International Journal of Science Education and Teaching

The Development of Grade 3 Students’ Collaboration and Teamwork Competency Using STEM Inquiry-Based Learning

2025-04-11T10:41:00+07:00

This classroom action research aimed to study the best practices in developing collaboration and teamwork competency of 23 Grade 3 students through STEM inquiry-based learning. Data were collected from collaboration and teamwork competency assessment forms, teacher logs, and artifacts. Data were grouped according to the collaboration and teamwork competency level criteria. The research result found that students had higher collaboration and teamwork competency in all components, namely, being good members and leaders (15 students) showed level 3 in testing prototype, collaborative work process (20 students) showed level 3 in redesigning, and relationship building and conflict management (16 students) showed level 3 in redesigning. In addition, two good practices were found: integration between the design process and the key characteristics of inquiry to promote collaboration and teamwork competency and using probing questions to help students explore and collect empirical evidence to design artifacts through the design process.

Enhancing Scientific Argumentation Skills in Chemistry on the Topic of Chemical Bonding through Argument-Driven Inquiry of Grade-10 Students

2025-05-12T21:00:38+07:00

This research aimed to develop the scientific argumentation skills of Grade-10 students on the topic of chemical bonding through argument-driven inquiry. The action research study was conducted with the target group of 10 grade-10 students from Mueang Mahawichanukool School, Maha Sarakham Province. The participants were enrolled in the first semester of the 2024 academic year. These research tools were: 1) Argument-driven inquiry lesson plans on the topic of chemical bonding, consisting of 11 plans with duration time of 22 hours, 2) Scientific argumentation skills test included three questions from three scenarios for measuring student’s argumentation skills after each operational cycle. The test has IOC validity ranging from 0.89 to 1.00 and reliability coefficient of 0.8 and 3) Observation form for scientific argumentation behavior observation. Quantitative data were analyzed by mean ( ), standard deviation (S.D.), and percentage (%). Qualitative data was analyzed through content analysis. The research results found that the first operational cycle, two students (20%) had scientific argumentation skills at a good level, five students (50%) at a moderate level, and three students (30%) at a low level. In the second operational cycle, two students (20%) had scientific argumentation skills at a very good level, two students (20%) at a good level, four students (40%) at a moderate level, one student (10%) at a low level, and one student (10%) at a very low level. In the third operational cycle, three students (30%) had scientific argumentation skills at a very good level, one student (10%) at a good level, and six students (60%) at a moderate level. Students exhibited an increased level of scientific argumentation skills, with the observed progression across all components of argumentation.

Enhancing Critical Thinking Ability and Learning Achievement through a Science, Technology, and Society (STS) Approach for Grade-10 Biology on the Topic of the Chemistry Basis of Life

2025-05-10T20:36:27+07:00

This study aimed to 1) compare the critical thinking ability of students before and after applying the Science, Technology, and Society (STS) learning approach, and
2) compare students’ academic achievement on the topic "Chemistry Basis of Life" with the 70% criterion. The sample group consisted of 40 Grade-10 students from Phadungnaree School in the first semester of the 2024 academic year, selected using cluster sampling. Research instruments included: 1) six STS-based lesson plans over 18 hours, evaluated as highly appropriate (mean scores = 4.31–4.33, S = 0.54–0.58); 2) a Critical Thinking Test comprising 12 situational scenarios with 30 multiple-choice items (difficulty = 0.40–0.73, discrimination = 0.20–0.47, reliability = 0.82); and 3) an Academic Achievement Test with 40 multiple-choice items (difficulty = 0.43–0.73, discrimination = 0.23–0.43, reliability = 0.76). Data were analyzed using mean, standard deviation, percentage, One-Sample t-test, and Normalized Gain (<g>). The results revealed that: 1) students’ critical thinking ability significantly improved after STS learning, with an overall normalized gain (<g>) score of 0.58, which is considered a moderate level. When analyzing the improvement in each subskill of critical thinking, it was found that all aspects showed a moderate level of gain. The <g> descending order were as follows: comprehension (<g> = 0.66), identifying assumptions (<g> = 0.63), deductive reasoning (<g> = 0.62), evaluating arguments (<g> = 0.52), and drawing inferences (<g> = 0.49). And 2) students’ academic achievement was significantly higher than the 70% criterion at the .05 significance level. The findings suggest that STS-based learning enhances both critical thinking and academic performance. It is recommended that future studies explore its integration with problem-solving, creativity, and teamwork development to support diverse learners and promote real-world application of scientific knowledge.

What Are the Factors Influencing Science Learning in the Discovery Model? An Exploration of Issues to Create Innovation

2025-05-29T13:36:42+07:00

The issues in science learning are not solely related to individual factors but involve interacting factors, where both internal factors, such as self-efficacy, motivation, epistemological beliefs, and curiosity, as well as external factors such as learning media and technology readiness, dynamically interact to shape students’ perceptions and impact their learning. This study identifies and analyzes the factors influencing school science teaching, focusing on developing innovative strategies to address existing challenges. The research method employed is a mixed-method approach, utilizing Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis to test hypotheses and in-depth interviews to explore the challenges, issues, and expectations of science learning. The findings indicate that curiosity significantly impacts engagement in learning (p-value = 0.003) and learning models (p-value = 0.002), suggesting that students’ curiosity enhances their engagement in learning and influences the selection of learning models. Motivation significantly affects learning models (p-value = 0.011), not engagement or media usage. Furthermore, technology readiness plays a significant role in engagement in learning (p-value = 0.002) and learning media (p-value = 0.000), but does not influence the learning model choice. Interviews with teachers also revealed that the primary challenge is providing appropriate media to stimulate students, particularly for challenging topics, and the need for more interactive and real-world problem-based media to support discovery learning more effectively.