The Development of Scientific Reasoning Ability on Concept of Light and Image of Grade 9 Students by Using Inquiry-Based Learning 5E with Prediction Observation and Explanation Strategy

Abstract

The purposes of this research were 1) to develop student’s scientific reasoning ability on the concept of light and image at a criterion of 70 using inquiry-based learning 5E with prediction observation and explanation strategy and 2) to compare students’ scientific learning achievement on the concept of light and image after using inquiry-based learning 5E with prediction observation and explanation strategy. The target groups were 22 students of grade 9 selected by a purposive sampling method. The research instruments were lesson plans, achievement test, scientific reasoning ability test, scientific reasoning ability observation form, and scientific reasoning ability interview form the statistics used in data analysis were mean, percentage, and t-test. The results showed that 1) the scientific reasoning ability in cycles 1, 2, and 3. There were 6, 13, and 21 students who passed their criteria of 70% of the full score in each learning cycle, respectively. 2) Students’ learning achievement after learning with the learning management was significantly higher than the establishment at a criterion of 70 at a statistical level of .05.

The Effects of 5E Inquiring-Based Learning Management on Grade 7 Students’ Science Learning Achievement

“…Therefore, the learning circles of engaging, exploring, explaining, elaborating, and evaluating could drive learners to construct their knowledge. The results of the study were consistent with the previous studies that also found the benefits of the teaching method in science classes (Ahmad et al, 2018;Bantaokul & Polyiem, 2022;Choowong & Worapun, 2021;Manzo et al, 2016;Ong et al, 2020;Sen & Oskay, 2017;Thangjai & Worapun, 2022). Therefore, it could be interpreted that the 5E inquiry-based learning is appropriate for science education in several settings including the Thai context as found in the current study.…”

“…The 5E instructional model uses a constructivist approach to raise students' concerns, help them develop lesson-related potential, and assess their abilities and understanding. Moreover, the model has been proved to be beneficial in science classes in several studies (Ahmad et al, 2018;Bantaokul & Polyiem, 2022;Choowong & Worapun, 2021;Manzo et al, 2016;Ong et al, 2020;Sen & Oskay, 2017;Thangjai & Worapun, 2022). The results of the previous studies suggest that the 5E teaching model benefitted science classrooms in terms of developing students' knowledge of general science (Ahmed et al, 2018), world and changes (Bantaokul & Polyiem, 2022), light and image (Choowong & Worapun, 2021), and neuroscience and drug addiction (Manzo et al, 2016).…”

“…Moreover, the model has been proved to be beneficial in science classes in several studies (Ahmad et al, 2018;Bantaokul & Polyiem, 2022;Choowong & Worapun, 2021;Manzo et al, 2016;Ong et al, 2020;Sen & Oskay, 2017;Thangjai & Worapun, 2022). The results of the previous studies suggest that the 5E teaching model benefitted science classrooms in terms of developing students' knowledge of general science (Ahmed et al, 2018), world and changes (Bantaokul & Polyiem, 2022), light and image (Choowong & Worapun, 2021), and neuroscience and drug addiction (Manzo et al, 2016). It could be synthesized from the related studies that the 5E learning model can be beneficial for science education in several areas of knowledge and at different levels of education.…”

Teacher Perceptions toward Professional Learning Community on the Development of Thai Students’ 21st Century Skills

“…As PLC is beneficial in education, scholars have studied the method in terms of both teacher development and student 21 st century learning. As the method focuses on using collaboration and idea-sharing among teaching staff, the benefits of PLC occur in teaching development (e.g., Buaklamtanakit, Kunagornpitak, & Amatariyakul, 2019;Verbiest, 2011;Wilson, 2016;Choowong &Worapun, 2021). For example, Verbiest (2011), studied the implementation of a professional learning community in 4 elementary schools in the Netherlands.…”

The Development of Research-Based Learning Management in the Curriculum Design and Development Course for Teacher Students

“…Moreover, scientific and systematic information processing and data presentation are essential abilities in designing a well-written curriculum. learning (by learners), 3) the uses of research processes in teaching (by teachers), and 4) the uses of research processes in learning (by learners) (Choowong & Worapun, 2021;Nuengchalerm, 2013). According to Kent (2014), the research result and research processes could be integrated into teaching to let students understand the information they are learning as well as acquire new knowledge through systematic planning and execution that could contribute to autonomy in learning and uses of high-level thinking.…”