Effect of the Development of Integrated Science Process Skills and Scientific Mind Using 7E Cycle and Polya’s Problem Solution Instructions of Matthayom Suksa 4 Students

Abstract

The purposes of this research were 1) to compare the integrated science process skills and scientific mind of the students taught by two instructions methods: method 1 using 7E cylcle instruction, and method 2 using 7E cycle instruction and Polya’s problem solution instruction; and 2) to compare integrated science process skills and scientific mind before and after being taught by two types of instructions. The samples were 30 Mathayom Suksa 4 students, PhanomDongrakWitthaya school, Surin province in the first semester of academic year 2015 selected by simple random sampling. The instruments of the study were two instruction sets with appropriateness at highest level. The instrument for data collection consisted of a integrated science skills test with difficulty index ranging from 0.57 - 0.79, discrimination power ranging from 0.31- 0.80, and the reliability index of 0.618; and a test assessing scientific mind with the discrimination power ranging from 0.22 - 0.96 and the reliability of 0.755.

The research findings were as follows:

1. The students taught by the 7E cycle instruction and Polya’s problem solution instruction of instruction had higher integrated science process skills and scientific mind than those taught by the 7E cylcle instruction at statistical significance level .05.
2. The students taught by both instruction methods had higher integrated science process skills and scientific mind than before teaching at statistical significance level .05.