การพัฒนากิจกรรมการเรียนรู้วิทยาศาสตร์โดยใช้ปัญหาเป็นฐาน เรื่อง การควบคุมการเจริญเติบโตและการตอบสนองของพืชเพื่อส่งเสริมการคิดแก้ปัญหาของนักเรียนชั้นมัธยมศึกษาปีที่ 5

Kamonrut Nilket; Panwilai Dokmai; Somsanguan Passago

doi:10.14456/rcmrj.2020.235693

Authors

Kamonrut Nilket Department of Science Education, Faculty of Education, Rajabhat Mahasarakham University
Panwilai Dokmai Faculty of Education, Rajabhat Mahasarakham University
Somsanguan Passago Faculty of Education, Rajabhat Mahasarakham University

DOI:

https://doi.org/10.14456/rcmrj.2020.235693

Keywords:

Developed learning activities, Problems-based learning (PBL), Problems solving

Abstract

In our daily lives, people have to face various problems, both personal and social problems. Young people are considered to be an important role in the future. If there is no problem-solving process may cause unable to solve the problem effectively cause chronic problems that cannot be solved in the future. Therefore, training problems-solve for students considered to be important for national development. The purpose of this research was to develop learning activities by using problems-based learning on growth control and plant response for grade 11 students. The method of research was divided into 2 phases which were 1) The development of problems-based learning activities on growth control and plant response. 2) Study the results of the problems-based learnings on problem-solving of grade 11 students. The target group of phase 1 were 5 experts and phase 2 were grade 11 students of Kalasin Pittayasan School, 1^st Semester, academic year 2019, totally 35 students. The research instruments were 1) the 4 Problem-based learning activities for 12 hours. 2) 4 problem-solving assays, with IOC range 0.5 - 1.0, the discrimination between .49 - .51, and the reliability of .84. The statistics for data analysis were mean, standard deviation, and percentage.
The findings were; phase 1, the problems-based learning activities on growth control and plant response for grade 11 students were indicated at the highest level of suitable (mean = 4.60 – 5.00, standard deviation = 0.00 – 0.55). Phase 2, students’ problem-solving score of aspect 1 problem identify was 84.50 percent, aspect 2 problem analysis was 71.50 percent, aspect 3 solving method presentation was 68.50, and aspect 4 result examination was 55.50

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