The Use of Constructivist-informed Laboratory and Science Camp Process to Develop Student Conceptual Understandings in Chemistry for Secondary Students in Kokkorn Pittayakom School  

Oleh:

Pathommapas, Nookorn ; Uppahat, Athicha ; Pongkan, Kanokwan ; Limboriboon, Kumpeerapun

Jenis: Article from Proceeding
Dalam koleksi: The International Symposium on Social Sciences (TISSS) and Hong Kong International Conference on Education, Psychology and Society (HKICEPS) at Hongkong, December 2013, page 697-705.
Topik: lesson model; constructivist-informed laboratory; chemistry concept; science camp; POE
Fulltext: Hong Kong-Conference 115.pdf (499.41KB)

Isi artikel

Basic concepts in chemistry are the important ideas for students to understand before learning in the depth contents in chemistry. The correct concept in chemistry of students their key competencies should be provided through student activities in science learning stations of Science Camp Project. The three study purposes of this study were 1) to develop lesson model of chemistry concept learning for secondary students by negotiation of science camp members, camp mentors, school teachers and researchers 2) to compare students' correct chemistry concepts between before and after using the developed science learning stations, and 3) to study students' key competencies based on the Basic Education Core Curriculum through science camp activities. The samples were concluded of 85 students, levels 16 and 17 in Kokkorn Pittayakom School, Thailand. They had attended in all activities in science camp. Three science learning stations were designed for group activities through constructivistinformed laboratory applied by each group. Data collections were used two-tier multiple choice, student written work and interview. Data triangulation was used for interpreting students' concepts in chemistry before and after operating in each station. Mean, percentage and standard deviation were used for data analysis. The study results revealed the following: 1) students can construct 3 suitable science stations- Naphthalene Disappearance, Boiling Point of Solution and 3D Bond of Methane- for individual challenging student's learning activities in chemistry concepts, 2) Percentage of students had correct chemistry concepts in 3 stations as above before and after operating in science station activities were 13.95, 19.51 and 12.94, and 77.38, 63.42 and 78.82, respectively, and 3) Five students' key competencies after attending 1-day camp process were high level of all, Communication Capacity, Thinking Capacity, Problem-Solving Capacity, Capacity for Applying Life Skills and Capacity for Technological Application.

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