The purpose of this research were to study 1) understanding of classroom research, 2) writing ability of classroom research proposal, 3) presentation ability of classroom research proposal, and 4) attitude toward the inquiry-based learning of science student teachers’ that they were studying 4th years in the second semester of academic year 2019 at UdonThani Rajabhat University in Thailand, utilizing 18 students which were selected by cluster random sampling. The research instruments were 1) inquiry-based learning on development classroom research in science teaching, 2) understanding of classroom research test, 3) writing ability of classroom research proposal assessment form, 4) presentation ability of classroom research proposal assessment form, and 5) attitude toward the inquiry-based learning questionnaire. The data were analyzed using mean, standard deviation, percentage and t-test one group for hypothesis. The results show that the science student teachers’ understanding of classroom research, writing ability and presentation ability of classroom research proposal, and attitude toward the inquiry-based learning were at the “good” level after they participated in the series of the learning activities. They could explain objectives to make classroom research, research methodology, data collection, data analysis, statistics, and using results of classroom research to development science teaching in classroom. They showed maneuverable and presentation easy to understand. Additionally, they understand “why we do classroom research” and “classroom research essay to do”. Therefore, inquiry-based learning is discussed to guide teachers how to organization of activities as appropriate for help students acquire knowledge and gain necessary skills to achieve in the future.
Chanchira Choomponla, UdonThani Rajabhat University, Thailand
Stream: Teaching Experiences
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