Proceedings of The 2nd International Conference of ...

Proceedings of The 2nd International Conference of Science Educators and Teachers (ISET 2014)

“Science Education for the 21st Century: Transforming Classrooms for The Next-Generation Learners”

July 16-18, 2014 Thailand

Proceedings of The 2nd International Conference of Science Educators and Teachers

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Introduction The International Conference of Science Educators and Teachers or ISET stems from a consensus of Thai science educators from all over the country to establishing a Science Education Association of Thailand or SEAT. The SEAT is expected to be an academic society among not only Thais but also the rest of the world’s science educators, science teachers, and people in science education related disciplines. Having an annual international conference in themes related to science education is a major purpose of SEAT. It is with great pleasure that we invite you to attend The 2nd International Conference of Science Educators and Teachers (ISET 2014) which will be held on 16-18 July 2014 at The Metropole Hotel, Phuket, Thailand. This conference will be organized by the Faculty of Education of Thaksin University in collaboration with the Institute for Promotion of Teaching Science and Technology (IPST), the Science Education Center of Srinakarinwirot University and the Faculty of Education of Khonkaen University. The theme of the conference is “Science Education for the 21st Century: Transforming Classrooms for The Next-Generation Learners” which will focus on how science educators and teachers can work together to construct a system that enhances students’ knowledge and skills for this century. As we know, we live in a fast-paced world and each new technological innovation propels the educational community into uncharted waters. Society and our students expect educators to chart those waters. We have the privilege of being the first to learn and, since responsibility goes hand in hand with privilege, we likewise have the responsibility to transform the 21st century classroom for our learners. The ISET 2014 conference aims to provide a platform for science educators, science teachers and policy-makers around the world to share their research-based knowledge and discuss together how to change the science classroom to be more consistent with the expectations of the economy and society of the 21st century.

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Conference Committees Organizer

Faculty of Education, Thaksin University

Co-Organizer

Science Education Center, Srinakharinwirot University Faculty of Education, Khon Kaen University Science Education Association (Thailand) The Institute for the Promotion of Teaching Science and Technology

Consultant committee

Kasem Suriyakant Assoc. Prof. Dr. Niran Chullasap Dr. Amonwan Werathummo Somnit Sukaphat

Thaksin University Thaksin University Thaksin University Thaksin University

Organizing Committee Thaksin University 1. Dr. Sittichai Wichaidit 2. Dr. Patcharee Rompayom Wichaidit 3. Dr. Singha Prasitpong 4. Dr.Suwarnnee Plianram 5. Dr. Kasame Premprayoon 6. Assoc. Prof. Dr. Niran Chullasap 7. Assist. Prof. Dr.Suntara Klanarong 8. Assist. Prof. Dr.Noppakao Naphatthalung 9. Dr. Amonwan Werathummo 10. Dr. Withawat Khattiyamarn 11. Dr. Suthasinee Boonyapitak 12. Dr. Nuanphan Wannasuthi 13. Dr.Matee Di-sawat 14. Supapon Pradabsaeng 15. Wanchalerm Pakdeesattayakul 16. Pattama Samnaknhod 17. Jongkonwan Phisitphunphorn 18. Uthai Sirickoon 19. Pimpisa Siriwat 20. Santapat Thongrueang 21. Chaowarat Sattayanurak 22. Pamika Sangkhorn Srinakharinwirot University 1. Assoc.Prof. Dr. Nason Phonphok 2. Dr. Chanyah Dahsah 3. Dr. Theerapong Sangpradit 4. Dr. Kamonwan Kanyaprasith 5. Dr. Chaninan Pruekpramool 6. Dr. Pinit Khumwong 7. Sasipipa Seetee 8. Siwaporn Lamainil 9. Papichraya Yendeesam 10. Ittipol Pothongkham 11. Thanyarat Chantarasena

Khon Kaen University 1. Assist. Prof. Dr. Maitree Inprasitha 2. Assist. Prof. Dr. Chokchai Yuenyong 3. Assoc. Prof. Dr. Kongsak Thathong 4. Assoc. Prof. Wimol Sumaranwanich 5. Assist. Prof. Dr. Paisan Suwannoi 6. Dr. Jiradawan Huntula Editorial Committee Assoc. Prof. Dr. Do-Yong Park College of Education Illinois State University Assoc. Prof. Dr. Hi-Lian Jeng National Taiwan University of Science and Technology Dr. Sittichai Wichaidit Department of Teaching Science and Mathematics, Faculty of Education, Thaksin University Dr. Patcharee Rompayom Wichaidit Department of Teaching Science and Mathematics, Faculty of Education, Thaksin University Dr. Singha Prasitpong Department of Teaching Science and Mathematics, Faculty of Education, Thaksin University


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Content

Special Keynote Paper Integrating Technology & Engineering into Science Education Prof. Dr. Edward M. Reeve School of Applied Sciences, Technology and Education at Utah State University Plenary Keynote Lecture Notes ............................................................................................. 1 Science as Inquiry: Partnership for Change in 21st Century Assoc. Dr. Aik-Ling TAN  National Institute of Education, Nanyang Technological University ........................................................................................... 1 From student performance in TIMSS to collaborative reflection with science teachers on science curriculum and assessment, and learning and teaching and of science Assoc. Dr. Alice Wong Siu Ling The University of Hong Kong ................................................................................................... 2 Towards assessment for and in 21st century classrooms Prof. Dr. Bronwen Cowie The University of Waikato......................................................................................................... 2 The Japanese and Western View of Nature- Beyond Cultural Incommensurability Assoc. Dr. Manabu Sumida Ehime University ....................................................................................................................... 3 Strategies and Applications of Mobile Technology-Supported Science Learning Prof. Dr. Gwo-Jen Hwang Graduate Institute of Digital Learning and Education National Taiwan University of Science and Technology, Taiwan ............................................ 3 Participants’ Papers The Effect of Teaching and Learning using Think-Pair-Share and Open-Ended Question on Topic “Photosynthesis” on Grade 11 Students’ Outcomes Yuwalack Thammatharanurak, Kongsak Thathong ................................................................ 4 Promoting 21st century skills: communication and collaboration skill in the science classroom on Cell and its component by Simulation Techniques Suwicha Srimongkhon, Phairoth Termtachatipongsa .................................................................................................... 13 Grade 6 Students Understanding of Nature of Science in Learning about Magnetic and Electric through Science Technology and Society (STS Approach) for Expliciting NOS Piched Suriyapen, Chokchai Yuenyong ................................................................................. 23 The Effect of Teaching and Learning by Science Technology and Society Approach (STS) and Open- ended Question on the Topic “Ecosystem” for Grade 9 Students Rungroj Roopsom, Kongsak Thathong ................................................................................... 36

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Grade sixth student’s problem solving ability and learning achievement in science topic on life and environment Using problem – based learning (PBL) and formative assessment Rachadaporn Singkibut, Phairoth Termtachatipongsa ........................................................... 47 Grade 6 students, learning achievement in problem solving ability and awareness in everyday life using Problem-Based Learning Chutima Jamrusnaew, Phairoth Termtachatipongsa ............................................................. 55 Ninth Grade Bhutanese Students’ Views of Nature of Science Pabi Maya Das, Chatree Faikhamta, Vittaya Punsuvon ......................................................... 64 Conceptual Change and the Relationship between Self-Concept and Conceptual Change on Genetics Inheritance of Grade 12 Students using Problem Solving Process Namfon Meesin, Phairoth Termtachatipongsa ...................................................................... 76 Grade 8 Students’ Understanding of Nature of Science (NOS) in Learning about Circulatory System through Inquiry Cycle Model (5Es) and Explicit NOS Akkarawat Srisawat, Wimol Sumranwanich ......................................................................... 86 The Conceptual Change on Gene, DNA, and Chromosome of Grade 12 Students using Problem-Centered Learning Model and Concept Mapping Prompiriya Muangkhan, Phairoth Termtachatipongsa ........................................................... 93 The Outcomes of Learning Management in 10th Grade Students in Topics of Solid Liquid and Gas Using Conceptual Change Strategies Sattra Prommadang, Sonchai Intachai, Suta Poosittisak ...................................................... 101 Scientific conception of grade 11 students on electrochemistry using conceptual change strategies Naruedon Bunchong, Suta Poosittisak ................................................................................. 109 Grade 9 Student’s Understanding of Nature of Science in Learning about Force and Motion through Science Technology and Society (STS) Approach for Explicit NOS Bubpha Promboot, Chokchai Yuenyong ............................................................................. 114 The Enhancement of Scientific Concepts’ Understanding on Flowering Plant Reproduction and Growth using 7E Learning Cycle and Concept Mapping Supichaya Kamonrut, Phairoth Termtachatipongsa ............................................................. 124 Developments of Grade 11 Students’ Mental Representations on Sound Wave through Predict – Observe – Explain (POE) Activity Sitthiphong Muangkot, Jiradawan Huntula .......................................................................... 135 How Does a Chemistry Learning Unit Using Multiple Levels of Representations Effect 7th Grade Students’ Understanding of Household Chemistry Concepts in Thailand. Patcharee R. Wichaidit .......................................................................................................... 144


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Grade 11 Students’ Conceptions in Chemical Equilibrium Chalong Mahiwan, Patcharee R. Wichaidit, Sittichai Wichaidit .......................................... 155 How Thai Students Use A Science Notebook to Develop Analytical Thinking: A Case Study from a Chemistry Class Jariyaporn Pomsook, Patcharee R. Wichaidit, Piyaporn Pasitkul ........................................ 163 Misconceptions about Force and Newton’s Laws of Motion: A Case Study of 11th Grade Students in Sing Buri Province Using Structured Interview Protocol Homrit, S. and Pruekpramool, C ........................................................................................... 172 A Construction Phase of Venus Model Suwit Khongpakdee, Marina Mani, Supagorn Katathikarnkul ............................................. 184 Exploring Beginning Chemistry Teachers’ Orientations to Teaching Science and Their Teaching Practices Surayot Supprakob, Chatree Faikhamta, Potjanart Suwanruji............................................... 193 Grade 11 Students’ Conceptual Status in Plant Response Mariam Tohpradoo, Sittichai Wichaidit, Noppakao Naphatthalung ................................... 206 The Effects of the 5E Instructional Model which Incorporated Metacognitive Thinking Process on Metacognitive Thinking Ability of the General Matter Topic for Mathayomsuksa 1 Students Duangporn Rakkaorung, Patcharee R. Wichaidit, Poonsuk Udom ....................................... 213 Understanding about Cells of Grade 10 Students Porkwan Rukduang, Sittichai Wichaidit, Noppakao Na-Phatthalung .................................. 220 Strengthen Cooperative Science Teachers’ Pedagogical Content Knowledge (PCK) through Co-supervision in Internship Placement. Siriwan Chatmaneerungcharoen ........................................................................................... 227 Learning Science from Toys: A Pathway to Successful Integrated STEM Teaching and Learning in Thai Middle Schools Raksapol Thananuwong ........................................................................................................ 249 A Study of Thai secondary teachers implementing project-based learning in science class Pattamaporn Pimthong, Suthida Chamrat, Sasithon Soparat ................................................. 259

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Special Keynote Paper Integrating Technology & Engineering into Science Education Edward M. Reeve, PhD Professor Utah State University School of Applied Sciences, Technology, and Education Technology and Engineering Education Logan, Utah, USA [email protected]

Introduction In the United States (U.S.) there is a national thrust for science, technology, engineering, and mathematics (STEM) education. The U.S.’s push for STEM education continues to grow and has become a national priority in education (The White House, 2009). Because of the need for STEM education, many, including national and state government organizations, business and industry, as well as those involved in some aspect of STEM education have created a host of new programs, activities, assessments, student competitions, and other initiatives. One notable initiative that has potential to impact the field of science education was the release of the Next Generation Science Standards (NGSS) in 2013. The NGSS state a “commitment to integrate engineering design into the structure of science education by raising engineering design to the same level as scientific inquiry when teaching science disciplines at all levels, from kindergarten to grade 12” (p. 1). This is an admirable commitment; however, for many science educators, teaching technology and engineering will be a challenge for them since most have not been trained in the areas of technology and engineering. For example, in a recent report by Horizon Research (2013) they noted that only six percent of middle school science teachers felt “well prepared” to teach engineering (e.g., nature of engineering and technology, design processes, analyzing and improving technological systems, interactions between technology and society). As science educators may be called to integrate technology and engineering into science education, many will need professional development on how to achieve this integration. This paper presents using the concept of “engineering design” as an effective way of helping to integrate technology and engineering into the science curriculum. To set the context for this process to happen, the author contends that science educators must have a good understanding of the components of STEM and the meaning of STEM Education. As science educators look to learn more about integrating technology and engineering into science educators, they are encouraged to seek help from professionals involved in technology and engineering education. In the U.S., the field of study known as “technology and engineering education” has a long history of delivering the “T & E” of STEM in general education. As a general education subject, technology and engineering education offers a wide variety of courses (e.g., manufacturing technology, foundations of technology, or introduction to design) to help students learn about and understand the technological world in which they live. Technology and engineering education promotes technological literacy and inquiry-based learning approaches (e.g., engineering design) to solve problems. The subject area utilizes realProceedings of The 2nd International Conference of Science Educators and Teachers

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world tools, materials, processes, and systems to offer students unique opportunities to apply numerous academic concepts through practical minds-on/hands-on applications that help give these academic concepts relevance. (ITEEA, n.d.). Content for the field is derived from the Standards for Technological Literacy: Content for the Study of Technology (ITEEA, 2000/2002/2007) that identifies a vision for developing a technologically literate citizenry. Divided into five major categories (i.e., The Nature of Technology, Technology and Society, Design, Abilities for a Technological World, and The Designed World), the “standards” provide an excellent resource for the teaching of engineering design and its related content and practices. The Components of STEM It is important for science educators to have a good understanding of the components of STEM to see how they relate and often complement one another. The recent report, STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research (National Academy of Engineering and National Research Council, 2014) provides good descriptions of each of the components of STEM (p. 14). Shown below are these descriptions. Science is the study of the natural world, including the laws of nature associated with physics, chemistry, and biology and the treatment or application of facts, principles, concepts, or conventions associated with these disciplines. Science is both a body of knowledge that has been accumulated over time and a process—scientific inquiry— that generates new knowledge. Knowledge from science informs the engineering design process. Technology, while not a discipline in the strictest sense, comprises the entire system of people and organizations, knowledge, processes, and devices that go into creating and operating technological artifacts, as well as the artifacts themselves. Throughout history, humans have created technology to satisfy their wants and needs. Much of modern technology is a product of science and engineering, and technological tools are used in both fields. Engineering is both a body of knowledge—about the design and creation of humanmade products—and a process for solving problems. This process is design under constraint. One constraint in engineering design is the laws of nature, or science. Other constraints include time, money, available materials, ergonomics, environmental regulations, manufacturability, and reparability. Engineering utilizes concepts in science and mathematics as well as technological tools. Mathematics is the study of patterns and relationships among quantities, numbers, and space. Unlike in science, where empirical evidence is sought to warrant or overthrow claims, claims in mathematics are warranted through logical arguments based on foundational assumptions. The logical arguments themselves are part of mathematics along with the claims. As in science, knowledge in mathematics continues to grow, but unlike in science, knowledge in mathematics is not overturned, unless the foundational assumptions are transformed. Specific conceptual categories of K–12 mathematics include numbers and arithmetic, algebra, functions, geometry, and statistics and probability. Mathematics is used in science, engineering, and technology.

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To briefly summarize, the components of STEM can be defined as follows.    

Science: Study of the Natural World. Technology: Changing the Natural World to Meet Human Needs and Wants. Engineering: Applying Math and Science to create Technology. Mathematics: Numbers and Patterns that tie Science, Technology & Engineering together.

STEM Education The terms STEM and STEM Education are terms seen almost daily in the news. However, there is no one clear definition of STEM Education. For purposes of this paper, STEM Education will be defined as follows: STEM Education is a belief that promotes the teaching of STEM concepts, principles, and techniques in an integrated approach. The need for STEM Education today is based on many factors, often centering on a nation’s ability to be able to compete in a global economy. The following are three major factors the author believes why STEM Education is needed today: 1. Globalization: We are all connected and competing in a global society. 2. Innovation: Most innovations involve using STEM in their development. 3. World Problems: STEM professional will be needed to solve many of the world’s problems (e.g., clean drinking water, food security, global warming, etc.) The term STEM Education is applied in many different contexts. It can be used to identify individual subjects, a standalone course, a sequence of courses, activities involving any of the four areas, a STEM-related course, or an interconnected or integrated program of study (California Department of Education, 2014). Today, many supporters of STEM Education are advocating for the development of integrated STEM programs. If developed and delivered properly, a good integrated STEM education program integrates the concepts of STEM in an interdisciplinary teaching approach, applying equal attention to the standards and objectives of two or more of the STEM disciplines (National Academy of Engineering and National Research Council, 2014). Furthermore, a well-developed STEM curriculum promotes hands-on problem solving, creativity, innovation; learning about how STEM impacts and shapes our lives; and promotes interest in STEM careers. STEM Thinking The author contends that integrating “T & E” into science begins with STEM Thinking that can be defined as: Purposely thinking about how STEM concepts, principles, and practices are connected to most of the products and systems we use in our daily lives. Too often STEM professionals only focus on the concepts, principles, and practices associated with their own disciplines. STEM thinking encourages learning more about the


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other STEM disciplines outside the professional’s expertise, since many STEM concepts (e.g., force and pressure), principles, and practices (e.g., engineering design) cut across all of the STEM areas. Instructors can teach students to become STEM Thinkers by taking a simple product, process, or system and purposely showing students how it is connected to STEM. Inquiry-Based Learning & Engineering Design Inquiry-based learning approaches present students with questions, situations, or problems that require students to investigate the situation and seek a solution to the problem or challenge presented. Important to science is inquiry-based learning and scientific investigations (e.g., using the scientific method to solve a science problem). In technology and engineering, “engineering design” is a popular problem solving approach. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC, 2012) does a very good job of noting how engineering and science differ and how they are similar (pp. 46-53). They also consider the following eight practices to be essential elements of the K-12 science and engineering curriculum (p. 49): 1. 2. 3. 4. 5. 6. 7. 8.

Asking questions (for science) and defining problems (for engineering). Developing and using models. Planning and carrying out investigations. Analyzing and interpreting data. Using mathematics and computational thinking. Constructing explanations (for science) and designing solutions (for engineering). Engaging in argument from evidence. Obtaining, evaluating, and communicating information.

Engineering design is a multi-step problem solving approach, and there are many variations of this design process, but most of them are similar in nature and often contain the following steps (Science Buddies, n.d., NASA, 2008): 1. 2. 3. 4. 5. 6. 7.

Identify the problem or need. Do background research. Brainstorm solutions - Consider criteria and constraints. Choose the best solution. Build a model or prototype. Test, evaluate, and redesign as necessary. Communicate results.

Integrating Technology and Engineering in Science Education – Engineering Design In science education, instructors are adept at developing and using activities that promote scientific inquiry. This paper contends that those in science education use both scientific inquiry and engineering design in their programs. Using engineering design helps to integrate technology and engineering concepts, principles, and practices into science education. It is recommended that instructors work to develop and use activities that require students to use both scientific inquiry and engineering design together. These types of activities help to show students how the processes are similar and different, especially as science often

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seeks to find “one correct answer” (e.g., At what temperature does water boil at sea level?) while technology and engineering often seek multiple solutions to a problem or need (e.g., What is the safest and best method to transport boiling over a short distance?). In technology and engineering education, instructors often develop “engineering design challenges” that require students to apply the engineering design process and science educators are encouraged to do the same. An engineering design challenge can be used to present students with a technological need or engineering problem that needs to be solved. Along with the problem or need, the instructor may specify criteria and constraints that must be followed, the resources available to solve the problem, and how the solution will be evaluated. Shown below is an example of a simple engineering design challenge: Engineering Design Challenge 1. Context/Situation: Heavy rains have flooded the street. 2. Challenge: Develop a safe way to transport (float) a 5 kg bag of rice across the street (5 meters wide). 3. Criteria & Constraints: Rice must stay dry and float must be easy to maneuver. 4. Resources: Commonly disposed of food and beverage containers. 5. Evaluation: Rice is dry and floated completely across the street. When developing lessons that help integrate technology and engineering into science education, science educators should strive to develop lessons that (Jolly, 2014):      

Focus on real-world issues & problems. Are guided by the engineering design process and scientific inquiry. Immerse students in hands-on inquiry & open-ended exploration. Involve students in productive teamwork. Apply the STEM content that students are learning. Allow for multiple right answers & failure (learning from mistakes).

Conclusion Integrating technology and engineering into science education can be accomplished by science instructors who (1) Have a good understanding of the components of STEM and STEM Education, (2) Become STEM Thinkers who understand how STEM is connected, (3) Understand the engineering design process, and (4) Develop lessons, activities, and experiences that require students to use scientific inquiry and engineering design.


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References California Department of Education (2014). Science, Technology, Engineering, & Mathematics. Retrieved from: http://www.cde.ca.gov/pd/ca/sc/stemintrod.asp Horizon Research (2013). 2012 National Survey of Science and Mathematical Education of Status of Middle School Science, Retrieved from: http://www.horizonresearch.com/2012nssme/wp-content/uploads/2013/09/2012-NSSME-Status-ofMiddle-School-Science.pdf International Technology and Engineering Educators Education Association (ITEEA) (2000/2002/2007). Standards for technological literacy: Content for the study of technology. Reston, VA: Author. Available at: http://www.iteaconnect.org/TAA/PDFs/xstnd.pdf International Technology and Engineering Educators Education Association (ITEEA) (n.d.). This we believe. Retrieved from:http://www.iteaconnect.org/AboutITEEA/ ThisWeBelieve.pdf Jolly, A. (2014, June 17). Six Characteristics of a Great STEM Lesson. Education Week Teacher. Retrieved from: http://www.edweek.org/tm/articles /2014/06/17/ctq_jolly_stem.html?tkn=YRPDL%2FiKldtotr3xiN4RmVNSiV%2F7Mr uxcSfv&print=1 NASA (2008, February 7). Engineering Design Process. Retrieved from: http://www.nasa. gov/audience/foreducators/plantgrowth/reference/Eng_Design_5-12.html National Academy of Engineering and National Research Council (2014). STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. Washington, DC: The National Academies Press. Available at: http://www.nap.edu/catalog.php?record _id=18612 National Research Council (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press. Available at: http://www.nap.edu/catalog.php?record_id=13165# Next Generation Science Standards – NGSS (2013). APPENDIX I – Engineering Design in the NGSS. Available at: http://www.nextgenscience.org/sites/ngss/ files/Appendix%20I%20-%20Engineering%20Design%20in%20NGSS%20%20FINAL_V2.pdf Science Buddies (n.d.). The Engineering Design Process. Retrieved from: http://www.sciencebuddies.org/engineering-design-process/engineering-designprocess-steps.shtml The White House. (November 23, 2009). President Obama Launches "Educate to Innovate" Campaign for Excellence in Science, Technology, Engineering & Math (STEM) Education.” Retrieved from: http://www.whitehouse.gov/the-press-office/presidentobama-launches-educate-innovate-campaign-excellence-science-technology-en

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Plenary Keynote Lecture Notes Science as Inquiry: Partnership for Change in 21st Century Aik-Ling TAN  National Institute of Education, Nanyang Technological University In the face of economic, environmental, and social challenges, education is even more critical today than ever before. There is a call for education to nurture productive contributors to society who can ‘quickly learn the core content of a field of knowledge while also mastering a broad portfolio of essentials in learning, innovation, technology, and careers skills needed for work and life’ (Trilling & Fadel, 2009, p. 16). Thus, students are expected to develop competencies such as collaboration, communication, ICT literacy, social and cultural awareness, creativity, critical thinking, and problem-solving for new challenges in the 21st century (Voogt & Roblin, 2012). To meet the challenges brought by the innovation of science and technology, the contemporary science education reforms focus on raising scientifically literate citizens, who should not only understand how science works and what it can do for them, but can also play an active role in making decisions and engaging in debates concerning socio-scientific issues (Dillon, 2009; Laugksch, 2000; Roth & Calabrese Barton, 2004). It has been argued that the fundamental sense of scientific literacy involves a variety of abilities and strategies for comprehending, interpreting, analyzing, and critiquing science texts (Norris & Phillips, 2003). These abilities and strategies, according to Yore (2012), deal ‘with human learning and construction of understanding focused on doing, epistemological practices, and knowledge about and executive control of inquiry, design, problem solving, troubleshooting, and argumentation’ (p. 12). More specifically, reasoning is considered as the heart of all of science (Norris & Phillips, 2003). In order to nurture scientifically literate citizens for the 21st century, science education should involve students in authentic experiences of inquiry-based learning to develop an epistemic and conceptual understanding of real-world phenomenon, skills for conducting scientific investigations, and abilities for problem solving (Anderson, 2002; Crawford, 2000; Minner, Levy, & Century, 2010). In other words, scientific inquiry ‘requires identification of assumptions, use of critical and logical thinking, and consideration of alternative explanations’ (NRC, 1996, p. 23). In this regard, learning science as inquiry can be considered as learning the process of science through higher-order thinking rather than simply recalling elements of atomized knowledge. Moreover, the understanding of inquiry reflects the philosophical nature of nature of science (NOS), which highlights the dynamic perspectives of knowledge and enterprises of science itself, that is, ‘science as a human endeavour, directed by theory and culture, reliant on empirical observation, and subject to change’ (Schwartz, Lederman, & Crawford, 2004, p. 612). The call for teachers to practice science as inquiry in their classrooms is not without its challenges. Researches by science educators revealed that the implementation of inquiry- based approaches has been a daily struggle for science teachers (Crawford, 2007). Difficulties of practising science as inquiry in elementary science classrooms include external factors (constraints with time, curricular demands, students’ abilities and classroom structure) and internal factors (lack of knowledge, beliefs, and attitudes) (Chin, Goh, Chia, Lee, & Soh, 1994; Lee, Tan, Goh, Chia, Chin, 2000; Yoon & Kim, 2010). Many elementary science teachers lack the necessary background knowledge and experiences to teach science, and thus lack the confidence in teaching the subject (Appleton, 2002; Howitt, 2007; Palmer, 2006). Even for science teachers with science background knowledge, the implementation of science as inquiry is challenging due to the lack of administrative support (Zion, Cohen, & Amir, 2007), conflicts between personal experiences and beliefs in scientific inquiry (Crawford, 2007), and Proceedings of The 2nd International Conference of Science Educators and Teachers

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cultural and institutional expectations of the responsibilities of science teachers (Kim & Tan, 2011). Another fundamental hurdle in enacting science as inquiry in elementary science classrooms is that the inquiry approach is perceived to be very demanding. As science is not a priority subject for elementary school teachers (Appleton & Kindt, 1999), they struggle to find a balance among various subject areas and so from their perspective, the inquiry approach may not seem to be the most efficient way to teach science (Mulholland & Wallace, 2003). In this talk, I will discuss my research into the practice of science as inquiry in elementary science classrooms in Singapore. Cognizant of the various challenges and issues raised by science education research into inquiry, I focus on the issues faced by teachers in Singapore elementary science classrooms as they enact inquiry and also how students perceive science learning and science in their interaction with their teachers. I will discuss issues such as subjective norms, teachers’ self-efficacies and sense of control in determining if they will carry out science as inquiry. In the light of teachers’ enactment of science as inquiry, students’ ideas about science – conducting hands-on investigations, completing workbooks, being wellbehaved to listen to the teacher, engaging in discussions with others and connection to real-life examples are discussed. From student performance in TIMSS to collaborative reflection with science teachers on science curriculum and assessment, and learning and teaching and of science. Alice Wong Siu Ling The University of Hong Kong Hong Kong has participated in the Trends in International Mathematics and Science Study (TIMSS) since 1995. The team of science teacher educators at the University of Hong Kong have been turning the heaps of data accumulated over 20 years into a series of research and teacher professional development (TPD) projects. The first one aimed at identifying our students’ performance in similar items across the first three cycles of TIMSS. Likely factors in the general education policies and curriculum reforms that might have paved way to the significant improvement in our students’ performance in TIMSS 2003 were identified. Science teachers were invited to suggest possible weaknesses in learning and teaching that Hong Kong students underperformed as compared to the international counterparts. The second project aimed at developing assessment literacy among teachers in Hong Kong. In the TPD workshops, we identified with teachers the features of TIMSS items that contributed to their validity. The way that teachers improved in assessment literacy as exemplified by the assessment items they set. Currently we are working on the third project which aims at enhancing the teaching and learning on basic properties of matter and simple particle theory an area that our students consistently show weak performance in all the five cycles of TIMSS. We have just started intensive lesson observations in the classrooms of the participating schools. This project will last until Feb 2015. Some interesting findings will be reported in presentation. Towards assessment for and in 21st century classrooms Bronwen Cowie The University of Waikato Assessment influences how teachers teach and what and how students learn. While the most visible form of assessment is summative, formative assessment has gained prominence in

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policy and practice as an effective strategy for enhancing learning. The goal of formative assessment is to generate and use information on what and how students are learning to ensure teacher and student decisions about the next steps in teaching and learning are better or better founded than they would be in the absence of such information. Research has shown that that teachers using formative assessment approaches and techniques are better able to build on diverse students’ strengths and interests and to address diverse students’ learning needs. Ideally when students participate with teachers, and peers in formative assessment they learn how to assess and progress their own learning, developing learning to learn skills. In theory the principles of formative assessment may be applied at every level of the education system and used to identify areas for improvement and to promote constructive evidence-informed action by all stakeholders -policy makers, school, teachers, students and their parents. This paper sets out some approaches to formative assessment that have proved successful in New Zealand primary and lower secondary schools in the context of the demands of a 21st century curriculum. It concludes with consideration of future possibilities for assessment in light of curriculum and technological developments. The Japanese and Western View of Nature- Beyond Cultural Incommensurability Manabu Sumida Ehime University This presentation focuses on differences in cognition as influenced by different languageculture (L-C) communities and worldviews and on the notion of the mode of science education. Practices of Environment in a Japanese kindergarten are introduced, and the incommensurability between Japanese view and scientific view of nature is summarized. The presenter will discuss on how Japanese L-C activities on nature could be incorporated into science and multiple learning in enriched ways. Strategies and Applications of Mobile Technology-Supported Science Learning Gwo-Jen Hwang Graduate Institute of Digital Learning and Education National Taiwan University of Science and Technology, Taiwan In recent years, the advance of wireless communication, sensing and mobile technologies has provided unprecedented opportunities to implement new learning strategies by integrating real-world learning environments and the resources of the digital world. With the help of these new technologies, individual students are able to learn in real situations with access to the digital resources via mobile devices and wireless communications. Moreover, the learning system is able to detect the real-world location of the students and provide learning supports in the right place and at the right time. Such a new technology-enhanced learning model has attracted the attentions of researchers from both the fields of computer science and educational technology. It not only supports learners with an alternative way to deal with problems in the real world, but also enables the learning system to more actively interact with the learners. In this invited talk, various strategies of conducting in-field mobile learning activities in science courses are demonstrated; moreover, several issues concerning this innovative approach, including the development of learning contents and systems, the design of learning activities, and the investigation of learning perceptions and achievements, are presented. Proceedings of The 2nd International Conference of Science Educators and Teachers

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The Effect of Teaching and Learning using Think-Pair-Share and Open-Ended Question on Topic “Photosynthesis” on Grade 11 Students’ Outcomes Yuwalack Thammatharanurak1 Kongsak Thathong2 Abstract The purposes of this research were to study 1) the impacts of the Think-Pair-Share strategy of cooperative learning coupled with open-ended questions lesson plans in the area of “Photosynthesis” on students’ analytical thinking and synthetic thinking abilities, 2) students’ learning achievement and 3) the quality of students’ tasks. The participants were 36 Grade 11 students who were enrolled in the 2nd semester of the academic year 2013 of Udom-aksorn Pittayakom School, Amphur Napho, Buriram Province under the jurisdiction of the Secondary Educational Service Office Area 32. The One-Shot Case Study of the preexperimental design was employed in this study. The research instruments were 1) seven lesson plans using the Think-Pair-Share strategy of cooperative learning coupled with openended on the topic of “Photosynthesis” , 2) 10 two-tier test items, 3) 30 multiple-choice test items of students’ learning achievement on “Photosynthesis”, and 4) students’ tasks assessment criteria. The two–tier and achievement tests were analyzed by calculating means, percentage, and standard deviations. The students’ tasks were assessed by the scoring rubric criteria. The results revealed that 1) the average scores of students’ analytical thinking and synthetic thinking were 7.83 (a high level) and 14.94 (a high level), respectively; 2) students’ learning achievement average score was 24.02 (80.08% of total score) which was higher than the criterion score of 21 (70% of total score). The percentage of students who passed the criterion score was 8 8 . 8 8 which was higher than a criterion percentage of 70; and 3) an average quality of students’ tasks was 2.81 (93.67% of total score) which was assessed at a very good level. Keyword: Analytical thinking, Synthetic thinking, Student tasks Master student, Program in Curriculum and Instruction, Graduate School, Khon Kaen University, Thailand, email: [email protected]

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Assoc. Prof. in Science Education Program, Faculty of Education, Khon Kaen University, Thailand, 40002

Introduction Science plays an essentially pivotal role in present society and the future because it concerns everyone both in daily life and career. Science also involves technologies, instruments, equipments, and various products for humankind have used to facilitate life and work. All these benefits derived from our scientific knowledge together with creativity and other disciplines. Science enables us to develop our process skills in logical, creative, analytical and critical thinking. It also enables us to obtain essential investigative skills for seeking knowledge and allows the ability for systematic problem-solving, and for verifiable decision-making based on diverse data and evidences. Science is a matter of learning about nature by humankind using a process of observation, investigation, and experiment about natural phenomena and implementation the results to organize as system, principles, concepts and theories therefore teaching-learning of science focuses on students learning and seeking knowledge on their own (The Ministry of Education, 2008).

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In management of learning, teacher must encourage learner to develop naturally and full potentiality. The learner-centered approach is therefore strongly advocated, based on the conviction that all are capable of learning and self-development to their highest potentiality. A learner-centered approach means that teachers must help and facilitate the learners to become participated in the teaching-learning activity (The Ministry of Education, 2008). Learner-center teaching methods are teaching and learning activities that students have more chances to participate in the activities. They can participate in many aspects such as body, emotion, social and cognition. Teachers have to create active learning activities that suit to knowledge, ability and interest of students. Then, let they learn on their own (Kammanee, 1999 ; Sintuwong, 2002). Although research findings of many educators on the development of learning achievement and thinking skills indicated that students’ learning achievement and thinking skills are improved to pass the specified criterion and to meet the requirements. But in fact, the actual students’ outcomes of learning achievement and thinking skills are not consistent with the research findings. This contradiction can be seen from the results of an evaluation study of Thailand both national and international assessment. In 2011, the results of assessment of TIMSS (Trends in International Mathematics and Science Study) with 6,124 students of 172 schools from 45 countries and 14 states indicated that Thai students’ mean score of science was 472. Mean score of Thai students was ranked 29th and were assessed at low level (IPST, 2011). In addition, the results of scientific literacy for 15-year-old students assessed by Programme for International Student Assessment (PISA) illustrated that a mean score of 425 of Thai student performance in scientific literacy was statistically significantly below the Organization for Economic Co-operation and Development (OECD) average (500). Mean score of Thai students was ranked 49th from 65 countries with Asian students from China, Singapore, and Hong Kong were rank 1-3, respectively. These students’ scores were higher than students’ scores from European countries and United States of America (The Institute for the Promotion of Teaching Science and Technology, 2011). As a teacher who teaches biology therefore researcher is interested in helping students to develop and improve learning achievement and thinking skills in terms of analytical thinking and synthetic thinking abilities. From reviewing literature and studying related research findings, it was found that cooperative learning encourages active learning and helps students to understand the issues thoroughly. Therefore, the information about the topic is retained better on students’ brain (Slavin, 1991; Johnson et. al, 1994; Kagan, 1994; Johnson and Johnson, 1994; Johnson et. al, 1994; Schul, 2011). Cooperative learning refers to any classroom learning situation in which students of all levels of performance are required to work together in structured groups to achieve goals which they could not achieve individually (Slavin, 1991; Johnson et. al, 1994; Kagan, 1994; Johnson and Johnson, 1994; Johnson et. al, 1994; Schul, 2011). According to Johnson et. al (1994), "Cooperative learning is the instructional use of small groups through which students work together to maximize their own and each other learning." Instead of working as individuals in competition with other individual in the classrooms, students are given an opportunity to be responsible of creating a learning community of their own for actively participating in learning. Cooperative learning is important because this allow students to learn from each other. It encourages students to discuss and come up with better findings or solution. There are a great number of cooperative learning techniques. Among the easy to implement structures are Think-Pair-Share, Think-Pair-Write, Three-Step Interview, Roundtable, Numbered Heads Together, Pairs Check, and Send a Problem (Lyman, 1981; Proceedings of The 2nd International Conference of Science Educators and Teachers

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Kagan, 1994; Schul, 2011). The Jigsaw, Jigsaw II and Reverse Jigsaw are well-known cooperative learning techniques (Slavin, 1991; Schul, 2011). The selection of a particular model or design is depended on the desired outcomes for instruction, the subject area, and the social skills of the students. The Think-Pair-Share strategy is cooperative learning technique that encourages individual participation in learning activities by thinking through questions is helpful in stimulating and elaborating students’ thought. For this strategy, students are required to study a topic or posed question and think independently to form ideas on their own. Later, students are grouped in pairs to discuss their thoughts. Then, pairs of students share ideas with a whole class by present ideas with the support of a partner. This technique is useful in helping the students develop understanding of their own concepts and students’ ideas become more refined and more elaborated through talk. Think-Pair-Share is a cooperative learning strategy that can promote and support higher level thinking. This learning strategy is consistent with the principle of learning that learning will occur effectively when students are serious in doing activity, receiving feedback, and fixing the error about learning. In addition, openended questions encourage and motivate students to think and solve problems because it is non-routine question to apply knowledge, principles, and theories. The aforementioned good points of the Think-Pair-Share strategy of cooperative learning and open-ended question, researcher is interested in studying the impacts of teaching and learning using the Think-Pair-Share coupled with open-ended question in the area of “Photosynthesis” on students’ analytical thinking and synthetic thinking abilities, students’ learning achievement, and quality of students’ task for Grade 11 students of Udom-aksorn Pittayakom School, Amphur Napho, Buriram Province. Research purposes The purposed of this research were: 1. To study the abilities in analytical thinking and synthetic thinking of students on a topic of “Photosynthesis” using Think-Pair-Share strategy of cooperative learning technique coupled with open-ended questions; 2. To study the learning achievement of students on a topic of Photosynthesis using Think-Pair-Share strategy of cooperative learning technique coupled with open-ended questions; and 3. To study the quality of students’ tasks on a topic of Photosynthesis using ThinkPair-Share strategy of cooperative learning technique coupled with open-ended question. Research methodology 1. Research design The One-Shot Case Study of the pre-experimental design was employed. It is only one group posttest design. 2. The participants The participants were selected using purposive sampling technique consisted of 36 Grade 11 students who were enrolled in the 2nd semester of the academic year 2013 of Udomaksorn Pittayakom School, Amphur Napho, Buriram Province under the jurisdiction of the Secondary Educational Service Office 32.

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3. Operational definition 1) Learning activity “Think-Pair-Share” refers to activity which requires students to think through questions using 3 steps: (1) Think: Students review content subject or topic of “Photosynthesis” and think independently trying to find answers and form ideas of their own about the situational questions or given case study, (2) Pair: Students are group in pairs to discuss and exchange ideas or thoughts by on what they have studied by telling their own thoughts or answers to a hearing of two people to reach its agreement of conclusion and corporately doing exercise, (3) Share: A pair of students shares their ideas and answers to the students in the whole class for verifying the correct answer. 2) Open-ended Questions refer to questions or open situation constructed by the researcher for the students to apply knowledge, principles and theories in answering questions or solving problems or situations. Open-ended question is non-routine unstructured question in which possible answers are not suggested so it stimulates students’ thought for a variety of answers to question, and the student answers it in his or her own words. Such questions usually begin with a how, what, and why but in this study open-ended questions were asked in a form of open situation. In this study, the open-ended questions must follow and ask after the students gained knowledge, principles, and theories so the students will be able to deal with the open-ended questions in working of assigned tasks. 3 ) Analytical Thinking refers to a way of the learner uses scenario analysis process about “Photosynthesis” constructed by the researcher using principles and theories to classify analysis of elements, analysis of relationships, and analysis of organizational principles in consideration of selection of answers (Chareonwonsak, 2003). 4) Synthetic Thinking refers to a way of the learner write for providing explanation to support the justification of his or her selected choice of scenarios about “Photosynthesis” constructed by the researcher using ability in retrieving and combining or weaving under the new scheme appropriately according to the specified objectives (Chareonwonsak, 2003). The student tasks were assessed and scored using the scoring rubric criteria. 4. Research instruments 4.1 Instruments used in the experiment were seven lesson plans using the ThinkPair-Share strategy of cooperative learning coupled with open-ended on the topic of “Photosynthesis”. Times allocation for this experiment was 18 hours. 4.2 Instruments used to collect data 1) 10 two-tier test items constructed by the researcher for assessing of analytical thinking and synthetic thinking of students in a topic of “Photosynthesis”, which were designed to measure level of understanding among students concerning the subject of “Photosynthesis” and to identify their ways of thinking and rationale. This two-tier test composed a multiple choice content question in the first tie with free response answers in the second tier which the students had to explain the reason for their answers chosen in the first tier . 2) 30 multiple-choice test items of learning achievement test on “Photosynthesis”. 3) The students' tasks assessment criteria adapted from the scoring rubric criteria of project evaluation of the Institute for the Promotion of Teaching Science and Technology. Proceedings of The 2nd International Conference of Science Educators and Teachers

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5. Data collection 1) Class orientation for learning subject matter content and activity on “Photosynthesis”. Researcher presented how to participate in Think-Pair-Share strategy in cooperative learning technique coupled with open-ended question. Researcher informed students about learning objectives and encouraged them to ask questions if they doubted and needed clarity such as asking about subject content or learning objectives for understanding and readiness to learn. 2) Researcher organized learning activities according to provision of learning lesson plans of the Think-Pair-Share strategy in cooperative learning technique for students to learn the material on the topic. Once students had or acquired a basic knowledge of theories and principles, open-ended questions were used at the end of the lesson plans # 3, #5, #6 and #7. 3) The students were required to write and to do assigned tasks gained from doing of activities for answering the open-ended questions to assess students’ outcomes and could be used in the analysis phase. 4) After finishing implementation of the provision learning lesson plans, students were assessed for their thinking abilities using 10 two-tier test items within 60 minutes. 5) After finishing implementation of the provision learning lesson plans, students were assessed for their understanding of the subject matter using 30 multiple-choice test items for assessing learning achievement within 60 minutes. 6. Data analysis 6.1 Compute mean ( X ), frequency, and standard deviation (S.D) for a two-tier test with guidelines in data analysis. 1 ) The first tier of a test used to measure ability in analytical thinking was a multiple-choice test items with 4 options. In scoring test item, 1 for correct answer and 0 for wrong answer. Set the interpretation criteria for total and mean scores as follow. Highest level = 8.51-10.00, High level = 6.51-8.50, Moderate level = 4.51-6.50, Low level = 2.51-4.50, Lowest level = 1.00-2. 50 2 ) The second tier test items used to measure synthetic thinking with a total score of 20. It was a free response section in which the students had to explain the scientific reason for their answers chosen in the first tier. The scoring rubric was used to score this supply type answers based on a model of answers as follow.  2 for correct answers according to comprehensive content matter and theories at the most.  1 for correct answer according to comprehensive content matter and theories.  0 for incorrect answer according to the content and theory. Set the interpretation criteria for total and mean scores as follow. Highest level = 16.51-20.00, High level = 12.51-16.50 , Moderate level = 8.51-12.50, Low level = 4.51-8.50, Lowest level = 1.00-4.50 6.2 In assessing students’ tasks, researcher constructed an analytical rubric scoring adapted from the scoring rubric criteria of project evaluation of the Institute for the Promotion of Teaching Science and Technology. An analytical rubric scoring composed 5 elements: 1) Identification of title, 2) procedural action, 3) presentation, 4) conclusions and suggestions, and 5) creativity. Each element had quality scores ranging from 1-3 points. Each element had quality scores ranging from 1-3 points. Set the interpretation criteria for

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total and mean scores as follow. 2.51-3.00 = Very good quality, 1.51-2.5 0 = Good quality, 1.00-1.50 = Fair quality 6.3 In scoring test item of learning achievement, 1 for correct answer and 0 for wrong answer. Compute mean ( X ), percentage of total score, standard deviation, frequency, and percentage of students who passed the criterion score. The criterion score was 21 or 70% of total score and there were at least 70% of the students’ mean score should be higher than a score of 21. This criterion percentage was 70/70. Results 1) Result of analytical thinking and synthetic thinking Table 1 : Data analysis score, mean ( X ) and standard deviation (S.D) Students Number 36 36

Total score 10 20

Analytical thinking S.D. Level X 7.83 1.71 high -

Synthetic thinking S.D. Level 14.94 2.90 high X

After learned by the Think-Pair-Share strategy in cooperative learning technique coupled with open-ended question, an average score of 36 students’ analytical thinking was 7.83 with a total score of 10 and was assessed at a high level, and after learned by the ThinkPair-Share strategy in cooperative learning technique coupled with open-ended question, an average score of 36 students’ synthetic thinking was 14.94 with a total score of 20 and was assessed at a high level. 2) Quality of students’ tasks Table 2 : Quality of students’ tasks assessed by 5 experts Tasks 1 2 3 4 X

Level

1 2.88 2.84 2.96 3.00 2.92 Very good

2 2.80 2.92 2.92 2.92 2.89 Very good

Group 3 4 2.92 2.76 2.96 2.64 2.64 2.76 2.84 2.72 2.84 2.72 Very Very good good

5 2.68 2.76 2.92 2.80 2.79 Very good

6 2.72 2.72 2.68 2.80 2.73 Very good

X

Level

2.79 2.80 2.81 2.84 2.81 Very good

Very good Very good Very good Very good Very good Very good

Quality of students’ tasks assessed by 5 experts revealed that average score was 2.81 and was assessed at very good level. 3) Learning achievement on Photosynthesis Table 3 : Data analysis score, mean ( X ) and standard deviation (S.D) Student number

Total score

X

S.D.

%

36

30

24.02

2.17

80.08

70% of total score 32

percentag e 88.88

After learned by the Think-Pair-Share strategy in cooperative learning technique coupled with open-ended question, an average score of 36 students’ learning achievement was 24.02 (80.08% of total score of 30) which was higher than the criterion score of 21 (70% of total score). The percentage of students (32 out of 36) who passed the criterion score was 88.88 and was higher than a criterion percentage of 70. Proceedings of The 2nd International Conference of Science Educators and Teachers

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Conclusions and discussions 1. Conclusions 1) Result of analytical thinking After learned by the Think-Pair-Share strategy in cooperative learning technique coupled with open-ended question, an average score of 36 students’ analytical thinking was 7.83 with a total score of 10 and was assessed at a high level. 2) Result of synthetic thinking After learned by the Think-Pair-Share strategy in cooperative learning technique coupled with open-ended question, an average score of 36 students’ synthetic thinking was 14.94 with a total score of 20 and was assessed at a high level. 3) Learning achievement on Photosynthesis After learned by the Think-Pair-Share strategy in cooperative learning technique coupled with open-ended question, an average score of 36 students’ learning achievement was 24.02 (8 0 . 0 8 % of total score of 30) which was higher than the criterion score of 21 (70% of total score). The percentage of students (32 out of 36) who passed the criterion score was 88.88 and was higher than a criterion percentage of 70. 4) Quality of students’ tasks Quality of students’ tasks assessed by 5 experts revealed that average score was 2.81 and was assessed at very good level. 2. Discussions 1) Analytical thinking, synthetic thinking, and quality of students’ tasks Results of analytical thinking and synthetic thinking after taught by researcher using the Think-Pair-Share strategy in cooperative learning technique coupled with openended question and assessed by 10 two-tier test items on “Photosynthesis” revealed that the average scores of students’ analytical thinking and synthetic thinking were 7.83 (was assessed at a high level) or 78.3% of total score, and 14.94 (was assessed at a high level) or 74.2 % of total score, respectively. In addition, students were able to create 4 tasks with an average score of 2.81 (93.67% of total score) using 4 given open-ended questions or problem situations constructed by researcher. The average score of 2.81 out of 3 was considered a very good quality. These results illustrated that provision learning lesson plans of Think-PairShare strategy of cooperative learning couple with open-ended questions on a topic of “Photosynthesis” encouraged stimulating students’ analytical thinking and synthetic thinking abilities in answering the open-ended questions which were consistent with statement of Boribatra Na Ayudhya (1982). She mentioned that open-ended question is a wide question that requires free response with no right or wrong answers. There is a variety of answers for an open-ended question. It is particularly helpful in terms of encouraging children courage to think, to answer, and being himself. Moreover, this teaching-learning instruction stimulated the students to create new work or task in response to open-ended questions creatively which is consistent with the research findings of Chinfan (2011), Boonlab (2011), Laolam (2011), Borhkam (2011), Wichienlom (2011), Pothirat (2013), and Pimjun (2013). These researchers studied analytical thinking, synthetic thinking, and students’ works or tasks as a result of using open-ended questions with a focus on teaching strategies of student-centered and found that these teaching strategies on student-centered couple with open-ended questions enabled students to think analytically and synthetically, and were able to create works or tasks creatively. 2) Students’ learning achievement on Photosynthesis Results of provision learning lesson plans using the Think-Pair-Share strategy in cooperative learning technique coupled with open-ended question revealed that an average scores of 36 students’ learning achievement on “Photosynthesis” was 24.02 (80.08% of total score of 30) which was higher than the criterion score of 21 (70% of total score). The percentage of students (32 out of 36) who passed the criterion score was 88.88% which was higher than a criterion percentage of 70. It can be seen that aforementioned provision of learning not only stimulated analytical and synthetic thinking but also developed students’ learning achievement which was consistent with a research finding of Photirat (2013) who

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conducted a research for Grade 6 students using comparison teaching strategy coupled with open-ended question in a topic of “Surrounding Substance” on analytical and synthetic thinking, quality of students’ tasks, and students’ learning achievement. In addition, these research findings are also consistent with a research finding of Pimjun (2013) who conducted a research for Grade 9 students using problem-based learning coupled with open-ended question in a topic of “Life and the environment” on students’ analytical, synthetic, and creative thinking abilities; and learning achievement. The research findings illustrated the impacts of Think-Pair-Share strategy of cooperative learning technique coupled with open-ended question not only encouraged thinking in terms of analytical thinking and synthetic thinking, but also promoted the development of learning achievement of students. This indicated that this strategy of teaching was able to reach the learning standards and some key competencies according to the Basic Education Core Curriculum B.E. 2551 (2008) such as communication capacity, working with others, thinking capacity, problem-solving capacity, and capacity for applying life skills to prepare for future culture of the modern world which is a knowledge- based society according to section 24(2) of the National Education Act B.E 2542 (1999) and Amendments (No. 2) B.E. 2545 (2002) and Amendments (N0.3) B.E. 2553 (2010). Section 24(2) states that “In organizing the learning process, educational institutions and agencies concerned shall provide training in thinking process, management, how to face various situations and application of knowledge for obviating and solving problems” (Office of the National Education Commission, 2003). Implication The technique used in this research can be used as a guide for teachers to provide learning activities to encourage the development of students’ higher order thinking-synthetic thinking and analytical thinking. Acknowledgement I am indebted of my many of my professors to encourage me during my study and completion of the project. I also acknowledged the financial support from the Graduate School of Khon Kaen University. Reference Boonlab, L. (2011). The Analytical, Synthetic Thinking and Works on the Topic “Force And Pressure” of Grade V Students by Predict - Observe – Explain Model and Openended Question. Master thesis in science education, Graduate school, Khon Kaen University. Boribatra Na Ayudhya, D. (1982). Gifted children. Bangkok: Love and Fresh. Borkham, W. (2011).The Effect of Teaching and Learning using Inquiry Cycle (5Es) and Open - ended Question on the Topic “Electromagnetic” on Analytical, Synthetic Thinking and Works of Grade XI Students. Master thesis in science education, Graduate school, Khon Kaen University. Chareonwonsak, K. (2003). Analytical thinking. Bangkok: Success media. . (2003). Synthetic thinking. Bangkok: Success media. Chinfan, Ch. (2011). Analytical, Synthetic Thinking and Works of Grade 9 Students on the Topic of “Water Resource Conservation” Who were Taught Using Learning Cycle Model (7Es) Together with Open-ended Question. Master thesis in science education, Graduate school, Khon Kaen University. IPST. (2002). Handbook ofprovision of learning area of science. Bangkok: Institute for the Promotion of Teaching Science and Technology. . (2004). Learning management of learning area of science, Basic Education Core Curriculum. Bangkok: Institute for the Promotion of Teaching Science and Technology. Proceedings of The 2nd International Conference of Science Educators and Teachers

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. (2011). Assessment of Trends in International Mathematics and Science Study 2009. Bangkok: Arun karnpim Co., Ltd. Johnson, D. W. and Johnson, R. T. (1994). Learning together and alone, cooperative, competitive, and individualistic learning. Needham Heights, MA: Prentice-Hall. Johnson, D. W., Johnson, R. T., and Holubec, E. J. (1994). The nuts and bolts of cooperative learning. Edina, MN: Interaction Book Company. Kagan,S. (1994). Kagan cooperative learning. 2nd ed. San Clemente, CA: Kagan Publishing. Kammanee, T. (1999). Student’s center teaching and learning. Journal of Academic. Ministry of Education. 2,4 Thailand. Laolam, P. (2011). Analytical and Synthetical Thinking on the Topic of “Material and its Properties” of Grade V Students who were taught Using Inquiry Cycle (5Es) Learning Activities with Open-ended Questions. Master thesis in science education, Graduate school, Khon Kaen University. Lyman, F. (1981). "The responsive classroom discussion." In Anderson, A. S. (Ed.), Mainstreaming Digest. College Park, MD: University of Maryland College of Education. Ministry of Education. (2008). Basic Education Core Curriculum B.E. 2551(2008). Bangkok: Community Printing of Agricultural Cooperatives of Thailand. Office of the National Education Commission. (2003). National Education Act B.E. 2545 (1999) and Amendments (Second National Education Act B.E.2545(2002)). Bangkok: Pimdeekarnpim Co., Ltd. Pimjun, T. (2013). The Learning Outcome of Grade 9 Students by Problem-based Learning with Open-ended Question Instruction on Topic “Life and Environment”. Master thesis in Curriculum and Instruction, Graduate school, Khon Kaen University. Pothirat, K. (2013). The Learning Outcome of Grade 6 Students on Topic “Surrounding Substance” by Analogy Approach and O pen – ended Questions. Master thesis in science education, Graduate school, Khon Kaen University. Schul, J. E. (2011). Revisiting and old friend: The practice and promise of cooperative learning for the twenty-first century. The Social Studies, 102, 88-93. Sintuwong, K.(2002). Evolution of Learner-center Learning Method: Practical Principle. Khon Kean: Kangnanatum Co., Ltd. Slavin, R. E.(1991). Student Team Learning: A Practical Guide to Cooperative Learning (3rd Edition). National Education Association Washington DC Cooperative Learning. New Jersey: Prentice-Hall. Wichianlom, S. (2011). The Outcome of Learning Activities Chemistry Club using Normal Teaching Method and Open -ended Questions for High School Students. Master thesis in science education, Graduate school, Khon Kaen University.

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Promoting 21st century skills: communication and collaboration skill in the science classroom on Cell and its component by Simulation Techniques. Suwicha Srimongkhon1 Phairoth Termtachatipongsa2 Abstract The objective of this research was to study the learning achievement, problem solving ability, and awareness of safety substances in everyday life of grade 6 students using Problem-Based Learning (PBL) so that 70% of students would obtain passing 70% and up. The target group consisted of 23 grade 6 Students, Ban Khob Lek School, studying during the second semester of 2013 school year. The research design of this study was the Pre-Experimental Design, One Shot Case Study. The research instruments consisted: 1)The Knowledge Management Plan by using Problem Based, for 7 Plans, 14 hours, 2)The instrument using for data collection including: The Learning Achievement Test, The Problem Solving Ability Test, The Awareness of Safety as the 5 Level Rating Scale. Data were analyzed by using the Mean, and Percentage. The research findings found that: 1) 82.61% of students they obtained leaning achievement passing the criterion 70 %. 2) 73.91% of students they obtained problem solving ability passing the criterion 70 %. 3) 91.30% of students they had awareness of safety about cleaning solution and cosmetic in high level. 86.96% of students they had awareness safety titled “Substance for insecticide” in high level. 82.61% of students they had awareness safety about seasoning in high level. That the students had opinion in avoiding to use the toxic substance and guidelines for using the substances in everyday life. Master student, Program in Curriculum and Instruction, Graduate School, KhonKaen University, Thailand, email: [email protected]

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Science Education Program, Faculty of Education, KhonKaen University, Thailand, 40002.

Introduction The advancement of science and technology, more researches and studies of brain, the initiation and demand of the 21st century skills have been affecting on our education paradigm. Education management in all levels shifted their focus to learners or students to develop advanced thinking skills (covering creativity, problem solving, and thoughtfulness thinking), communication skills, utilize technology as learning tools, and social skills which can lead to teamwork skills, adaptability, understanding of general etiquettes and develop learning ability in various cultural backgrounds. These led the trend of education management to integrate both learning in classes and in real life, creating meaningful learning for students which they will benefit, value and also be able to apply it in their everyday life. So the students can be prepared for higher education and increase their job opportunity in the future, which can add value and strengthen our national economy as well. Proceedings of The 2nd International Conference of Science Educators and Teachers

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Nowadays the advancement of technologies has been connecting the world together. Our societies have been changed and the way of life has been affected thoroughly in this 21st century. Therefore, teachers need to be aware and prepare students to achieve essential skills to face with those changes. Essential skills of 21st century were discussed and initiated from various meetings of experts and academicians in the US, where the Government aimed to raise the quality of the nation and develop life quality of their populations to be able to face with rapid changed world in various elements. From a book named “The Partnership for 21st Century Skills” (2009), the education management aims for the 21st Century Student Outcomes which include 1. Core Subjects and 21st Century Themes include mother language, world language, mathematics, economics, science, arts, geography, history, government and civics. The new knowledge of the 21st century which is important to working environment and community outside classrooms is also added such as Global Awareness, Financial, Economics, Business and Entrepreneurial Literacy, Civic Literacy, Health Literacy, and Environmental Literacy 2. Learning and Innovation skills include Creativity and Innovation focusing on creative thinking and applying to work with others, Critical Thinking and Problem Solving, and Communication and Collaboration, which are focused on the use of various medias for efficient communicating with others. 3. Information Media and Technology Skills. In the media and technology driven environment of 21st century, effective citizens and workers must be able to exhibit a range of functional and critical thinking skills, such as: Information Literacy, Media Literacy, and ICT (Information, Communications and Technology) Literacyใ 4. Life and career Skills. Nowadays our life and work environments require far more than thinking skills and substance knowledge. Skills and abilities to deal with more complex life and rapid changes are also required, in which covers Flexibility and Adaptability, Initiative and Self-Direction, Social and Cross-Cultural Skills, Productivity and Accountability, Leadership and Responsibility. The 21st century education which everyone should learn from preschool to college and even to life is 3R x 7C. The 3R consists of 1.Reading, 2.(W)Riting, and 3.(A)Rithmetics, and 7C consists of 1.Critical thinking & problem solving, 2.Creativity & innovation, 3.Cross-cultural understanding, 4.Collaboration, teamwork & leadership, 5.Communications, information & media literacy, 6.Computing & ICT literacy and 7.Career & learning skills (Phanich W., 2012) The knowledge, skills, and expertise which students in 21st century should have and should be are in wide range and needed to integrate various fields of sciences. For science class, the learning skills and innovation that can be developed include communication and collaboration. This view was corresponded to the national development plan and the focus of Ministry of Education in youth development for 21st century in communication skills and life skills development as stated in the core curriculum of basic education 2008. Program for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of students in countries which are members of Organization for Economic Co-operation and Development (OECD). From the evaluation of students in 40 countries in year 2003, Thai students’ scores were ranked in 35-36 order in reading and ranked in 34-36 order in math and science. Even though, the

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scores of Thai students in year 2012 were improved, they were still under the average scores of OECD. In addition, Thailand Quality Learning Foundation (QLF) organized the skill testing for 21st century on the National Children Day on January 12, 2013 and the result showed that Thai children have good learning and innovation skills but have some problems on working in team. Most children would like to solve problem all by themselves and refused to listen, discuss and work with others. This issue is categorized to be a problem in life and career skills and surely affects in children’s communication skills. From Researcher’s previous study in year 2013, most M1 students of Baankhamloh School not only had problems in presenting their works in science class, but also had problems in speaking in content, their personality during presentation, ability in discussion, lacking of interest in listening to teachers which led to more issues in answering, listening, reading and writing. The result of that study also showed that students cannot write their answer straight to the point, cannot find the answer, and cannot explain in writing what they think, but can manage to answer the questions orally. This issue was matched to the O-NET test result done by National Institute of Educational Testings Service (NIETS) that P6 students of Baankhamloh School had communication skills lower than the national standard as shown in scores of Thai reading, writing, listening, watching, and speaking. In 2013, the average score of Thai study was 36.05 compared to the national score at 42.02. The average reading score was 30.48 lower than the national score at 42.26, writing literacy score was 35.53 compared to the national score at 44.15. In addition, students gained listening, watching and speaking literacy score at 36.18 compared to the national score at 42.50. Furthermore, most of education management in science class was implemented group activities in order to encourage students to help each other and develop working collaboration. However, students do not make use of that collaborative methodology to achieve their goal but tend to work individually. Students with higher scores would usually do the work, while the others put less or no effort to the assignment. This lacking of collaboration reflects to students’ lack of life skills, one of essential student’s capacities according to the core curriculum of basic education 2008. According to the reasons and importance mentioned above, Researcher is interested in developing meaningful learning management which students can benefit from this in their real life by promoting communication skills and working collaboration skills in science class. These skills are considered essential in learning and innovation skills of what students in 21st century should have or should be. Thus, students can be prepared and ready to develop adequate life to live happily and wisely in the 21st century. Related Literature

From many researches, the communication skills of students can be improved through practices and activities. Department of Curriculum and Instruction Development, Ministry of Education (2003) stated that teachers need to create activities to promote children’s communication abilities through assumed situations and problems related in real life. So the students can have opportunity to practice to communicate, interact with each other, express with language and apply brain storming techniques. Teachers should change their role to be facilitators creating proper activities and environments that will support students’ learning development. Moreover, teachers must emphasize the importance of students in term of their emotion which can help students to learn better especially when they are in Proceedings of The 2nd International Conference of Science Educators and Teachers

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independent environment and learn on what they are interested. The Partnership for 21st Century Skill (2013) stated the definition of collaboration skills as the ability to work effectively and respectfully, exercise flexibility and willingness to be helpful to accomplish a common goal, and assume shared responsibility and contribute to collaborative work. From a study of Johnson & Johnson (1990) referred in study of Laowreandee Watchara (2003), they reached the conclusion that teachers need to provide their students continuous opportunity of practice to develop collaboration skills. The basic of collaboration development require the participation of group members who need to cooperate and contribute upon their roles. Students need to understand the overall process, how to follow the lead, discuss and express their opinion when conflict happened. In addition, listening to comments of other members, having responsibility and willingness to devote themselves to achieve their common goal are also required for collaboration skills development. According to the study of Phruksreera Phraewphan (2001) on the achievement of science learning and working collaboration skills and learning environment of M3 students under the cooperative teaching program, she found that students’ learning achievement is higher significantly at level of 0.05 and more students passed the evaluation testing standard after using cooperative teaching. 31 students participated in group work in excellent level, 10 in good level, and 4 in fair level. The study result of Nonye, David and Mary (2012) went on the same direction in the study of Adapting Cookbook Lab Activities: The Case of DNA Extraction of Wheat Germ in order to promote 21st century learning skills. Their study’s objective is to engage the inquiry-base learning model (5E) and development of 21st century learning skills covering communication skills, problem solving skills, and collaboration skills for high school students in science classroom. The result showed that the combination of promoting 21st century learning skills and the inquiry-base learning model of 5E went harmoniously. Students can practice science procedure using the steps of 5E and having communication among group members in order to find answers and be able to present their finding using tables, charts or diagrams in order to explain to others. There are many learning and teaching programs which provide direct experience for students such as field trips and using simulated techniques. However, the field trips may be limited to time, cost and other circumstances. Therefore, teaching with simulated situations would be the best answer to this problem. It can offer students to practice to express their opinion and solve problems in that assumed situations. It also helps promoting students’ awareness, self confidence and understanding. So the students will be more interested in learning and applying received knowledge to deal with problems in their real life. (Khaemanee Y., 2000) Teaching with simulation technique is the teaching method which offers students opportunity to play parts in learning (Jongnimitsathaporn P., 1991). This technique can employ various types of simulations such as case studying, role playing, storytelling, and learning from related movies. Studies of Evan in 1979 and Taylor in 1974 had agreed that simulation is similar to the role play where a person can play as his/her self and practice to think and develop language to communicate in that situation by themselves. So in the training, students will practice to gain understanding from others on what, whom, where and how they would like to communicate. Teaching environmental science with simulated techniques of M4 students of Kingmanee Y.(2000) showed that students had more interest, fun and felt more

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enthusiastic in learning in class. They could understand scientific content better and participate in discussing their opinion, defining the problems, cause and how to solve them by working in teams. Nevertheless, they learnt to listen and be considerate, opening to work with others. Another study in science communication of M3 students by Suriyong A.(2003) using the brain storming showed that this method offered group activities for students and created learning atmosphere to stimulate students to think freely while they can practice their communication skills at the same time. At the result, students had more courage to practice and got better scores in all fields of communication skills after the implementation of new education management. The study of literature and related research found that learning skills of 21st century aim to develop student to become a person of quality. The goal of study resulted on student in many issues, and the essential skills of 21st century can be identified using these 4 following features: 1. Ways of Thinking. Creativity, Critical Thinking, Problem-solving, decisionMaking and Learning 2. Ways of Working. Communication and Collaboration 3. Tools for Working. Information and Communications Technology (ICT) and Information Literacy 4. Skills for Living in the World. Citizenship, Life and Career, and Personal and Social Responsibility The most significant issue focused in this research is on Learning Skill which mainly affects on revision of education management aiming to promote student’s skills development for 21st century by reforming teaching plan and preparing supporting elements to create better learning conditions. Skills in communication and collaboration are also focused in this study as they are recognized to be one of important skills helping students to live adequate life in the future. The teaching plan using simulation technique is a method that uses hypothetical situation simulated from reality in the classroom. The approach helps creating more substantial lessons and simplified them; students can then practice to solve problems, make decision in that simulated condition using communication and collaboration process to achieve their goal. The program allows students to understand lesson and also be able to link and apply that knowledge into practical performance. Thus, this technique is widely recognized to be appropriate for the teaching program to promote communication and collaboration skills. Therefore, Researcher is interested to implement simulation technique in promoting 21st century learning skills particularly in promoting communication and collaboration skills in the science classroom on Cell and its component. Research purposes 1. To study the ability in science communication of Matayomsuksa I students learning on Cell and its component through Simulation Techniques 2. To study working in collaboration of Matayomsuksa I students when learning on Cell and its component through Simulation Techniques Research Methodology 1. Research group and samples Proceedings of The 2nd International Conference of Science Educators and Teachers

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In this research, the research group consists of the Researcher and 2 teachers act as Research Assistants who participate in observation of working collaboration behavior of the samples. The samples are selective 20 students in M1 level in Semester 2 of Year 2013 studying cell and its components. 2. Research format The used research format is a one group pretest-posttest design. The content of cell and its components was divided into 6 lesson plans spending 14 hours using simulation techniques. 3. Research tools The research tools include 6 lesson plans for 14 hours and simulation techniques. The data collection tools are Science communication ability test, Working collaboration questionnaire and Working collaboration observation form. 4. Data collection The Researcher collected data in the second semester of year 2013 for the research time of 14 hours as following detail: 4.1 the Pre-test was given to student samples and the data was collected through the science communication ability and the working collaboration questionnaires which were developed by the Researcher 4.2 the Researcher managed the 6 teaching and learning or lesson plans for the students within 14 hours. Data collection of working collaboration in the group work was done during the 1st lesson plan with the working collaboration observation form done by the Co-Researcher and again after the 4th lesson plan. 4.3 after the 6th lesson plan, the Researcher handed the student samples the post-test using the same science communication ability test and the working collaboration questionnaires. The result was collected for data analysis. 4.4 the scores from science communication ability test and the working collaboration questionnaires were collected from samples and comparative analyzed between pre-test and post-test. Pre-Test Communication Skills test and Working Collaboration Questionnaires 3 Days

Cell Model Cell Poster Lesson Plans using simulation techniques

On the Move

Observation of working collaboration behavior for the group work

Osmosis Searching Quality Listener Great Reader 3 Days

Post – test Communication Skills test and Working Collaboration Questionnaires

Figure 1 : Data Collection Process

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5. Data Analysis The data resulted from the test and the questionnaires of M1 students under the simulation techniques was analyzed with statistic tools including percentage, mean, standard deviation, Wilcoxon Signed-Ranks Test and non-parametric statistics. The behavioral data of working collaboration was analyzed in comparison to the score collected from working collaboration observation form by Research Assistant. Results 1. Pre-test and Post-test Scores from Science Communication Ability Test Table 1: the comparative table between pre-test and post-test scores Communication Skills Speaking Reading Writing Listening All Skills

Pre-test Post-test Pre-tesr Post-test Pre-test Post-test Pre-test Post-test Pre-test Post-test

Percentage of student number in good level (Score 4 or above) 65 70 75 55 66.25

̅ 𝑿𝑿

S.D.

2.15 .489 4.10 .788 2.10 .788 4.10 .718 1.55 .510 3.80 .696 1.90 .553 3.70 .571 7.70 1.490 15.85 2.110

Z

Asymp. Sig. (2-tailed)

-3.808

.00

-3.994

.00

-3.992

.00

-4.018

.00

-3.940

.00

From the table, the highest average post-test score in speaking and reading is 4.10 and lowest is listening skill at 3.70. The highest percentage of the student number in good level (score 4 or above) is in writing, while listening skill is the lowest compared to other skills. The value of Z of every skill collected the lesson plans by using simulation techniques is -3.940. The scores of science communication from pre-test and post-test samples received the lesson plans management are significantly different at .01 level. 2. Pre-test and Post-test Scores from Working Collaboration Behavior Questionnaires Table 2: the comparative table of working collaboration behavior score of students between pre-test and post-test with self-evaluation method Working Collaboration Behaviors Participating Performing Opinion Expressing Responsibility All Skills

Pre-test Post-test Pre-test Post-test Pre-test Post-test Pre-test Post-test Pre-test Post-test

Percentage of student number in good level (Score 4 or above) 10 70 70 50 5 65 20

̅ 𝑿𝑿

2.80 3.95 2.5 3.45 2.55 3.55 2.65 3.75 10.40 14.70

S.D

Z

Asymp. Sig. (2-tailed)

.696 .759 .513 .605 .510 .605 .671 .639 2.062 1.780

-3.782a

.00

-3.755

.00

-3.879

.00

-3.660

.00

-3.858

.00


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The table shows that the average score in working participation behavior is the highest score at 3.95 and the lowest average score is in performing part at 3.45. The highest percentage of the student number in good level (score 4 or above) is in participating and performing parts, while the lowest percentage is in expressing their opinion. The value of Z cumulated in comparative scores of every part is -3.858 which shows that working collaboration behavior of samples before and after the simulated techniques lesson plans are significant different at .01 level. Conclusions and Implications 1. The result of science communication skills in listening, speaking, reading, and writing after the lesson plans with simulated techniques shows that score in both speaking and reading skills is 4.10 which is considered to be in a good level according the evaluation principle. For the scores of listening and writing skills are 3.80 and 3.70 respectively and considered to be in the moderate level. Nevertheless, students developed better communication skills through these lesson plans and simulated techniques. Activities in these plans supported students to constantly practice their communication skills; for example, students have to present their works assigned from simulated situations every time in the step of explanation, conclusion or knowledge extension. In addition, students had chances to practice their writing, speaking, and media building skills, which made students to be more active, think, decide and plan to develop and improve their presentations. Thus, the simulated techniques can lead to proper activities to support students in order to practice their communication skills, build up their enthusiasm, and improve their confidence. 2. The result of working collaboration skills after learning through lesson plans and simulated techniques shows that students developed better collaboration skills in every part namely, participating, performing, opinion expressing and having responsibility in group assignments. This result was collected through the observation and evaluation of the Researcher and Teachers, which correspond to the students' selfevaluation. Besides gaining better working collaboration skill, the students also learn to employ group process in order to achieve their goal, be more enthusiastic and helpful to their friends in the group, and learn to value team's goal more than personal achievement. Acknowledgement Foremost, I would like to express my sincere gratitude to my advisor, Assist. Prof. Dr. Phairoth Termtachatipongsa, for his motivation, devoted time and continuous support of my study and research. I would like to thank my distinguished thesis committee, Assoc. Prof. Dr. Kongsak Thatthong and Dr. Sangsuree Duangkamnoi for their guidance and insightful help in writing and completion of this thesis. My sincere thanks also goes to Mr. Wirat Chanuntho, Vice Principal of Baan Khamlor School and Teacher Ratchanok Saenses, for being my assistants and helping me in collecting research data in this research. Finally, I would like to thank my parents and husband for their motivation and for supporting me in every way throughout my life.

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References Chuaychuchart, R. (2013). Decoding the National Economic and Social Development Plan No.11: Integrated Teaching and Learning. Retrieved October 17, 2013, from http://www.jobpub.com/articles/showarticle.asp?id=1437 (in Thai) David Evans. (1979). Games and Simulations in Literacy Training. Tehran: Hulton Educational Publication. John Taylor and Rex Walford. (1974). Simulation in Classroom. 2nd. ed. Meddlesex: Harmondsworth. Thesis submitted of the requirements for the degree of Doctor of Philosophy. Jongnimitsathaporn P.(1991). Supporting documents in social studies. Khon Kaen : Faculty of Education Khon Kaen University. Khaemanee, T.(2000). 14 Ways of Teaching for Professionals. Bangkok: Text and Journal Publication Co. Ltd. (in Thai) Kingmanee, Y. (2000). The Development of Simulation Techniques in Environmental Science Teaching for Mathayomsuksa IV Students: An Action Research. Research Thesis submitted to Master of Education Program in Science Education. Graduate School Khon Kaen University. Khon Kaen (Thailand). Laowreandee, W. (2003). Techniques and Strategies to develop thinking skills: StudentFocused Teaching program. Nakhornpathom; Silpakorn University Printing House. (in Thai)

Nonye M. Alozie, David J. Grueber and Mary O. Dereski. Promoting 21st – Century Skills in the Science Classroom by Adapting Cookbook Lab Activities: The Case of DNA Extraction of Wheat Germ. Retrieved July 28, 2013, from http://www.bioone.org/doi/full/10.1525/abt.2012.74.7.10. Panich, W. (2012). Way of learning for students in the 21st century. Bangkok: SodsriSaridwong Foundation. (in Thai) Partnership for 21st Century Skills.(2012). P21 Framework Definitions. Retrieved October 10, 2013, from http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf. Phruksreera Phraewphan. (2001). Science Achievement, Collaborative Skills and Learning Environment of Mathayomsuksa III Students Taught by Cooperative Learning. Research Thesis submitted to Master of Arts in Teaching, Major Field Teaching Science, Department of Education. Kasetsart University. Bangkok (Thailand). Suriyong Ajalaporn. (2003) . Science Communication Ability of Grade Level 3 Students Taught Through Brainstorming Method. Research Thesis submitted to Master of Education (Science Education). Graduate School Chiang Mai University. Chiang Mai (Thailand). Thailand PISA Program, The Institute for the Promotion of Teaching Science and Technology.(2012). Executive summary of PISA Evaluations 2012 – Mathematics, Reading, and Science. Samuthprakan: Advanced Printing Service Co.Ltd. (in Thai)


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The Institute for Promotion of Teaching Science and Technology. (2003). The Curriculum development of Science Group-The Basic Education Core Curriculum. Bangkok; Kurusapa Ladprao Printing Press. (in Thai) Thongarj, C. (2012). Moving forward to 21st Century: The Unreachable Finish Line of Thai Education. Journal of Education,40 (July-October), 261-267. (in Thai)

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Grade 6 Students Understanding of Nature of Science in Learning about Magnetic and Electric through Science Technology and Society (STS Approach) for Expliciting NOS Piched Suriyapen1, Chokchai Yuenyong2 Abstract The aim of this research was to study understanding the nature of science and to learn about Magnetic and Electric through Yuenyong (2006) science technology and society (STS) approach. There were 13 participants all grade 6 students in Dongthong school in Nongkhai, Thailand. 1st semester of 2013 academic year. This qualitative research regarded interpretive paradigm. This research studied the behavior of students demonstrating understanding natural of science was interpreted through students’ worksheets, participant observation, students’ journal writing and informal interview. Science Education Program, Faculty of Education, KhonKaen University, Thailand Assist. Prof. Dr. Faculty of education, KhonKaen University, Thailand

1 2

Introduction In these days, science is very important in every aspect, it helps humans develop to be able to think, to research the information, to solve the problems orderly and to make a decision to use the divers information. According to the importance of science, it becomes the crucial culture of the new world which is knowledge-based society hence scientific literacy is needed for everyone. (MOE, 2008) As science community resolution, science comprehension or having the viewpoint of science will give students the scope and limitation of science knowledge so that they are able to emphasize the worth of studying science and improve it (IPST, 2002) furthermore it helps students’ critical thinking, classification, making a decision and problem solving( Driver et al., 1994; Mc Comas, 2000) to participate in social problem issue determination which the learners are able to spend their daily life wisely. (IPST, 2002) The definition and scope of NOS is quite basic; NOS is the sumtotal of the “rules of the game” leading to knowledge productionand the evaluation of truth claims in the natural sciences.We have learned much about how science functions from reviewingits products, watching scientists at work, and viewingtheir interactions as a community. There is an entire domain ofstudy called the social studies of science, which involves historiansand philosophers of science along with sociologists whofocus on scientists working in the laboratory, field, and in professionalcontexts. Even psychologists and physiologists interestedin how human observations are made have helped shedlight on aspects of the scientific enterprise. The work of these scholars has produced a description of how science functionsfrom which we can derive a definition of NOS to inform the science curriculum (Mc Comas , 2004) According to Mc Comas (2004), aspects of NOS included (1) Science demands and relies on empirical evidence, (2) Knowledge production in science shares many common factors and shared habits of mind, norms, logical thinking and methods, (3) Scientific knowledge is tentative but durable, (4) Laws and theories are related but distinct kinds of scientific knowledge, (5) Science has a creative component, (6) Science has a subjective element, (7) There are historical, cultural and social influences on science, (8) Science and technology impact each other, but they are not the same, and (9) Science and its methods cannot answer all questions.


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Core NOS ideas 1) Science demands and relies on empirical evidence. A hallmark of science is the requirement that data, open to review by others, be provided to justify all final conclusions. Of course, some ideas in science begin as exploratory notions; much of theoretical physics functions in just such a fashion. For example, Einstein’s predictions about the impact of massive objects on the path of light were not dismissed outright due to lack of evidence, but neither were they accepted until evidence became available. In 1919, an expedition was mounted to test Einstein’s prediction that the light of a distant star would be shifted slightly when it passed near the Sun. When the prediction was observed, a basic tenet of Einstein’s new worldview was confirmed—with evidence. Although Einstein had faith in his assertion, the expedition data were needed for the rest of the scientific community to confirm the prediction. The requirement for empirical evidence is accompanied by the caution that not all evidence is gained through experimental means, although that is frequently called the “gold standard” of science. In addition to experiments with their rigorous tests and controls, science also relies on basic observations (consider studied the great apes) and the historical explorations that have added so much to our understanding of the fossil record and geology generally. Many scientists use some combination of historical, observational, and experimental methods; the key point relating all of their investigations is the production and analysis of evidence in the form of data, measurements, photographs, meter readings, and other related observations. Despite its importance in other aspects of human affairs, faith alone in the correctness of one’s views plays no final role in science. Science by its very nature is, and must remain, an empirical data-driven pursuit. 2) Knowledge production in science includes many common features and shared habits of mind. However, in spite of such commonalities there is no single step-by step scientific method by which all science is done. Although common features in the practice of science, like logical reasoning and careful data collection, are part of all good science, there is no universal set of steps that begin with “defining the problem,” extend to “forming a hypothesis,” “testing the hypothesis,” and finish with “making conclusions” and “reporting results.” Such a stepwise method commonly provided in science textbooks may be effective as a research tool, but there should be no implication in classroom discussions that all scientists use any single method routinely. In fact, studies of scientists at work reveal many idiosyncratic ways of approaching research and even of coming up with research problems in the first place. 3) Scientific knowledge is tentative but durable. This means that science cannot prove anything because the problem of induction makes “proof” impossible, but scientific conclusions are still valuable and long lasting because of the way that knowledge eventually comes to be accepted in science. Induction is the knowledge generation process by which individual data points related to the problem or phenomenon are gathered until a general trend, principle, or law emerges from this mass of data. Prediction and deduction are used to evaluate the validity of the initial conclusion. This cycle of induction and deduction, a hallmark of logic, is far from perfect. There is simply no way to know that one has amassed all of the relevant data nor is there any way to be sure that the generalization suggested will hold true for all space and time. However, the logical knowledge generation process described briefly here is the best we have yet developed to provide ideas that are both useful and valid despite an inability to offer absolute proof. We can have confidence that scientific conclusions formed in this fashion will be long lasting or durable because of the rigorous, self-correcting nature of the scientific process and the requirement that conclusions are agreed to by consensus of the scientific community.

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4) Laws and theories are related but distinct kinds of scientific knowledge. One of the most resilient misconceptions about science is that laws are mature theories and, as such, laws are more valuable or believable than are theories. Laws and theories are related but individually important kinds of scientific knowledge and both should be considered valuable products of the scientific endeavor. Laws are generalizations or patterns in nature (such as Charles’s law), while theories are explanations for why such laws hold (such as the kinetic molecular theory of matter, which suggests that tiny particles behaving like billiard balls become more active as temperature rises). Many of the problems associated with evolution education arise when teachers fail to make the distinction between the reality that change through time has occurred (evolution with a law like character) and the explanation for how evolution occurs provided by Darwin and Wallace (most accurately called the Theory of Evolution by Natural Selection). Those who understand the distinction between laws and theories would never call evolution “just a theory!” 5) Science is a highly creative endeavor. Scientists, through their selection of problems and methods for investigation, would certainly agree that their work is creative. Even the spark of inspiration that leads from facts to conclusions is an immensely creative act. The knowledge generation process in science is as creative as anything in the arts, a point that would be made clearer to students who examine process as well as content. Unfortunately, the average student is more likely to describe science as a dry set of facts and conclusions rather than a dynamic and exciting process that leads to new knowledge. In our quest to teach students what has already been discovered, we typically fail to provide sufficient insights into the true and creative NOS exploration. Some studies have shown that otherwise bright students reject science as a career choice simply because they have had no opportunity to see the creativity involved. 6) Science has a subjective element. One of the little known aspects of science is that, because of its status as a human activity, it has a subjective component. Two scientists looking at the same data may “see” and respond to different things because of their prior experiences and expectations. This does not make science less rigorous or useful since ultimately the results will have to be discussed and defended before the larger scientific community. However, the initial discovery and analysis are ultimately personal and uniquely subjective events. The prior insights that some scientists bring to the process of investigation explain why some individuals make monumental breakthroughs while others do not. Scientists recognize the role and challenges of subjectivity. Ideas and conclusions must be reviewed by other experts in meetings and through the publication peer review system. These processes ensure that the important subjective element in science is tempered by valid checks and balances. 7) There are historical, cultural, and social influences on science. Science is a large and powerful enterprise that lies within the greater human social system. What research is performed and what research is discouraged or even prohibited is best understood by considering human forces such as history, religion, culture, and social priorities. Given the expense associated with scientific research, many would argue that scientists should consider only practical topics. In fact, there are societal pressures associated with certain domains of research. It should be no surprise that some kinds of research are favored and some are discouraged. The debate regarding stem cell research and therapeutic human cloning is a current example of the interplay of science and cultural forces. Research directions such as these could be potentially fruitful and interesting, but for a variety of reasons extending far beyond science itself, these areas of research are presently controversial. Depending on the situation, it may be said that these social forces could either impede or support science. It may well be that Darwin’s Proceedings of The 2nd International Conference of Science Educators and Teachers

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explanation of evolution by natural selection and the related notion of survival of the fittest could have been subtly suggested by the kind of ruthless capitalism Darwin saw around him. 8) Science and technology impact each other, but they are not the same. Many confuse the terms science and technology, often considering them synonyms. Roughly speaking there are two kinds of problems investigated by modern science. Some problems relate to a particular need such as how to produce a more effective or less expensive music storage device, how to increase the agricultural yield of a plot of land, or how to vanquish a particular disease—all worthy endeavors. These challenges are technological in nature and represent what is frequently called “applied” science. On the other hand, “pure” science aims at basic understanding of the fundamental nature of reality sometimes called “knowledge for knowledge sake.” Some of the discoveries of pure science, like the laser, were originally just curiosities until their utility later became apparent. Some technological innovations, such as the microscope, have provided scientists the ability to look more deeply into the ultimate nature of reality. According to Weaver (1953, 47), “what science ought to be is what the ablest scientists really want to do;” however, the reality is far more complicated. Science and technology, and the cultural forces that surround them, are inexorably linked. Most times it is simply not possible for scientists to explore only in those directions that they find most interesting. Funding, as well as institutional and social priorities, simply do not typically permit what Weaver has advocated in the most pristine sense. 9) Science and its methods cannot answer all questions. One of the most important elements of NOS is for students to understand that limits exist to science and to appreciate that some questions simply cannot be investigated using scientific means. For instance, it may be possible to determine what percentage of the population likes a particular work of art, but it would be unreasonable to expect that science could fully explain why such an opinion exists. Such is also often the case with questions of morality, ethics, and faith—for many the domain of religion. Knowing that science cannot and should not address all questions is vital if we are to avoid the common but false premise that science and religion are at war. To the contrary, science and religion play vital, but distinct, roles in human affairs. If only we could ensure that our students understand the distinction between reason and faith, science and religion, and the roles these two worldviews play in human affairs. In fact, an explicit focus on NOS as an integral part of the science curriculum would go a long way to accomplishing just such a goal. the work of Fossey, Goddall, and Galdikas as they Studying science all over the world at present concentrates on understanding of nature of science which can be noticed by the aim of studying science in many countries for instance America; American Association for The Advancement of Science ( American Association for The Advancement of Science; AAAS, 1993) has set nature of science for science for all American with benchmarks for scientific literacy. Nature of science has 3 topics which are Scientific Inquiry, Science World View and Scientific Enterprise so that it can be the way to studying management of the nation moreover Alberta, Canada (Alberta Learning, 2003) has determined the purpose of nature of science that students need to improve comprehension of nature of science and technology and relationship between science and technology. United States of Kingdom also has emphasized studying nature of science that students 11-14 year-old must have an opportunity to study nature of science as educational curriculum of United States of Kingdom. Thailand has placed importance on nature of science which has been set in 8th content of nature of science and technology in the education core curriculum, substance learning group on science (MOE, 2008) which there are learning indicators in every level that show the significances of nature of science the educational institutions have expected students to have them. As 8th content of nature of science is integrated hence students are able to learn

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the content and the scientific process and also gain the nature of science visions which is concordant with the science community resolution. Most learning nature of science in Thailand is only a lecturer’s understanding, Learning to improve nature of science comprehension is still scant so to support nature of science comprehension for Thai citizens should have nature of science learning management for students as the basic education core curriculum B.E. 2551, scientists have suggested several methods and techniques of nature of science learning management which are case study, role play, seeking operation, field working and debate etc. The basic principle of these techniques are “a content based approach and an indicant approach” which should be integrated with learning management in science content. There are several learning managements of nature of science, as constructivism learning theory is based on observation and scientific study -- about how people learn. It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. Science Technology and Society (STS) approach is to develop scientifically literate individuals who understand how science technology and society influence one another and who are able to use their knowledge in their every decision-making. The scientifically literate person has a substantial knowledge base of facts, concepts, conceptual networks and process skills which enable the individual to learn logically. This individual nth appreciates the value of science and technology in society and understands their limitation. (NSTA, 1993) Science Technology and Society (STS) approach is the best way to prepare students for getting ready to face with present situations and emphasize citizens’ duty which contains science and technology ability.Science Technology and Society (STS) is supportive way for students to seek the information, in addition, learners are able to exchange ideas and run the activities within inquiry process with others in order to understand nature of science from seeking knowledge through socialization. The learning management for this research is based on Yuenyoung: Science Technology and Society approach by setting social issue, technology issue and social context which encourage students to pay attention to the lesson. The learner is an information constructor. People actively construct or create their own subject representations of objective reality. New information is linked to prior knowledge, thus mental representations are subjective therefore this theory provides students to be able to understand nature of science and bring all the knowledge to apply for making a decision in daily life. As the experiences of researchers who have lectured science subject have been found most of students thought that the science was difficult which caused some of them did not want to learn this subject especially the topic which needs the imagination, in addition, from my experience in teaching has been found that students have misunderstood about electric circuits and electro-magnet. This research provided the unit with aiming to enhance students to learn science related to their everyday life. Therefore, the unit of nature of science in electric circuits and electro-magnet field through Yuenyong (2006)’s STS approach was provided. Yuenyong (2006) used an STS approach to teach energy in a process that consisted of five stages: (1) identification of social issues; (2) identification of potential solutions; (3) need for knowledge; (4) decision-making; and (5) socialization stage. Each stage of his STS approach could be explained as following. (1) Identification of social issues stage. This stage is designed to focus student attention and attitudes on learning about energy. The STS instruction has to begin in the realm of society. Instruction will be begun by posing issues related to scientific knowledge in society. These questions or problems of social issues need to be solved by citizens. (2) Identification of potential solutions stage. Students plan to solve the social problem related to raising scientific knowledge. This stage supports students to concern with the technological aspects for find the possible solutions. Technological aspects are skills to Proceedings of The 2nd International Conference of Science Educators and Teachers

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support student decision making. Students need to think of what, why, and how ideas, design, systems, volition of application scientific knowledge work for that social problems. Teaching strategies may be used discussion among students‟ group, role-play, brain storming, searching information via internet, and discussion with expert (e.g. engineers or scientists). (3) Need for knowledge stage. This stage involves developing scientific knowledge. Social questions and technological knowledge create the need to know some science content. Scientific concept was formulated in many strategies to help students to understand the technology and social issues. The strategies, for examples, include reflection reading document provided by teacher, and lecture. To give feedback students‟ understanding about scientific concept, the short quiz will be taken after class of this stage. (4) Decision-making stage. This stage involves student in making a decision on how to use scientific knowledge and technology as solution of the social problem. This aspect public rhetoric about energy related technological and societal issues becomes dominated by dichotomies like „chances and problem‟, „advantages and disadvantages‟, or uses and abuses‟. Student will be given chance to learn to choose between alternatives and in a thoughtful way systematically comparing as many relevant pro‟s and con‟s as possible. Teaching strategies may be used discussion among students‟ group, role-play, and brain storming. (5) Socialization stage. Students need to act as people who are a part of society by reporting their proposal for solving problem. Socialization process will allow students to validate their values and scientific concepts for solutions during their sharing in society. Student might exhibit their solution in public by produce a poster, social medias, a newspaper article or a plan, present science project, or any activities that give students chance to sharing and learning from those social activities. Methodology This research is qualitative research regarded interpretive paradigm. The objective was to study of Grade 6 Students’ Understanding of nature of science in learning about Electric through science technology and society (STS) Approach. Participants Participants included 13 Grade 6 who study in Ban Dongtong school, Nongkhai Thailand, 1st semester of 2013 academic year. Intervention The STS Electric consumed 10 hours of teaching. Intervention of the STS unit was taught by teacher came to teach in the schools for three years before starting of intervention. This study will only report the students’ understanding of nature of science in learning about electric circuit with Tamiya. The activities of teaching and learning through Yuenyong (2006) STS approach were highlighted as Table 1.

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Table 1: Learning activities of Yuenyong (2006) STS Tamiya unit Areas / Contents

Electric Circuit

Electric Circuit Connectio n

Electric Cell Connectio n in Series and in Parallel

Lesson Plan

1

2

3

STS approach’s procedures of Yuenyong (2006) 1. Identification of social issue stage: Tamiya is a popular toy of children in nowadays. It is emulated from real car that created structure of car, wheels, and Electric circuit by battery Motor. So, it can move. The activity is going to start with presentation the video of 1. Identification of social issue stage: Tamiya to the students. Then, teacher will describe about the video. Teacher asks the students to discuss about What principles of design to build a toy car or how to make the car win in the race. 2) Identification of potential solution sage: - Teacher divides the student 3-4 people per group in order to let the students brainstorming that how to design Tamiya racing car? The students have to think of issue follow:  How to move?  The principle of car working  What about the component? - Teacher lets the students design Tamiya racing car by drawing or explain in worksheet 1. 3) Need for knowledge stage: - Teacher divides the student 3-4 people per group. Each group gets worksheet 2 and tool of Electric Circuit Connection. The tools of Electric Circuit Connection are light bulb, wire, and dry battery. - Each groups of students brainstorming that how to make the light bulb light? And try to make it. - The students try out and record the data in worksheet 2. (It connects to the Nature of Science issues: Choice 1 Science requires finding answer from experience and evidence from experiment. Choice 2 Science knowledge consists of General fact, Scientific mind, Criteria, Thinking and Logic method. Choice 4 Rule and Theory have association but different in scientific knowledge. Identify in worksheet 2.) 3) Need for knowledge stage: (Cont.) - Teacher divides the student 3-4 people per group. Each group study Electric Cell Connection to have different Electric energy. - Teacher bring electric board that building (Electric Board 1 Connection in Series and Electric Board 2 Connection in Parallel) ask and let the students guess that which the light bulb of electric board is lighter? by answer in worksheet 3.

Time (Hours)

2

2

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30

Electric Board 1

Electric conductor

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4

Electric Board 2

Teacher turns on switch of each electric board and let students notice that which light bulb is lighter? - Each group of students gets the tools of Electric Cell Connection and worksheet 3. Electric Cell Connection to have different energy follow this issues:  try out to connect electric cell  draw electric cell connection  write how to electric cell connection  write the symbol of electric cell connection (It connects to the Nature of Science issues: Choice 6 Science must have subjective and record in worksheet.) 3) Need for knowledge stage: (Cont.) - Teacher explains about brainstorming in the first period in the principle of Tamiya racing car working’s topic. It must have turn on and turn off switch of the car. - Teacher divides the student 3-4 people per group to experiment about Electric conductor’s topic. - Each group of students read worksheet 4 “Electric conductor’s topic”. - Teacher lets students brainstorming that how to experiment and design the table record of experimental result. - Each group of students experiment follows the steps, notice and record the experimental result in worksheet. - After do the activity, students have to present the study result. ( It connects to the Nature of Science issues: Choice 5 Science originate from higher creative thinking.) 4. Decision making stage: (Extra time) - Teacher lets students design their own Tamiya racing car by draw a car, draw Electric circuit, and explain the principle of car working and concept of car design. To build the racing car toy and try to build it to be the winner. In racing cat, students choose material and building design. Then, write the procedure of build the racing car and design in worksheet. - After that teacher lets students build racing car toy by teacher prepare the necessary tools for build it. It composes of motor, dry battery tray, wire, battery (dry battery) and other tools. - Each group of students must have response and build their work in extra time in order to have more time to build it and prepare their presentation in the next period.

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5

5. Socialization stage: - After finishes building the racing car toy, teacher lets the represent group of students present the procedure of building racing car. The important principle of building that help the racing car is the winner. Teacher, parents and students have to listen this presentation. - After finishes all group presentation. It has competition to find the best racing car design group. Each group of students has to let the racing car at the starting point in the same time. The racing car that enters the goal before other racing car is the winner.

2

Data collection and analysis Students’ understanding of nature of science was interpreted through students’ worksheets, participant observation, students’ journal writing and informal interview. Students’ ideas from these sources were coded, categorized and themed to represent their understanding of NOS regarding on McComas(2004) aspects of NOS. These aspects were labeled as following NOS1 Science demands and relies on empirical evidence, NOS2 Knowledge production in science shares many common factors and shared habits of mind, norms, logical thinking and methods, NOS3 Scientific knowledge is tentative but durable, NOS4 Laws and theories are related but distinct kinds of scientific knowledge, NOS5 Science has a creative component, NOS6 Science has a subjective element, NOS7 There are historical, cultural and social influences on science, NOS8 Science and technology impact each other, but they are not the same, and NOS9 Science and its methods cannot answer all questions. Table 2 : Issues to determine the student's understanding of the nature of science. Understanding the Expressive behaviors students Nature of science NOS1 Science demands and Writing or speech Scientific knowledge or facts Products relies on empirical evidence. arising from research in a quest to test the use of the 5 senses and from their own experiences or others. NOS2 Knowledge production Writing or speech word piece about the knowledge of in science shares many scientific theory. Arising from the cooperation of several common factors and shared people. Or several groups An attitude jointly Or an habits of mind, norms, logical exchange of mutual learning. thinking and methods NOS3 Scientific knowledge Expresses the science can’t answer all your questions. is tentative but durable -How to acquire scientific knowledge. Admittedly -Knowledge of science or scientific facts can be changed as Pluto as a planet in the solar system ever understand. But not found -The acquisition of scientific knowledge. It must be accepted by the majority. NOS4 Laws and theories are -The idea of scientific knowledge and knowledge can be related but distinct kinds of classified and explained about the importance of rules and scientific knowledge theory. -Describe the difference between laws and theories. NOS5 Science has a creative - Represents or mentioned to acquire scientific knowledge. component Requires analysis, synthesis, evaluation procedures contemplated knowledge or scientific data. From the Proceedings of The 2nd International Conference of Science Educators and Teachers

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Understanding the Nature of science

Expressive behaviors students

experiment Or scientific process Using sensory And analytical data to acquire knowledge. NOS6 Science has a -Expression toscientific knowledge. Can be changed subjective element Cannot determine if that knowledge is something that is always true. NOS7 There are historical, -Expresses theinfluenceof HistoryCulture andsociety cultural and social influences towardsscience. on science -Expresses the relationship between Historical, cultural, social and scientific - Such as the mention of the needs of society as the impetus to scientific knowledge. - Culture is the driving cause of knowledge. Scientific breakthroughs NOS8 Science and -Expresses the influence of science and technology that technology impact each other, affect such things as the consequences on the lives of but they are not the same environmental science and technology, but it's not the same thing. -Expresses the science affects society and things. -Expression of Technology Affect society and things. NOS9 Science and its -Demonstrate knowledge of science. Cannot explain methods cannot answer all everything Some questions Science cannot answer questions -Scientific knowledge is not necessary to answer all such questions science cannot explain the beliefs of individuals. Or explain about the sprite issue so lucky. Findings The teacher had designed the lesson plan on “Tamiya car” topic based on STS concept which includes the nature of science aspect, illustrated in table 3: Table 3: Students’ understanding of NOS in the STS Tamiya unit Amount of students understand Nature of science NOS (N= 13) 1. Science demands and relies on empirical evidence. 13 2. Knowledge production in science shares many common 13 factors and shared habits of mind, norms, logical thinking and methods. 3. Scientific knowledge is tentative but durable. 11 4. Laws and theories are related but distinct kinds of 2 scientific knowledge. 5. Science has a creative component. 11 6. Science has a subjective element. 10 7. There are historical, cultural and social influences on 9 science. 9. Science and its methods cannot answer all questions. 9

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Percentage of students who understand NOS 100 100 84.6 15.4 84.6 76.9 69.2 69.2

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1. Understanding of the nature of science aspect 1: Science demands and relies on empirical evidence. The students understood the nature of science aspect by mentioning that “there should be an experiment for us to gain new knowledge and the experimental finding is always accurate.” It can be implied that the students had an understanding on NOS as demonstrated in S1’s and S11’s worksheets: “After setting the electric circuit, we must check if it is properly functioned, and this hypothesis can be tested.” (S 1) “We should connect the light bulb and the dry battery to test if the light is on, and the experiment was successful.” (S 11) 2. Understanding of the nature of science aspect 2: Knowledge production in science shares many common factors and shares habits of mind, norms, logical thinking and methods. The students understood the nature of science aspect by expressing that “Thought and imagination need to be shared and collaborated as a group”. This is best evidenced in one student’s worksheet: “Tamiya car race was an idea which came from my classmates who helped designing its shape and speed.” (S 10) 3. Understanding of the nature of science aspect 3: Scientific knowledge is tentative but durable. The students understood the nature of science aspect by noting that “Aside from writing or drawing to show our understanding, using a symbol enables us to understand the scientific knowledge more easily.” The examples are as follows: “Using a symbol to represent the electric circuit is easier than drawing a picture because I spend less time.” (S 3) “I learn to write down the electric circuit by using symbol which is easier than drawing and more understanding.” (S 11) 4. Understanding of the nature of science aspect 4: Laws and theories are related but distinct kinds of scientific knowledge. According to the implication of the experiment and conclusion activities, the students understood the nature of science aspect by stating that “Experiment and conclusion contribute to scientific knowledge gaining.” The examples are as follows: “Electric circuit connection needs dry battery which is a main electric source, wire, and light bulb. It must be done during the close circuit in order to let the currents widely spread through the electric circuit and make the light bulbs on. ” (S 3) 5. Understanding of the nature of science aspect 5: Science has a creative component. The students understood the nature of science aspect by writing that “Designing Tamiya car requires the individual group members’ imagination and creative thinking.” This can be illustrated in some students’ worksheets: “Cartoons and toys are created with creativity.” (S 1) “Designing a racing car requires imagination and creative thinking which come from both my fellow classmates and me.” (S 11) 6. Understanding of the nature of science aspect 6: Science has a subjective element. The students understood the nature of science aspect by noting that “To contribute to better improvement, electric circuit creation or race car design always needs to be adjusted and developed.” This can be illustrated in some students’ worksheets: “To produce more electric currents, electric circuit connection needs to be done in a form of series connection. The light bulb will be brighter than connecting in a form of parallel connection.” (S 5)


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“This way of car race design is not always accurate. The technology will be more advanced in the future. Probably, we will not need wheels for car invention.” (S 11) 7. Understanding of the nature of science aspect 7: There are historical, cultural and social influences on science. The students understood the nature of science aspect by mentioning that “Social influences on the design are observed in the imitation and the adaptation of things surrounding the students.” The examples are as follows: “Race car design is adapted from an ice cube stand in a wheelbarrow.” (S 10) “I design my car race by using a cartoon race car as a model and adapting it to become my own style.” (S 2) 8. Understanding of the nature of science aspect 9: Science and its methods cannot answer all questions. The students understood the nature of science aspect by stating that “We must help sharing different designs of a race car and choosing the best one.” This can be illustrated in some students’ worksheets: “Helping designing the race car can make our car better and prettier.” (S 9) “We can create a product after helping sharing ideas until we find the best approach.” (S 8) Conclusion Notably, most students understood NOS 2 concept. To prove this statement, the learning arrangement in this research was designed by letting the students work in groups. This contributes to knowledge exchanging and ideas sharing in designing the best product because the individual students have different backgrounds and experiences. NOS 4 concept, on the other hand, was the least understandable point due to the fact that it was only mentioned in one lesson plan, which did not clearly provide a concept of the rule or the theory. Nevertheless, the experimental and concluding activities offered the students opportunities to express their opinions and summarize the scientific knowledge gained during the learning activities. This can be implied that the students understood the knowledge sake, but they could not differentiate the rules and the theories. Rerferences Attapan , N. (2012). The Study of Grade 11 Students’ Understanding of nature of science (NOS) in Learning about Lights through ScienceTechnology and Society (STS) Approach for Explicit NOS. Master of Education in Science Education thesis, Khon Kaen University. American Association for the Advancement of Science [AAAS]. (1993). Benchmarks for Science Literacy. New York : Oxford University Press. Driver, R., Leach, J., Millar, R. and Scott, P. (1996). Young People’s Image of Science. Buckingham : Open University Press. Institute for the Promotion of Teaching Science and Technology (IPST). 2002. The Manual of Content of Science Learning. Bangkok, Thailand: Curusaphaladphoa. McComas, W. F. (2000). The Principle Elements of the Nature of Science : Dispelling the Myths. In McComas, W. F. (ed.), The Nature of Science in Science Education Rationales and Strategies. Dordrecht : Kluwer Academic Publishers, 53 – 70. ________, W.F., (2004).Keys to Teaching the Nature of Science: The Science Teacher, v. 71, MOE (2008). The Basic Education Core Curriculum B.E. 2551 (A.D. 2008). Bangkok. National Science Teacher Association [NSTA].(1993). Science/Technology/Society As Reform in Science Education. (pp.3-13). New York: State University of New York Press.

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Pato, K. (2012). Grade 10 Students Understanding of Nature of Science in Learning about Energy through Science Technology and Society (STS Approach) for Explicating NOS. Master of Education in Science Education thesis, Khon Kaen University. Yuenyong, C. 2006. Teaching and Learning about Energy: using STS approach. Unpublished PhD thesis, Kasetsart University. Yuenyong ,C. &Narjaikaew, P. (2009). Science Literacy and Thailand Science Education. International Journal of Environmental and Science Education, (July), 335-349.


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The Effect of Teaching and Learning by Science Technology and Society Approach (STS) and Open- ended Question on the Topic “Ecosystem” for Grade 9 Students Rungroj Roopsom1, Kongsak Thathong2 Abstract The purposes of this research were to study 1) the impacts of the Science Technology Society approach couple with Open-ended question lesson plans in an area of “Ecosystem” on students’ analytical thinking and synthetic thinking abilities, 2) the quality of students’ works or tasks, and 3) students’ learning achievement. The One-Shot Case Study of the preexperimental design was used in this study. The participants were 33 Grade 9 students who were enrolled in the 2nd semester of the academic year 2013 of Bongnuea Wittayakhom School, Amphur Sawang Daendin, Sakonnakhon province under the jurisdiction of the Secondary Educational Service Office Area 23. The research tools used in this study were 1) nine lesson plans using the Science Technology Society approach coupled with Open-ended questions on the topic of “Ecosystem”, 2) 10 two-tier test items, 3) 30 multiple-choice test items of students’ learning achievement, and 4) students’ tasks or works assessment criteria. The quantitative data were analyzed by calculating means, frequency, percentage and standard deviations. The students’ works or tasks were assessed by the setting criteria of rubric scores. The results showed that 1) an average score of students’ analytical thinking was 8.30 (83.03% of total score) and was assessed at the highest level, and an average score of the students’ synthetic thinking was 13.60 (68.03% of total score) and was assessed at a high level; 2) the range of average scores of groups students’ works quality for 2 assignments was between 2.53 and 2.93 with an average of 2.71 (90.33% of total score) and was assessed at a very good level; and 3) an average score of students’ learning achievement was 23.63 (78.78% of total score) which was higher than the criterion score of 21 ( 70% of total score). The percentage of students who passed the criterion score was 1 0 0 and was higher than a criterion percentage of 70. Key Words: Analysis thinking, Synthesis thinking, Open – ended question Graduate students in Master program of Curriculum and Instruction, Faculty of Education, Khon Kaen University 2 Associate Professor Dr. Science Education Program, Faculty of Education, Khon Kaen University 1

Introduction Science plays an essentially vital role in present society and the future because it concerns everyone both in daily life and careers. Science also involves technologies, instruments, equipments, and various products for humankind have used to facilitate life and work. All these benefits derived from our scientific knowledge together with creativity and other disciplines. Science enables us to develop our process skills in logical, creative, analytical and critical thinking. It also enables us to obtain essential investigative skills for seeking knowledge and allows the ability for systematic problem-solving, and for verifiable decision-making based on diverse data and evidences. Science is considered as culture of the

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modern world, which is a knowledge-based society. Therefore, all of us need to be developed for scientific literacy with the ability to gain better knowledge and understanding of nature and man-made technology as well as how science works and to apply knowledge rationally, creatively and ethically (The Ministry of Education, 2008). As a teacher who teaches basic science in lower secondary education level of Bongnuea Wittayakhom School, Amphur Sawang Daendin, Sakonnakhon province under the jurisdiction of the Secondary Educational Service Office Area 23 found that students acquired knowledge, understanding, and the ability to link knowledge to use on a daily basis is low. In academic year of 2012, results of the Ordinary Nation Education Test (O-NET) in learning area of science indicated that an average score of Grade 9 students of Bongnuea Wittayakhom School was ( X = 29.74) below than the national average ( X = 35.37) (Group Management Academic of Bongnuea Wittayakhom School, 2012). According to a report of external quality assessment of Bongnuea Wittayakhom School indicated that students’ competencies in analytical thinking and synthetic thinking were at low level which had to be developed and improved. Therefore it is an urgent need to develop and improve learning achievement and thinking skills in terms of analytical thinking and synthetic thinking abilities. As a teacher, who is direct responsible for low abilities of students, tries to study and search for information data about provision of learning to promote the development of students. Related Literatures Analytical and synthetic thinking are considered as high order thinking skills that students need to be enhanced and developed. According to Bloom (1976), the analytical thinking is an ability in using various skills to examine information, evident, fact, and break information into parts by identifying motives or causes as well make inferences and find evidence to support generalizations. There are three elements of analysis—analysis of elements, analysis of relationships, and analysis of organizational principles. Whereas, the synthetic thinking is an ability to compile information together in a different way by accumulating ideas about sub-components that relate to materials or thinking methods in a new pattern or proposing alternative solutions. (Bloom, 1976; Chareonwongsak,1999). It is a teacher’s responsibility to provide an opportunity for students to encounter problematic situation to stimulate and arouse their enthusiasm so they are able to find some solutions on their own. One approach of the open-ended question is considered to be an effective approach in which students are able to find many answers using various ways of thinking to solve problems which are open-ended problem (Nohda, 1984; Inprasitha & Loipha, 2007). The outcomes of teaching and learning science according to the open-ended questions in couple with student-center learning approaches revealed that the open-ended questions enhanced student’s analytical and synthetic thinking and also enhanced students performing of creative tasks (Inprasitha & Loipha, 2007; Bangto, 2007; Chinfan, 2011; Boonlab, 2011; Loalam, 2011; Borkham, 2011; Wichienlom, 2011; Pothirat, 2013; Pimjun, 2013). Teaching and learning according to Science Technology Society (STS) approach is teaching and learning science, which emphasis is put on student-centered and encourages the students to engage in experiences and issues directly related to their lives as well as makes the students be aware that science and technology are surrounding things and appreciate the values of science on everyday life and also apply the acquired knowledge to be useful. STS approach develops students with skills which allow them to become active, responsible Proceedings of The 2nd International Conference of Science Educators and Teachers

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citizens by responding to issues which impact their lives. According to view of STS, teaching and learning of science starts from students’ questions or problems that they found or teacherprovided situation for stimulating students’ interesting and curiosity in searching for answers. The content to be learned is related to the personal needs of students so learning about science is learning about and for him or her. Science is a fact of life and valuable to learners. Science can study everywhere not only in the classroom during class period or in science laboratory but in anywhere if it is appropriate. The society, community and local are learning resources which are large and open laboratories that can be used knowledge and scientific methods to study the events and real-life situations. Many research results showed that teaching and learning by STS can enhance student’s analytical thinking and also help students to investigate the answers by themselves. Students are able to conclude importance issues, dare to share ideas and apply knowledge in their daily lives (Tothaiya, 1997; Pojanatanti, 2005; Thongvichai, 2009; Kinana, 2011; Treechalee, 2011). The outcomes of teaching and learning science according to Science Technology Society approach will be able to encourage students to develop their science concepts and process skills through self processing of knowledge; to be competent in science, technology, and society; to apply acquired knowledge to daily lives; to be reasonable; to think analytically; to be selfdeveloped; to work well with others; and to be responsible membership toward self, society, community, and local (Pojanatanti, 2005). Therefore, researcher is interested in learning management based on concept of Science Technology Society approach coupled with open-ended question on open situation of societal problems in learning area of science to encourage the development of students’ analytical thinking and synthetic thinking abilities and students’ learning achievement. Research purposes The purposes of this research were: 1. To study the ability in analytical thinking and synthetic thinking of Grade 9 students on a topic of “Ecosystem” using Science Technology Society approach coupled with open-ended questions; 2. To study the quality of Grade 9 students’ tasks on a topic of “Ecosystem” using Science Technology Society approach coupled with open-ended questions; and 3. To study the learning achievement of Grade 9 students on a topic of “Ecosystem” using Science Technology Society approach coupled with open-ended questions.

Research methodology 1. Research design The One-Shot Case Study of the pre-experimental design was employed. It is only one group posttest design. X O X stands for implementation of provision of learning according to Science Technology Society (STS) approach coupled with open-ended questions O stands for assessments of students’ analytical thinking and synthetic thinking; quality of students’ tasks; and students’ learning achievement.

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2. The participants The participants were selected using purposive sampling technique consisted of 33 Grade 9/1 students in the 2nd semester, 2013 at Bongnuea Wittayakhom School, Amphur Sawang Daendin, Sakonnakhon Province under the jurisdiction of the Secondary Educational Service Office 23. 3. Variables were results of analytical thinking and synthetic thinking, levels of students’ tasks quality, and students’ learning achievements on a topic of “Ecosystem” using Science Technology Society approach couple with open-ended questions. 4. Research instruments 1) Instruments used in the experiment were nine lesson plans using the Science Technology and Society approach according to Yager (1991) coupled with open-ended on the topic of “Ecosystem”. Times allocation for this experiment was 18 hours. 2) Instruments used to collect data (1) 10 two-tier test items constructed by the researcher for assessing of analytical thinking and synthetic thinking of students in a topic of “Ecosystem”, which were designed to measure level of understanding among students concerning the subject of “Ecosystem” and to identify their ways of thinking and rationale. This two-tier test composed a multiple choice content question in the first tie with free response answers in the second tier which the students had to explain the reason for their answers chosen in the first tier . (2) 30 multiple-choice test items of learning achievement test on “Ecosystem”. (3) Students’ tasks assessment criteria adapted from the scoring rubric criteria of project evaluation of the Institute for the Promotion of Teaching Science and Technology. 5. Data collection 1) Class orientation for learning subject matter content and activity on “Ecosystem”. Researcher presented how to participate in the Science Technology Society (STS) approach coupled with open-ended questions. Researcher informed students about learning objectives and encouraged them to ask questions if they doubted and needed clarity such as asking about subject content or learning objectives for understanding and readiness to learn. 2) Researcher organized learning activities according to provision of learning lesson plans of the Science Technology Society approach coupled with open-ended questions on a topic of “Ecosystem”. For students to acquire basic knowledge about principle and fundamental theory on “Ecosystem”, researcher organized the provision of learning lesson plans #1 - #5. Once students had or acquired a basic knowledge of fundamental theory of Ecosystem, open-ended questions were used at the end of the lesson plans # 5 and # 9. The first open-ended question or open situation was "Students have to apply knowledge learned from lesson plan #1 - # 5 to perform ecological project by exploring one selected ecosystem in their own communities. Describe components of your studied ecosystem and current situation of each component such as the relationship of living things in terms of food chain, wood web and energy transmission of the selected ecosystem. The second open-ended question or open situation was “The students are required to investigate situation of the community which causes an environmental problem by applying principle, criteria, and studied method in planning of performing a project. Then, conduct an Proceedings of The 2nd International Conference of Science Educators and Teachers

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environmental project for the development and implementation of solutions as well as present results of the project”. 3) The students were required to write and to do assigned tasks gained from doing of activities for answering the open-ended questions or open situation to assess students’ outcomes. Researcher gathered and recorded information data for using in the analysis phase. 4) After finishing implementation of the provision learning lesson plans, students were assessed for their thinking abilities using 10 two-tier test items within 60 minutes. 5) After finishing implementation of the provision learning lesson plans, students were assessed for their understanding of the subject matter on a topic of “Ecosystem” using 30 multiple-choice test items for assessing learning achievement within 60 minutes. 6. Data analysis 1) Compute mean ( X ), frequency, percentage, and standard deviation (S.D) for a two-tier test on “Ecosystem” with guidelines in data analysis. 2 ) The first tier of a test used to measure ability in analytical thinking was a multiple-choice test items with 4 options. In scoring test item, 1 for correct answer and 0 for wrong answer. Set the interpretation criteria for total and mean scores as follow: Highest level = 8 – 10, High level = 7 – 8, Moderate level = 5 – 6, Low level = 3 – 4 and Lowest level = 1 - 2 3) The second tier test items used to measure synthetic thinking with a total score of 20. It was a free response section in which the students had to explain the scientific reason for their answers chosen in the first tier. The scoring rubric was used to score this supply type answers based on a model of answers as follow. - 2 for correct answers according to comprehensive content matter and theories at the most. - 1 for correct answer according to comprehensive content matter and theories. - 0 for incorrect answer according to the content and theory. Set the interpretation criteria for total and mean scores as follow: Highest level = 17 – 20, High level = 13 – 16, Moderate level = 9 – 12, Low level = 5 – 8, and Lowest level = 1 - 4 4) In assessing students’ tasks, researcher constructed an analytical rubric scoring adapted from the scoring rubric criteria of project evaluation of the Institute for the Promotion of Teaching Science and Technology. An analytical rubric scoring composed 5 elements: (1) Identification of title, (2) procedural action, (3) presentation, (4) conclusions and suggestions, and (5) creativity. Each element had quality scores ranging from 1-3 points. Set the interpretation criteria for total and mean scores as follow: Very good quality = 2.51-3.00, Good quality = 1.51-2.50, Fair quality = 1.00-1.50 5) In scoring test item of learning achievement, 1 for correct answer and 0 for wrong answer. Compute mean ( X ), percentage of total score, standard deviation, frequency, and percentage of students who passed the criterion score. The criterion score was 21 or 70% of total score and there were at least 70% of the students’ mean score should be higher than a score of 21. This criterion percentage was 70/70.

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Research Results The research results were as the followings. 1. Results of analytical thinking, synthetic thinking and learning achievement were illustrated in Table 1. After learned by the Science Technology Society approach coupled with open-ended question on “Ecosystem”, an average score of students’ analytical thinking was 8.30 with a total score of 10 and was assessed at the highest level; an average score of students’ synthetic thinking was 13.60 (68.03%) with a total score of 20 and was assessed at a high level; and an average score of students’ learning achievement was 23.63 (7 8 . 7 8 % of total score of 30) which was higher than the criterion score of 21 (70% of total score). The percentage of students (33 out of 33) who passed the criterion score was 100 and was higher than a criterion percentage of 70. In addition, majority (51.52%, 48.48%) of the students were assessed at high level for analytical thinking and synthetic thinking, respectively. Table 1 : Means, standard deviation, percentage of students’ analytical thinking, synthetic thinking and learning achievement (N=33) Variables

Total score

Analysis Synthesis Achievement

10 20 30

8.30 13.60 23.63

S.D

%

1.04 2.68 1.78

83.03 68.03 78.78

Level of quality Highest High Moderate No (%) No (%) No (%) 15(45.45) 17(51.52) 1(3.03) 5(15.15) 16(48.49) 12(36.36)

2. Results of students’ tasks quality After learned by the Science Technology Society approach coupled with open-ended question on “Ecosystem”, students were required to perform 2 assigned tasks. Results of quality of students’ tasks assessed by 3 experts revealed that the range of average scores of groups students’ works quality for 2 assignments was between 2.53 and 2.93 with an average of 2.71 (90.33% of total score) and was assessed at a very good level as indicated in Table 2. Table 2 :Summary assessment of students’ tasks quality in 5 groups Assignment # 1

1 2.86

2

Percentage Level of quality

2 2.67

Group 3 2.86

4 2.60

5 2.93

2.78

2.73

2.67

2.67

2.53

2.67

2.65

2.79

2.67

2.76

2.56

2.80

2.71

93.00 Very good

89.00 Very good

92.00 Very good

85.33 Very good

93.33 Very good

90.33 Very good

Level of quality Very good Very good Very good


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Conclusions This research tried to study the impacts of the Science Technology Society approach couple with Open-ended question lesson plans in an area of “Ecosystem” on Grade 9 students’ analytical thinking and synthetic thinking abilities; the quality of students’ works or tasks; and students’ learning achievement. 1. An average score of students’ analytical thinking was 8.30 with a total score of 10 and was assessed at the highest level. 15 students (45.45% of students) were assessed at the highest level, 17 students (51.51% of students) were assessed at a high level, and 1 student (3.03% of students) was assessed at a moderate level. 2. An average score of students’ synthetic thinking was 13.60 (68.03%) with a total score of 20 and was assessed at a high level, 5 students (15.15% of students) were assessed at the highest level, 16 students (48.49% of students) were assessed at a high level, and 12 students (36.36% of students) were assessed at a moderate level. 3. A range of average scores of 5 groups students’ works quality for 2 assignments was between 2.53 and 2.93 with an average of 2.71 (90.33% of total score) and was assessed at a very good level. 4. An average score of students’ learning achievement was 23.63 (78.78% of total score of 30) which was higher than the criterion score of 21 (70% of total score). The percentage of students (33 out of 33) who passed the criterion score was 100 and was higher than a criterion percentage of 70. Discussions 1. Analytical thinking, synthetic thinking and students’ tasks or works Results of analytical thinking and synthetic thinking after taught by researcher using the Science Technology Society approach coupled with open-ended question and were assessed by 10 two-tier test items on “Ecosystem” revealed that both the average scores of students’ analytical thinking ( X =8.30) and synthetic thinking ( X =13.60) were assessed at a high level. In addition, students were able to create 2 tasks with an average score of 2.71 (90.33% of possible total score) using 2 given open-ended questions or problem situations constructed by researcher. The average score of 2.71 out of 3 was considered as a very good quality. Research results indicated that most of students acquired abilities in analytical thinking and synthetic thinking at high level. It can be seen that Science Technology Society approach coupled with open-ended questions gives an opportunity for student to demonstrate abilities and the freedom to think and to answer freely and fully. In this study, provided situation of the STS approach encouraged the development of students’ understanding of principles and theories of science content to be learned. Moreover, provision of learning activities using STS approach coupled with open-ended question, which is wide open to accept for a variety of responses with no right or wrong answers, so students’ thought were not limited or obstructed to think, to dare to do, and to dare to express ideas. It was able to conclude that provision learning lesson plans of Science Technology Society approach couple with open-ended questions on a topic of “Ecosystem” encouraged stimulating students’ analytical thinking and synthetic thinking abilities in answering the open-ended questions which were consistent with the research findings of Chinfan (2011), Boonlab (2011), Borhkam (2011), Wichienlom (2011), Laolam (2011), Pothirat (2013), and Pimjun (2013). These researchers studied analytical thinking, synthetic thinking, and students’ works or tasks as a result of using open-ended questions with a focus on teaching strategies of student-

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centered and found that these teaching strategies on student-centered couple with open-ended questions enabled students to think analytically and synthetically, and were able to create works or tasks creatively. 2. Students’ learning achievement on “Ecosystem” Results of provision learning lesson plans using the Science Technology Society approach coupled with open-ended question revealed that an average score of 33 students’ learning achievement on “Ecosystem” was 23.63 (7 8 .7 8 % of total score of 30) which was higher than the criterion score of 21 (70% of total score). The percentage of students (33 out of 33) who passed the criterion score was 100 and higher than a criterion percentage of 70. It can be seen that aforementioned provision of learning not only stimulated analytical and synthetic thinking but also developed students’ learning achievement which was consistent with a research finding of Photirat (2013) who conducted a research for Grade 6 students using comparison teaching strategy coupled with open-ended question in a topic of “Surrounding Substance” on analytical and synthetic thinking, quality of students’ tasks, and students’ learning achievement. In addition, the research findings are also consistent with a research finding of Pimjun (2013) who conducted a research for Grade 9 students using problem-based learning coupled with open-ended question in a topic of “Life and the Environment” on students’ analytical, synthetic, and creative thinking abilities, and learning achievement. The research findings illustrated the impacts of Science Technology Society coupled with open-ended question not only encouraged thinking in terms of analytical thinking and synthetic thinking, but also promoted the development of learning achievement of students. Therefore the Science Technology Society approach coupled with open-ended question was able be used as a guideline in encouraging the development of the students in all aspects of capacities according to section 24 (2) and 24 (3) of the National Education Act B.E 2542 (1999) and Amendments (No. 2) B.E. 2545 (2002). Section 24 (2) states that “In organizing the learning process, educational institutions and agencies concerned shall provide training in thinking process, management, how to face various situations and application of knowledge for obviating and solving problems”. Section 24 (3) states that “In organizing the learning process, educational institutions and agencies concerned shall organize activities for learners to draw from authentic experience; drill in practical work for complete mastery; enable learners to think critically and acquire the reading habit and continuous thirst for knowledge” (Office of the National Education, 2003). Implications Implementation of research results 1 ) Before using open-ended questions, teacher must check students’ understanding about content matter. If they lack this knowledge, teacher must explain for their understanding so they will be able to connect or relate content matter with doing activity for responding to open-ended question effectively. 2 ) Posing open-ended questions should be questions which encourage or stimulate students to response freely and independently with emphasis is put on the Proceedings of The 2nd International Conference of Science Educators and Teachers

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possibility in solving problems of the students. Teacher should allow students make decision independently so they will be able to express ideas fully. 3 ) Teacher must summarize or describe more knowledge about the principles and theory when there are any indications shown that methods of finding answers or algorithm of students into practice are not correct according to principle and theory. 4) Teacher must give time for students because time allocation in classroom is quite limited so it requires additional time outside of class time for students to answer openended questions and build a portfolio so that students are able to express their ideas and create a work effectively. 5) Research should be conducted to teaching-learning activities that focus on student-centered with open-ended questions to use in learning activities to develop analytical thinking an synthetic thinking of students and quality of students' tasks on other topics of learning area of science 6) Research should be conducted and aims to study the outcomes of provision of learning activity using open-ended question coupled with other teaching strategies that focus on student-centered as an important role in learning to encourage the development of analytical, synthetic, and creative thinking abilities as well as learning achievement of students for other learning areas. Acknowledgements I am indebted of my many of my professors to encourage me during my study and completion of the project. I also acknowledged the financial support from the Graduate School of Khon Kaen University. References Bangto, K. (2007). A Study of Grade 7 Students’ Analytical Thinking using Open-ended Problem. Master thesis in Curriculum and Instruction, Graduate school, Khon Kaen University. Thailand. Bloom, B. S. (1976). Handbook on Formative Evaluation of Student Learning. New York: McGraw Hill book. Boonlab, L. (2011). The Analytical, Synthetical Thinking and Works on the Topic “Force And Pressure”of Grade V Students by Predict - Observe – Explain Model and Open-ended Question. Master thesis in Science Education, Graduate school, Khon Kaen University.Thailand. Borkham, W. (2011).The Effect of Teaching and Learning using Inquiry Cycle (5Es) and Open - ended Question on the Topic “ Electromagnetic” on Analytical, Synthetical Thinking and Works of Grade XI Students. Master thesis in Science Education, Graduate school, Khon Kaen University. Thailand. Chareonwonsak, K. (2003). Analytical Thinking. Bangkok: Success media . (2003). Synthetic Thinking. Bangkok: Success media

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Chinfan, Ch. (2011). Analytical, Synthetical Thinking and Works of Grade 9 Students on the Topic of “Water Resource Conservation” Who were Taught Using Learning Cycle Model (7Es) Together with Open-ended Question. Master thesis in Science Education, Graduate school, Khon Kaen University Thailand. Inprasitha, N. & Loipha, S. (2007). Lesson Study: An Innovation for Thai Language Teacher’s Professional development. Journal of Education. April-September, 30(2-3), 25-40. Institute for the Promotion of Teaching Science and Technology. (2002) Handbook of Provision of Learning area of Science. Bangkok: Institute for the Promotion of Teaching Science and Technology. Thailand. . (2004). Learning Management of Learning Area of Science, Basic Education Core Curriculum. Bangkok: Institute for the Promotion of Teaching Science and Technology. Thailand. . (2011). Assessment of Trends in International Mathematics and Science Study 2009. Bangkok: Arun karnpim Co., Ltd. Kinana, N. (2011). A Study of Grade 12 Students’ Ability in Synthetic Thinking using Teaching Model according to Constructivist. Master thesis in Curriculum and Instruction, Graduate school, Khon Kaen University. Thailand. Laolam, P. (2011). Analytical and Synthetical Thinking on the Topic of “Material and its properties”of Grade V Students who were taught using Inquiry Cycle (5Es) Learning Activities with Open-ended Questions. Master thesis in Science Education, Graduate school, Khon Kaen University Thailand.. Ministry of Education. (2008). Basic Education Core Curriculum B.E. 2551(2008). Bangkok: Community Printing of Agricultural Cooperatives of Thailand. Moonkum, S. (2004). Strategy in teaching analytical thinking. Bangkok: Parpkarnpim Office of the National Education Commission. (2003). National Education Act B.E.2545 (1999) and Amendments (Second National Education Act B.E.2545 (2002)). Bangkok: Pimdeekarnpim Co., Ltd. Pimjun, Th. (2013). The Learning Outcome of Grade 9 Students by Problem-based Learning with Open-ended Question Instruction on Topic “Life and Environment”. Master thesis in Curriculum and Instruction, Graduate school, Khon Kaen University. Thailand. Pojanatanti, N (2005). Learning Achievement in Science on Topic “Substance in Daily Life” and Ability in Making Decision about Substance in Daily Life of Grade 6 Students Based on Science Technology Society (STS)approach for Science Teaching. Doctoral dissertation in Science Education, Graduate School, Kasetsart University. Thailand. Pothirat, Kh. (2013). The Learning Outcome of Grade 6 Students on Topic “Surrounding Substance” by Analogy Approach and Open – ended Questions. Master thesis in Curriculum and Instruction, Graduate school, Khon Kaen University. Thailand.


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Thongvichai , Y. (2009). Grade 8 Students’ Awareness and Capability of Analytical Thinking about Food and Surviving in Learning through Science, Technology, and society (STS) Approach.Master thesis in Science Education, Graduate school, Khon Kaen University. Thailand. Tothaiya, R. (1997). Learning Achievement and Problem Solving Ability on Science Subject of Matayomsuksa 1 Students taught by Problem Solving according to Science, Technology, and Society. Master of Education Thesis in Science Education, Graduate School, Khon Kaen University. Treechalee, T. (2011). A Study of Grade 9 Students’ Capability of Analytical Thinking and Learning Achievement about Environmental Problem through Science, Technology, and Society (STS) Approach. Report of Independent Study for Mater of Education in Curriculum and Instruction, Graduate School, Khon Kaen University, Thailand. Wichienlom, S. (2011). The Outcome of Learning Activities Chemistry Club using NormalTeaching Method and Open -ended Questions for High School Students. Master thesis in Science Education, Graduate school, Khon Kaen University. Thailand. Yager, R. E. (1990). Instructional outcomes change with STS. Iowa Science Teachers Journal, 27(1), 2-13. Yager, R. E. (1991). The constructivist learning model: Towards real reform in science education. Science Teacher, 58, 52 – 5

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Grade sixth student’s problem solving ability and learning achievement in science topic on life and environment Using problem – based learning (PBL) and formative assessment Rachadaporn Singkibut1, Phairoth Termtachatipongsa 2 Abstract The purposes of this research were: 1) to study the problem solving ability and 2) to study the learning achievement in the science topic on “ organism and environment” of the sixth grade students based on problem-based learning (PBL).So that at least 70 percentage of the students passed the prescribed criterion at 70 percentage of full mark. The targets consisted of 11 Prathomsuksa sixth students in Ban Sok Saeng School under the office of KhonKaen Educational Service Area 4 during the second semester of the academic year, 2013. The one-shot case study was employed in the research.The research tools used in the study consisted of:1) the experimental tool which included 6 lesson plans (for 18 hours)on the topic “organism and environment” by the PBL Model and 2) the evaluation tools which included the40 items of problem solving ability test. Index of difficulty ranged 0.25-0.75 and index discrimination ranged 0.26-0.86 and reliability was 0.93. The test of learning achievement composed of 40 items. Index of difficulty ranged 0.27-0.73 and index discrimination ranged 0.26-0.90 and reliability was 0.96. It also included the formative evaluation by means of an exit ticket. Both qualitative and quantitative methods were used in analysis the data. The statistics used in the research were percent, mean and standard deviation respectively. The research results revealed that: 1. The student problem solving ability average score was 74.77 passed the prescribed criteria at 70 percent and 72.72 percent of students passed the prescribed criterion at 70 percent 2. The student learning achievement average score was 75.22 passed the prescribed criteria at 70 percent and 81.82 percent of students passed the prescribed criterion at 70 percent Key Words : Problem solving ability , Problem-Based Learning: PBL , Formative Assessment 1

Graduate student, in Master program of Curriculum and Instruction, Faculty of Education Khon Kaen University. 2 Assist. Prof. Dr. Science Education Program, Faculty of Education, Khon Kaen University, Thailand.


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Introduction In the present circumstance, Thailand is facing problems resulted from changes, in terms of communication, transportation, medication and education. Additionally, the rapid development of science and technology is considered as the other cause of problems. Consequently, the lives need to be adapted to the environmental changes so that the lives becomes more convenient and safe, meanwhile lives have to encounter many problems getting along with the prosperity. Education management is regarded as an important factor which helps to gain knowledge and ability of people, in terms of application of their knowledge and ability for solving problems. Providing of the education is a preparation for students in order that they will get ready for facing and dealing with the social surrounding in the future. Policy of education reform emphasizes that students play a role in investigation of the knowledge so as to apply their knowledge in the real life, that they are able to think and solve problem themselves (The institute for the Promotion of Teaching Science and Technology, 2007). It is in accordance with Basic Education Core Curriculum (2008), which emphasizes on students to learn eight groups of learning substance. However, Substance Science Learning Group, which is one of the learning substance groups, is an important core of learning substance of Basic Education Curriculum (Ministry of Education, 2008). Besides, because Substance Science Learning Group focuses on substance which gains knowledge coupling with training skills of learning process and desired characteristics, the students must be able to apply their knowledge and process technology for studying and learning new knowledge. Furthermore, the students must be able to consider and solve problems themselves systematically. Hence, the conduct of Substance Science Learning Group, which is necessary that teachers will have to develop the learning activities that students are trained for their skills, in particularly problem skill as a basic skill for living of human. The conduct of Problem –Based Learning (PBL) which is a kind of learning activity mainly bases on the understanding and problem solving that help the students to improve their skills of problem solving. The purpose of the activity is to encourage students to consider and analyze realizably so that the students get confident in themselves and also their improved skills are able to deal with problems and obstacles. Consequently, the role of students as the knowledge receiver is changed to be the knowledge explorer from learning aids and resources; in addition, students have the interaction with their friends, in terms of discussion, recommendation and reasonable conclusion until they are able to gain their knowledge themselves and apply it in the practical situation ( Munthara Thummabus, 2002) . It is in agreement with Office of the Education Council, Ministry of Education (2005), it reported that the outstanding characteristic of PBL is concerned

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on using the problem as the beginning of learning and activating improvement of the skills in self problem solving by searching for information, group discussing to find out reasons for understanding problems, and the approach of problem self-solving. Furthermore, not only the conduct of learning activity as an important factor of the training for problem solving skill of the students but also the students have to be measured and evaluated for the progress of their understanding or their improvement, in terms of knowledge, procedure skill and desired characteristics. The measurement and evaluation are as factors of the conduct of learning activity. Thus, the teachers must have the well understanding of the measurement and evaluation so that they can select effective and reliable procedures of the measurement and evaluation. For example, how much the tools of the measurement and evaluation are able to directly investigate the problem solving skill of students. Hence, the measuring tool of problem solving should be suitably invented to get the correct data. According to the background and rational of the study that the students are desired to learn and have the ability of problem solving and learning achievement in science, the author was interested in conduct of the PBL collaborated with formative assessment in the science topic on “organism and environment” of the sixth grade students in Ban SokSaeng School in order to improve the ability of problem solving and learning achievement skills of the students. Research Hypothesis The conduct of Problem-Based Learning: PBL was able to highly improve ability to solve problems and learning achievement of the students. Research Purposes 1. To study the problem solving ability in the science topic on “organism and environment” resulted from the conduct of PBL collaborated with formative assessment of the sixth grade students based on problem-based learning (PBL) so that at least 70 percentage of the students passed the prescribed criterion at 70 percentage of full mark. 2. To study the learning achievement in the science topic on “organism and environment” resulted from the conduct of PBL collaborated with formative assessment of the sixth grade students based on problem-based learning (PBL) so that at least 70 percentage of the students passed the prescribed criterion at 70 percentage of full mark.


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Research Methodology 1. Research design The pre-experimental design and the one-shot case study were employed in the present research. 2. The participants The targets consisted of 11 Prathomsuksa sixth students in Ban SokSaeng School under the office of KhonKaen Educational Service Area 4 during the second semester of the academic year, 2013. 3. Research Instruments 3.1 The experimental tool used in the present research was to six lesson plans of PBL in the topic on “organism and environment” for 18 hours. 3.2 The experimental tools of used in the study included: 1) the ability test in the topic on “organism and environment” which was the 4-objective choices of 40-total item, 2) the test of learning achievement on the topic “organism and environment” which composed of 40 items of 40 total item and 3) the formative evaluation by means of an exit ticket was for the feedback of students for formative assessment in next time. 4. Data collection The research was carried out following as: 4.1 The students were orientated to PBL, which concerned on the description of PBL methodology during the activities of PBL and collected data before conducted the PBL activity in Learning Unite 3. 4.2 The target students were taught for 18 hours with PBL model of which substances consisted of 1) organism and habitats, 2) the relationship of organisms in ecosystem, 3) the relationship organisms and environment, 4) the adaptation of organisms to environment, 5) human population and natural resources, and 6) maintain and conservation of the natural resources and environment. Each of learning plan composed of description and exercise worksheets that emphasized on problem solving ability. At the end of PBL activity in each time, the students had to write their comments and recommendations in Exit Ticket so as that the results obtained from students’ comments and recommendation as data of PBL activity would be improved for using next time.

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4.3 At the end of the conduction of six lesson plans of PBL model or the end of 18 hours of PBL activity, the students were tested for problem solving ability and learning achievement in the topic on “organism and environment” to be compared with the regulated criteria. 5. Data analysis 5.1. The analysis of quantitative data: percentage and mean were obtained from tests of problem solving ability and learning achievement in the topic on organism and environment. At the end of the experiment, the scores were calculated as percentage and mean so as to compare with the regulated criteria. 5.2. The analysis of quality data: at the end of each learning unit of PBL activity, the data was collected from post-learning report of each learning unit and exit ticket to be analyzed and evaluated using content analysis whether the conduct of problem-based learning collaborated with assessment was suitable. The results were presented as description. Results The result of problem solving test in the topic on science at the end of PBL conduct collaborated with learning assessment is shown in Table 1. The prescribed criteria were considered that 70 percent of all students should have the average score that was considered as over 70 percent of full score. The results showed that there were eight students who passes through the prescribed criteria, considered as 72.72 percent of all students (11 students), and the average score was 29.64, considered as 74.77 percent that passed the prescribed criteria at 70 percent. Table 1 : The results of problem solving test at the end of PBL conduct collaborated with learning achievement Number of Number of student

Full score

Score passing criteria

student passed the

Results of the test (score)

criteria Number of

%

X

%

S.D.

72.72

29.64

74.77

2.90

student 11

40

28

8

The result of learning achievement test in the topic on science at the end of PBL conduct collaborated with learning assessment is presented in Table 2. The prescribed criteria were


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considered that 70 percent of all students should have the average score that was considered as over 70 percent of full score. The results showed that there were nine students who passes through the prescribed criteria, considered as 81.82 percent of all students (11 students), and the average score was 30.10, considered as 75.22 percent that passed the prescribed criteria at 70 percent. Table 2 : The results of learning achievement test on science at the end of PBL conduct collaborated with learning assessment Number of student Number of student

Full score

Score

passed the criteria

passing

Number

criteria

of


%

X

%

S.D.

81.82

30.10

75.22

2.93

student 11

40

28

9

Conclusion and Discussion 1. Conclusion 1.1. The average score of student problem solving ability was 74.77 that passed the prescribed criteria at 70 percent and 72.72 percent of students passed the prescribed criterion at 70 percent 1.2. The average score of student learning achievement was 75.22 passed the prescribed criteria at 70 percent and 81.82 percent of students passed the prescribed criterion at 70 percent 2. Discussion An average of 72.72 percentages of the sixth grade students who were conducted with PBL collaborated with learning achievement had average of 74.77 percentages of the problem solving ability test, which passed through prescribed criteria (70 percentages). Harmoniously, Munthara Thummabus (2002) reported that PBL is an activity based on problem situations of the students’ daily life as an activator of learning that the students have to plan and carry out the problem solving resulting in improve their skills on team working, problem and obstacle solving ability. Moreover, the role of students as the knowledge receiver is changed to be the knowledge explorer from learning and aids and sources; as well as, students have interaction with their friends, in terms of discussion, recommendation; consequently, they enjoy learning and finding for

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reasonable conclusion and they have an opportunity for considering and analyzing that lead to enlarge the confident in themselves until they are able to gain their knowledge themselves and apply it in the practical situation. The conduction of PBL, the students practiced to observe and explore in the practical areas, including garbage area of community, and the students examined the water quality and pH of water and soil so that the students could analyze the problems and discuss the data together and also they used their teamwork skills systematically that was as learning for problem solving based on the learning theory of Jonh Dewey (1916, cited in Pranee Heepkaew 2009), which is considered as “Learning by Doing”. This finding is harmonious with Benjawan Uammanee (2006), Boonnum Inthanon (2008) and Somwuang Aungsanu (2011) that the students who were conducted with PBL had high ability to solve problems. An average of 81.82 percentages of the sixth grade students who were conducted with PBL collaborated with learning achievement had average of 75.22 percentages of the problem solving ability test, which passed through prescribed criteria (70 percentages). It is similar to the studies of Thiwawaan Jithaphak (2005) and Suthep Patchanla (2011) that the students who were conducted with PBL were able to increase in learning efficiency leading to the students could well solve problems and had self-learning skill. According to psychological theory, it suggests that teachers set up an experience for students based on the direct experience of solving problem in order that the students had chances to learn substances and thought strategy (Cindy E.Hmelo-Silver, 2004), resulting in increasing the learning achievement of students. Recommendation 1 . The learning of students should be emphasized on scientific skill, observation skill, teamwork skill, skills of thought for solving problems and also positive thinking on science. 2. The PBL should be compared with other kinds of learning activity or students should be raised to create projects concerning science that originates from the students’ curiosity. Acknowledgement I am indebted of my many of my professors to encourage me during my study and completion of the project. I also acknowledged the financial support from the Graduate School of KhonKaen University.


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References Ministry of Education (2008). Basic Education Core Curriculum 2008. Bangkok: The Agricultural Co-operative Federation of Thailand. Thiwawaan, J. (2005). A study on science learning achievment and communication skill by using problem-based learning /PBL. [Master Thesis in Education]. Bangkok: Srinakharinwirot university Benjawan, U. (2006). The development of learning outcomes and problem solving abilities toward the conservation of Tajeen river of fifth grade students taught by problem based learning approach. [Master Thesis in Program and Orientation]. Graduate School: Silpakorn University. Boonnum, I. (2008). A study on science learning achievement and ability in solving science problems through problem-based learning and inquiry process of Matthayomsuksa 3 students at Yotinbumruny school. [Master Thesis in Education]. Bangkok: Srinakharinwirot university Pranee , H. (2009). The development of mathayomsuksa-3 student problem solving unit on "resources and environment" using problem-based learning (PBL). [Master Thesis in Education Program in Curriculum and Instruction]. Graduate School: Khon Kaen University. Munthara, T. (2002). The development of PBL (Problem-Based Learning) quality, Journal, 5( 2) February 11-17. Somwuang, A. (2011). The development of mathayomsuksa-4 student, problem solving ability and learning achievement in the biology unit on "circulatory system" using problem-based learning (PBL). [Master of Science Program in Science Education]. Graduate School: Khon Kaen University. The Office of Education Council. (2007). Problem-Based Learning (PBL). Bangkok: Pimdeekarnpim. Suthep, P. (2011). The learning achivement and satisfication of Mathayomsuksa IV on topic "Homeostasis" by problem-based learning. [Master Thesis in Education]. Graduate School: Khon Kaen University. Cindy, E. H. (2004). Problem-Based Learning : What and How Do Students Learn?. Educational Phychology Review, 16(3), 235-266.

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Grade 6 students, learning achievement in problem solving ability and awareness in everyday life using Problem-Based Learning Chutima Jamrusnaew1, Phairoth Termtachatipongsa2 Abstract The objectives of this research were to study the learning achievement, problem solving ability, and awareness of safety substances in everyday life of grade 6 students using ProblemBased Learning (so that 70 percentage of students would obtain passing 70 percent). The target group consisted of 23 Grade 6 Students, Ban Khob Lek School, under jurisdiction of the Office of Nong Bua Lampu Primary Educational Service Area 2, during the second semester in academic year 2013. The study was the Pre-Experimental Design. The post-test was employed in this study. The research tools were as the following. 1) The 7 lesson plans on topic “Substances in everyday life” based on Problem Based Learning for 14 hours, 2) The 30 items of learning achievement test, item difficulty ranged between 0.38-0.76, item discrimination raged between 0.24-0.77 and reliability was 0.79. The 30 items of problem solving ability test, item difficulty ranged between 0.55-0.80, item discrimination ranged between 0.27-0.80 and reliability was 0.89. The awareness of safety substances in everyday life was the 5 level rating scales. Data were analyzed by frequency, mean and percent. The results showed that: 1) the students learning achievement was 82.61 percent, passed the prescribed criteria at 70 percent 2) the students problem solving ability was 73.91 percent, passed the prescribed criterion at 70 percent 3) Most students had awareness of safety of substance in everyday life at “High” level. Keywords : Problem based learning, problem solving ability , awareness Master student, Program in Curriculum and Instruction, Graduate School, Khon Kaen University, Thailand, email: [email protected] 2 Science Education Program, Faculty of Education, Khon Kaen University, Thailand, 40002. 1

Introduction Education management has been rapidly shifted from the past to the present leading to decrease the role of teachers who teach specific subjects. The change of the society at the industrial period into the period of information and technology society that people have to consider so as to selectively receive information and use technology suitably and highly advantageously for themselves. Hence, the concept of learning conduct, which the teachers are as a centre of learning conduct and the students have to count on knowledge from the teachers Proceedings of The 2nd International Conference of Science Educators and Teachers

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or teaching of the teachers, changed to be the learning conduct that the students are as the centre of learning conduct. As a result of this learning conduct, the students must have ability to think and consider and create their own knowledge; consequently, the students have a chance to practice thinking. According to core of learning substance of Basic Education Curriculum (Ministry of Education, 2008), eight learning substances were set, namely groups of learning substance of Thai language, mathematics, science, social study, religion and culture, health education and physic education, art, occupation and technology, and foreign languages. Based on the core of learning substance of Basic Education Curriculum in 2008, it is reported that there five important performances of the students who have the basic education. However, the problem solving ability of the students is one of the performances that the students who face to a problem must be able to solve a problem and pass an obstacle suitably based on reasonable and moral principles and available information. Additionally, understanding of relationship and change in social circumstances, searching for information to apply for prevention and solution of problem, and an efficient decision considered effects of decision on themselves and other people are concordance with core of learning substance of Basic Education Curriculum (2008) that improves the students to be smart, happy and good people let to increase performance in studying and working in the future. Suwanapa (1980) stated a characteristic of the thought on problem solving according to Deway that the lives normally face to things which unexpectedly cause problems resulting from the changes of environment, bodies and mentalities. Hence, suitably teaching method should let people to efficiently self-solve problems themselves so that they are able to live well. In addition, human is cleaver and smarter than animals, in case of solving problems thoughtfully and systematically. The education can improve students’ thoughtful skill for solving problems. As results of studies of learning theory, it is found that constructivism learning theory was mostly interested by educationists and is harmonious with education management in the 19th century. Barrows & Tamblyn (1980) stated that Problem-Based Learning, which is a type of learning originated from the constructivism learning theory based on the concept of cognitive psychology is the learning from problem conditions for leaving of human being. When the students face to an unknown problem causing an intellectual conflict, then the students have to search for information to gain their experience that is applied for problem solution in the future. The finding of many studies indicates that the students are able to solve problems orderly and properly. It is in agreement with the study on an improvement of learning based on problem-based learning conducted by the Chumpengpan (2007), Aungsanu (2011),

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Chaipreecha (2011) Duanupara (2012), Suriyong (2008), Heepkeaw (2009), Namnorin (2011) and Wongchai (2010) that problem solving ability and learning achievement of the student are higher that the regulated criteria. Walton & Matthews (1989) concluded advantages of problem-based learning that: (1) the students are well able to adapt to rapid changes, (2) it improves the ability of students to use source of the present information, (3) it helps students to gain knowledge and maintain information, and (4) it encourage students to participate the team learning instead of learning competition that students have to make a group decision. On the other hand, the weakness of teacher centered learning is that teachers cannot teach everything for students; however, the problem-based learning makes the students having opportunities to learn what they are interested in that their knowledge obtained from learning process during solving problems, including searching for information by analysis, making a decision, proving a critical comment, being creative, and being enthusiastic. Moreover, the problem-based learning focuses on the team learning that the students enhance their personalities which are creative, thoughtful, confident, and brave to face and deal with problem reasonably. Lastly, it indirectly helps the students to substantially practice searching for information for learning. As a result of Ordinary National Educational Testing (O-NET) of grade six students of Ban Khob Lek School, under jurisdiction of the Office of Nong Bua Lampu Primary Educational Service Area 2, it indicated that an average score of substance 3 (substance and substance property) was 34.56 in academic year 2011. For an average score of achievement learning in science of grade six students was 63.76 in academic year 2011 that was lower than the regulated criteria (over 70 percent considered as pass). And for the evaluations of analyzing and synthesizing thought and solving problem thought were at level 2 that was below the criteria (level 3 considered as pass). Considering the test score of students, it demonstrated that score of the substance in everyday life was the lowest because the subject is abstract and cannot be seen that is hard for the students and the teaching process is a lecture without practicing that leads to the students do not have chances in finding a solution. In order that the students can solve problems and improve their learning achievement and also awareness in safety substance and prevention of chemicals in everyday life suitably, the author was interested in study on the problem solving ability that problem-based learning was used. Aims of research 1. To study the learning achievement of science subject on the topic “Substances in everyday life” of grade six students using Problem-Based Learning (so that 70 percentages of all students would obtain passing over 70 percent). Proceedings of The 2nd International Conference of Science Educators and Teachers

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2. To study problem solving ability on the topic “Substances in everyday life” of grade six students using Problem-Based Learning (so that 70 percentages of all students would obtain passing over 70 percent). 3. To study awareness in safety substances on the topic “Substances in everyday life” of grade six students using Problem-Based Learning (so that 70 percentages of all students would obtain passing over 70 percent). Research methodology Research design The pre-experimental design and the one-shot case study were employed in this research. Target group The target group consisted of 23 Grade six Students, Ban Khob Lek School, under jurisdiction of the Office of Nong Bua Lampu Primary Educational Service Area 2, during the second semester in academic year 2013. Research tools 1. The experimental tool used in the present research was to seven lesson plans of Problem-Based Learning on the topic “Substances in everyday life” of six-grade learning unit 5 for 14 hours. 2. The experimental tools using for data collection included the test of learning achievement which was the 4-objective choices of 30-total item, the test of problem solving ability which was the 4-objective choices 40-total item consisted of 10 situations, and the 20item test of awareness of safety substances which was 5-level of rating scale such as strongly agree, agree, not sure and disagree. Data analysis 1. At the end of study, the percentage mean of score as the data obtained from the tests of learning achievement and problem solving ability on the topic “Substances in everyday life” using Problem-Based Learning were analyzed. 2. The data which were obtained from the test of awareness in safety substance on the topic “Substances in everyday life” were analyzed as: the percentage of student number and each level of the test of awareness in safety substance of each student that were categorized into each group of the awareness in safety substance. Then, the percentages of students who had high, moderate and low awareness were calculated.

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Results The score of learning achievement test of science subject on the topic “Substances in everyday life” based on Problem - Based Learning of 23 graded-six students at the end of activity are presented in Table 1. Over 21 marks as 70 percentages of 30-full marks were regarded as “passing” the prescribed criteria. The result showed that there were 19 students of a total 23 student passed the criteria referred as 82.61 percent of a total 23 student. Table 1: The number of student passed the prescribed criteria of learning achievement test Number of

Full

student

score

23

30


21

Number of student passed the criteria Number of student 19


%

̅ X

%

S.D.

82.61

22.30

74.35

3.44

The score of problem solving ability test of science subject on topic “Substances in everyday life” based on Problem - Based Learning of 23 graded-six students at the end of activity are presented in Table 2. Over 28 marks as 70 percentages of 40-full marks were regarded as “passing” the prescribed criteria. The result showed that there were 17 students of a total 23 student passed the criteria referred as 73.91 percent of a total 23 student. Table 2: The number of student passed the prescribed criteria of test of problem solving ability

Number of

Full

student

score

23

40


28

Number of student passed the criteria Number of student 17


%

̅ X

%

S.D.

73.91

29.43

73.59

3.62

The results of study on awareness in safety substance on topic “Substances in everyday life” were presented in Table 3. The results revealed that there were 21 students referred as 91.30 percentages of the students who had a high level of the awareness in safety substance on the substances of cleaning and cosmetics. There were 20 students referred as 86.96 percentages Proceedings of The 2nd International Conference of Science Educators and Teachers

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of the students who had a high level of the awareness in safety substance on the substance of elucidation of insects and pests. In addition, there were 19 students referred as 82.61 percentages of the students who had a high level of the awareness in safety substance on the substance of elucidation of cooking food. Table 3: Number and percentage of grade six students varying levels in awareness of safety on topic “Substances in everyday life” Levels of awareness in safety On topic “Substances in everyday life”

Awareness of safety

high Student

medium %

number Substance 1 Substance of cooking food (item 1-5) Substance 2 Substance of cleaning (item 6-10)

Student

%

number

low Student

%

number

19

82.61

4

17.39

-

-

21

91.30

2

8.70

-

-

20

86.96

3

13.04

-

-

21

91.30

2

8.70

-

-

Substance 3 Substance of elucidation of insects and pests (item 11-15) Substance 4 cosmetics (item 16-20)

The results of study on awareness in safety substance on topic “Substances in everyday life” were presented in Table 3. The results revealed that there were 21 students referred as 91.30 percentages of the students who had a high level of the awareness in safety substance on the substances of cleaning and cosmetics. There were 20 students referred as 86.96 percentages of the students who had a high level of the awareness in safety substance on the substance of elucidation of insects and pests. In addition, there were 19 students referred as 82.61 percentages of the students who had a high level of the awareness in safety substance on the substance of elucidation of cooking food. Conclusion and discussion The activity conduct of problem-based learning is that the students directly learn from experience in the practical situation and find a solution systematically and properly. Thus, the activity conduct of problem-based learning is associated with searching for diverse knowledge

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and information that emphasizes the brainstorm of teamwork and then consider knowledge and information to figure out a suitable solution resulting in improving skills of the students that are able to apply to the practical situation in the future. The results of conduct of learning activity based on problem-based learning in science subject on the topic “Substances in everyday life” of graded-six students are concluded following three purposes of the current research: 1) the result of learning achievement test of science subject on the topic “Substances in everyday life” based on Problem - Based Learning showed that 19 students of a total 23 student passed the criteria (over 70 percents) referred as 82.61 percent of a total 23 student, suggesting that the conduct of learning activity based on problem-based learning is able to elevate the learning achievement of students. 2)

the result

of problem solving ability test of science subject on the topic “Substances in everyday life” based on Problem - Based Learning showed that 17 students of a total 23 student passed the criteria (over 70 percents) referred as 73.91 percent of a total 23 student, indicating that most of the students conduced learning activity based on Problem-Based Learning have a capacity to solve problem at the regulated criteria. 3) According to results of the study on awareness in safety substance on topic “Substances in everyday life”, the students have high levels of the awareness in safety on the substance of cleaning, cosmetics, elucidation of insects and pests, and cooking. It demonstrates that the conduct of Problem-Based Learning as learning activity can make students aware of using substance in everyday life of the students. Recommendation 1.

In case the students lack confidence in their searched information, the information

searched by the students and the author would be compared and explain to the student that their searched information is reliable. Furthermore, the students would be taught to collect reference resources correctly. 2.

In case the Problem-Based Learning as learning activity is not suitable to the students

who do not like a discussion, the students would be grouped for presentation and answer questions to other students. This activity would encourage the students to be alert. Acknowledgement I would like to thanks to my advisor, Asist. Dr. Phairoth Termtachatipongsa for his suggestions and encourage and also thanks to all lecturers in Science Education Program, Faculty of Education, Khon Kaen University for their helps and guidelines.


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Reference Aungsanu, S. (2011). The Development of grade 10 student’ Problem solving Abilityand Learning Achievement in The Biology Unit on “Circulatory System ” Using Problem Based Learning (PBL). Master of Education Thesis in Science Education, Graduate School, Khon Kaen University. Barrow, H.S & Tamblyn, R.M. (1980). Problem-based Learning: An Approach to Medical Education. New York: Springer. Chaipreecha, U. (2011). Effects of Problem-based Learning in Science on Critical Thinking and Problem Solving Abilities of Mathayom Suksa 2 Students. Master of Education Thesis in Science Education, Graduate School, Chiang Mai University. Chumpengpan, A. (2007). The development of learning outcomes on the substance in daily life for sixth grade students taught by problem based learning approach.

Master of

Education Thesis in Curriculum and Instruction, Graduate School,

Silpakorn

University. Duanupara, O. (2012) . Problem-Based Learning Approach to the Critical Thinking for Grade 8 Students. Kasetsart University. Master of Education Thesis in Science Education, Graduate School, Kasetsart University. Heepkeaw, P. (2009). The Development of Mathayomsuksa-3 Student’ Problem Solving Ability and Learning Achievement in the Science Unit on “Resources and Environment” using Problem-Based Learning (PBL).

Master of

Education Thesis in Curriculum and

Instruction, Graduate School, Khon Kaen University. Ministry of Education. (2008). Basic Education Core Curriculum B.E. 2551(2008). Bangkok: Community Printing of Agricultural Cooperatives of Thailand. Namnorin, P. (2011). The Development of Problem-Solving Skill of Grade - 4 Student using PROBLEM - BASED LEARNING at Bannongkho School Mahasarakham Primary Education Service Area 3. Master of Education Thesis in Curriculum and Instruction, Graduate School, Khon Kaen University. Suriyong, J. (2008). Problem Solving Ability Through Problem-Based Learning of Science of Grade Level 3 Students. Master of Education Thesis in Science Education, Graduate School, Chiang Mai University. Suwanapa, S. (1980). Instruction media in the topic on “Education system”. Sukhothai Thymmathirat University. Tantiphlachiva, K. (2005). Early Childhood eductiona. 1(9). Page 30-39.

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Bangkok,

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Wongchai, W. (2010). The Development of Problem Solving

Ability and Learning

Achievement on Natural on Natural Conservation for Matayomsuksa V Students by Problem-based Learning. Master of Education Thesis in Science Education, Graduate School, Khon Kaen University. Yajai Khummungkun. (2012). A Study of Grade 6 Students’ Awareness on Safety in Health and Conception About Substances in Everyday Life Using Problem-Based Learning. Master of Education Thesis in Science Education, Graduate School,

Khon Kaen

University.


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Ninth Grade Bhutanese Students’ Views of Nature of Science Pabi Maya Das1, Chatree Faikhamta2, Vittaya Punsuvon3 Abstract This study aimed to explore Bhutanese 9th grade students’ views of nature of science (NOS). A total of 389 students from middle secondary and higher secondary schools from eastern, western, southern and central regions of Bhutan took part in this study. Stratified random sampling technique was used to generate the representative of the population. Adopted and adapted version of Students Understanding of Science and Scientific Inquiry (SUSSI) comprising of Likert-type item and open-ended questionnaire was used as research tools. Quantitative data were analyzed using descriptive statistics and the qualitative data were analyzed and categorized into naïve, transitional and informed views. The results indicated that majority of the Bhutanese students held naïve views in socio-cultural embeddedness of science and almost all the students held naïve views on scientific laws and scientific theories in both the Likerttype item and open-ended responses. It was also found that majority of the students perceived science as a body of knowledge. The study has an implication for the curriculum developers and teacher professional developers to explicitly emphasize nature of science in the science curriculum as it is found that NOS is one of the key components of the scientific literacy, especially as one of the addends to Gross National Happiness in Bhutan. Keywords: Nature of Science; Bhutanese Students Master Degree student in Science Education, Department of Education, faculty of Education, Kasetsart University, Thailand [email protected] 2 Ph.D. (Science Education) Assistant Professor, Department of Education, Faculty of Education, Kasetsart University, Thailand 3 Ph.D. (Chemistry) Associate Professor, Department of Chemistry, Faculty of Science, Kasetsart University, Thailand 1

Introduction Scientific literacy has become a central goal of science education across the world (American Association for the Advancement of science [AAAS], 1993; National Research Council [NRC], 1996, Department of Curriculum Research and Development [DCRD], 2011). Students’ understanding of Nature of science (NOS) has been widely accepted as a key component of scientific literacy and more attentions are given in science education instructions around the globe to develop students’ understanding of NOS (AAAS, 1993; Lederman, 1992; McComas and Oldon, 1998). NOS is defined as epistemology and sociology of science, science as ways of knowing or the values and beliefs inherent to scientific knowledge and its development (Lederman, 1992). An individual with adequate understanding of NOS is considered to be scientifically literate, who in turn can understand the developmental nature of scientific inquiry which

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would enable them to readily accept the new formulated ideas of science without argument (Duschl, 1990). Some of the chief purposes of teaching NOS are to motivate and encourage students, to deeply understand the nature and relationship between science and technology, and to enable them to appreciate the roles and responsibilities of science and technology in improving personal lives and society (Hand et al, 1999). NOS enhances students’ ability to critically evaluate scientific inventions and their benefits, learning of science content, understanding of science and develop positive and scientific attitude towards learning science (McComas, Clough and Almazroa, 1998). NOS has become a central goal of science instruction in many countries (AAAS, 1993; NRC, 1996; New Zealand, 2011) Over the past years, many empirical studies had examined high and junior schools students’ views of NOS using various assessment tools. Unfortunately, many of the studies have consistently found that students have inadequate and inappropriate views of NOS (Lederman, 1992; Akerson, Abd-El- Khalick and Lederman, 2000; Ryan and Aikenhead, 1992; Dogan and Abd-El- Khalick, 2008). For instance, Meirchtry (1993) found that students did not understand NOS well enough to appreciate the tentativeness nature of scientific knowledge. Kang, Scharman, and Noh (2005) Korean 6th, 8th and 10th grade students reported that students held absolutist/empiricist views of NOS. Similarly, Rubba (1977) concluded that secondary students believed that scientific research would lead to absolute truth. Mackay (1971) concluded that students do not have sufficient knowledge on the role of creativity of science, distinction among hypothesis, laws and theories, and the function of scientific models. Bell et al., (2003) found that students held misconception and they believed that with more evidence scientific theories can eventually be proven, and scientific laws are absolute and the students showed strong belief in a single scientific method. The aforementioned, misconception has led to many empirical studies to come up with many suggestion and recommendation to develop students’ and teachers’ understanding of NOS around the globe. Bhutanese students are not an exception and to educate them in scientific inquiry, scientific world view and scientific enterprise is crucial. Moreover, in this 21st century, science and technology are rapidly advancing and scientific literacy is becoming more important in order to support quality life for the whole world. The lack of understanding of science and technology would lead to more misconceptions among Bhutanese students who are plugged into the world through electronic media. Social media like television, internet, comics, newspaper, cartoons, science fiction movies etc., can lead to misinterpretation and misconception for many students. Loving (1991) points, there is a need to be given an accurate picture of what science is and is not and it relation to technology and of each to society to the students. The ability to differentiate good science from pseudoscience depends on how much one understands the NOS. Students with naïve views of NOS could be easily fooled by the widely spreading pseudoscience (Good, 2012). Since NOS is new in Bhutan and it was not emphasized in the old science curriculum but recently, the new science curriculum give some light in NOS. How science works, investigation and experimentation merged as working scientifically. The students are expected to understand NOS automatically when science lesson are being delivered through inquiry oriented approach (DCRD, Proceedings of The 2nd International Conference of Science Educators and Teachers

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2012). Moreover no research has been conducted concerning the Bhutanese students’ views of NOS. The purpose of this study is to explore ninth grade Bhutanese students’ views of NOS at the present situation. This study emphasized on empirical, observation and inference, scientific theories and laws, creativity and imagination, social and cultural embeddedness, scientific method and tentativeness aspects of NOS. In the light of this it is thought appropriate to fill the gap through this study and find out the students’ views of NOS at the present situation because as a teacher as well as a researcher have realized that NOS is the key component that would help to generate scientific literate citizens in line with the Gross National Happiness (GHN) principles. The inferences drawn from this study would support science teachers, policy, makers and curriculum developers to explicitly emphasize NOS. In addition, it is hoped that result will further strengthen Bhutanese students’ views of NOS and lead to further research on NOS. This study was guided a research question: What are the views of NOS among ninth grade students? Context of the study Scientific literacy is one of the main goals in science education in Bhutan. Learning science has been organized into four strands: (1) working scientifically, (2) life process, (3) materials and their properties, (4) physical process (DCRD, 2011). Science curriculum does not have NOS as the separate strand but merged as working scientifically. Since implementation of new science curriculum is being carried out in phases wise. As of now, implementation has taken in grade 4, 5 and 6 in 2013 and grade 7 in 2014. At the time of this study, the grade nine students were still learning old syllabus which basically focused on the traditional instructional methods. Methodology This study is a survey research in which data collection and data analysis are presented as follows. Population and Samples Population in this study comprise of grade nine students of middle secondary and higher secondary schools in Bhutan. The total student population in grade nine in these twenty districts counts to 12,816 in 102 schools which comprise both middle secondary schools and higher secondary schools (PPD, 2013). To determine the sample size Yamanes’ (1963) table and formula was used, where 390 out of 12816 population samples with 95 percent confidence level, an acceptable level in educational research.

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Sampling Stratified random sampling method was used to find out the representative of the population. Bhutan is divided in four regions, namely eastern, western, southern and central due to its geographical location. Each region was considered as strata. From each strata depending upon the number of students from regions, schools were simple randomly sampled with an assumption that each section of grade comprise of 30 students. Further, one section of grade nine from a these schools were randomly sampled to be the participants of this study. In total, fourteen schools from middle secondary and higher secondary schools participated in this study Data collection The existing Student Understanding of Science and Scientific Inquiry (SUSSI) developed by Liang et al., (2008) was adopted and adapted to assess views of NOS grade nine students of Bhutan. Each theme consists of four Likert-items, with common naïve and informed views and open-ended questions. Before adopting and adapting, SUSSI was piloted with ten grade nine students. Based on the students responses and feedback questionnaire was modified.For example, some words like ‘prior knowledge’ was changed to earlier experiences; scientists are ‘objective’ was changed to scientists think is similar way. To the existing SUSSI one more aspect, empirical nature of scientific knowledge was added. A combination of 28 Likert-type items and 7 open-ended research questionnaire were used as a research instrument to explore the students’ view of NOS. The open-ended questionnaire was adopted from Lederman et al., (2002) and Park et al., (2012) along with the SUSSI open-ended question. Since, SUSSI has high reliability and had been validated by nine panels of experts. After alteration of some words into simpler sentences that are suitable for grade nine students’ level of understanding, questionnaire was validated by three experts. For the reliability of the instrument, a pilot study was conducted with 37 students from two schools in Bhutan. Data analysis Data collected were analyzed both using qualitative and quantitative measures. The positive (+) ones are the views that are consistent with the current international science education reform documents, negative (-) ones represented student’s naïve views on the different aspects of NOS. For each positive response, point (1) was given to the strongly disagree response and (5) point given to the strongly agree responses. Scoring rubric was adapted from original developer (Liang et al., 2009). For the negative responses in the Likert-type items were reverse. For the Likert- type items, a new code 1, 2, 3 was given by each theme, the students’ response were classified as naïve views (1) if none of the four responses scored less than three; transitional (2), if one or more than one (but not all) of the four responses are either more, equal to or less than less than three; and informed views (3) if all of the four responses received more than 3. Similarly, for the open-ended question, scoring rubrics guide used for this study was adapted from Liang et al., (2008) and Lederman et al., (2002). In addition, with Proceedings of The 2nd International Conference of Science Educators and Teachers

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consultation of co-authors and science educators, students’ open responses were classified into four categories based on Liang et al.,(2008), providing a score for each categories as non-classifiable (0), naïve (1), transitional (2) and informed views(3). If students did not respond, or wrote sorry madam, don’t know or if the response written were not answering that particular to question were classified as non-classifiable. Responses that showed misconception and self-contradiction statements were classified as naïve. If the students showed partially informed views without any justification, or if the students provided unrelated examples were classified as transitional views. Finally, if the students’ responses were consistent with the schools of contemporary thoughts, it was classified as informed views. Since the number of participants were large, analysis of every responses were difficult, about 25% of the students’ responses from each school were randomly picked up at first and then analyzed looking for the pattern to develop theme. To ensure the data analysis reliability of the data collected, researcher firsts analyzed all the data independently and all the analyzed data were reviewed by the supervisor. Differences in the interpretation were resolved through further discussions until the consensus. Research findings The first part of the result represents the Likert-type items and the second part represents open- end responses. Observation and inference Likert-type items showed 87.9% of the students held transitional views and only 9.7% of the students held informed in observation and inference according to our scoring rubric. For instance, it was overwhelming to see that majority of the students (80.2%) believed that scientists may make different interpretations based on the same observation. Similarly, in the open-ended majority of the students (69.4%) exhibited transitional views which showed consistency between the Likert-type items and in open ended responses. Majority of the students stated scientists’ observation and interpretation are different but failed to justify their claims. On the other hand, there were some students who believed that scientists have same observation and interpretation because the observation and interpretation are same because scientists have same qualification. For example one of the students responded: “I think scientist’s observation and interpretation are same because when they observe the things they will see or study the same thing and they will get the same idea about it. For e.g., If one scientist is observing cell and he says that looked like a jail then another scientist will come observe it and he will also see the same thing that cell is like a jail”. (S#017)

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Table 1: Percentage of open-ended (n=98) and Likert-type items (389) responses of the participants holding naïve, transitional and informed views. Open end Response Aspects of NOS Observation and inference

Non classifiable

Naïve (%)

Transitional (%)

Informed (%)

Naïve (%)

Likert-type items Transitional Informed (%) (%)

0

13.3

69.4

17.3

2.3

87.9

9.8

2

39.8

37.8

20.4

2.6

85.9

11.5

5.1

81.6

13.1

0

18.3

81.7

0

6.1

64.3

21.4

8.2

29.8

68.4

1.8

Creativity and imagination

3.1

15.3

72.4

9.2

7.7

62.5

29.8

Scientific method

15.3

35.7

42.9

6.1

1.5

93.6

4.9

4.1

14.3

75.5

6.1

8

90

2.1

Tentativeness Scientific theories and laws Social and cultural embeddedness

Empirical nature of scientific knowledge

Tentativeness Looking at the individual Likert-type items more than 50 % of the students believed scientific theories are based on accurate experimentation will not be changed. Similarly, in the open-ended question majority about 39.8% of the students held naïve views. Those students, who held naïve views are with an opinion scientific theories does not change because theory have been experiment and proven with more evidence. Some of the students’ responses are mentioned as follow: “After scientist develops a scientific theory like cell theory atomic theory etc. it cannot be changed because i think the scientist they have done experiment base on theories which they have proved and it cannot be changed. For e.g. cell theory they have proved it with the three reasons”. (S#051)

It was very interesting to see that more about (20.4%) students held informed views in these aspects as compared to as compared others. In the informed responses majority of the students stated, that change in scientific theory due to advancement in technology and when the new evidences are found. Only five students addressed scientific theory is going to change due reinterpretation of the data.


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Scientific theories and scientific laws The result in distinction between scientific theory and scientific law aspect appeared to be overwhelming. None of the students held informed views both in the Likert-type items and the open-ended response. In the subscale analysis, 75.1 % of the students believed scientific laws are theories that have been proven. About fifty seven percent believed that scientific theories change but scientific law will not change. Similarly, majority of the students’ responses in the open-ended question exhibited that scientific theories changes but scientific laws remains same as it is scientifically proven and true. Another pattern noted that scientific laws are the theories that have been proven. For instance, some students responded: “Yes, there is a difference between a scientific theory and scientific law, science scientific law is proved and fixed and it will not change whereas scientific theory can change according to their observation and experiments. E.g. cell theory”. S#019 “Example of scientific law are theories that been proven if theories are with proven we will know more”. (S#086)

Social and cultural embeddedness With regard to social and cultural embeddedness NOS, only 1.8% of the students held informed views in the Likert-type items. Coming to the individual Likert items, 50% of the students believed that science is not influenced by society and culture because scientists are trained to conduct pure unbiased studies. Interestingly, rest comprising more than half (about 59.1%) of the students believed science is not influenced by cultural and societal values because science is independent of society and culture. Similarly, in open-ended responses majority of students (64.3%) held naïve views. They believed that scientific knowledge and research deals with nature, scientific truth and it is not affected by culture and society. The work of science is excavating the truth and it is not influenced by social and cultural values as science is independent from the society and culture. Some of the students’ responses are mentioned as follow: “No, because the social and cultural values are superstitious, they just the beliefs in cultural and religious societies. The work of the scientists do is based on researches, experiments, investigation and many more. Scientist doesn’t care about all these beliefs which don’t make any sense”. (S#03)

Creativity and imagination Only about 29.8 % of the students held informed views in this aspect. A majority of the students (62.2 %) held transitional views. When individual subscales were analyzed 79.5% of the students believed that scientist use their creativity and imagination when they collect data. Coming to the open-ended response the majority held transitional views. Only 9.2% held informed views. Students saw the role of creativity and imagination in the proliferation of new discoveries and invention, many students gave example from the history of science which they might have learnt from the texts books or from the teachers. However, majority of the students failed to

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recognize that creativity is involved in the process of science in the open response although, majority of the students stated they use creativity and imagination when they collect data in subscale of Likert-type which is in contrast. For instance, “Scientists use creativity and imagination during investigation and experimentations because to prove laws or theory creativity that it was true. For example, when sir Newton sit under an apple tree, apple fell down from the tree and he analyze why an apple has fallen down. He use his creativity to experiments based on the apple, finally he discovered that it is because of gravitational force. S#57

Scientific methods Only 4.9 % of the students held informed views in the Likert-type items. Coming to the individual Likert-items, it was over whelming to see 94.1% of the students believed that scientist use different types of methods to conduct scientific investigation. Another interesting thing to see was that majority of the students (70.7 %) believed that when scientists use the scientific methods correctly the results are true and accurate. In the open-ended the only minority of the students (6.1%) held informed views, 35.7% naïve views 42.9% transitional views. Those students, who were in the transitional category, were in perception that scientists use different methods during the investigation but failed to mention about different type of methods. However, in the open-ended response, a majority of the students are with naïve views with statement “scientists use universal methods” during the investigation investigations/ experimentations. Some of the common responses are given: Scientists follow universal scientific methods because i think every discovery, invention, law, and many more requires/ needs to go through many steps. They cannot be just developed randomly, they should go through many steps and then only people can accept them. (S#39

Empirical nature of scientific knowledge Majority of the students (90%) held transitional views in the Likert-type items. In the sub-scale items, 75.1% of the students agreed on the statement “scientists make sufficient observations and measurements to reduce errors and obtain reliable evidence”. In the open-ended response the students were asked “What in your view is science? What makes science different from other disciplines of inquiry (e.g. religion, philosophy)?” Majority(about 75.5%) of the students held transitional views perceived, science as products of science knowledge and science exits around them however failed to see scientific knowledge is based on empirical evidence supported by observation and inference. On the other hand, some students held restricted views of science and perceived science as an academic subject. Some of the students’ responses are mentioned as follow: “My point of view, science will be made different from other discipline of inquiry. All living thing and non-living things and it will be also known about different type of diseases”.S#042) “Science is different because in science we learn all the things that live in earth and all the topics and present in science”. (S#041)


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Conclusion, Discussion and Implication This study contributes to the broader views of students’ understanding of NOS at the current situation. Both qualitative and quantitative data showed that the majority of the students held naïve views in scientific theories and laws, social and cultural embeddedness and tentativeness aspects of NOS. Particularly, in law and theory aspect of NOS, none of the students held informed views both in the Likert-type items and the open-ended questions, but in other aspects like observation and inference, empirical of nature of scientific knowledge, scientific methods, and creativity and imagination, many students held transitional views. However, not many students held informed views in all the aspect of NOS. These students might have gained some knowledge from the textbooks, from the teachers or through media. However, at large, only few students held informed views which shows these results are consistent with the previous research studies that assessed junior and high schools students’ views of NOS (e.g., Dogan and Abd-El-Khalick, 2008; Ryan and Aikenhead 1992; Kang, Scharman, and Noh (2005). Comparing to the other aspects of NOS, 21.4% of the Bhutanese students showed informed views, especially in tentativeness in the open-ended responses of the students and moreover, students could give examples from the periodic table and atomic theory that they learned from grade nine chemistry textbooks. These students seemed to understand tentativeness more than other aspects of NOS. On the other hand, a common misconception, “an absolutist views” were seen in students in the open-ended, like many other researchers have seen (e.g., Kang, Scharman, and Noh 2005; Rubba, 1977). Students holding absolutist views of NOS are likely, due motivation on the performance on examination that leads to rote learning and memorization of fact (Cavallo et al., 2003; Tsia, 1998a). Regarding social and cultural embeddedness aspect of NOS, the majority of the students viewed science independent from social and cultural values both in the Likerttype items and the open-ended response. The underline fact is that Bhutan has unique traditions and culture and Bhutanese value it above everything. Since all Bhutanese are guarded by this nationalistic view of life; students take culture very strongly in a protectionist sense which could have made the students to perceive as independent from social and cultural values. In addition, Childs et al., (p. 394, 2012) stated that “Myth and tradition are an important part of Bhutanese culture, enshrine in the dimension of GNH, and their inclusion in the science curriculum is important part of the country’s development plan. At the same time, it is important to let the students comprehend that social and cultural values can impact the scientific research being done or being carried out. Kelly (1993) argues that the social conditions and political commitment of a society deeply influence science. It is another very important to let the students see science is a product of the culture that produces it and it is a mistake to assume that science can achieve conclusion independently from the large social context in which it works. This result suggests that there is a need to make students understand that science is not independent from society and culture. In fact, science is the product of culture that produces it.

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The results in the scientific theories and laws seemed to be very disappointing. None of the students held informed views in both Likert-type items and the open-ended response. It seems that students are not able to see the correct relationship between scientific theories and laws. Students believed that scientific laws are theories that have been proven depending on the availability of the empirical evidence. Basically, this hierarchical misconception is associated with an idea that theories become laws. The result is similar to other findings (e.g., Rubba, 1977; Rubba and Anderson, 1978; Ryan and Aikenhead, 1992; Abd-El-khalick, 2006). Looking at the empirical nature of scientific knowledge, a majority of the students viewed science as learning of materials around them, about the products of scientific process and as an academic subject. These students did not to see the process part and the need of empirical evidence in science due to fact that most of the teachings are lecture based. Johnson et al., (2008) pointed out that physics, chemistry, and biology are content loaded in grade nine to grade twelve and mostly the practical works are conducted separately just to confirm theory learnt. In addition, due to time constrain, teachers often choose to explain in a single lecture, both science content and the required experiments. This is a measure basically taken to achieve higher score in the national examination in grades 3, 6, 10 and 12. Another appropriate reason could be due to lack of qualified science teachers. Furthermore, students’ inadequate view of NOS is likely because of the textbooks, inappropriate experience provided in the classroom, teachers, and the curriculum (Abd-El-Khalick, 2003). Whitman, (1860) argues that the role of science educators and teachers is not only to present science as the only way of knowing but also facilitate learners’ understanding of science in order to help students to make sense of the way in which the scientific concept are generated and validated. As mentioned earlier, students’ understanding of NOS is one of the key components of scientific literacy in science education programs (Lederman, 1992; McComas and Oldon, 1998). Helping students and teachers to have adequate understanding of NOS is one of the major concerns around the globe and it should be in Bhutan too. The results from this study indicated that Bhutanese students held inadequate views of NOS. As science teacher as well as a researcher, I realized that there is a necessity to emphasize on the explicit approach as an alternative to develop students’ views of NOS rather than through implicit approach where by Bhutanese students are expected to understand NOS automatically when the science lessons are delivered through inquiry learning. Since NOS is new to Bhutanese students and teachers, and this being the first research conducted in this field, further research study is expected to be conducted at different grade level, in-service teachers, and pre-service teachers. In addition, NOS instructions could be added in science courses in the teacher training colleges. Acknowledgements The authors would like deeply extend their heartiest gratitude to the following individuals for their assistance or suggestions: Asst. Prof. Dr. Pongprapan

Pongsophon, Prof. Manohar Inglay, Dr. Chittamas Suksawang, Dr.Sasithep Pitiporntapin, and Mr. Surayot Supprakob, Mr. Indra Prasad Tirwa, principals, teachers and finally students for their participation. Proceedings of The 2nd International Conference of Science Educators and Teachers

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Conceptual Change and the Relationship between Self-Concept and Conceptual Change on Genetics Inheritance of Grade 12 Students using Problem Solving Process Namfon Meesin1, Phairoth Termtachatipongsa2 Abstract The purposes of this research were 1) to study Grade 12 students’ conceptual change of understanding of scientific concepts on a topic of “Genetics Inheritance” before and after using the Problem Solving Process and 2) to study a relationship between Grade 12 students’ self-concept and conceptual change on a topic of “Genetics and Inheritance”. The participants were 38 Grade 12 students who enrolled in the 2nd semester of the academic year 2013 of Serm Pittayakom School. Participants were selected using purposive sampling technique. The One Group Pretest-Posttest Design of the pre-experimental design was employed in this study. The research instruments were 1) nine lesson plans using Problem Solving Process on a topic of “Genetics Inheritance”; 2) the 30-item test of scientific concepts on a topic of “Genetics Inheritance”. The quality of a test was reported in terms of internal consistency reliability (K-R 20) of 0.96 with a range of item difficulty indices and discrimination indices were 0.26-0.71 and 0.41-0.81, respectively; and 3) the 21-item questionnaire of Self-concept. The internal consistency reliability (Cronbach alpha) was 0.87 with a range of item discrimination indices of 0.26 - 0.68. Data were analyzed by calculating means, percentage, standard deviations, Pearson Product Moment Correlation coefficient, and t-test statistic. The results revealed that 1) there was significant difference between means of pre-test ( X = 11.29, S.D = 4.1) and post-test ( X = 49.45, S.D = 10.6, ) scores at the .05 level; 2) for pretest scores on 9 concepts, it indicated that most students’ level of understanding of scientific concepts on a topic of “Genetics Inheritance” was at a level of Alternative Conception (AC). But, for post-test scores, most of the students’ levels of understanding of scientific concepts changed from an Alternative Conception (AC) to Partial Understanding (PU); and 3) there was positive relationship between Grade 12 students’ self-concept and conceptual change ( r =0.621, p