Research Article | Open Access
Transformative Learning That Affects Science Argumentation Skills of Mathayom 6 Students in Thailand
Ampon Dhamacharoen, Somjate Waiyakarn, Buncha Panacharoensawad
Pages: 837-842
Abstract
The objectives of this research are 1) to develop transformative learning activities that affect science argumentation skills of Mathayom 6 students, with an efficiency according to the 80/80 criteria 2) to compare learning achievements, before and after, in Physics learning about magnets and electricity of Mathayom 6 students who received transformative learning 3) to study science argumentation skills of students who received transformative learning. The sample group consists of 40 Mathayom 6 students from schools in Ongkharak district, Nakhon Nayok province, in the first semester of academic year 2017. The research instruments for the study are 1) learning activity set 2) learning achievement test 3) assessment of students' science argumentation skills. The statistics used in data analysis are percentage, mean, standard deviation, and dependent t-Test. The results of the study found that 1) transformative learning activities had an efficiency of 87.65/83.25, which passed the required 80/80 criteria 2) students had higher learning achievement in Physics learning about magnets and electricity after than before the learning activities. The transformative learning model has a t-Test value of 27.513, statistically significant at the .01 level 3) students gained a high level of science argumentation skills from transformative learning, both overall and in every component.
Keywords
Transformative Learning, Transformative Learning Activities, Science Argumentation Skills, Learning Management Science