Learning Outcomes of the Fourth-Year Pre-Service Teachers through Project-based Learning on Special Problems in Science

Main Article Content

Numphon Koocharoenpisal

Abstract

The purposes of this study were to study the learning outcomes of the fourth-year pre-service science teachers in subject of special problems in science through project-based learning and to study students’ opinion toward the learning. The sample group was one classroom of the fourth-year undergraduate students (30 students), Faculty of science, Srinakharinwirot University by using purposive sampling. The research tools consisted of 1) the lesson plans, 2) the student’s opinion questionnaire, and 3) the assessment forms of students’ learning outcomes. This study is classroom action research and a quasi-experimental research, which has one experimental group and used a classroom action research. Using formative assessments and authentic assessments to collect the data. The statistics used to analyze the quantitative data were mean, standard deviation, and percentage. The qualitative data was analyzed by the content analysis. The result indicated that the students’ learning outcomes, who studying the subject of special problems in science through project-based learning have the mean score at 89.76 % and their opinions toward project-based learning were at very good level ( = 4.37, S.D. = 0.39). The students have positive opinions toward the learning and they think that project-based learning help them develop knowledge and various learning skills.

Downloads

Download data is not yet available.

Article Details

Section
Research Article

References

Artin, S. & Netthanomsak,T. (2011). Project-based Learning in Curriculum Development Course for Five-Year Bachelor’s

Degree Students (In Thai). KKU Research Journal. 1(1): 1-16.

Audomphot, K., Pakdeewong, P., Pongpinyoopas, S. (2013). Effect of Project Approach Teaching on Knowledge Searching

Skill and Achievement Learning in Social Studies of Matthayom 6 Students (In Thai). Journal of Graduate

Studies in Northern Rajabhat University. 3(5): 43-54.

Dechakup, P., Yindeesuk, P., Meesee, R., (2005). Teaching to Think with Project (In Thai). Bangkok Chulalongkorn

University Press.

Doppelt, Y. (2003). Implementation and Assessment of Project-Based Learning in a Flexible Environment. International

Journal of Technology and Design Education. 13(3): 255-272.

Guzdial, M. (1998). Technological support for project-based learning. Association for Supervision and Curriculum

Development [On-line]. Available: http://ww.vnweb.hwwilsonweb.com/hww/login/jhtml

Khamanee, T. (2009). Pedagogy: Body of Knowledge for Managing the Effective Learning Process (In Thai).

Chulalongkorn University Press.

McCombs,B.L. & Whisler, J.S. (1997). The Learner Centered Classroom and School: Strategies for Increasing

Student Motivation and achievement. San Francisco: Jossey-Bass.

Meece, J. L. (2003). Applying Learner-Centered Principles to Middle School Education. Theory into Practice. 42(2):

-116.

Orlich, D. C. (1998). Teaching Strategies: A Guide to Better Instruction. 5th Edition. New York. Houghton Mifflin

Company.

Panich, V. (2012). Producing Graduates in the 21st Century (In Thai). Suranaree Journal of Social Science. 6(2): 129-152.

Pomkhun, P. (2013). Developing Teacher’s Abilities to Design and Create Educational Innovation Using Research-based

Learning. Journal of Education Studies. 41(3): 98-114.

Schneider, R. M., Krajcik, J., Marx, R., & Soloway, E. (2001). Performance of Student in Project-based Science Classrooms

on a National Measure of Science Achievement. Journal of Research in Science Teaching. 38(7): 821–842.

Sinlarat, P. (2014). The 21st Century Skills (In Thai). Bangkok: Dhurakit Pundit University. p. 34-35.

Stratford, S. J., Krajcik, J., & Soloway, E. (1998). Secondary Students’ Dynamic Modeling Processes: Analyzing, Reasoning

about, Project-based Learning Synthesizing, and Testing Models of Stream Ecosystems. Journal of Science

Education and Technology. 7(3): 215–234.

Taylor, M. & Burges. (1995). Orientation to Self-Directed Learning: Paradox or Paradigm?. Studies in Higher Education.

(1): 87-96.

The Institute for the Promotion of Teaching Science and Technology, (IPST). (2012). Measurement and Assessment

in Science (In Thai). Bangkok: Seeducaton.

Thomas, J.W. (2000). A Review of Research on Project-based Learning. [On-line]. Available: http://www.newtechnetwork.

org.590elmp01.blackmesh.com/sites/default/files/dr/pblresearch2.pdf