and in almost subscales and integrated science process skills in general and in each subscale. However, the male students showed critical thinking in the deduction subscale more than the female. Statistical interactions of gender with learning model were found to be significant (p<0.05) only in 3 subscales of the critical thinking.
Effects of Learning Environmental Education Using the 5Es-Learning Cycle Approach with the Metacognitive Moves and the Teacher’s Handbook Approach on Learning Achievement, Integrated Science Process Skills and Critical Thinking of High School (Grade 9) Students
Sombat Appamaraka,Paitool Suksringarm,Adisak Singseewo
Pakistan Journal of Social Sciences , 2012,
Abstract: This study aimed to study the effects of the 5Es-learning cycle using the metacognitive moves and the teacher’s handbook instruction on learning achievement, integrated science process skills and critical thinking of 82 high school (Grade 9) students from 2 classes, were selected by the use of the cluster random sampling technique. These students were randomly assigned to an experimental group who learned using the 5Es-learning cycle using metacognitive moves and a control group who learned using the teacher’s handbook instruction, 41 students each. Research instruments included, 6 plans of learning organization by using the 5Es-learning cycle with 3 metacognitive moves: intelligibility, plausibility and wide-applicability; 6 plans of learning organization using the teacher’s handbook, each plan for 3 h of learning in each week; the learning achievement test with 40 items; the integrated science process skills test with 5 subscales and 30 items and the critical thinking test with 5 subscales and 54 items. The data were analyzed by a percentage, a mean, a standard deviation and for testing hypotheses the t-test and the F-test (Two-way MANCOVA) were employed. The major findings revealed as following: The students as a whole, the male students and the female students in the experimental group showed gains in learning achievement, integrated science process skills in general and in 4-5 subscales and critical thinking in general and in 4-5 subscales from before learning (p<0.05). The students with different gender did not statistically indicate those mentioned learning outcomes differently (p>0.05). The experimental group indicated more learning achievement, integrated science process skills in general and critical thinking in general and in 3 subscales: interpretation, deduction and evaluation of arguments, than did the counterparts (p<0.05) and the statistical interactions of gender with learning model on these 3 learning outcomes were not found to be significant (p>0.05).
The implementation of the educational achievement study of the science curriculum  [cached]
YANG Baoshan
Asia-Pacific Forum on Science Learning and Teaching , 2008,
Abstract: IEA (International Association of the Evaluation of Educational Achievement) and OECD (Organisation for Economic Co-operation and Development) are two large-scale worldwide assessment projects that conduct international surveys on students’ educational achievement. Looking into the approach of the surveys, IEA focuses on students’ educational achievement based on the educational systems while OECD leans on the students’ capacity in continuous learning throughout their adulthood. In terms of the contents of the surveys, both of them included internationally recognised core subjects such as Reading, Mathematics, and Science. Most of the participating countries would review the impact of their own teaching and learning curricula, educational systems, culture in the society, and family background on the students’ educational achievement according to the worldwide ranking. Furthermore, NAEP from the United States, APU from the United Kingdom, as well as the national research from Japan also generate different levels of effects. As a result, there is a significant meaning for the implementation of the surveys when we explore the educational achievement of the Science curriculum in three aspects –– the basic framework of the survey, the core contents, and the major methods.There were numerous discussions and practices on the issues of assessment framework for scientific literacy in the Mainland China. Scientific literacy has been treated as the major objective in the teaching and learning of science subjects, especially after the implementation of the new curriculum. It highlights the exploration of scientific literacy, which is based on the three dimensions of the scientific assessment framework –– knowledge and skills, processes and methods, emotions, attitudes and values, in the assessment of educational achievement in the science subjects.Upon the implementation of the new curriculum, the integrated investigation of the three dimensions has become more outstanding in the assessment of educational achievement of science subjects. In terms of the research on scientific knowledge, the close relationship between students’ learning and their practical lives, the research on students’ understanding of scientific knowledge and their abilities to apply knowledge to explain phenomena, to analyse, and to solve problems were emphasized. In terms of the research on scientific exploration, there are concerns about students’ abilities to explore practical problems. In term of the research on emotions, attitudes, and values, emotion education is permeated into specific an
Encouraging generic skills in science courses
Johnson,Elizabeth; Herd,Susanna; Tisdall,Judith;
Electronic Journal of Biotechnology , 2002,
Abstract: generic skills are skills that are common to all graduates rather than specific for a particular field of study. they include communication and problem-solving skills and the ability to work successfully in teams. to produce graduates with these skills, university courses must include exercises that encourage development of these skills and assessment procedures which reward achievement in these areas. this paper describes three simple exercises designed to develop generic skills that can easily be incorporated into existing courses.
The Infuence of the Critical Thinking Skills on the Students`Achievement
Cetin Semerci
Pakistan Journal of Social Sciences , 2012,
Abstract: The aim of this study is to examine "The Influence of the Critical Thinking Skills on the Students`Achievement". An experimental method is employed in the study. "Achievement Test" was applied to the experiment and control groups before and after the application of the programs. The study is designed according to the model with "pre-test, post-test control groups". Using the cluster sampling, 50 students are selected; 25 for the experiment group and 25 for the control group. The KR-20 reliability coefficient of the test using in the study was 0.73 and the difficulty of the test was 0.44. In conclusion, the students in the experiment group were more successful than the students in the control traditional group through use of the critical thinking skills which are learnable.
Inculcation of Science Process Skills in a Science Classroom  [cached]
Rose Amnah Abd Rauf,Mohamad Sattar Rasul,Azlin Norhaini Mansor,Zarina Othman
Asian Social Science , 2013, DOI: 10.5539/ass.v9n8p47
Abstract: Teachers play an important role for teaching science process skills in class through planning and arranging learning activities and teaching how to reach scientific information. The purpose of this study was to investigate whether the teaching aproaches used in the teaching and learning process of a science class are able to provide the opportunity to inculcate science process skills and to identify which science process skills were inculcated (if any) during the lesson without actually planning to teach science process skills. This is a qualitative case study in two Smart Schools in Malaysia. 24 students aged 14 years old and two science teachers were the sample of this study This study revealed that the process of teaching and learning science that uses various teaching approaches in one science lessons has additional advantages in terms of providing opportunities for the inculcation of science process skills. It also managed to provide the students with the opportunity to learn independently in acquiring some of the skills. The use of various teaching approaches is in juxtaposition to each other. Science teaching and learning process is a dynamic process, where the movement from one teaching approach to another occur and not necessarily always occur in an orderly sequence. Hence, the use of various teaching approaches in a single lesson can create more opportunities for inculcation and acquisition of science process skills in the classroom.
Teacher Tweets Improve Achievement for Eighth Grade Science Students
Carol Van Vooren,Corey Bess
Journal of Systemics, Cybernetics and Informatics , 2013,
Abstract: In the Digital Age teachers have fallen far behind the technical skills of their "digital native" students. The implementation of technology as a tool for classroom communication is foreign for most teachers, but highly preferred by students. While teenagers are using Facebook, Twitter, and other social networks to communicate, teachers continue to respond through face-to-face conversations, telephone calls, and email messaging. Twitter, a platform for short message service text, is an online social network site that allows users to send and receive messages using 140 characters or less called Tweets. To analyze the relationship of the teacher's use of Twitter with student academic achievement, a correlation study conducted by Bess collected data from two matched samples of eighth grade science students: one utilizing Twitter and one not utilizing Twitter to reinforce classroom instruction. Two tests matching the science standards were given to both samples of students. The results of the tests were used as primary data. The findings suggested a positive correlation between the use of Twitter and student performance on the standardized tests. Implications for this study indicate that young teenagers may prefer Twitter as a mode of communication with their teacher, resulting in higher academic achievement in a middle school science class.
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