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DEVELOPMENT OF SCIENCE EDUCATIONAL MODEL FOCUSING CONTEXTUAL METHOD TO ENHANCE DEDUCTIVE THINKING AND APPLICATION OF

KNOWLEDGE FOR REDUCE SECONDARY SCHOOL STUDENTS

A DISSERTATION

SIMPLY BY

KITTIMA PANPRUEKSA

Presented in Partial Satisfaction of the Requirements for the physician of Education Degree in Science Education

at Srinakharinwirot University

06 2012

PROGRESS SCIENCE INSTRUCTIONAL MODEL PUTTING AN EMPHASIS ON CONTEXTUAL APPROACH TO ENHANCE DEDUCTIVE THINKING AND APPLICATION OF

EXPERTISE FOR REDUCED SECONDARY COLLEGE STUDENTS

A DISSERTATION

BY

KITTIMA PANPRUEKSA

Presented in Partial Fulfillment of the Requirements for the physician of Education Degree in Science Education

at Srinakharinwirot University

Summer 2012

Copyright laws 2012 simply by Srinakharinwirot University

DEVELOPMENT OF SCIENTIFIC RESEARCH INSTRUCTIONAL MODEL EMPHASIZING CONTEXTUAL APPROACH TO BOOST ANALYTICAL CONSIDERING AND PUTTING ON

KNOWLEDGE TO GET LOWER EXTRA SCHOOL LEARNERS

AN ABSTRACT

BY

KITTIMA PANPRUEKSA

Presented in Partial Fulfillment with the Requirements for the Doctor of Education Degree in Research Education

for Srinakharinwirot School

June 2012

Kittima Panprueksa. (2012). Progress Science Instructional Model Putting an emphasis on Contextual Way of Enhance Conditional Thinking and Application of Expertise for Reduce Secondary University Students. Texte, Ed. D. (Science Education). Bangkok: Graduate student School, Srinakharinwirot University. Expert Committee: Assoc. Prof. Doctor Nason Phonphok, Acting Subwoofer Lt. Dr . Manat Boonprakob, Dr . Chanyah Dahsah.

The goal of this study was to develop the science training model putting an emphasis on contextual way for decrease secondary college students in order to enhance conceptual understanding, analytical thinking, and application of expertise. This science instructional style consisted of five steps of learning particularly 1) Focusing (F), 2) Exploring (E), 3) Analyzing (A), 4) Conceptual Producing (C), and 5) Making use of (A) which has been called FEACA Model. A quasi-experimental exploration, pretest-posttest non-equivalent control group design, was used for considering the effectiveness of the model. The samples had been two sessions of the ninth-grade students. 1 classroom was serving since the trial and error group taught with the FEACA Model whereas the different was portion as the control group taught with all the traditional training. The research musical instruments consisted of 1) the conceptual understanding test which was 40 items of multiple choice questions with reliability at zero. 78 and difficulty levels was among 0. 23-0. 75, 2) the synthetic thinking check which was twenty-five items of mcq with dependability at zero. 79 and difficulty amounts was 0. 25-0. 73, 3) the usage of knowledge test which was 12 items of open-ended questions with reliability by 0. seventy six and difficulty levels was 0. 28-0. 77, and 4) the opinion forms toward the FEACA Model which was 20 items of five point ranking scale questionnaires with stability at zero. 84. The findings advised that students' conceptual understanding and conditional thinking posttest mean rating were substantially higher than pretest mean credit score. Moreover, the FEACA Version was drastically better than the traditional instruction to get promoting students' conceptual understanding, analytical considering, and putting on knowledge. Furthermore, students' views scores toward the FEACA Model had been at high level of performance.

การพัฒนารู ปแบบการเรี ยนการสอนวิทยาศาสตร์ ท่ ีเน้ นวิธีการสอนโดยใช้ บริบทเพื่อส่ งเสริม การคิดวิเคราะห์ และการนาความรู้ไปใช้ สาหรับนักเรียนระดับมัธยมศึกษาตอนต้ น

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กิตติมา พันธ์ พฤกษา

เสนอต่ อบัณฑิตวิทยาลัย มหาวิทยาลัยศรีนครินทรวิโรฒ เพื่อเป็ นส่ วนหนึ่งของการศึกษา ตามหลักสูตรปริ ญญาการศึกษาดุษฎีบัณฑิต สาขาวิชาวิทยาศาสตรศึกษา มิถุนายน 2555

กิตติมา พันธ์พฤกษา. (2555). การพัฒนารู ปแบบการเรี ยนการสอนวิ ทยาศาสตร์ ทีเ่ น้นวิ ธีการสอน โดยใช้บริ บทเพือส่งเสริ มการคิ ดวิ เคราะห์และการนาความรู้ไปใช้ สาหรับนักเรี...

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