ผลของการใช้รูปแบบการสอนสี่ขั้นตอนตามแนวคอนสตรักติวิสต์ ที่มีต่อมโนทัศน์เรื่อง กระบวนการเปลี่ยนแปลงของโลก และทักษะการจัดกระทำและสื่อความหมายข้อมูลของนักเรียนมัธยมศึกษาตอนต้น / มาลีรัตน์ กระต่ายทอง = Effects of using four-step constructivist teaching model on concepts of earth-shaping processes and manipulating and communicating data skills of lower secondary school students / Maleerat Krataithong
This study was a quasi-experimental research. The purposes of this research were to1) compare concepts of earth-shaping processes of lower secondary school students before and after learning by using four-step constructivist teaching model, 2) compare concepts of earth-shaping processes of lower secondary school students after learning between group learning by using four-step constructivist teaching model and conventional teaching method 3) compare manipulating and communicating data skills of lower secondary school students before and after learning by using four-step constructivist teaching model 4) compare manipulating and communicating data skills of lower secondary school students after learning between group learning by using four-step constructivist teaching model and conventional teaching method. The samples were 2 classes of eighth grade student in academic year 2011 in Huahin Vithayalia School. These samples were divided into two groups; one was an experimental group, and another was a comparative group. The research instruments were 1) earth-shaping processes concepts test with the level of reliability at 0.92, the level of difficulty between 0.49-0.77, and the level of discrimination between 0.23-0.67, 2) manipulating and communicating data skills test with the level of reliability at 0.85, the level of difficulty between 0.26-0.68, and the level of discrimination between 0.39-0.63. The collected data were analyzed by using arithmetic mean, standard deviation, and t-test. The research findings were summarized as follows: 1. The experimental group’s average scores of posttest in concepts of earth-shaping processes were higher than pretest scores. 2. The experimental group’s average scores of posttest in concepts of earth-shaping processes were higher than the comparative group. 3. The experimental group’s average scores of posttest in manipulating and communicating data skills were higher than pretest scores. 4. The experimental group’s average scores of posttest in manipulating and communicating data skills were higher than the comparative group.
