3. ผล และการสนทนา จะพบว่า มีความแตกต่างอย่างมีนัยสำคัญระหว่างคะแนน pretest และ posttest คะแนนเมื่อสิ้นสุดการประยุกต์รูปแบบการสอนที่ใช้ปัญหา (p =-2.22, t30 < 0.05 ดูตารางที่ 1) หลังจากระยะเวลา 3 สัปดาห์ การสอบสวน permanence ของความรู้ การทดสอบสุดท้ายซ้ำ และแสดงผลลัพธ์ในตารางที่ 2 หลังจากดำเนินการของการทดสอบ มีไม่มีความแตกต่างระหว่าง posttest และคะแนนทดสอบหลังล่าช้า (t30 = 0.742, p > 0.05) หมายความว่า permanence ความรู้จะไม่เปลี่ยนแปลงความแตกต่างอย่างมีนัยสำคัญทางสถิติ 3.1. นักเรียนมุมมองของพีบีแอลกรุ๊ป According to students’ views on the method used, most students have had positive thoughts about the particular period and aspect of problem based learning to learn the very simplicity and stated that solved a problem. However, they were reported partially self-competence. Aspects of their own attitudes and behaviors of students in the learning process, students’ self-confidence and research skills and group working skills prompted, especially Vygosky’ stated that “the students aware of their arrival in blind spots” and with it also reported an increase in the scientific process skills. Group studies were examined students’ behaviors and attitudes towards the group, including increased adherence to the positive development of communication and a positive commitment to learning to occur improved and the group formation process has been made very important contributions according to students. Students views on teachers during problem-based learning process is examined that they have a positive attitudes. They say, “Teacher carried out a willingness to work, used the method effectively, students’ interested increased and provided positive contributions for each teams.” At the end of the application are examined students’ attitudes towards chemistry and chemistry to increase significantly with a very important place in their lives, and learning that laboratory applications, requests, and especially the more eagerly participated in discussing the negative attitudes expressed decreased and scientific issues. In addition, the students’ misconceptions related to the concept of the enthalpy were revealed as bellows. The misconceptions consist with the literature (Sozbilir, 2001; Carson & Watson, 1999; Yalcinkaya et al., 2009). i. Heat exchange. ii. The heat capacity. iii. The difference between the energy changes. iv. Change of internal energy. v. The stored energy within a substance. vi. One of the reaction heats. 4. Conclusions From this study, it can be summarized as follows: ● PBL students have high scores after the treatments. ● PBL helped students to improve their science process skills. ● Students’ have positive perceptions not only attitudes towards the chemistry but also problem based learning. The results consistent with the literature (Gurses et al., 2007; Tatar & Oktay, 2008). ● Students recognized the difference between enthalpy and enthalpy change and also a common assumption related coffee cup calorimeter, which is assumed as system and environment, is one within the other.
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