ผลของการจัดการเรียนรู้โดยใช้ภาพเคลื่อนไหวและภาพนิ่ง ที่มีต่อความเข้าใจมโนทัศน์เรื่อง สารในระดับอนุภาค ของนักเรียนกลุ่มชาติพันธุ์

Abstract

This research purposes to compare the understanding of the concept of Substances at the particle level of ethnic students before and after management, learning by using animation and still images. The population group consisted of 53 students in the fifth grade from a school in Chiang Mai Province. The research instrument was a particle-level conceptual measurement. This was a two-tier test with 12 items. The statistics used for data analysis were percentage, mean, and average. The research results are divided into 3 areas as follows: First, The students' understanding of concepts after learning with animation were classified in the group with complete concept (SU) and group with incomplete (PU) concept, increasing by 50.00% and 8.33%, respectively. The partially conscientious group (PS), the misconception group (MU), and the misconception group (NU) decreased 19.44%, 24.03% and 14.59%, respectively. Second, The students had an understanding of the concept of the study using still images, which were classified as having complete concept (SU) and group with incomplete thinking (PU), increasing by 41.38% and 6.90% respectively. The partial consensus (PS), misconception group (MU) and misconception group (NU) decreased by 16.09%, 20.11% and 12.05%, respectively. Finaly, the animation group students understood the conscience in the conscientious group (SU) and the incomplete consensus (PU) group, as well as the 6.61% and 1.43% of the students; nonetheless, they had less understanding of conscience in the partially correct (PS) group, the wrong content (MU) group, and the misconception group (NU) less than the hundredth class students. 1.47%, 2.85% and 2.73% respectively. The results of the research show that learning management using animation can develop an understanding of Substances at the particle level better than using still images on ethnic students.