ชื่อผู้แต่ง Rungtiwa Junwattanawong
ชื่อวารสาร Proceeding of International Conference of science educators and Teacher (ISER 2016)
Correctconceptions are the important prior knowledge for students to understand and learn in wide and deep contents in e and after learning via problem-based learning (PBL) approach supplemented with graphic organiser method, and traditional approach supplemented with graphic organizer method, and traditional teaching method. A Control Group Pretest-Posttest Design was used for the study. The samples were concluded of 96 students in two classrooms, 48 students per each, mathayomsuksa 6 or levels 12, in NongBuaPittayakarn School, NongBua Lam Phu Province, Thailand. The Data collections were used two-tier diagnostic test. The statistics employed for analysing data were percentage, mean, standard deviation and Paired t-test. The results found that 1) students had complete understandings in biomolecules conceptions after learning were significantly higher than before learning in both methods of teaching, and 2) the percentage of students who had complete understandings in biomolecules conceptions after learning through PBL approach supplemented with graphic organiser method and traditional teaching method were 70.68 and 31.81, respectively. Therefore, PBL approach supplemented with graphic organiser is more suitable method than traditional teaching method to encourage biomolecules conceptions.