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ERIC Number: ED509704
Record Type: Non-Journal
Publication Date: 2010
Pages: 4
Abstractor: As Provided
Reference Count: 13
ISBN: N/A
ISSN: ISSN-1549-3652
Learning Outcomes between Socioscientific Issues-Based Learning and Conventional Learning Activities
Wongsri, Piyaluk; Nuangchalerm, Prasart
Online Submission, Journal of Social Sciences v6 n2 p240-243 2010
Problem statement: Socioscientific issues-based learning activity is essential for scientific reasoning skills and it could be used for analyzing problems be applied to each situation for more successful and suitable. The purposes of this research aimed to compare learning achievement, analytical thinking and moral reasoning of seventh grade students who were organized between socioscientific issues-based learning and conventional learning activities. Approach: The samples used in research were 72 of seventh grade students in the first semester of academic year 2009 at Koratpittayakom School, Muang District, Nakhonratchasima Province. The sample groups were divided into two groups by assignment for socioscientific issues-based classroom and conventional classroom. The research instruments used in this research were twelve plans for organization learning activities using socioscientific issues-based instruction and conventional instruction, an achievement test with discriminating powers) B (its ranging was 0.27-0.68 and reliability was 0.85, difficulty) P (ranging of analytical thinking test was 0.53-0.77 with discriminating powers ranging, 0.78-0.30 its reliability was 0.78 and discriminating powers) B (ranging 0.31-0.58, moral reasoning test had reliability 0.85. Quantitative data were analyzed by using mean, standard deviation, percentage, Hotelling's T2 and Univariate t test. Results: The results can be revealed that students who learned by socioscientific issues-based instruction had learning achievement, analytical thinking and moral reasoning than those conventional instruction at 0.05 level of significantly statistics. Conclusion: In conclusion, students who learned by socioscientific-issues-based learn showed learning achievement, analytical thinking and moral reasoning than those conventional instructions. Therefore, teachers supported to implement socioscientific issues-based instruction in science teaching for the future. (Contains 3 tables.)
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Thailand