DEVELOPMENT OF SCIENCE COMMUNICATION ABILITIES OF 11TH GRADE ETHNICALLY DIVERSE STUDENTS USING PHENOMENON-BASED LEANING IN TOPIC OF RESPIRATORY SYSTEM การพัฒนาความสามารถในการสื่อสารวิทยาศาสตร์ด้วยการจัดการเรียนรู้แบบปรากฏการณ์เป็นฐาน เรื่อง ระบบหายใจ สำหรับนักเรียนระดับชั้นมัธยมศึกษาปีที่ 5 ที่มีความหลากหลายทางชาติพันธุ์

Abstract

This research aimed to examine ways to implement the developed learning activities using phenomenon – based learning to develop science communication abilities in topic of respiratory system of 11th grade ethnically diverse students and to investigate the students’ science communication abilities through learning with the developed learning management. The participants were 30 ethnically diverse students in 11th grade of high school in Tak province. The research instruments consisted of three lesson plans using phenomenon – based learning in the topic respiratory system, reflective learning journals, writing and speaking science communication assessment. Data were analyzed by content analysis. The credibility of the analyzed qualitative data was examined by the triangulation method. The research results were that the steps of learning approach by using phenomenon – based learning to develop science communication abilities should be that: 1) teachers should select phenomenon that consider students' background, and use various media tools through learning; 2) local languages should be used during explaining and each group member’ role should be clearly assigned to facilitate group discussions; 3) teachers should provide example situations in which correspond to the phenomenon; 4) advices should be given in using media for students to be able to apply and enhance their learning; and 5) should be thoroughly reviewed and the preparation prior to the actual presentation should be highly encouraged. In examining students’ science communication abilities, it was found that ethnically diverse students’ writing and speaking science communication abilities tend to increase after learning through Phenomenon-based learning.