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Asia-Pacific Forum on Science Learning and Teaching, Volume 17, Issue 2, Article 9 (Dec., 2016) |
The constructionism and neurocognitive-based teaching model for promoting science learning outcomes and creative thinking
1Supathida SRIPONGWIWAT, 2*Tassanee BUNTERM, 2Niwat SRISAWAT and 3Keow NgangTANG
1Nampongsuksa School, 40140, KhonKaen, THAILAND
2Faculty of Education, KhonKaen University, 40002, KhonKaen, THAILAND
3International College, KhonKaen University, 40002 KhonKaen, THAILAND*Corresponding Author E-mail: tassanee@kku.ac.th
Received 28 Oct., 2016
Revised 25 Dec., 2016
The aim of this study was to examine the effect, after intervention on both experimental and control groups, of constructionism and neurocognitive-based teaching model, and conventional teaching model, on the science learning outcomes and creative thinking of Grade 11 students. The researchers developed a constructionism and neurocognitive-based teaching model. The research sample consisted of 49 students in an experimental group and 34 students in a control group, randomly selected from 10 classes of Grade 11 students in one secondary school located in the northeast of Thailand. Researchers employed an experimental research pre-test and a post-test control group design. Results of this study showed that before intervention there was no significant difference between groups on the dependent variables, except science process skills. After intervention, all variables in the experimental group were significantly better than the control group. The developed teaching model was proven to successfully promote the students’ science learning outcomes, including nanotechnology content knowledge, science process skills, scientific attitudes, as well as creative thinking.
Keywords: Constructionism and neurocognitive based teaching model, creative thinking, science learning outcomes, science process skills, scientific attitudes
