GRADE 10 STUDENTS’ LEARNING PROGRESSIONS FOR ECOSYSTEM THROUGH ADAPTIVE INSTRUCTION ความก้าวหน้าในการเรียนรู้แนวคิดเรื่องระบบนิเวศของนักเรียนชั้นมัธยมศึกษาปีที่ 4 ที่เรียนด้วยการจัดการเรียนรู้แบบปรับเหมาะ
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Abstract
The study focuses on eliciting grade 10 students’ learning progressions (LPs) for ‘energy transfer in ecosystem’ and ‘carbon cycle’. LPs is a new perspective for studying how children learn science in science education. LPs views alternative conception as a stepping stone necessary for learners to achieve a higher level of learning. This study explored the changes of learning levels and pathways of 30 tenth graders who studied ‘energy transfer in ecosystem’ and ‘carbon cycle’ through an adaptive instruction. Findings reveal that the majority of students reaches a higher level of conceptual understanding after learning through this pedagogical approach. The students expressed more than one learning pathway for understanding each concept. This study suggests teachers and curriculum developers to organize contents and learning activities in correspondance with learners’ learning pathways.
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