งานวิจัย : ผลการใช้แผนการสอน INQUIRY CYCLE (5Es) MODEL ของนักศึกษาระดับประกาศนียบัตรวิชาชีพครู วิชา หลักสูตรและการสอนวิชาชีววิทยา พ.ศ. 2549
LEARNING OUTCOME OF INSTRUCTION USING INQUIRY CYCLE (5Es) MODEL LESSON PLAN OF STUDENTS IN THE CURRICULUM AND INSTRUCTION IN BIOLOGY 2549
โดย : รองศาสตราจารย์วิมล สำราญวานิช
 
บทคัดย่อ ภาษาอังกฤษ

   This research aimed to study the outcome of pre-service biology teachers micro-teaching based Inquiry Cycle (5Es) Model. Sample was graduate students pre-service teachers who enrolled in Cueeiculum And Instruction In biology Course, first semester, academic year of 2006. Pre-service teachers taught the 5 lesson plans of biology based on Inquiry Cycle (5Es) Model for Matayom Suksa 4,5 students of Khon Kaen University Demonstration School, Faculty of Education, Khon Kaen University. The research design was classroom action research. The outcome of pre-service Cueeiculum And Instruction In biology microteaching was reflected through Students’ Biology Learning Achievement Test, Students’ Interview to React Micro-teaching, Pre-service Teachers’ Questionnaire, and Co-researchers’ Observational Form. Data was analyzed both qualitative and quantitative.





Finding conclusions
Qualitative data indicated that opinion of pre-service teachers, students, researcher, co-researchers, and pre-service teacher observers agreed that each pre-service teacher could follow the biology lesson plans based Inquiry Cycle (5Es) Model. They well provided instructional media, reading sheets, worksheets, and experiments. They allowed students to have interaction and to construct their own knowledge. Students were happy to learn biology through Co-operative Learning Model. Students thought that pre-service teachers had well understanding of biology, efficiency teaching in level of good and very good, well building classroom environment, and supporting them clear understanding. Micro-teaching reflection allowed pre-service teachers to be able to develop their pedagogical skills. However, students reflected that there were too much micro-teaching in their school that waste time and gave them too much science contents and experiments. Quantitative data revealed that ninety three percents of students passed criterion of biology learning achievement for seventy percents.