THE DEVELOPMENT OF FEACA MODEL TO ENHANCE STUDENTS’ CONCEPTUAL UNDERSTANDING, ANALYTICAL THINKING, AND APPLICATION OF KNOWLEDGE
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Abstract
The purpose of this study was to develop the science instructional model called FEACA Model for lower secondary school students in order to enhance students’ conceptual understanding, analytical thinking, and application of knowledge. This science instructional model emphasizing contextual approach consisted of 5 steps of learning, namely, focusing, exploring, analyzing, conceptual developing, and applying. This study was a quasi-experimental research with the pretest-posttest non-equivalent control group design. The research sample consisted of Mathayom Suksa 3 (Ninth Grade) students in two intact classrooms. One classroom was assigned as the experimental group to be taught with the FEACA Model while the other was assigned as the control group to be taught with the traditional instruction. The research instruments consisted of the learning unit, a conceptual understanding test, an analytical thinking test, and an application of knowledge test. The findings suggested that the experimental group students’ scores on conceptual understanding, analytical thinking, and application of knowledge were significantly higher than the control group students’ counterpart scores at the .01 and .05 levels.
Article Details
1. กองบรรณาธิการสงวนสิทธิ์ในการพิจารณาและตัดสินการตีพิมพ์บทความในวารสาร
2. บทความทุกเรื่องจะได้รับการตรวจสอบทางวิชาการโดยผู้ทรงคุณวุฒิ แต่ข้อความและเนื้อหาในบทความที่ตีพิมพ์เป็นความรับผิดชอบของผู้เขียนแต่เพียงผู้เดียว มิใช่ความคิดเห็นและความรับผิดชอบของมหาวิทยาลัยศรีปทุม
3. การคัดลอกอ้างอิงต้องดำเนินการตามการปฏิบัติในหมู่นักวิชาการโดยทั่วไป และสอดคล้องกับกฎหมายที่เกี่ยวข้อง
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