แนวคิดเกี่ยวกับการเรียนชีววิทยาของนักเรียนแผนการเรียนวิทยาศาสตร์ระดับชั้นมัธยมศึกษาตอนปลาย
Article Sidebar
Main Article Content
Abstract
The purposes of this research were to 1) study the Conceptions of Learning Biology (COLB) of high school students, and 2) study the relationship among its dimensions. The participants were 204 high school students of science-oriented program. The instrument used was a 5 Likert-scale translated and modified of the original Conceptions of Learning Science (COLS). The questionnaire consists of 6 dimensions: ‘Memorization’, ‘Testing’, ‘Calculating and Practice’, ‘Increasing One’s Knowledge’, ‘Applying’ and ‘Understanding and Seeing in a New Way’. The validity of the questionnaire was evaluated. Mean and correlations of COLB were analyzed and reported. The results were found ‘Memorizing’ (X= 4.162, S.D. = 0.971) higher than ‘Increasing One’s Knowledge’ (X= 4.123, S.D. = 0.874), ‘Understanding and Seeing in a New Way’ (X= 4.021, S.D. = 0.857), ‘Applying’ (X= 3.790, S.D. = 0.874), ‘Testing’ (X= 3.167, S.D. = 1.267), and ‘Calculating and Practice’ (X= 3.099, S.D. = 1.188), respectively. The correlation between ‘Testing’ and ‘Memorizing’ were found the most (r = 0.628), while that of ‘Memorizing’ and ‘Understanding and Seeing a New Way’ was found the least correlated (r = -0.188). It was found ‘Increasing One’s Knowledge’ has significantly positive correlated with ‘Understanding and Seeing in a New Way’ (p <0.05). In can be concluded that high school students of science-oriented program have high conceptions of learning biology as ‘Memorization’, which also highly correlated to ‘Testing’. The results indicate the relationship among lower-level COLB and those among higher-level COLB. It suggests for teaching and learning activities of biology in promoting higher-level conceptions of leaning and minimizing lower-level conceptions of learning.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
หากผู้เสนอบทความมีความจำเป็นเร่งด่วนในการตีพิมพ์โปรดส่งลงตีพิมพ์ในวารสารฉบับอื่นแทน โดยกองบรรณาธิการจะไม่รับบทความหากผู้เสนอบทความไม่ปฏิบัติตามเงื่อนไขและขั้นตอนที่กำหนดอย่างเคร่งครัด ข้อมูลของเนื้อหาในบทความถือเป็นลิขสิทธิ์ของ Journal of Inclusive and Innovative Education คณะศึกษาศาสตร์ มหาวิทยาลัยเชียงใหม่
References
Boulton-Lewis, G. M., Marton, F., Lewis, D. C., & Wilss, L. A. (2004). A longitudinal study of learning for a group of indigenous Australian university students: Dissonant conceptions and strategies. Higher Education, 47(1), 91-111.
Chiou, G. L., Liang, J. C., & Tsai, C. C. (2012). Undergraduate students’ conceptions of and approaches to learning in biology: A study of their structural models and gender differences. International Journal of Science Education, 34(2), 167-195.
Cimer, A. (2012). What makes biology learning difficult and effective: Students' views. Educational Research and Reviews, 7(3), 61-71.
Duarte, A. M. (2007). Conceptions of learning and approaches to learning in Portuguese students. Higher education, 54(6), 781-794.
Eklund-M, G. (1998). Students’ conceptions of learning in different educational contexts. Higher Education, 35, 299–316.
Hair, J.H., Black, W.C., Babin, B.J, and Anderson, R.E. (2010). Multivariate Data Analysis A Global Perspective (7th ed.). Upper Saddle River (N.J.): Pearson Education Limited.
Hallinger, P., & Kantamara, P. (2001). Exploring the cultural context of school improvement in Thailand. School Effectiveness and School Improvement, 12(4), 385-408.
Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of educational research, 67(1), 88-140.
Faikhamta, C. & Ladachart, L. (2016). Science education in Thailand: Moving through crisis to opportunity. In M, Chiu (Ed.). Science education research and practice in Asia (197-214). Singapore: Springer.
Huang, Y. S., & Asghar, A. (2018). Science education reform in Confucian learning cultures: teachers’ perspectives on policy and practice in Taiwan. Cultural Studies of Science Education, 13(1), 101-131.
Field, A. (2000). Discovering statistics using SPSS for windows: Advanced techniques for the beginner. London: Sage.
Kampa, N., Neumann, I., Heitmann, P., & Kremer, K. (2016). Epistemological beliefs in science—a person-centered approach to investigate high school students' profiles. Contemporary Educational Psychology, 46, 81-93.
Koballa Jr, T., Graber, W., Coleman, D. C., & Kemp, A. C. (2000). Prospective gymnasium teachers' conceptions of chemistry learning and teaching. International Journal of Science Education, 22(2), 209-224.
Lee, M. H., Johanson, R. E., & Tsai, C. C. (2008). Exploring Taiwanese high school students’ conceptions of and approaches to learning science through a structural equation modeling analysis. Science Education, 92(2), 191-220.
Lee, S. W. Y., Liang, J. C., & Tsai, C. C. (2016). Do sophisticated epistemic beliefs predict meaningful learning? Findings from a structural equation model of undergraduate biology learning. Internal Journal of Science Education, 38(15), 2327-2345.
Lin, T. C., Liang, J. C., & Tsai, C. C. (2015). Conceptions of memorizing and understanding in learning, and self-efficacy held by university biology majors. International Journal of Science Education, 37(3), 446-468.
Lin, C. L., Tsai, C. C., & Liang, J. C. (2012). An investigation of two profiles within conceptions of learning science: an examination of confirmatory factor analysis. European Journal of Psychology of Education, 27(4), 499-521.
Marshall, D., Summer, M. & Woolnough, B. (1999). Students’ conceptions of learning in an engineering context. Higher Education, 38, 291–309.
Marton, F., Dall’alba, G. & Beaty, E. (1993). Conceptions of learning. International Journal of Educational Research, 19, 277–299.
Marton, F., & Saljo, R. (1976). On qualitative differences in learning—I. Outcome and process. British Journal of Educational Psychology, 46, 4–11.
Marton, F., Watkins, D., & Tang, C. (1997). Discontinuities and continuities in the experience of learning: An interview study of high-school students in Hong Kong. Learning and instruction, 7(1), 21-48.
Purdie, N., Hattie, J., & Douglas, G. (1996). Student conceptions of learning and their use of self-regulated learning strategies: A cross-cultural comparison. Journal of Educational Psychology, 88(1), 1-14.
Saljo, R. (1979). Learning in the Learner’s Perspective 1. Some Commonsense Conceptions Gothenburg. Sweden: Institute of Education,University of Gothenburg.
Stevens, J. (1996). Applied multivariate statistics for the social sciences (3rd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Sadi, Ö. (2015). The analysis of high school students' conceptions of learning in different domains. International Journal of Environmental and Science Education, 10(6), 813-827.
Sadi, Ö., & Lee, M. H. (2018). Exploring Taiwanese and Turkish high school students’ conceptions of learning biology. Journal of Biological Education, 52(1), 18-30.
Schneider, B., & Lee, Y. (1990). A model for academic success: The school and home environment of East Asian students. Anthropology & Education Quarterly, 21(4), 358-377.
Shen, K. M., Lee, M. H., Tsai, C. C., & Chang, C. Y. (2016). Undergraduate students’ earth science learning: relationships among conceptions, approaches, and learning self-efficacy in Taiwan. International Journal of Science Education, 38(9), 1527-1547.
Tetlock, P. E. (2003). Thinking the unthinkable: Sacred values and taboo cognitions. Trends in cognitive sciences, 7(7), 320-324.
Trigwell, K., & Ashwin, P. (2006). An exploratory study of situated conceptions of learning and learning environments. Higher Education, 51, 243–258.
Tsai, C. C. (2004). Conceptions of learning science among high school students in Taiwan: A phenomenographic analysis. International Journal of Science Education, 26(14), 1733-1750.
Tsai, C. C., Ho, H. N. J., Liang, J. C., & Lin, H. M. (2011). Scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science among high school students. Learning and Instruction, 21(6), 757–769.
