การจัดการเรียนรู้ชีววิทยา โดยใช้แนวคิดวิทยาศาสตร์ เทคโนโลยี สังคมและสิ่งแวดล้อม เพื่อส่งเสริมการเรียนรู้อย่างมีความหมายของนักเรียนชั้นมัธยมศึกษาปีที่ 6

Abstract

The purpose of this research was to investigate the effects of using science, technology, society and environment (STSE) learning in biology, specifically employing the topic of humans and environmental sustainability for meaningful learning among grade-twelve students. The sample used in the study consisted of 13 students evaluated during the first semester of the 2020 academic year. The research instrument consisted of pre- and post-test questionnaires. Fifteen questions using a five-level rating scale were employed to evaluate the following five aspects: active, cooperative, authentic, constructive, and personalized. The research followed a pre-test/post-test design using one group, and the data were evaluated by using normal distribution statistics, including mean and standard deviation. The post-test results showed that the students experienced all five aspects of meaningful learning with a mean score of 4.53 on a 1-5 Likert scale, in which respondents indicated that they “strongly agree” with all five aspects. A mean score of 3.05 on the pre-test, indicated that respondents initially reported a “neutral” response in all five aspects of meaningful learning. On the post-test, respondents “strongly agreed” with cooperative, authentic, and constructive aspects of meaningful learning and “agreed” with active and personalized aspects. These results suggest that teaching and learning through the STSE approach plan promotes meaningful learning for students.