Using dynamic learning process to solve science subject-learning problem in undergraduate study in Thailand

Abstract

This paper emphasizes the importance of the dynamics of group learning process. Firstly, we provide an overview of the classroom understanding the concept of hazard analysis. Investigating the level of understanding of the concept by the written test, only 20 percent of third-year university students were consistently able to apply this concept. Learning Together (LT) model was used subsequently. The five discourse groups of four students were observed. Within-group and across-group comparisons were made. It was determined that students became much better at using the scientific method after construct convincing arguments. Students could develop conceptual understanding of the issues by themselves. They can process ideas in systematic way and can explain it better. Based on the results, it shows that using dynamic learning process make better learning results.