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.

Abstract:
This research aimed to develop of a Hybrid teaching and learning model for learning the Physics course of undergraduate students. The sample consisted of 80 undergraduate students who enrolled in Physics 1 in the 1st semester of the academic year of 2010, obtained using the purposive sampling technique. These students were divided into two groups; an experiment group of 40 students who learned using the Hybrid learning model and a control group of 40 students. The research instruments included lesson plans for Hybrid learning model and traditional learning approach for Physics 1, the achievement test, the test on critical thinking skills and the satisfaction questionnaire on learning via the Hybrid learning model. The statistics used for testing the hypotheses included the paired t-test and the F-test (One-way MANCOVA and one-way ANCOVA) were employed. The study results are as following; the developed Hybrid learning model for Physics 1 course consisted of 12 components namely; specifying learning objectives, analyzing learners, designing the course contents based on the Hybrid learning model, designing activities corresponding to the Hybrid learning model, preparing learning environment, defining teachers roles, implementing good features of E-learning model, implementing good features of face-to-face learning using information technology to support classroom learning, building students skills and organizing supporting activities, evaluating classroom learning and taking feedback of classroom learning for improvement. The developed model was at the more appropriate level as assessed by a group of experts. It had the efficiencies (E1/E2) at 83.25/80.50 and the effectiveness index of 0.57. The students learned using the developed model and the traditional learning approach did not show Physics learning achievement and critical thinking abilities as a whole and in each subscale differently. However, the first group of the students indicated more learning retention after 2 weeks of learning than the latter group of the students (p<0.05). The students learned using the developed model indicated their opinions as a whole at the high level.

Abstract:
This research aimed to develop and study the implementation of the Blended learning model for learning an information technology for life course of undergraduate students at Rajabhat University. The research was divided into three phases: phases 1, a synthesis of the blended learning system models; phases 2, a development of the Blended learning model and phases 3, an evaluation of a implementation of the developed Blended learning model. The sample of 281 of undergraduate students at Surindra Rajabhat University participated in the study and they were randomly assigned to an experimental group with 151 students learned using the developed model and a control group with 130 students learned using the conventional learning approach. These students were selected using a cluster random sampling technique. The research instruments included 11 plans of learning teaching organization, an learning achievement test with 60 items, a scale on self directed learning behaviors with 29 items and a critical thinking test with 40 items. The collected data were analyzed using a percentage, a mean, a standard deviation and for testing hypotheses the paired t-test and the F-test (two-way MANCOVA and two-way ANCOVA) were employed. The study results are as following: the developed Blended learning model consisted of four components: principle of blended learning, model objectives, organization of learning activities and measurement and evaluation. The component of an organization of blended learning activities had three activities: self learning program, class learning using interactive lectures and self-learning with on-line lessons. The developed Blended learning model showed an efficiency of 82.07/80.39 and effectiveness index of 0.6527. The students indicated gains in learning achievement, critical thinking as a whole and in each of five subscales and self-directed learning behaviors as a whole and in each of five subscales from before learning via the developed model (p<0.0001). The experimental group students showed more learning achievement, critical thinking in general and in three subscales: inference, recognition of assumptions and evaluation of arguments and self-directed learning behaviors in general and in five subscales than did the control group students (p<0.05). The students from different faculties did not differently indicate learning achievement, critical thinking in general and in two subscales: inference and recognition of assumptions. Otherwise, the students from science and technology faculty showed more critical thinking in three subscales: deduction, interpretation and evaluation of arguments than did the students from education faculty and humanities and social sciences Faculty and evidenced more self-directed learning behaviors in general and in four subscales, except for the learning evaluation subscale than did those students from other faculties (p<0.05). The statistical interactions of learning model and faculties on learning achievem

Abstract:
This research aims to educate the development model of the 7 steps learning cycle using 3 kinds of multiple intelligences and metacognitive techniques that are: intelligibility, plausibility and wide-applicability. In case of secondary school year 2, the development model of 7 steps learning cycle using multiple intelligences and metacognitive techniques has steps orderly as following: to write a learning management plan perfectly and practically that can be used in each of study periods or hours by using the total of 7 plans, 3 h per each plans, specialists estimate an appropriateness that has quality in the high level, to produce a test form of critical thinking by using conceptual idea of The Watson and Glaser Critical Thinking Appraisal (WGCTA), issue Y.M. in the total of 54 sections: to produce a test form of environmental preservation behavior according to the 5 levels of rating scale in the total of 40 sections. Afterwards, using the developed learning plan to experiment with secondary school students, year 2, 1st semester, for 7 weeks using pre-test and post-test learning with a learning achievement, critical thinking and environmental preservation behavior test forms. Then use the scores of learning achievement test form, critical thinking test form and environmental preservation behavior test to find its qualities and statistically analyze by using percentage, means and standard deviation (paired t-test). The research result has shown as following: the 7 steps learning cycle management plan using multiple intelligences and metacognitive techniques have an efficiency value at the rate of 0.563. The learning achievement test form has difficulty value in range of 0.31-0.75, Item-total correlation value is in range of 0.30-0.69 and reliability value is 0.92, the critical thinking test form has Item-total correlation value in range of 0.23-0.72, reliability value (KR20) is 0.84 and the environmental preservation behavior test form has Item-total correlation value in range of 0.39-0.80 and reliability value (and-Coefficient) is 0.84. Students who learn the 7 steps learning cycle management plan using multiple intelligences and metacognitive techniques have a higher learning achievement value than before class with statistically significant rate of (p<0.0001).

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.

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).

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.

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.

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.