This research aims are (1) to compare the skills of reflection and achievement in science of students in Grade 6, the teaching styles differ two formats is that the teachers use reflection. thinking and traditional instruction (2) to determine the validity of the causal model of skill, reflection and achievement in science of students in Grade 6, with teaching reflection of teachers is variable. Adjust the empirical data, and (3) to study the reflection of the students with the skills to think and reflect great achievement. The subjects of the research Students in grade 6 for the year 2558 of 82 people of a small private school located in Samut Prakarn province. The samples have been sampling into experimental one group of 41 people and 1 control group of 41 was used in the research are: (1) study plans two different styles of teaching that is reflective thinking. And regular instruction (2) a reflective thinking skills of elementary students EDUCATION six years, and (3) achievement in science. Data were analyzed using descriptive statistics (descriptive statistic), multiple analysis of variance (MANOVA) and analysis of variables. (Moderator)
results were as follows: (1) the teaching style of teachers affect the process of reflection of the students and the average achievement of students of different significant statistical level. 0.01 (2) a causal model of reflective thinking skills and achievement in science is taught as a reflection of the teacher variables. Consistent with empirical data (Chi - square = 31.32, df = 28, p = .30, GFI = 0.91, RMSEA = 0.05) (3) students with high reflective thinking patterns that reflect the corresponding 4: 1. ) listen while the teacher lectures 2) notes that knowledge gained in the course of just three days) ascertaining information from various sources, 4) Review regularly.
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