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Nuangchalerm, Prasart
(Scopus ID: 35099135800, h-index: 4) Department of Curriculum and Instruction, Faculty of Education, Mahasarakham University
Education

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Preferred and Actual Opinions toward Inquiry-based Instruction of Primary Science Teachers in the Northeast of Thailand Nuangchalerm, Prasart; Prachagool, Veena
Jurnal Penelitian dan Pembelajaran IPA Vol 5, No 1 (2019): Available Online in May 2019 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jppi.v5i1.4766

Abstract

Inquiry-based instruction is widely used in science classrooms. It helps students and teachers employed student-centered approach as well as the advancements of academic development. This study explored preferred and actual opinions of 545 primary science teachers toward inquiry-based instruction. They were asked preferred and actual opinions through five components of inquiry-based instruction during workshop on active learning from 5 provinces. Data were collected through teachers’ inquiry-based instruction questionnaires. Data were analyzed by mean, standard deviation, and percentage, also Pearson correlation was used for seeking its correlational significance. The findings showed that teachers had preferred and actual opinions of teachers toward inquiry-based instruction at high level. Also, phases of instruction, preferred and actual opinions are positively correlated. The findings need to be more discussed how teachers implement inquiry-based learning to their students in the classroom contexts.
Developing Critical Thinking of Grade 10 Students through Inquiry-Based STEM Learning Onsee, Peeradon; Nuangchalerm, Prasart
Jurnal Penelitian dan Pembelajaran IPA Vol 5, No 2 (2019): Available Online in November 2019 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jppi.v5i2.5486

Abstract

Thematic approach in education is a way of holistic view in modern instructional practices. The 21st century learning needs students have ability and necessary skills, especially thinking critically than content focused. This action research aims to enhance critical thinking and learning achievement of grade 10 students through inquiry-based STEM learning. Twenty first students were participated by who had mean score lower than 70 percent of critical thinking. The research instruments consisted of 6 lesson plans, 20 items of critical thinking test with 4-multiple choice, interviewing form in teaching and learning environments, and observation during lesson plans implementation. Data were gathered and analyzed by descriptive statistics. The result showed that students who learned through inquiry-based STEM learning can increase their critical thinking to meet the criterion. Qualitative data indicated that they need more improvement in the diversity of learning methods as well as STEM education. Suggestion needs students to design and criticize in their working assignment. 
Co-Authors Onsee, Peeradon Prachagool, Veena