Effect of Inquiry Approach Embedded with Peer Instruction on Light and Vision Concepts of Grade 11 Students
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Abstract
This research studies the result of inquiry embedded with peer instruction approach on 36 grade 11 students’ concepts of light and vision at Arunothai Wittayakom School, Chiang Mai. Most students are from different ethnics groups whose Thai is not used as first language. The research tools are; 1) 5 inquiry embedded with peer instruction lesson plans which were verified by several experts in the field, and 2) a light and vision concepts inventory which was validated to be acceptable. The learning engagement was done in the 2nd semester of 2017 academic year and lasted for 20 hours (4 weeks). The analysis of pre-post scores, considering the class average normalized gain (<g>), it indicates that the gain is 0.27 which means that the students’ light and vision concepts were only slightly improved. The engagement needed to be refined in detail for a better result, e.g., to improve teacher-students communication in the engagement with Thai language which seems to be the main obstacle for enhancing ethnic groups students’ concepts.
Article Details
บทความที่ได้รับการตีพิมพ์เป็นลิขสิทธิ์ของวารสาร สักทอง : วารสารมนุษยศาสตร์และสังคมศาสตร์ สถาบันวิจัยและพัฒนา มหาวิทยาลับราชภัฏกำแพงเพชร
ข้อคิดเห็นใดๆ ที่ปรากฎในวารสารเป็นวรรณกรรมของผู้เขียนโดยเฉพาะ ซึ่งมหาวิทยาลัยราชภัฏกำแพงเพชรและบรรณาธิการไม่จำเป็นต้องเห็นด้วย
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