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All Journal International Journal of Evaluation and Research in Education (IJERE) Pedagogi: Jurnal Ilmu Pendidikan Journal of Education and Learning (EduLearn) Journal of Green Learning Jurnal Pendidikan IPA Indonesia
Cojorn, Kanyarat
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Humanities Education Library & Information Science Social Sciences Other

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Journal : journal of green learning

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Flipped classroom activities cooperated with graphic organizer technique to enhance grade 11 students’ conceptual understanding of circular and lymphatic systems Srisa, Supanna; Cojorn, Kanyarat
Journal of Green Learning Vol 5, No 1 (2025)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jgl.v5i1.530

Abstract

The purpose of the study was to examine the effectiveness of flipped classroom activities cooperated with graphic organizer technique as principles of a learning lesson plan to develop grade 11 students’ conceptual understanding of circular and lymphatic system. The participants were 40 grade 11 students from a suburban school in northeastern Thailand, participants were sampled by cluster sampling. The instruments included a flipped classroom activities cooperated with graphic organizer technique a learning achievement test, and a conceptual understanding test. Data were analyzed using the effectiveness test and a rubric for conceptual understanding. The results indicated that the flipped classroom activities cooperated with graphic organizer technique effectively improved students’ conceptual understanding of circular and lymphatic system, with most students demonstrating sound understanding of the concept. This study contributes to the field by proving that the flipped classroom activities is beneficial for older students, even within the thai educational context. it also confirmed that flipped classroom activities is particularly effective in teaching complex concepts in sceine education.
Developing systems thinking of Thai grade 11 students through model-based learning with concept mapping Kongped, Tanakon; Cojorn, Kanyarat
Journal of Green Learning Vol 5, No 1 (2025)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jgl.v5i1.557

Abstract

This action research aimed to develop systems thinking skills of Thai grade 11 students through model-based learning with concept mapping. The research was designed using an action research approach, focusing on students who faced challenges with the subject matter. Participants included 32 grade 11 students from a public high school in northeastern Thailand. The study utilized a learning management plan that incorporated nine sub-lessons, structured into three learning cycles. The instruments included the model-based learning with concept map learning management plan, a systems thinking assessment, a systems thinking rubric, and a classroom behavior observation form. Results indicated a continuous improvement in students’ systems thinking skills from learning cycle 1 to 3, with an increasing number of students meeting the performance threshold. When examining each aspect, it was found that in cycles 1 and 3, the highest average scores were in root cause analysis, while the lowest were in the feedback. In cycle 2, the highest average scores were also in root cause analysis, while the lowest were in causal loop. The model-based approach provided students with a mechanism to develop a better understanding, while the concept maps helped them connect the content and reinforce what they had learned. This study contributes to the field of science education by providing evidence that supports the use of model-based learning and concept mapping to enhance systems thinking among high school students.
Co-Authors Kongped, Tanakon Phajan, Thetipat Seesom, Chaweewan Sonsupap, Kanyarat Srisa, Supanna Ton Nu Nha Dien