The Development of Science Learning Achievement of 4th Grade Students Through Model-Based Learning
Article Sidebar
Main Article Content
Abstract
This research aimed to improve science learning achievement and examine students’ satisfaction with learning through model-based instruction. The research instruments included a model-based science lesson plan, a science achievement test, and a learning satisfaction questionnaire. The sample consisted of 21 Grade 4 students selected through purposive sampling. Quantitative data were analyzed using mean and standard deviation. The findings revealed a statistically significant improvement in science learning achievement after participating in model-based instruction using both pre-fabricated and self-constructed models, compared to before the intervention (p < .05). Students reported high levels of satisfaction, with average satisfaction ratings ranging from “good” to “very good” in the areas of content understanding, enjoyment of learning, and time allocated for instruction. The results suggest that model-based instruction can effectively enhance students’ learning outcomes and could be further applied to other subject areas. Hands-on experience in designing and constructing models helps promote deeper understanding and enjoyment, contributing positively to the overall learning process.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Abdulloh, W. & Niemted, W. (2020). Arrangement of learning environment to promote learning skills in the 21st century: Concept, theory, and practice. Princess of Naradhiwas University Journal of Humanities and Social Sciences, 7(2), 227–246.
Chamrat, S. (2009). Exploring Thai Grade 10 chemistry students' understanding of atomic structure concepts and the nature of science through the model-based approach [Doctoral dissertation, Kasetsart University].
Chantharit, K. & Sornsuphap, K. (2022). The effects of model-based learning activities on Grade 10 students' understanding of nutrients and chemicals in living organisms. Journal of Educational Technology and Communication, 5(16), 171–182.
Duit, R. & Treagust, D. F. (2003). Conceptual change: A powerful framework for improving science teaching and learning. International Journal of Science Education, 25(6), 671–688. https://doi.org/10.1080/09500690305016
Gilbert, J. K. (2004). Models and modelling: Routes to more authentic science education. International Journal of Science and Mathematics Education, 2(2), 115–130. https://doi.org/10.1007/s10763-004-3186-4
Harrison, A. G. & Treagust, D. F. (2000). A typology of school science models. International Journal of Science Education, 22(9), 1011–1026. https://doi.org/10.1080/095006900416884
Imphrom, P. & Siriiamkaew, P. (2019). The effects of inquiry learning cycle on science process skills of Prathomsuksa 6 students. Journal of Humanities and Social Sciences Valaya Alongkorn, 14(1), 276–286.
Jantarit, K. & Sonsupap, K. (2022). Development of biology learning activities using model-based learning (MBL) on nutrients and chemicals in living organisms for Mathayomsuksa 4 students [Doctoral dissertation, Mahasarakham University].
Kuatthai, N. & Chookhampaeng, S. (2020). Development of modelling ability of Grade 10 students in biology through model-based learning [Doctoral dissertation, Mahasarakham University].
Lamphao, S., Jindanaruk, T. & Suwannajinda, D. (2023). The effects of using model-based instruction on learning achievement and critical thinking in the topic of Earth and natural resources. Journal of Sirindhornparithat, 15(2), 45–60.
Latwang, T. (2022). The effects of model-based learning on learning achievement, scientific modeling ability, and learning satisfaction of Grade 4 students [Master's thesis, Burapha University].
Narot, P., Yuenyong, C. & Phusithisak, S. (2014). Connections in teaching and learning in science and mathematics between upper high school students and higher education. Kasetsart Journal of Social Sciences, 35(2), 257–270.
Parmboon, W., Sittisomboon, M. & Onthanee, A. (2023). Development of learning activities using model-based learning on the immune system to enhance systems thinking ability for Grade 11 students. Journal of MCU Nakhondhat, 10(7), 64–77.
Ponyangnok, W. & Chaona, S. (2023). Model-based learning activities to reduce misconceptions of Grade 11 students in biology. Journal of MCU Nakhondhat, 10(7), 255–266.
Santree, P. (2023). Effects of model-based learning on the development of scientific concepts and scientific reasoning of Grade 7 students. Journal of MCU Nakhondhat, 10(6), 201–211.
Windschitl, M., Thompson, J. & Braaten, M. (2008). Beyond the scientific method: Model-based inquiry as a new paradigm for school science investigations. Science Education, 92(5), 941–967. https://doi.org/10.1002/sce.20259
Yacom, R., Chanunan, S. & Chaiyasith, W. C. (2020). An action research to examine the ways of using model-based learning to enhance 11th grade students' competency to explain phenomena scientifically on fossil fuels and products. Journal of Education and Innovation, 22(1), 190–203.
