The Enhancement of Scientific Conceptual Understanding of Reaction rate by using 5E Model of Instruction Integrated with Cooperative Learning

The aim of this research was to enhance scientific conceptual understanding of reaction rate by using 5E model of instruction integrated with cooperative learning. There were 5 lesson plans which covered reaction rate in all 4 topics: a) definition of reaction rate, b) calculation of reaction rate, c) concept of reaction rate and d) factors affecting reaction rate. The research sample consisted of 41 grade 11 students at Tessaban1 (Engsiangsamakkee) School. The research was carried out using one group pretest-posttest design. Data collecting tool were 5 lesson plans and 20 items of 2-tier scientific conceptual understanding test. Data was analysed by means, percentage, standard deviation, dependent samples t-test and normalized gain . The results based on dependent samples t-test that students’ posttest score (13.10 ± 3.64) was significantly higher than students’ pretest score (5.68 ± 2.07), which was statistically different at the .05 level. Their normalized gain equalled to 0.22, which was a low level. Percentage of students in each scientific conceptual understanding included in 3 levels: correct conception (CC), alternative conception (AC), and misconception (MC). Pretest were 2.80, 24.51 and 72.69 %, respectively and posttest were 21.59, 25.24 and 53.17 %, respectively. There were noticed that students had a better understanding of scientific concepts. This research showed that 5E model of instruction integrated with cooperative learning could develop students’ scientific conceptual understanding on reaction rate.