THE RESULT OF SYNTHESIS FRAMWORK OF METAVERSE LEARNING ENVIRONMENT ENHANCE SCIENTIFIC THINKING IN CHEMISTRY CLASSROOM

Abstract

This study aimed to synthesize a conceptual framework for a metaverse-based learning environment that fosters scientific thinking in chemistry classrooms. The target group for the study consisted of 26 fifth-year high school students from Prachaksillapakarn School, Mueang District, Udon Thani Province, and five experts who evaluated documents and conceptual frameworks for designing a metaverse-based learning environment conducive to scientific thinking in chemistry. The research employed multiple methodologies, including document research and qualitative data collection through surveys. Data analysis involved summarization, interpretation, and analytical procedures. The findings revealed that the synthesized conceptual framework for a metaverse-based learning environment promoting scientific thinking in chemistry encompasses a theoretical framework with five fundamental bases: 1) contextual basis, 2) psychological learning basis, 3) pedagogical basis, 4) technological basis, and 5) scientific thinking basis. The design framework was comprised of four foundational elements: 1) stimulating cognitive structure, 2) supporting cognitive restructuring, 3) promoting cognitive structure expansion, and 4) assisting cognitive equilibrium adjustment. Additionally, survey and interview data indicated that students had no prior experience with constructivist learning approaches or technology-enhanced activities promoting scientific thinking. Most teaching was knowledge transmission from teachers. Expert evaluations confirmed alignment between theoretical principles and both the theoretical and design frameworks.