The Effect of the Science, Technology, and Society (STS) Approach Supplemented with the Think-Pair-Share Technique on Grade 6 Students' Competency in Evaluating and Designing Scientific Inquiry Related to the Separation of Substances
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Abstract
The purposes of this research were to study and compare Grade 6 students' competency in evaluating and designing scientific enquiry for substance separation before and after learning through Science, Technology and Society (STS) approach supplemented with Think-Pair-Share technique. The participants comprised six Grade 6 students enrolled in the first semester of the 2024 academic year at a small-sized primary school under the Udon Thani Primary Educational Service Area Office 1. The participants were selected through purposive sampling. This study employed a one-group pretest-posttest research design. The instruments used in this research were: 5 lesson plans, and 20 test items addressing 4-typed questions scientifically through: 1) Identifying the question explored in a given scientific study; 2) Distinguishing questions that are possible to investigate scientifically; 3) proposing a way of exploring a given question scientifically; 4) evaluating ways of exploring a given question scientifically. The data were analyzed using descriptive statistics, including means, standard deviations, percentages, and frequencies. The findings of the study showed the students’ competency of evaluating and designing scientific enquiry after learning ( = 27.67, S.D. = 8.64) was higher than before learning ( = 20.83, S.D. = 5.60) by the overall and all four components. In addition, students tended to have positive development in evaluating and designing scientific inquiry processes from the first to the fifth lessons.
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