DEVELOPMENT OF AN INSTRUCTIONAL MODEL BASED ON MODEL-BASED INQUIRY AND CONTEXT-BASED LEARNING APPROACHES TO PROMOTE SCIENTIFIC REASONING AND TRANSFER OF LEARNING ABILITIES OF LOWER SECONDARY STUDENTS
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Abstract
This developmental research aims 1) to develop an instructional model using model-based inquiry and context-based learning approaches to promote scientific reasoning and transfer of learning abilities in lower secondary students and 2) to study the effectiveness of the model. This project consisted of two stages: a developmental stage and an effectiveness evaluation stage. There were two groups of participants: a control group and experimental group both comprising of 50 students, grade 7 in the 2015 Academic Year. Research tools used were a Scientific Reasoning Test and a Transfer of Learning Abilities Test. The model consisted of five stages: (1) Situation Setting (2) Model Development and Testing (3) Scientific Argument (4) Conclusion (5) Application. The results showed the model was successful in developing students’ scientific reasoning and transfer of learning abilities. The experimental group had higher scores for both scientific reasoning and transfer of learning abilities at a .05 significance level. Furthermore, the experimental group achieved higher scores for both scientific reasoning and transfer of learning abilities (Pre-Post Tests) in both scales mentioned
than the control group at the significance level of .05.
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"ข้อคิดเห็น เนื้อหา รวมทั้งการใช้ภาษาในบทความถือเป็นความรับผิดชอบของผู้เขียน"
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