Please use this identifier to cite or link to this item: http://cmuir.cmu.ac.th/jspui/handle/6653943832/71067
Title: การพัฒนาทักษะกระบวนการทางวิทยาศาสตร์และจิตวิทยาศาสตร์ ของนักเรียนชั้นมัธยมศึกษาปีที่ 1 โดยใช้กระบวนการเรียนรู้แบบโพกิล
Other Titles: The Development of science process skills and the scientific mnd of grade 7 students by using POGIL
Authors: สมเกียรติ อินทสิงห์
นทัต อัศภาภรณ์
ภานัดดา ญาศรี
Keywords: วิทยาศาสตร์
จิตวิทยาศาสตร์
นักเรียนชั้นมัธยมศึกษา
กระบวนการเรียนรู้แบบโพกิล
Issue Date: Mar-2020
Publisher: เชียงใหม่ : บัณฑิตวิทยาลัย มหาวิทยาลัยเชียงใหม่
Abstract: The objectives of this research were 1) to create and evaluate the learning management plans to develop science process skills and the scientific mind using POGIL, 2) to compare the science process skills of the students before and after using the POGIL and 3) to study the scientific mind of the students during the lessons and after finishing the lessons with using the POGIL. The samples of research was 33 of grade 7 students in the educational year of 2019 in Phiangluang1 Under The Royal Petronage of Hrh Princess Ubolratana Ragkanya Sirivadhana Parnavadi which chosen by cluster random sampling. Research tools included learning management plan evaluation form, scientific process skills test and the scientific mind observation form. Quantitative data were analyzed by average, percentage, standard deviation and t-test. Qualitative data were analyzed by content analysis, issue summary and descriptive explanation The research findings were summarized as follows: 1. Seven lesson plans were developed in total 21 hours. This were qualified as 4.65 points in average which was at a excellent level. 2. After using the POGIL, students have significantly improved science process skills higher than before the experiment at 0.01 level of significance. 3. After using the POGIL, students had the scientific mind by self-assessment and teacher assesses score at a very good level. The observation from the author showed the improvement of the scientific mind of the students in twelve lessons. However, it dropped from the thirteenth to the fifteenth lessons. It became better again after the sixteenth to the twenty-first lessons.
URI: http://cmuir.cmu.ac.th/jspui/handle/6653943832/71067
Appears in Collections:EDU: Theses

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