The purpose of this research is: (1) To compare the skills of reflective thinking and science achievement of students in 6th grade by using 2 different teaching styles which are reflective teaching and regular teaching (2) To verify the accuracy of the causal model of reflective thinking skills and science achievement of students with teacher’s reflective teaching as a moderator and the empirical data, and (3) To study the pattern of reflective thinking of the students who have the skills to reflect the ideas and the great achievement.
A sample of the research is the students in grade 6th attended the academic year in 2015, 82 students.
They are in the small private school in Samut prakan province.
There are 2 groups of purposive samples; control group with 41 students and experimental group with 41 students
Tools used in the research are (1) Teaching plans which are Reflective teaching plan and regular teaching plan
(2) The test of reflective thinking skills for the students in 6th grade and (3) The test of science achievement
Data analysis conducted by descriptive statistic.
Analysis of variance (MANOVA) and the analysis of moderator
The research results are summarized as follows:
(1) The style of teaching affects the average of the process of reflective thinking of students and the average of achievement which is significantly different at .01
(2) The Causal model of reflective thinking skills and science achievement with teacher’s reflective teaching as a moderator is correspond to the empirical data (the Chi-square = 31.32,df = 28, p = .30, GFI = 0.91, RMSEA = 0.05)
(3) The students who have reflective skill may have the pattern of reflection coherently in 4 ways
1) Pay attention while lecturing
2) Noted what they have learned everyday
3) Inquire more information from various sources
4) Review their study regularly