|
Development of Grade 11 Students' the 21st Century Skills about Critical Thinking in Learning about Reproduction of Flowering Plants through Science Technology and Society (STS) Approach |
|---|---|
| รหัสดีโอไอ | |
| Creator | Chokchai Yuenyong |
| Title | Development of Grade 11 Students' the 21st Century Skills about Critical Thinking in Learning about Reproduction of Flowering Plants through Science Technology and Society (STS) Approach |
| Contributor | Ruthairat Bauphitak, Pratuengsook Maneelam |
| Publisher | Science Education Association (Thailand) |
| Publication Year | 2567 |
| Journal Title | International Journal of Science Education and Teaching (IJSET) |
| Journal Vol. | 3 |
| Journal No. | 1 |
| Page no. | 38-50 |
| Keyword | Science Technology and Society, Critical thinking, Reproduction |
| URL Website | https://so07.tci-thaijo.org/index.php/IJSET/index |
| Website title | International Journal of Science Education and Teaching |
| ISSN | 2821-9163 |
| Abstract | This research aimed to enhance Grade 11 students' 21st century skills about critical thinking in learning about reproduction of flowering plants through Science Technology and Society (STS) Approach. Methodology regarded interpretive paradigm. The participants of this study were 45 Grade 11 students consisted of 29 females and 16 males (aging between 16-17 yours old) in a large sized urban public high school located in the northeastern of Thailand. The STS reproduction unit consisted of 5 lesson plans (7 hours) aligned with each stage of Yuenyong (2006) STS approach. Students' critical thinking abilities were interpreted via participant observations, students' worksheets, and informal interviews. The data analysis aimed to categorize students' abilities align with Nakmanurak (1994) structured framework of critical thinking. This structured framework comprising seven steps: 1) identifying the problem, 2) collecting information, 3) evaluating the credibility of information sources, 4) identifying relevant information, 5) formulating hypotheses, 6) drawing conclusions, and 7) evaluating the process and outcomes. Findings revealed that the majority of students held good ability of critical thinking. Even though students could share their ability thinking in the same ability, they had different levels of ability in each element. |
