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Asia-Pacific Forum on Science Learning and Teaching, Volume 18, Issue 2, Article 3 (Dec., 2017) |
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Asia-Pacific Forum on Science Learning and Teaching, Volume 18, Issue 2, Article 3 (Dec., 2017) |
Integrated Scientific Process Skills Performance
Integrated scientific process skills performance of Thai vocational certificate students was found to be at a ‘medium’ level, which can be partially attributed to traditional teaching methods used by vocational science teachers. In terms of teaching materials, it was shown that it does not correlate with the methods they actually use, their lack of actual integrated scientific process skills, and the large numbers of classroom students. This is consistent with Nigerian vocational education research by Audu, Igwe, and Onoh (2013), which suggested that vocational education played a significant role in equipping labor with employment skills for the 21st century, yet infrastructure, quality teachers and workshop facilities were lacking.
According to studies, teachers feel that they understand integrated scientific process skills, however, their understanding of the skills is often inaccurate (Lotter, Harwood, & Bonner, 2007). This was recently confirmed by Thailand’s National Science Technology, and Innovation Policy Office (2012), in which it was revealed that vocational certificate graduates have science knowledge skills below average when compared to national testing.
Also, numerous studies indicate that science teaching is learning by doing, as well as through activities (Glynn & Britton, 1984; Alexander & Kulikowich, 1994). To correct the lack of hands-on activities, the Thai Office of the Vocational Education Commission (OVEC) developed a Graduate Diploma Program B.E. 2556 (2013) to improve knowledge and skills, creativity, and knowledge seeking skills, where learners are expected to construct knowledge and to integrate their knowledge in other fields. However, the reality can be somewhat disappointing, as there is an ‘implementation gap’ when it comes to what is officially written and what takes place (Trowler, 2002).
From the Matrix analysis of the five skill needs assessment of integrated scientific process skills, it was determined that an urgent improvement was needed, and that all survey respondents’ skills needed to be developed (Rujivanarom, 2016). The integrated scientific process skills are considered as a tool to seek knowledge, and the skills can be applied with other courses. This is consistent with Meyers and Jones (1993) which stated that to achieve real learning, students need to acquire integrated scientific process skills to expand their knowledge and to be able to experiment and discover on their own.
Needs Assessment Prioritization
From the results of prioritizing the needs assessment of integrated scientific process skills using PNIModified, ‘experimenting’ was shown to be skill most urgently needed to be acquired, as it is an activity which initiates students’ learning; allowing them to interact with elements, and encourages them to seek knowledge and solved problems (PNIModified = 0.36).
The ‘interpreting data and making inferences’ became the least needed integrated scientific process skill as it does not require complex thinking processes (PNIModified = 0.23). Padilla (1990) points out that education is to teach “thinking processes” which refers to integrated scientific process skills, which focus on identifying and controlling variables skill and defining operationally. The referred skills are the beginning of all scientific process and are needed to be developed. Last, it is suggested that curiosity and participation of learners are key factors to develop their abilities in science learning (Maltese & Tai, 2010; National Association for Gifted Children, 2008).
Assessment The needs assessment of integrated scientific process skills of vocational certificate students was found to be ‘not different’ when compared between institutions, including technical colleges, vocational colleges, polytechnic colleges, and industrial and community colleges. This is interpreted to suggest that students in each institution need to improve their integrated scientific process skills.
Copyright (C) 2017 EdUHK APFSLT. Volume 18, Issue 2, Article 3 (Dec., 2017). All Rights Reserved.
