The Design and Development of Constructivism Learning Environment Model to Enhance Scientific Thinking for Mathayom 1 Students
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Abstract
At present, Thailand is facing problems in the development of science teaching because of
the teaching style that emphasizes teaching in the classroom. There is a lack of encouragement for students to take action and search for knowledge by themselves. The researcher therefore conducted this research with the objectives of 1) developing a constructivist learning environment model to enhance scientific thinking 2) studying scientific thinking 3) studying academic achievement 4) studying the relationship between scientific thinking and academic achievement, and 5) studying the opinions of students. Use a model research format that has 3 phases: Phase 1, model development, Phase 2, model validation, and Phase 3, model use. The population and sample consisted of 12 experts, 40 Mathayomsuksa 1 students at Srikranuan Witthayakhom School, and 39 people at Nam Phong Suksa School. The research results found that 1) the constructivist learning environment model consists of (1) a problem-based approach, (2) resources, (3) collaboration, (4) a science vocabulary bank, (5) a scientific thinking center, (6) related cases, (7) scaffolding, and (8) coaching. 2) The scientific thinking of students in Phase 2, averaged 16.54 points, 82.69 percent, S.D. = 1.16; Phase 3 averaged 16.72 points, 83.65 percent, S.D. = 1.03. 3) The academic achievement of the students found that in Phase 2 and Phase 3, the scores passed the 70% criteria set forth. 4) The relationship between scientific thinking and the academic achievement of the students in Phase 2. The correlation coefficient (r) = 0.719, Phase 3 (r) = 0.706 at the significance level of 0.05, and 5) student opinions found that content, media, and design were consistent with theoretical principles and promoted learning knowledge creation and scientific thinking of students.
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