Abstract
Problem statement: Socioscientific issues-based learning activity is e ssential for scientific reasoning skills and it could be used for analyzing problems be applied to each situation for more successful and suitable. The purposes of this resea rch aimed to compare learning achievement, analytical thinking and moral reasoning of seventh grade students who were organized between socioscientific issues-based learning and conventio nal learning activities. Approach: The samples used in research were 72 of seventh grade students in the first semester of academic year 2009 at Koratpittayakom School, Muang District, Nakhonratchasima Province. The sample groups were divided into two groups by assignment for socioscie ntific issues-based classroom and conventional classroom. The research instruments used in this re search were twelve plans for organization learning activities using socioscientific issues-based instr uction and conventional instruction, an achievement test with discriminating powers ) B ( its ranging was 0.27-0.68 and reliability was 0.85, difficulty) P (ranging of analytical thinking test was 0.53-0.77 with discriminating powers ranging, 0.78-0.30 its reliability was 0.78 and discriminating powers) B ( ranging 0.31-0.58, moral reasoning test had reliability 0.85. Quantitative data were analyzed b y using mean, standard deviation, percentage, Hotelling's T 2 and Univariate t test. Results: The results can be revealed that students who lear ned by socioscientific issues-based instruction had learni ng achievement, analytical thinking and moral reasoning than those conventional instruction at 0. 05 level of significantly statistics. Conclusion: In conclusion, students who learned by socioscientific -issues-based learn showed learning achievement, analytical thinking and moral reasoning than those conventional instructions. Therefore, teachers supported to implement socioscientific issues-based instruction in science teaching for the future.
Highlights
Today, science teaching is informed decision making, ability to analyze, synthesize and evaluate information into classroom
Science teaching is informed decision making, ability to analyze, synthesize and evaluate information into classroom. It deals with moral reasoning and ethical issues try to understand the connections among socioscientific issues
Socioscientific issues may be equated with the consideration of ethical issues and construction of moral judgments about scientific topics via social interaction and discourse (Zeidler et al, 2005)
Summary
Science teaching is informed decision making, ability to analyze, synthesize and evaluate information into classroom. It deals with moral reasoning and ethical issues try to understand the connections among socioscientific issues. The effects can influence to all of area in our society, it need to be instructed in school science and let students know and understand about nature of science This situation, teaching science is referring to the lesson, and social interaction in terms of controversial between science and society are stimulated and need to incorporate into school (Nuangchalerm, 2010).
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
