DEVELOPING CONTEXT-BASED LEARNING MANAGEMENT WITH ONLINE MIND MAPPING TO ENHANCE SCIENTIFIC LITERACY IN THE TOPIC OF PLANT LIFE PROCESSES FOR GRADE 7 STUDENTS IN SPECIAL ECONOMIC ZONE SCHOOLS
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Abstract
The purposes of this research were to 1) study a context-based learning approach combined with online mind mapping, and 2) examine scientific literacy on the topic of plant life processes among Grade 7 students in a mid-sized school within a special economic zone in Mae Sai District, Chiang Rai. The study used purposive sampling to select 19 participants. Research tools included a context-based learning plan with online mind mapping, activity sheets, and a scientific literacy test. Data were analyzed through content analysis and triangulation using descriptive statistics, including frequency, percentage, and mean. The research results found that before starting the research, it is necessary to check the knowledge, local language, and ethnic language to make the students ready to do the activities. In addition, the researcher should use a situation that the students are familiar with and that is challenging to find the answers to make the students more interested.
From the results of the comparison of scientific knowledge between the learning management, there were more students who showed clear and correct behavior (SC). Consisting of competence in explaining phenomena in scientific terms, accounting for 26.32%, 36.84%, and 47.37%, respectively; competence in evaluating and designing scientific inquiry processes, accounting for 30.84%, 42.11%, and 50.63%, respectively; and competence in interpreting data and using scientific evidence, accounting for 42.11%, 52.63%, and 57.89%, respectively. For scientific literacy, the number of students who demonstrated the behavior correctly and clearly (SC) after studying was higher than before studying all 3 competencies, consisting of competence in explaining phenomena in scientific terms after studying (63.16%) higher than before studying (21.05%); competence in evaluating and designing scientific inquiry processes after studying (47.37%) higher than before studying (26.32 %); and competence in interpreting data and using scientific evidence after studying (63.16%) higher than before studying (26.32%).
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