A STUDY OF CONTEXT-BASED LEARNING ACTIVITY MODEL ON CHEMICAL REACTION ISSUE FOR SECONDARY STUDENTS AT THE 10TH LEVEL

Pattanapong Pongchano, Natchanok Jansawang, Panwilai Chomchid

Abstract


The aims of the action research in chemistry learning classroom through the Context-Based Learning Activity Model (CBLA Model) on chemical reaction issue for secondary students at the 10th level in second semester in academic year 2016 were 1) to develop the instructional innovative of the CBLA Model lesson plans with the efficiency of the process and the efficiency of the results (E1/E2) with the efficiency at the determining criteria as 75/75, 2) to compare between students’ learning achievements and their standardized assessments of the 75-percent criterion level were examined, 3) to compare between gender students of their creative thinking abilities with the CBLA Model. Students’ learning achievements of their post and their standardized assessments of the 75-percent criterion level were examined. Administrations with the target group which a sample sizes of 35 secondary students at the 10th grade level in a chemistry class from Jaturapakpiman Ratchadaphisek School under the Roi-Et Secondary Educational Service Area Office 27 with the purposive sampling technique. Students’ instructional approaching management with the 9-CBLA Instructional Lesson Plans in six weeks in 16 periods was designed. Using the 30-item Chemical Reaction Issue Test (CRIT) were assessed. Students learning outcomes of their creative thinking abilities were assessed with the 3-Creative Thinking Ability Test (CTAT). Statistically significant was analyzed with the average means scores and standard deviation. The results of these research findings have found that the Context-Based Learning Instructional Management Plans indicated that the average quality of 4.53, which the quality was a high quality of CBLA Model and can be used to manage the teaching. The CBLA learning plan had a consistency between 0.67-1.00, the discriminative validity ranged from 0.21 to 0.63, the difficulty level was from 0.39 to 0.63, and the reliability as a whole test was 0.85. The CTAT was a three-item essay that identifies creativity as a 3-part creative idea has a consistency between 0.80-1.00. Students’ learning achievements were assessed with the CRIT was 23.29 (77.62%) that higher than 75% criterion level. Students’ creative thinking abilities of their Initiative thinking, Thoughtful thinking, and Flexible thinking were higher due to the duration of the activity, significantly

 

Article visualizations:

Hit counter

DOI

Keywords


context-based learning activity model, chemical reaction issue, instructional management plans, creative thinking abilities, secondary students

References


Apiwong-Ngam, N. (2011). A study of science and science learning achievement the 8th grade level students who have been taught by using the context-based and guided learning management. Master Education Thesis. Bangkok: Srinakharinwirot University.

Brahmshu, J. (2010). Development of context-based learning activities on the rate of chemical reactions at the 11th grade level students. Master Education Thesis. Bangkok: Kasetsart University.

Campbell, B., Lazonby, J., Nicholson, P., Ramsden, J. and Waddington, D. (1994). Science: the Salters' Approach; a case study of the process of large-scale curriculum development. Science Education, 78 (5); pp. 415-447.

Gilbert, J. K. (2006). On the nature of “context” in chemical education. International Journal of Science Education, 28(9), 957–976.

Guilford, J.P. (1950) Creativity, American Psychologist, Volume 5, Issue 9, 444–454.

Ministry of Education. (2015). Basic education curriculum core B.E.2551 (A.D. 2008). Retrieved from http://www.skn.ac.th/kan2551.htm

Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections. London: King’s College London.

Rose, D. E. (2013). Context-based learning. Retrieved from https://link.springer.com/referenceworkentry/10.1007%2F978-1-4419-1428-6_1872

The Minister of Education of Thailand. (2008). The Basic Education Core Curriculum B.E. 2551 (A.D. 2008). Retrieved from website: http://www.skn.ac.th/kan2551.htm

The Minister of Education of Thailand. (2012). Education in Thailand. Retrieved from website: https://en.wikipedia.org/wiki/Education_in_Thailand

The National Institute of Educational Testing Service (Public Organization) (2016). NIETS: Ready for ASEAN in 2016. Retrieved from http://202.29.102.142/en/

The Promotion of Teaching Science and Technology (IPST). (2015). The Basic Education Core Curriculum B.E. 2551 (A.D. 2008) (Draft). Retrieved from website: http://eng.ipst.ac.th/index.php/component/content/category/9-about-us

Torrance, E. P. (1980). Growing Up Creatively Gifted: The 22-Year Longitudinal Study. The Creative Child and Adult Quarterly, 3: pp. 148-158.

Yam, H. (2013). Context-based learning. Department of Physics: The Chinese University of Hong Kong; http://www.hk-phy.org/contextual/approach/tem/brief_e.html




DOI: http://dx.doi.org/10.46827/ejes.v0i0.708

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Pattanapong Pongchano, Natchanok Jansawang, Panwilai Chomchid

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).