Technique
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1 Ed. D. Candidate in Science Education, Science Education Center of Srinakharinwirot University
2 Associate Professor, Educational and Psychological Test Bureau, Srinakharinwirot University
3 Assistant Professor, Faculty of Science, Srinakharinwirot University
4 Lecturer, the Institute for the Promotion of Teaching Science and Technology
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‡∑§π‘§ fading scaffold
Abstract
The research objectives were to develop a learning unit titled çmatter in daily lifeé to promote studentsû scientific reasoning skills, implement and evaluate its effectiveness on scientific reasoning skills of students.
The learning unit consisted of five main topics drawn from sub-strand 3: matters and properties of matters of the Thai basic education curriculum of 2001 include matters and properties of matters, classification of matters, solutions, separation of matters and acid-base solutions. Learning cycle with incorporated fading scaffold technique, the technique to adjust instruction to promote learning development of a learner, was used to design learning activity focused on open-ended scientific inquiry, a potential way to promote scientific explanation which is based on a foundation of rational thought. There were 7 activities in the entire learning unit which lasted 23 periods. Research instruments consisted of a scientific reasoning test and a classroom observation form. The learning unit was implemented in field trial study stage with 49 seventh grade students in the first semester of the 2007 academic year. This stage was to test effectiveness of the learning unit and collected data used to determine criteria for testing research hypotheses. The learning unit was used in confirmatory study stage with 43 students in the second semester of 2007 academic year. Data from the confirmatory study stage were analyzed to test the research hypotheses.
Results of the confirmatory study stage showed that the studentsû score on scientific reasoning skills after the instruction was significantly higher than before the instruction. Nonetheless, there was no evidence to show that the scientific reasoning skills post-test score were significantly higher than the determined criteria.
Keywords: scientific explanation, scientific reasoning skills, learning unit, fading scaffold technique
Introduction
Almost all countries recognize science as important for their social and economic development. One crucial component in creating strength in science is the management of science education in order to prepare the citizens for living in the complex society as efficient producers and consumers (the Institute for the Promotion of Teaching Science and Technology (IPST), 2004:
1). Considering the knowledge-based society, people need to make personal and ethical decisions about a variety of controversial socio-scientific issues. These issues evolve today from the interactions of science and society and include cloning, genetically modified organisms (GMOs) and global warming (Sadler & Zeidler, 2004: 5).
These issues are difficult for individuals to make decision about because they are often open-ended, ill-structured problems with no definitive answers (Sadler, 2004: 514). Evaluating these issues requires an ability to assess the trustworthiness of the evidence, to distinguish among statistical correlations, causes and effects, hypotheses and observations, and to evaluate the extent of risk based on available information (Osborne, Simon, Erduran, & Monk, 2001: 63). The impact of science on society makes it imperative that all individuals throughout the world become scientifically literate.
Accordingly, countries all over the world require an on-going dynamic revision in the management of science education.
The Thai basic education curriculum was also reformed as a result of the Thai National Education Act (TNEA) of 1999 in order to prepare students for the era of globalization (Office of the
National Education Commission (ONEC), 1999).
As students become voting and empowered citizens after graduation, understanding of scientific concepts and scientific process will help them to make informed decisions about the complex issues facing them (Driver, Newton, & Osborne, 2000:
288). Contrary to the goal of science education to prepare students to be rational thinkers, science is often portrayed from a çpositivist perspectiveé as a subject in which there are clear çright answersé and where data lead students to accept conclusions without any questions (Kuhn, 1993:
320). In Thailand, Bhumirat (2001: website) criticized that teaching and learning of science are based on the lecture approach where students typically focus on textbook-reading, note-taking and memorizing subject matter. Therefore, the students tend to acknowledge the unproblematic collation of facts about the world without considering their origins or understanding the nature of constructing the knowledge.
Previous studies have examined studentsû scientific explanation and scientific reasoning, most of which uniformly indicated that students have difficulty in articulating and justifying their claims (Bell & Linn, 2000; Chinn & Malhotra, 2002; Jansawang, 2005; Sadler, 2004; Sandoval, 2003). As a result, establishing the authenticity of the knowledge building activity in classrooms is the crucial element in this study. Implementing authentic inquiry at the beginning is probably too difficult for students who are not familiar with these practices. Hackling (2005: website) claimed that students need scaffolding as a way to get rid of the barriers in learning. A scaffolder, a teacher, will enable students to complete complex mental
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tasks that they could not achieve by themselves (Pearson & Fielding, 1991). Hogan & Pressley (1997) suggested for a whole class scaffolding that the more students can regulate themselves, the more the teacher has time to scaffold other students in need. An effective way to help students internalize learning is via fading assistance over time. Students, therefore, need to think back how to complete the complex task by themselves. By this means, students become more and more independent in deciding what to do next while they internalize the learning. Many researchers successfully applied scaffolding technique in a large scale setting. In particular, McNeill, Lizotte, Krajcik, and Marx (2006) found that fading written scaffold better prepared students to construct scientific explanations when they were no longer provided with the support.
For the above reasons, it is crucial to improve instruction in science to reach the goals of science education. The researcher proposed to develop a learning unit which incorporated scientific explanation using the fading scaffold technique to promote middle school studentsû scientific reasoning skills. The results of the study were to inform science teachers and educators in ways of providing a deeper understanding in the area of supporting open-ended scientific inquiry and promoting scientific explanation which support scientific reasoning skills of students.