Development of Science Process Skills and Learning Achievement in 6th Year Elementary School Students on the Unit of Rocks, Stone Cycle, and Fossils Using Problem-Based Learning and Visual Thinking
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Abstract
The purposes of this research were to: 1) construct lesson plans on the unit of rock, stone cycle and fossil using problem based learning and visual thinking to obtain the efficiency of 80/80, 2) compare students’ science process skills of before and after the intervention, 3) compare students’ learning achievement before and after the intervention, and 4) investigate the students’ satisfaction toward the learning management of problem based learning and visual thinking. This study was an experimental research. The samples, selected through a cluster random sampling, were 20 students of prathomsuksa 6 in the first semester of the academic year 2022 at Ban Thong Khobe school. The research instruments included: 1) lesson plans of problem based learning and visual thinking, 2) a science process skills test, 3) a learning achievement test, and 4) a satisfaction questionnaire. The statistics used for data analysis were percentage, mean, standard deviation, and t-test for dependent samples.
The research results found that: 1) the lesson plans of problem based learning and visual thinking of the prathomsuksa 6 students had an efficiency 83.80/81.00, which met the specified criteria of 80/80, 2) the students’ science process skills after the intervention of problem based learning and visual thinking were higher than those of before at the .01 level of significance, 3) the students’ learning achievement after learning was higher than that of before at the .01 level of significance, and 4) the students’ satisfaction toward the leaning management of problem based learning and visual thinking was at high level ( = 4.48).
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