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PROMOTING STUDENT LEARNING IN SCIENCE THROUGH INQUIRY-BASED LEARNING ACTIVITY BOX ON THE TOPIC OF FORCE AND MOTION |
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| รหัสดีโอไอ | |
| Creator | Nattapon Wongsena |
| Title | PROMOTING STUDENT LEARNING IN SCIENCE THROUGH INQUIRY-BASED LEARNING ACTIVITY BOX ON THE TOPIC OF FORCE AND MOTION |
| Contributor | Apichaya Latulee, Aritach Somchok |
| Publisher | ห้างหุ้นส่วนจำกัด นวัตกรรมการเรียนรู้สร้างสรรค์ |
| Publication Year | 2567 |
| Journal Title | Journal of Research and Innovation for Sustainability (JRIS) |
| Journal Vol. | 1 |
| Journal No. | 2 |
| Page no. | 20-36 |
| Keyword | Science learning activity box, Teaching science, Science education |
| URL Website | https://so17.tci-thaijo.org/index.php/JRIS |
| Website title | Journal of Research and Innovation for Sustainability |
| ISSN | 3056-9397 |
| Abstract | Science learning activity boxes are popular tools that facilitate teaching for teachers and enhance learning for students. This research aims to 1) design and develop science learning activity box based on the 80/80 criteria, 2) compare the science learning achievement of students before and after using the science learning activity box, and 3) compare the analytical thinking skills of students before and after using the science learning activity box. The sample group for this research consisted of 38 fourth-grade students from Wat Don Mueang School (Royal Thai Air Force Uthit) in Bangkok during the second semester of the 2020 academic year, selected through cluster sampling. The instruments used in this study were: 1) Inquiry-based science learning activity box, 2) a science learning achievement test, and 3) an analytical thinking skills test. The data were analyzed using percentage, mean, standard deviation, and t-test. The results of the research were as follows: 1) the development of the science learning activity box achieved an efficiency of 82.80/82.90, which is higher than the set criteria, 2) students who used the science learning activity box showed a statistically significant improvement in their science learning achievement at the 0.1 level, and 3) students who used the science learning activity box showed a statistically significant improvement in their analytical thinking skills at the 0.1 level. |
