DIFFICULTIES WITH SCIENCE COMMUNICATION OF HIGH SCHOOL STUDENTS AND PROMOTING SCIENCE COMMUNICATION SELF-EFFICACY USING SCIENCE COMMUNICATION-ORIENTED LEARNING MANAGEMENT อุปสรรคในการสื่อสารทางวิทยาศาสตร์ของนักเรียนชั้นมัธยมศึกษาตอนปลาย และการพัฒนาการรับรู้ความสามารถของตนเองด้านการสื่อสารทางวิทยาศาสตร์ผ่านการจัดการเรียนรู้แบบเน้นการสื่อสารทางวิทยาศาสตร์
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Abstract
The purposes of this research were to 1) explore the difficulties of science communication of high school students and 2) promote science communication self-efficacy using science communication-oriented learning management (SCOL) in Biology. Participants were high school students, obtained by purposive sampling. The instruments used in this study were included 1) an open-ended question, 2) four SCOL-based lesson plans, 10 hours in total, and 3) science communication self-efficacy questionnaire. The result showed that three major challenges were found to explain difficulties in science communication of students; 1) lack of familiarity with scientific language and technical terms (47.5%), 2) insufficiency of scientific conceptual understanding to be communicated (34.1%), and 3) lack of communication knowledge to communicate effectively (18.33%), respectively. It was found SCOL is able to promotes self-efficacy of science communication to the high level (54.55%). In which science communication self-efficacy pre-test and post-test were significantly different (p < 0.05). However, even if they were more confident in their science communication but the guidance, especially in writing, in science communication is needed. Improving students’ science comunication specifically in writing is perhaps required futher study.
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