Effects of Inquiry Instruction Integrated with Small-Scale Science Experiment Kits on the Growth Mindset in Science Learning of Lower Secondary Students in Extended Opportunity Schools
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Abstract
This research aimed to compare the effects of inquiry instruction integrated with small-scale science experiment kits on the growth mindset in science learning of lower secondary students in extended opportunity schools, before and after the intervention. The target group consisted of 22 students (7 males, 15 females, mean age 14 years) from an Educational Opportunity Expansion School under the Nonthaburi Primary Educational Service Area Office 2. The research design was a one-group pretest-posttest design. The instruments used included: 1) 7 lesson plans (totaling 21 periods); 2) a growth mindset in science learning questionnaire, a 6-level rating scale (reliability = .946); and 3) a growth mindset in science learning reflection form with 12 open-ended questions. Data were analyzed using descriptive statistics and content analysis. The results showed that the overall post-intervention mean score for growth mindset (M = 4.455, SD = .932) was higher than the pre-intervention score (M = 4.011, SD = .806). The component exhibiting the most positive change was "belief in one's own scientific intelligence," whereas the component with the least positive change in the number of students was the "view on criticism in science classrooms." This finding was consistent with the qualitative data, which showed that students shifted their belief from "intelligence cannot be developed" to "intelligence can be developed." This learning management approach promotes growth mindset by providing opportunities for hands-on practice with accessible experiment kits and creating tangible success experiences.
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หากผู้เสนอบทความมีความจำเป็นเร่งด่วนในการตีพิมพ์โปรดส่งลงตีพิมพ์ในวารสารฉบับอื่นแทน โดยกองบรรณาธิการจะไม่รับบทความหากผู้เสนอบทความไม่ปฏิบัติตามเงื่อนไขและขั้นตอนที่กำหนดอย่างเคร่งครัด ข้อมูลของเนื้อหาในบทความถือเป็นลิขสิทธิ์ของ Journal of Inclusive and Innovative Education คณะศึกษาศาสตร์ มหาวิทยาลัยเชียงใหม่
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