ความเข้าใจเกี่ยวกับธรรมชาติของการสืบเสาะทางวิทยาศาสตร์ของนักเรียนชั้นมัธยมศึกษาตอนต้น
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Abstract
Luecha Ladachart and Kanchana Mahalee
รับบทความ: 9 ธันวาคม 2558; ยอมรับตีพิมพ์: 18 มิถุนายน 2559
บทคัดย่อ
ประเทศไทยได้ส่งเสริมให้นักเรียนทำการสืบเสาะทางวิทยาศาสตร์มาเป็นเวลานาน แต่งานวิจัยที่ศึกษาความเข้าใจของนักเรียนเกี่ยวกับธรรมชาติของการสืบเสาะทางวิทยาศาสตร์ยังคงมีน้อย ดังนั้นการวิจัยนี้จึงมีวัตถุประสงค์เพื่อศึกษาความเข้าใจของนักเรียนชั้นมัธยมศึกษาตอนต้น จำนวน 74 คน เกี่ยวกับธรรมชาติของการสืบเสาะทางวิทยาศาสตร์ โดยผู้วิจัยเก็บรวบรวมข้อมูลด้วยแบบสอบถาม ซึ่งประกอบด้วยคำถามปลายเปิดจำนวน 8 ข้อ ผู้วิจัยวิเคราะห์ข้อมูลโดยการตีความและจัดกลุ่มคำตอบของนักเรียน ผลการวิจัยแสดงให้เห็นว่า นักเรียนส่วนใหญ่ยังไม่เข้าใจธรรมชาติของการสืบเสาะทางวิทยาศาสตร์บางลักษณะ (เช่น ความแตกต่างระหว่างการสำรวจทางวิทยาศาสตร์และการทดลองทางวิทยาศาสตร์ และความสัมพันธ์กันระหว่างคำถามทางวิทยาศาสตร์ กระบวนการสืบเสาะทางวิทยาศาสตร์ และผลของการสืบเสาะทางวิทยาศาสตร์) อย่างไรก็ดี นักเรียนส่วนใหญ่เข้าใจเกี่ยวกับความเป็นอัตวิสัยที่แฝงอยู่ในการสืบเสาะทางวิทยาศาสตร์ การวิจัยนี้ได้ให้ข้อเสนอแนะเกี่ยวกับการส่งเสริมให้นักเรียนเข้าใจธรรมชาติของการสืบเสาะทางวิทยาศาสตร์
คำสำคัญ: ธรรมชาติของวิทยาศาสตร์ การสืบเสาะทางวิทยาศาสตร์ การรู้วิทยาศาสตร์
Abstract
Thailand has been supporting students to do scientific inquiry for a long time, but research investigating students’ understandings about nature of scientific inquiry is still rare. Therefore, this research aimed at studying 74 lower-secondary students’ about nature of scientific inquiry. The researchers collected data using a questionnaire, which consists of 8 open-ended questions. The researchers analyzed the data through interpreting and categorizing the students’ answers. The results showed that most of the students did not understand some aspects of nature of scientific inquiry (e.g., differences between scientific exploration and scientific experimentation, relation among a scientific question, processes of scientific inquiry, and results of scientific inquiry). However, most of the students understood about subjectivity inherently embedded in scientific inquiry. This research gives suggestions about facilitating students to understand nature of scientific inquiry.
Keywords: Nature of science, Scientific inquiry, Scientific literacy
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