Learning outcomes between Socioscientific Issues-Based Learning and Conventional Learning Activities
Piyaluk Wongsri and Prasart Nuangchalerm
DOI : 10.3844/jssp.2010.240.243
Journal of Social Sciences
Volume 6, 2010
Problem statement: Socioscientific issues-based learning activity is essential for scientific reasoning skills and it could be used for analyzing problems be applied to each situation for more successful and suitable. The purposes of this research aimed to compare learning achievement, analytical thinking and moral reasoning of seventh grade students who were organized between socioscientific issues-based learning and conventional learning activities. Approach: The samples used in research were 72 of seventh grade students in the first semester of academic year 2009 at Koratpittayakom School, Muang District, Nakhonratchasima Province. The sample groups were divided into two groups by assignment for socioscientific issues-based classroom and conventional classroom. The research instruments used in this research were twelve plans for organization learning activities using socioscientific issues-based instruction and conventional instruction, an achievement test with discriminating powers (B) its ranging was 0.27-0.68 and reliability was 0.85, difficulty) P (ranging of analytical thinking test was 0.53-0.77 with discriminating powers ranging, 0.78-0.30 its reliability was 0.78 and discriminating powers) B (ranging 0.31-0.58, moral reasoning test had reliability 0.85. Quantitative data were analyzed by using mean, standard deviation, percentage, Hotelling T2 and Univariate t test. Results: The results can be revealed that students who learned by socioscientific issues-based instruction had learning achievement, analytical thinking and moral reasoning than those conventional instruction at 0.05 level of significantly statistics. Conclusion: In conclusion, students who learned by socioscientific-issues-based learn showed learning achievement, analytical thinking and moral reasoning than those conventional instructions. Therefore, teachers supported to implement socioscientific issues-based instruction in science teaching for the future.
© 2010 Piyaluk Wongsri and Prasart Nuangchalerm. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.