DEVELOPMENT OF ACTIVITY-BASED LEARNING CONCEPTUAL APPROACH WITH THE STEM EDUCATION INSTRUCTIONAL METHOD ON THE PHOTOSYNTHESIS ISSUE AT THE 11TH GRADE LEVEL TO PROMOTE STUDENTS’ LEARNING ACHIEVEMENTS AND THEIR SYSTEMATIC THINKING ABILITIES

The purposes of this research study were to develop solving-problems in science learning approach with the Problem-Based Learning (PBL)  instructional lesson plans to enhance students’ learning achievements and their solving-problem abilities in science with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 80/80, students’ learning achievements of their post assessing test and the criteria learning outcomes at 80% with the PBL, and students’ solving-problem abilities and the criteria learning outcomes at 80% with the PBL toward science were compared, and to associate between  students’ learning achievements and their solving-problem abilities with the PBL was analyzed. Administrations with a sample size which consisted of 48 lower secondary educational students at the 9th grade The aims of this research study were 1) to develop activity-based learning conceptual approach with the STEM Education instructional method on the photosynthesis issue to promote students’ learning achievements and their systematic thinking abilities  at the 11th grade level with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 75/75, 2) to compare between students’ learning achievements of their pre-test and post-test assessments with the STEM Education instructional method on the photosynthesis issue, 3) to compare between students’ systematic thinking abilities of their pre- and post-learning activities that based on learning conceptual approach with the STEM Education instructional method on the photosynthesis issue, 4) to analyze of students’ associations between  their learning achievements and their systematic thinking abilities with the post learning activities that based on learning conceptual approach with the STEM Education instructional method on the photosynthesis issue. Data administrations with a sample size consisted of 21 upper secondary educational students at the 11th grade level from Mahawichanukul School under the Maha Sarakham Secondary Educational Service Area Office 26 with the purposive sampling random technique was selected. The research instruments were determined with a main-STEM Education instructional method’s lesson plan to management of the activity-based learning conceptual approach in 15 hours, the Learning Achievement Assessing Test, and the Systematic Thinking Ability Measuring Test were used. Statistically significant with the average mean score, standard deviation, percentage, independent variable t-test were analyzed, simple and multiple correlations, standardized regression weight validity, and coefficient predictive value (R2) were associated.            The results of these research findings have revealed as:Students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of the STEM Education instructional method’s lesson plan to management to the activity-based learning conceptual approach indicated that of 77.16/75.24, which was higher than standardized criteria of 75/75.Students’ learning achievements of their pre-test and post-test assessing differences were also found evidence of statistically significant at the 0.01 level.Students’ responses of their systematic thinking abilities to their previous and lately learning with the STEM Education instructional method’s lesson plan to management of the activity-based learning conceptual approach were differentiated evidence of 0.01, significantly.Associations between students’ performances of their learning achievements and their systematic thinking abilities toward their activity-based learning conceptual approach with the STEM Education instructional method on the photosynthesis class were considered together, there was a significant evidence of the 0.01 with the systematic thinking abilities, relatively.  Article visualizations

9th Conference of EARLI's JURE "Models and learning: theory, design and application" : 30th June - 4th July 2006, Tartu, Estonia : [abstracts]

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Research on Teaching and Learning In Biology, Chemistry and Physics In ESERA 2013 Conference

This paper provides an overview of the topics in educational research that were published in the ESERA 2013 conference proceedings. The aim of the research was to identify what aspects of the teacher-student-content interaction were investigated frequently and what have been studied rarely. We used the categorization system developed by Kinnunen, Lampiselkä, Malmi and Meisalo (2016) and altogether 184 articles were analyzed. The analysis focused on secondary and tertiary level biology, chemistry, physics, and science education. The results showed that most of the studies focus on either the teacher’s pedagogical actions or on the student - content relationship. All other aspects were studied considerably less. For example, the teachers’ thoughts about the students’ perceptions and attitudes towards the goals and the content, and the teachers’ conceptions of the students’ actions towards achieving the goals were studied only rarely. Discussion about the scope and the coverage of the research in science education in Europe is needed.Peer reviewe

Video games and learning : a scoping study of the diverse use of video games in Australian classrooms

This study investigates current uses of video games within secondary classrooms in Australia, and the ways this is impacted by teacher attitudes and experiences. First, a thorough systematic review of current literature surrounding video games in secondary classrooms was conducted. The review indicated that current research regarding video games and education is primarily concerned with short-term interventions, and often does not take into consideration the context of wider teaching activities. The review further found that research in the Australian context is limited, and primarily qualitative in nature. Second, a survey of Australian secondary teachers was conducted to explore teacher attitudes towards video game based learning, and to identify promoters and barriers to the adoption of video games. Results indicated teacher beliefs were positive regarding the ability of video games to increase student interest and engagement, and to teach real-world skills. External support for video games and the frequency of teacher video game use in their own practice significantly influenced teacher attitudes. The opportunities for building on the limited research within an Australian context means this study contributes to building a comprehensive body of research that accounts for teacher attitudes and uses of video games within Australian secondary classrooms

Assessing Students’ Science Misconceptions and Inductive Reasoning: Cross-Sectional Studies in Indonesian Context

The present research aims to develop an instrument called the two-tier multiple choice test for assessing students’ misconceptions in science, exploring students’ misconceptions in science, evaluating item difficulty patterns across science disciplines such as Physics, Chemistry, and Biology, and lastly performing comprehensive evaluation for students’ inductive reasoning skills. Before conducting a research activity and data collection, A systematic literature review had been conducted to reveal topics in science that distribute misconceptions to students. The most widely used diagnostic test was found as multiple-tier tests (33.06%). In this study, the two-tier multiple choice test was developed and tested in the pilot and main study to assess students’ misconceptions in Science. To assess inductive reasoning, the adapted inductive reasoning test in the Indonesian version. The data collection in this study was conducted in two-stage using a cross-sectional studies design. The first stage is data collection for the pilot study with 153 students at senior high schools. The second stage is data collection for main studies with 856 senior high school students and a pre-service science. Rasch measurement with the unidimensional model is used as the main statistical analysis assisting parametric and nonparametric statistical analysis. The finding confirmed that the developed two-tier multiple-choice test in the pilot study is valid and reliable based on Rasch parameters. The difficulty level of items on various science concepts is not universally based on science topics, but they are connected or similar across science disciplines, especially in physics, biology, and chemistry. The exploration of students’ misconceptions revealed students have misconceptions in science subjects physics (33.4%), biology (35.22%), and chemistry (47.97). In comparing school grades, based on school grade regression analysis , the 25.2% variance of student misconceptions in science was explained. Stepwise regression showed that only the school grade predictor could significantly explain 25.2% of the variance in mean scores, F (152) = 10.208, p <.01. in assessing inductive reasoning, even though females outperformed males in relation to inductive reasoning abilities, no significant gender differences were found among the grades. Significant differences were found among all the groups, with the exception of the 10th and 11th grades. The classification of the difficulty of items revealed a wide range of difficulty levels, where numeric items were more difficult than figural items. Most of the students were classified as having high or moderate abilities