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Publication
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| Title of Article |
Critical Thinking STEM Model: Action Research for Enhancing Students’ Critical Thinking |
| Date of Acceptance |
30 September 2021 |
| Journal |
| Title of Journal |
Eurasia Journal of Mathematics, Science and Technology Education |
| Standard |
SCOPUS |
| Institute of Journal |
MODESTUM |
| ISBN/ISSN |
ISSN:1305-8223 |
| Volume |
18 |
| Issue |
4 |
| Month |
เมษายน |
| Year of Publication |
2022 |
| Page |
em1038 |
| Abstract |
This research aimed to clarify the learned about action research for enhancing students’ critical thinking skill in science classroom for secondary students. Research methodology regarded action research for developing the researchers’ understanding of teaching and learning to enhance students’ critical thinking skill. Participants included 35 Grade 10 students who were studying in a school in Khon Kaen, Thailand. The participants were the science and mathematics gifted program students who enrolled in the subject of “Science Project for 21st Century” in the first semester of year 2018. There were two phases of methods for developing the researchers’ understanding of teaching and learning to enhance students’ critical thinking skill. First phase was the four cycles of action research spent time for over one semester (twenty weeks) - twenty lesson plans. The second phase was expert panel discussion in order to draw the model of teaching and learning for enhancing students’ critical thinking skill. The tools for interpretation of students’ critical thinking included participant observation, students’ tasks, and interviewing. The findings revealed that four cycles of action research suggested the learned about pedagogy for enhancing students’ critical thinking in science learning. These included (1) identifying problems based on their experiences and their prior knowledge; (2) group brainstorming provided students chance to develop collaboration and critically think for solving problems; (3) introducing students to perceive about problem-based learning by the tower STEM education activity; (4) students’ journal writing as feedback and media of scaffolding students’ critical thinking for STEM problem solving; and (5) scaffolding students’ reasoning to support students’ critical thinking on STEM problem solving. And, the expert panel reflection suggested the teaching model for enhancing students’ critical thinking which consists of two aspects. These included (1) five components of teaching approach for CT STEM model, and (2) ARE coding as scaffolding students’ reasoning framework of enhancing students’ critical thinking. This study may has implications of science teaching and learning for enhancing students’ critical thinking. |
| Keyword |
STEM Learning, Critical Thinking, Reasoning |
| Author |
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| Reviewing Status |
มีผู้ประเมินอิสระ |
| Status |
ได้รับการตอบรับให้ตีพิมพ์ |
| Level of Publication |
นานาชาติ |
| citation |
false |
| Part of thesis |
true |
| Attach file |
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| Citation |
0
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Journal Publication
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