Publication: Introducing a warm temperature adapted rapid cycling "Brassica Rapa" to a Thai science classroom: A Preliminary study on students' involvement in realistic investigation
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Issued Date
2009
Resource Type
File Type
application/pdf
ISSN
14479494
Other identifier(s)
2-s2.0-77951127906
Rights Holder(s)
Scopus
Bibliographic Citation
International Journal of Learning. Vol 16, No.10 (2009), p.369-378
Suggested Citation
Kanhathaisong B., Wongyounoi S., Boonprakob M., Dechsri P., Chaivisuthangkura P. Introducing a warm temperature adapted rapid cycling "Brassica Rapa" to a Thai science classroom: A Preliminary study on students' involvement in realistic investigation. International Journal of Learning. Vol 16, No.10 (2009), p.369-378. doi:10.18848/1447-9494/cgp/v16i10/46687 Retrieved from: https://hdl.handle.net/20.500.14740/7706
Abstract
A warm-temperature-adapted breeding pool of Wisconsin Fast Plants (rapid-cycling Brassica rapa; RBr) was developed as a biologically instructional material. Experimentation with the warmtemperature-adapted RBr was used to study students' investigative skills, understanding of the nature of science, and knowledge of the life cycle of flowering plants. Three secondary school students were involved in this realistic investigation. Students were provided with information on the warm-temperature-adapted RBr from previous experiments. The students' knowledge of flowering plants and the Views of Scientific Inquiry Questionnaire (VOSI) were used to investigate participants' understanding of the nature of science. Students had an opportunity to participate in every step of the investigation process including asking and refining questions, finding information, planning and designing, collecting and analyzing data, drawing conclusions, and communicating results. The results demonstrated that RBr adapt well to warm temperatures. The plants were able to grow at warm temperatures ranging from 28-32°C. The students' investigative skills improved in terms of asking questions, making predictions, collecting data, and communicating results. Their knowledge of plant life also improved. However, the students' understanding of the nature of science was not affected. © Common Ground, Bunyarat Kanhathaisong, Somson Wongyounoi, Manat Boonprakob.