Enhancing Lower Secondary School Science Teachers’ Science Process Skills and Laboratory Lesson Preparation through a Social Constructivist-based Professional Development Workshop

By Nantarat Kruea-In and Khajornsak Buaraphan.

Published by The International Journal of Science, Mathematics and Technology Learning

Format Price
Article: Print $US10.00
Published online: March 11, 2014 $US5.00

This study aims to develop a social constructivist-based professional development workshop to help lower secondary school science teachers develop their science process and laboratory lesson preparation skills. The interpretive research method was utilized as a research framework. The participants were 36 lower secondary school science teachers (Grades 7-9) from the Western of Thailand participated in a social constructivist-based professional development workshop. The participants’ science process skills were assessed by the Performance Tests of Science Process Skills (PTSP) at before and after attending the workshop. The laboratory lesson plans created by the participants were also reviewed regarding the integration of science process skills and the social constructivist perspectives. In addition, during the workshop, the participants were observed their interactions, science process skills in conducting scientific experiments, and the integration such skills into lesson plans. The results revealed that the participants’ science process skills were adequate in most skills, except the defining variables operationally skill. The workshop, to some extent, helped the participants develop their science process skills. The lesson plans created by the participants intensively showed the integration of science process skills and the social constructivist perspectives. However, there were some flaws about setting learning standards, learning objectives, instruction, and assessment in those lesson plans.

Keywords: Science process skills, Lower secondary science teacher, Social constructivist learning theory

The International Journal of Science, Mathematics and Technology Learning, Volume 20, Issue 2, March 2014, pp.43-56. Article: Print (Spiral Bound). Published online: March 11, 2014 (Article: Electronic (PDF File; 788.799KB)).

Nantarat Kruea-In

Lecturer, Department of Teacher Education, Faculty of Education and Development Sciences, Kasetsart University, Kamphaeng Saen Campus, Nakhon Pathom, Kamphaeng Saen, Nakhon Pathom, Thailand

I graduated a Ph.D. in Science Education from Kasetsart University, Bangkok, Thailand in 2007. I am interested in biology teaching, science process skills, science investigation, and science teacher professional development.

Assoc. Prof. Khajornsak Buaraphan

Lecturer, Institute for Innovative Learning, Mahidol University, Salaya, Nakhon Pathom, Thailand

I have a PhD degree in Science Education from Kasetsart University, Bangkok, Thailand. I am now a lecturer at the Institute for Innovative Learning, Mahidol University, Thailand. I am interested in nature of science, pedagogical content knowledge, and science teaching and learning.