The Development of a Science, Technology, and Society Phenomenon-based Learning Model for Promoting Grade 12 Students’ Problem-solving in Geohazard

Oct 15, 2026

Uploaded by Elsa

This research developed the Science, Technology, and Society Phenomenon-based Learning Model (STS-PhBL) to teach Geohazard and to improve Grade 12 students’ problem-solving. The sample included 39 Grade 12 students from one secondary school in Surin Province, Thailand. Lesson plans were evaluated by experts, including IOC calculation, and student problem-solving was measured with a Problem-Solving Skills Test before and after the intervention. A paired-samples t-test showed significant improvement after STS-PhBL at the 0.05 level.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages5

Reading Time13 min

AccessFree to download

Introduction

Research Methodology

Results and Discussion

Conclusions

References

Asian Journal of Education and Training Vol. 10, No. 3, 141-145, 2024 ISSN(E) 2519-5387 DOI: 10.20448/edu. v10i3 .5859 © 2024 by the authors; licensee Asian Online Journal Publishing Group The development of a science, technology and society phenomenon-based learning model for promoting grade 12 students’ problem-solving in geohazard Prom Pookduang1 Khajornsak Buaraphan2 􀀣 1Prasatwittayakarn School, Prasat District, Surin Province 32140, Thailand. [Email:](Email: prom.pookduang@gmail.com)[ ](Email: prom.pookduang@gmail.com)[prom.pookduang@gmail.com](Email: prom.pookduang@gmail.com) 2Institute for Innovative Learning, Mahidol University 999 Salaya, Phuttamonthon, Nakhon Pathom 73170, Thailand. Email: [khajornsak.bua@mahidol.ac.th](khajornsak.bua@mahidol.ac.th) (􀀣 Corresponding Author) Abstract This research aimed to: a) synthesize the Science, Technology, and Society Phenomenon-based Learning Model (STS-PhBL) for teaching Geoharzard to students; and b) compare students’problem-solving skills prior to and after the STS-PhBL lessons on the Geoharzard topic. The sample consisted of 39 Grade 12 students enrolled in the first semester of the 2021 academic year at one secondary school in Surin Province, Thailand. The data collection methods included the panel of experts’ evaluation of STS-PhBL lesson plans and the Problem-Solving Skills Test. The Indexof Item-Objective-Congruence (IOC) of STS-PhBL lesson plans on Geoharzard was calculated. Also, the students’ problem-solving skills prior to and after the STS-PhBL lessons in the Geoharzard topic were analyzed by using the paired-samples t-test. The researchers synthesized anew STS-PhBL model from the intensive literature review, consisting of seven teaching steps: a) stimulate the phenomenon; b) identify problems in the phenomenon; c) explore the answer to the targeted problem; d) construct new knowledge; e) reflect on learning; f) exchange and share learning; and g) apply knowledge. The STS-PhBL lesson plans on Geoharzard met the IOC requirements. After learning STS-PhBL lessons, the students significantly improved their problemsolving skills at the 0.05 statistically significant level. Keywords: Geohazard, Phenomenon-based learning, Problem solving skills, Science, Technology and society. Citation | Pookduang, P., & Buaraphan, K. (2024). The development of a science, technology and society phenomenon-based learning model for promoting grade 12 students’ problem-solving in geohazard. Asian Journal of Education and Training, 10(3), 141–145. 10.20448/edu.v10i3.5859 History: Received: 28 February 2024 Revised: 14 May 2024 Accepted: 3 June 2024 Published: 31 July 2024 Licensed: This work is licensed under a Creative Commons Attribution 4.0 License Publisher: Asian Online Journal Publishing Group Funding: This study received no specific financial support. Institutional Review Board Statement: The Ethical Committee of the Mahidol University Central Institutional Review Board (MU-CIRB), Thailand has granted approval for this study on 27 February 2020 (Ref. No. MU-CIRB 2014/158.2110). Transparency: The authors confirm that the manuscript is an honest, accurate, and transparent account of the study; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained. This study followed all ethical practices during writing. Competing Interests: The authors declare that they have no competing interests. Authors’Contributions: Conceptualization, methodology, investigation, data curation, software, visualization, writing original draft, P.P.; conceptualization, methodology, data check, supervision, software, validation, reviewing and editing, K.B. Both authors have read and agreed to the published version of the manuscript. Contents 1. Introduction ..................................................................................................................................

FAQs

What is the purpose of the STS-PhBL model in this study?

The study aims to synthesize the STS-PhBL model for teaching Geohazard and to compare students’ problem-solving skills before and after the lessons.

How were the STS-PhBL lesson plans evaluated?

Experts evaluated the lesson plans, and the Index of Item-Objective-Congruence (IOC) was calculated for the Geohazard STS-PhBL lesson plans.

What impact did STS-PhBL have on students’ problem-solving skills?

After learning with STS-PhBL, students significantly improved their problem-solving skills at the 0.05 statistical significance level.

Oct 15, 2026

Uploaded by Elsa