Publication: Development of an inquiry-based learning unit for enhancing high-school students’ understanding of animal social behavior
2
Issued Date
2012-02-01
Resource Type
Language
eng
ISSN
1447-9494
Rights
Mahidol University
Rights Holder(s)
Common Ground
Chanon Kowasupat
Piyachat Jittam
Namkang Sriwattanarothai
Pintip Ruenwongsa
Bhinyo Panijpan
Chanon Kowasupat
Piyachat Jittam
Namkang Sriwattanarothai
Pintip Ruenwongsa
Bhinyo Panijpan
Bibliographic Citation
International Journal of Learning. Vol.18, No.10 (2012), 167-190
Suggested Citation
Chanon Kowasupat, Piyachat Jittam, Namkang Sriwattanarothai, Pintip Ruenwongsa, Bhinyo Panijpan, ชานนทร์ โควสุภัทร, ปิยะฉัตร จิตต์ธรรม, น้ำค้าง ศรีวัฒนาโรทัย, พิณทิพ รื่นวงษา, ภิญโญ พานิชพันธ์ Development of an inquiry-based learning unit for enhancing high-school students’ understanding of animal social behavior. International Journal of Learning. Vol.18, No.10 (2012), 167-190. Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/3355
Research Projects
Organizational Units
Authors
Journal Issue
Thesis
Title
Development of an inquiry-based learning unit for enhancing high-school students’ understanding of animal social behavior
Other Contributor(s)
Abstract
Animal social behavior, an essential part of biology, involves the process and mechanism of how animals live in groups. Because it is a topic usually taught by the traditional method in a very abstract way, students end up having an inadequate understanding and even some misconceptions of it. This study, thus, aimed to develop a learning unit, based on the 5E learning model, to enhance high-school students’ understanding of some aspects of animal social behavior by using the Siamese fighting fish as a concrete example. Students were engaged by video clips on animal behavior together with other learning materials. They designed their own experiments, which involved observing fish behavior in tanks and constructed their own knowledge from data gathered and discussion in class. The experimental group was given the 5E learning unit, whereas the control group was taught traditionally, both with the same objectives. Student achievements were assessed by pre- and post- tests and their documents. Students participating in the 5E learning unit gained better conceptual understanding of animal social behavior as well as acquired science process skills. They had acquired positive attitudes toward the learning unit as evidenced by their reflections and semi-structured interviews.
Sponsorship
Office of Higher Education Commission and Mahidol
University under the National Research Universities
Initiative