การพัฒนาการจัดการเรียนรู้แบบห้องเรียนกลับด้านร่วมกับการจัดการเรียนรู้แบบสืบเสาะ ของนักเรียนชั้นมัธยมศึกษาปีที่ 6 เรื่อง การเรียกชื่อสารประกอบอินทรีย์

Abstract

          The aims of this research was to compare pre-test and post-test achievement of leaners and satisfaction of grade 12 learners for Flipped Classroom collaborate with Inquiry-based Learning in nomenclature of organic compounds. The studied sample was 29 grade 12 science learners of a large public school in Nakhonpathom province, in the second semester of the 2015 academic year. The instruments use to in research include 6 instructional strategies of Inquiry-based Learning collaborate with Flipped Classroom, 30 items achievement test of Nomenclature of organic compounds, p value and r value between 0.21-0.79 and 0.21-0.63 respectively, validity equal 0.9659 and 6 instructional media consist category of Nomenclature of Organic Compounds, Nomenclature of alkane, cycloalkane, alkene, cycloalkane, alkyne, aromatic hydrocarbon, ether, alcohol, ketone, aldehyde, carboxylic acid, amine and amide.

          The resolution indicated that students obtain to instruction Flipped Classroom integrated with Inquiry-based, the protest has 18.31, 5.48 of SD., and pretest has 6.66, 3.02 of S.D. Statistic test showed that post-test achievement has a higher score than pre-test and t = 6.61 at a significant figure of 0.01. The satisfaction grade 12 learners obtain to instruction Flipped Classroom integrated with Inquiry-based has 3.97 and S.D. = 0.24 that learners were instructed Flipped Classroom integrated with Inquiry-based which very satisfied.