จากการสืบเสาะตามวัฏจักร 5Es สู่การสืบเสาะที่มีทฤษฎีชี้นำ
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Abstract
Luecha Ladachart and Ladapa Ladachart
รับบทความ: 23 พฤศจิกายน 2559; ยอมรับตีพิมพ์: 30 พฤษภาคม 2560
บทคัดย่อ
ประเทศไทยได้ส่งเสริมการจัดการเรียนการสอนวิทยาศาสตร์โดยการสืบเสาะมาเป็นเวลานาน แนวทางหนึ่งที่ได้รับการสนับสนุนอย่างกว้างขวางคือการสืบเสาะตามวัฏจักร 5Es ในขณะที่งานวิจัยก่อนนี้หน้ามุ่งอธิบายข้อจำกัดของการจัดการเรียนการสอนตามแนวทางนี้ โดยการมุ่งเป้าไปที่การขาดความเข้าใจของครูเป็นหลัก บทความนี้จึงนำเสนออีกมุมมองหนึ่งว่า วัฏจักร 5Es เองก็มีข้อ จำกัดบางประการ ซึ่งไม่สะท้อนลักษณะสำคัญของการสร้างความรู้ของนักวิทยาศาสตร์อย่างชัดเจน ได้แก่ บทบาทของทฤษฎีที่ชี้นำกระบวนการสืบเสาะ และการโต้แย้งทางวิทยาศาสตร์ บทความนี้เสนอแนะให้ครูเน้นลักษณะ 2 ประการนี้มากขึ้น ซึ่งจะทำให้นักเรียนเรียนรู้วิทยาศาสตร์ด้วยกระบวน การสืบเสาะที่แท้จริงยิ่งขึ้น
คำสำคัญ: วัฏจักร 5Es การสืบเสาะทางวิทยาศาสตร์ การสืบเสาะที่มีทฤษฎีชี้นำ
Abstract
Thailand has promoted an inquiry–based approach to teaching and learning science for a long time. One way that has been widely supported is a 5Es cycle. While previous researches explain the limitation of teaching and learning in this way by pointing to teachers’ lack of understanding, this article aims at presenting another perspective that the 5Es cycle itself has some limitation that it does not explicitly reflect some important aspects of scientists’ knowledge construction (i.e., the roles of theory guiding inquiry processes and scientific argumentation). This article urges teacher to pay greater emphasis on these two aspects, so that students can learn sciences through more authentic inquiry processes.
Keywords: 5Es cycle, Scientific inquiry, Theory-directed inquiry
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