Flipped Classroom Learning Management to Promote Scientific Problem Solving and Satisfaction in Learning about Organ Systems in Our Body for Students in Grade 8

Abstract

The objectives of this research were 1) to promote scientific solutions on our organ systems. using the learning model in the classroom was reversed 70 percent of students in grade 2 pass the criteria 2) to study satisfaction to organize learning activities that promote solving scientific problems on our organ systems using the learning model in the classroom was reversed of Secondary School students, the sample group was 38 students in Prathom Suksa 2/2 at Borabue Wittayakarn School were obtained by selective selection. The tools used were 1) 4 inverted classroom learning management plans, lasting 12 hours; 2) 24 multiple-choice, 4-choice scientific problem-solving scales, with an accuracy (IOC) of 0.80-1.00. The difficulty ranged from 0.38-0.80, the discriminant power was between 0.20-0.80, and the confidence value was 0.87 and 3) the 21-item 5-level assessment questionnaire had an accuracy value (IOC) of 0.80-1.00, the classification power was between 0.20-0.62 and the confidence value was 0.80. The statistics used were percentage, mean and standard deviation.

            The results It was found that the learners who had inverted classroom learning to promote problem solving              in science in all three practical circuits. Before learning, the students had an average score of 70 percent in solving scientific problems in each step. Number of people 38 people However, after teaching with a reverse classroom model with a reverse classroom teaching to promote problem solving in all three circuits of science, it was found that the students had an increase in solving scientific problems, the score for science problem solving in the 3rd operating cycle was ( =7.42, S.D.=0.89) and pass 70 percent or more. And found that learners were satisfied with learning activities that promote solving scientific problems on our organ systems. By using the learning model in the classroom, all three aspects were reversed: 1learning activities, 2. media/equipment, and 3. measurement and evaluation. It was found that the learners were satisfied with the learning activities ( =4.26,S.D.=0.24) at the high level, 2. The media device ( =4.50,S.D.=0.29) at the highest level, and 3. In terms of measurement and evaluation (  = 4.60,S.D.=0.12) was at the highest level.