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Problem-based Learning to Promote Learning Achievement and ScientificReasoningon Fundamental Chemistry in the Topic of Chemical Reaction for the 10th GradeStudents |
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| รหัสดีโอไอ | |
| Creator | Tanyaporn Sriwichai, OrnjiraAruksakunwong |
| Title | Problem-based Learning to Promote Learning Achievement and ScientificReasoningon Fundamental Chemistry in the Topic of Chemical Reaction for the 10th GradeStudents |
| Publisher | RJES |
| Publication Year | 2560 |
| Journal Title | Rangsit Journal of Educational Studies |
| Journal Vol. | 4 |
| Journal No. | 2 |
| Page no. | 63 |
| Keyword | Achievement, Scientific Reasoning, Problem-based Learning, ChemicalReaction |
| ISSN | 2408-1809 |
| Abstract | The purpose of this action research aimed to promote the educational achievement andscientific reasoning ability of students in a secondary school by using Problem-basedLearning in Fundamental Chemistry class in the topic of Chemical Reaction. 58 researchparticipants were 10th grade students from a secondary school in Pathum Thani provincein the first semester of the 2016 Academic year. They were selected by the cluster randomsampling technique. The representative samples of students were divided into 2 groups:28 students in the experimental group and other 28 students in the controlled group. Therewere three types of research instruments as follows: (1) experimental tools: sevenproblem-based learning lesson plans on Fundamental Chemistry in the topic of ChemicalReaction; (2) reflective tools: Student Learning Behavior Observation Form, TeachingBehavior Observation Form, Studentsี Opinion Questionnaire, Post-class ReflectionForm, and quizzes; and (3) evaluation tools: Educational Achievement Test withreliability of 0.751 and a Scientific Reasoning Test. The data were analyzed by using ttestfor Independent sample and calculated for the growth score with the relative gainscore. This study showed the achievement of the experimental group was higher than thatof the controlled group on Fundamental Chemistry at the significance level of .05 and thescientific reasoning of the experimental group was higher than that of the controlledgroup on Fundamental Chemistry at the significance level of.05. |
