ผลของการเรียนการสอนวิทยาศาสตร์โดยใช้วิธีออกแบบที่มีต่อการอนุรักษ์พลังงานและความสามารถในการแก้ปัญหาของนักเรียนมัธยมศึกษาตอนต้น / วุฒิพัฒน์ รักษ์สาคร = Effects of science instruction using design method on energy conservation and problem-solving ability of lower secondary school students / Wuttipat Raksakorn
This study was a quasi-experimental research. The purposes of this research were to 1) compare energy conservation of lower secondary school students learned through the Design Method by comparing (1) students’ awareness on energy conservation before and after learning through the Design method, (2) students’ practices on energy conservation before and after learning through the Design method and 2) investigate science problem-solving ability of lower secondary school students through the Design Method by studying students’ science problem-solving process and product. The sample was one classroom of eight grade students at Thai Christian School who studied in second semester of the academic year 2009. The Design Method was implemented to the group of 27-student-classroom. The instruments used to collect data on energy conservation were consisted of (1) students’ awareness on energy conservation checklist evaluated by students with the level of reliability at 0.81 and (2) students’ awareness on energy conservation checklist evaluated by parent with the level of reliability at 0.83. The instruments used to collect data on students’ practices on energy conservation were students’ practices on energy conservation checklist and learning logs. The instruments used to collect data on science problem-solving ability were the evaluation form of science problem-solving process and product. The collected data were analyzed by using arithmetic mean, mean of percentage, standard deviation, and t-test. The research findings were summarized as follows: 1. The mean score of students’ energy conservation were as follows: 1.1 the mean score of students’ awareness on energy conservation before and after learning through the Design Method was no statistically different at the .05 level of significance. The result from energy analysis was students’ awareness on energy conservation in using cellphone by students’ perception was higher than before learning at the .05 level of significance, and students’ awareness on energy conservation in using computer by parents’ perception was higher than before learning at the .05 level of significance. 1.2 the mean score of students’ practice on energy conservation before and after learning through the Design Method was no statistically different at the .05 level of significance. The result from energy analysis was students’ practice on energy conservation in using electrical fan was higher than before learning at the .05 level of significance. 2. The percentages score of students’ science problem-solving process learned through the Design Method was as follows: 2.1 the percentages score of students’ science problem-solving process learned through the Design Method was 73.46, which were higher than the criterion score set at 70 and could be rated as good. 2.2 the percentages score of students’ science problem-solving product learned through the Design Method was 70.08, which were higher than the criterion score set at 70 and could be rated as good.
