A Curriculum Development Of Science Communicator By Using SSCS Learning Model With Visual Thinking To Enhance Science Communication Ability For Upper Secondary School Students

Abstract

This research aimed to: 1) identify current scientific issues with misconceptions for promoting scientific communication skills among upper secondary school students, 2) develop and validate the quality of a Science Communicators Club curriculum based on the SSCS learning approach combined with visualization strategies to enhance scientific communication skills for upper secondary school students, 3) implement the Science Communicators Club curriculum, and 4) examine upper secondary school students' opinions toward participation in the curriculum. The study employed a research and development (R&D) methodology. The sample consisted of 20 upper secondary school students from Rongkwang Anusorn School in the second semester of the 2024 academic year. The research instruments included: an interview protocol for identifying current scientific misconceptions, the Science Communicators Club curriculum, a curriculum implementation manual, a scientific communication ability assessment, and a student opinion survey. Data were analyzed using percentage, mean, standard deviation, and t-test. The research findings revealed that: 1) the study identified current scientific misconceptions used for curriculum development, resulting in a curriculum structure with four content topics: lemon soda cures cancer, boiled water from microwaves is dangerous, antibiotics need not be completed, and Shine Muscat grapes contain toxins, which formed the basis for learning activities; 2) the developed Science Communicators Club curriculum comprised six components: rationale, objectives, curriculum structure, learning activity guidelines, media and learning resources guidelines, and assessment guidelines, with overall curriculum appropriateness at a high level, and the curriculum implementation manual also demonstrating high appropriateness; 3) implementation results showed that students' scientific communication abilities in both writing and speaking dimensions were significantly higher than the criterion at the .05 level of statistical significance; and 4) students' overall opinions toward participation in the Science Communicators Club curriculum were at the highest level.