Effectiveness of Instructional Model in Science Course to Enhance Critical Problem Solving and Analytical Thinking Abilities of the 6th Grade Students
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Abstract
The purpose of this research were to study the effectiveness of an instructional model to enhance critical problem-solving and analytical thinking abilities for the 6th grade students which consisting of 1) to compare critical problem-solving and analytical thinking abilities of the students before and after learning according to the instructional model, 2) to compare critical problem-solving and analytical thinking abilities of the students between the experimental group who was taught with the instructional model and the control group who was taught with the traditional approach. This research used the research and development process. The research population was composed of 215 grade 6 students from 4 schools, within the similar context of learning situation. The sample was consisted of 2 classes of grade 6 students who was studying in the second semester of the academic year 2021 at Tessaban 4 (Rattanakosin 200 years) school which divided to 37 students for experimental group and 36 grade 6 students for the control group respectively using cluster random sampling. The research results showed that: 1) the critical problem-solving and analytical thinking abilities of the students who were taught with the instructional model on the posttest was significantly higher than the pretest at the .01 level, which the pretest and posttest mean score of the critical problem-solving abilities were at 27.59 and 34.86, and the pretest and posttest mean score of the analytical thinking abilities were at 16.05 and 21.08 respectively; 2) the pretest score of critical problem-solving and analytical thinking abilities of the students who were taught with the instructional model was significantly higher than the students who was taught with the traditional approach at the .01 level, which the critical problem-solving mean score was at 34.86 and 32.78, and the analytical thinking abilities mean score at 21.08 and 19.39 respectively. The benefits of this research were the contribution of the conceptual frameworks and structure of the systematic instructional model based on principles of inquiry-based learning, the reasoning approach, and the constructivist theory, as well as the successful and effective application and extension the results to the other groups of students in similar learning contexts.
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