Other
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Other InterestsRatanaroutai, T.* & Pathom-aree, W. (2010). A case study on teaching and learning DNA.
US-China Education Review, 7 (8), 37-42, 27.
Artdej, R., Ratanaroutai, T.*, Coll, R.K. & Thongpanchang, T. (2010). Thai Grade 11 students’ alternative conceptions for acid-base chemistry. Research in Science and Technological Education, 28 (2), 167-183.
Ratanaroutai, T.* & Yutakom, N. (2006). Teachers’ and Students’ Perception about Genetics Teaching and Learning in Disadvantaged Thai High Schools. Songklanakarin Journal of Social Sciences and Humanities, 12(3), 313-327.
Ratanaroutai, T.*, Theeragool, G. & Yutakom, N. (2006). Genetic Concepts of Disadvantaged High School Students in Thailand. The Kasetsart Journal (Social Sciences), 27(2), 234-245.
, Ratanaroutai, T. (2010). Education for Disadvantaged Students in Thailand. In L. Yew-Jin (Ed.), The World of Science Education: Handbook of Research in Science Education Research in Asia (pp. 357-370). The Netherlands: Sense Publishers B.V.
Publications (5) View all
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Chapter: Education for Disadvantaged Students in Thailand
01/2010: pages 357-370; -
Article: A case study on teaching and learning DNA
US-China Education Review. 01/2010; 7:37-42, 27. -
Article: Teachers’ and Students’ Perception about Genetics Teaching and Learning in Disadvantaged Thai High Schools.
Songklanakarin Journal of Social Sciences and Humanities. 01/2006; -
Article: Genetic Concepts of Disadvantaged High School Students in Thailand
The Kasetsart Journal (Social Sciences). 01/2006; -
Article: Thai Grade 11 students' alternative conceptions for acid-base chemistry
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ABSTRACT: This study involved the development of a two-tier diagnostic instrument to assess Thai high school students' understanding of acid-base chemistry. The acid-base diagnostic test (ABDT) comprising 18 items was administered to 55 Grade 11 students in a science and mathematics programme during the second semester of the 2008 academic year. Analysis of students' responses from this study followed the methodology outlined by Calik and Ayas. The research findings suggest that the ABDT, the multiple choice diagnostic instrument, enables researchers and teachers to classify students' understanding at different levels. Most students exhibited alternative conceptions for several concepts: acid-base theory, dissociation of strong acids or bases, and dissociation of weak acids/bases. Interestingly, one of the concepts that students appeared to find most difficult, and for which they exhibited the most alternative conceptions, was acid-base theory. Some alternative conceptions revealed in this study differ from earlier reports, such as the concept of electrolyte and non-electrolyte solutions as well as the concentration changes of H3O⁺and OH⁻ in water. These research findings present valuable information for facilitating better understanding of acid-base chemistry by providing insight into the preventable and correctable alternative conceptions exhibited by students.
