Socio-Scientific Inquiry-Based Learning of Acid- Base Chemistry on Grade 11 Students’ Evaluating and Designing Scientific Inquiry Competencies
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Abstract
Socio-scientific inquiry-based learning (SSIBL) is an approach which provides students to ask a question about a complex issue found in their daily life, then find out an answer though inquiry-based learning processes and give advice to others in making decisions related such an issue. The purpose of this research was to investigate the impact of SSIBL on the students’ competencies to evaluate and design scientific inquiry process of acid-base chemistry. Qualitative methods were applied to gather data from the 27 grade 11 students who studied at a public secondary school located at Muang Khon Kaen, Khon Kaen. The evaluating and designing scientific inquiry competency test and semi-structures interviews were used to assess the student competencies before and after implementation of the SSIBL. Researchers used content analysis to analyze the data. The results indicated that most of the students’ improved their competencies from to a high level. This implied that the SSIBL could enhance the students’ evaluating and designing scientific inquiry process competencies. It helped them find an answer based on the evidence derived from inquiry process and concerning the participation in society’s responsibility on social issues.
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หากผู้เสนอบทความมีความจำเป็นเร่งด่วนในการตีพิมพ์โปรดส่งลงตีพิมพ์ในวารสารฉบับอื่นแทน โดยกองบรรณาธิการจะไม่รับบทความหากผู้เสนอบทความไม่ปฏิบัติตามเงื่อนไขและขั้นตอนที่กำหนดอย่างเคร่งครัด ข้อมูลของเนื้อหาในบทความถือเป็นลิขสิทธิ์ของ Journal of Inclusive and Innovative Education คณะศึกษาศาสตร์ มหาวิทยาลัยเชียงใหม่
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