Pakistan Journal of Social Sciences

Year: 2009
Volume: 6
Issue: 5
Page No. 304 - 308

Effects of Learning Environmental Education Using the Good Science Thinking Moves with Metacognitive Techniques and the Teacher’s Handbook Approach on Learning Achievement, Critical Thinking and Basic Science Process Skills of Mathayomsuksa 3 Students with Different Science Learning Achievement

Authors : Satianpong Siwina, Paitool Suksringarm and Adisak Singsriwo

Abstract: This research aimed to investigate and compare effects of learning environmental education using the good science thinking moves with metacognitive techniques and the teacher’s handbook approach on learning achievement, critical thinking and basic science process skills of 90 mathayomsuksa 3 (grade 9) students from 2 classes, selected by the cluster random sampling technique and were assigned to an experimental group and a control group, 90 students each. The instruments for the study included, 6 plans of learning organization using the good science thinking moves with 3 metacognitive techniques: intelligibility, plausibility and wide-applicability for the experimental group and 6 plans of learning organization using the teacher’s handbook for the control group, each plan for 3 h of learning in each week; the learning achievement test; the critical thinking test and the test on basic science process skills. The paired t-test and the F-test (Two-way MANCOVA) were employed for testing hypotheses. The substantive findings revealed that the students as a whole and as classified according to science learning achievement showed gains in learning achievement, critical thinking in general and in each subscale and basic science process skills in general and in 6-8 subscales from before learning (p<0.05). The experimental group indicated more learning achievement, critical thinking in general and in 2 subscales, basic science process skills in general and in 4 subscales than the control group (p<0.05). The high achievers evidenced more learning achievement, critical thinking in general and basic science process skills in general and each 5 subscales more than the low achievers (p<0.05). Statistical interactions of science learning achievement and learning model were found to be significant (p<0.05) in learning achievement, critical thinking in general and basic science process skills in general and in each subscale.

How to cite this article:

Satianpong Siwina, Paitool Suksringarm and Adisak Singsriwo, 2009. Effects of Learning Environmental Education Using the Good Science Thinking Moves with Metacognitive Techniques and the Teacher’s Handbook Approach on Learning Achievement, Critical Thinking and Basic Science Process Skills of Mathayomsuksa 3 Students with Different Science Learning Achievement. Pakistan Journal of Social Sciences, 6: 304-308.

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