Development of Scientific Conceptual Understanding by Model-based learning for Grade 11 Students

Abstract

The most significant problem in science learning among students in rural areas of Thailand and countries in the Asian region is their low level of scientific conceptual understanding. This research is an action research study aimed at developing scientific conceptual understanding among students learning through Model-based learning for Grade 11 students. The target group consisted of 31 Grade 11 students at Yangtalatwittayakhan School, Yang Talat District, Kalasin Province, a secondary school in Thailand whose context closely reflects the aforementioned problem. The research instruments consisted of: 1) nine Model-based learning lesson plans on the topics of the circulatory system and lymphatic system, 2) a scientific conceptual understanding assessment, and 3) student interview forms. Data were analyzed using basic statistics, namely percentages. The research findings revealed that students showed development in scientific conceptual understanding, reaching either a complete understanding or a correct but incomplete understanding level. In action cycles 1, 2, and 3, the numbers of students achieving this level were 15, 23, and 31, representing 48.39%, 74.19%, and 100.00%, respectively. It can be seen that the number of students who developed scientific conceptual understanding increased after learning through Model-based learning. The key finding was that Model-based learning helps explain, predict, and discuss scientific phenomena and enables students to construct better scientific concepts, even for children in rural areas. Furthermore, the use of quality instructional media to support Model-based learning can contribute to the development of biology teaching and learning in secondary schools in rural areas of Thailand