Development of a Scaffolding Instruction Model in Science (SIMS): Its Effects on Secondary Schools Students Higher Order Thinking Skills

By Mr.Weeradet Xata code No. 201215019

1. Statement of The Problems: 1.1 Can the Scaffolding Instruction Model in Science effect the Secondary Schools Students Higher Order Thinking Skills ? 1.2 How do the teachers and the parents think about the Secondary Schools Students Higher Order Thinking Skills ?

Chapter 1 Introduction It is apparent that situations occurring in the world around us suggest that we must turn our attention to thinking skills for several important reasons such as 1) social needs resulting from the effects of major changes in the history of mankind in terms of economic, political, and social studies, 2) the growth of technology has an important role to impact positively or negatively on the world society which allows us to be innovative in creating new things seamlessly and infinitely. It also provides us with more market power which in turn creates new problems that are difficult to solve such as pollution, the imbalance of nature, and the disparity between the bourgeoisie and the workers, and 3) situations of conflict arising among a group of people and within oneself as a result of an inability to adapt to new situations. Sudden changes can cause a number of problems and have become situations of conflict that occur within both oneself and society which in turn needs a power of complex and quality thinking to meet such needs (Ussanee Phosuk, 2006). Nowadays we have a wide range of diverse and challenging problems. To create something new and appropriate to harmonize with today's society is thus not easy. Finding solutions to complex problems that relate to other complicated problems is difficult especially with conventional methods. It is clear that what we have learnt in the present education system may not be a good way to provide answers to the realities of situation that occurred if not relying on the quality of minds of the people who have complex thoughts which are sufficient enough for social conditions in the world today. Therefore, we must find a way to make our children and young people to have a quality of thought because thinking is the cognitive processes that people will act upon existing information and data in order to make understanding and help solve the problems and making decisions (Beyer.1987, Ruggiero,1998,Kauchack and Eggen,1993, Alfaro Lefevre,1995 ). However, the effective thinking will occur only when a person is skillful in thinking and posses thinking skills that can perform or act upon any information quickly and correctly. Therefore, the development of thinking skills is important because it helps people think more effectively as Beyer (1992) mentioned...

 The efficiency development of thinking skills is very important as it leads to developing a good thinking. Thinking skills can be compared to as a tool of thinking. If a person is skillful in using only one tool; for instance a hammer, that person tends to view every problem as a nail only, but if a person has a variety of tools then he can use various tools to meet the problems that occurred. Therefore, the less thinking skills a person has, the lower his effective thinking will be Thinking skills consist of both basic skills and advanced skills. The basic skills emphasize on the thinking skills that comprise uncomplicated operation process while the advanced skills need the complicated ones which in turn lead to solving a variety of problems and producing maximum benefits (Tissana Khaemmanee and et al.,1997, Smith, 1992 Kaplan, 1990). In addition, advanced thinking skills are the skills that have been used for solving the problems, critical thinking, and decision making (David and Rimm,1994 ,Higuchi and Donald,2002 ) Therefore, advanced thinking skills are critical to the quality of a student. Because of the important of higherlevel thinking skills, the national education act of Thailand set it as the goal of education. And also the goal of the curriculum too. So Thai teachers have to develop thinking skills in order to make the quality students. Thinking skills are the skill of thinking. Learners with thinking skills will be able to apply a process of thinking into their work quickly and correctly, and fluently do by themselves. Developing the learners to have thinking skills is thus complex. There must be steps of development and training before the thinking skills can take place. One of the teaching and learning concepts that can be used to develop learners thinking skills is a Instruction Model. Rosenshine and Meister (1992) stated that the Instruction Model cannot only be used in a general instruction with wellstructured skills, but also in the instruction of higher-level thinking strategies. Instruction Model is the concept of teaching and learning that instructors, friends, or those with greater ability will assist the learners in learning or performing the tasks in different ways by encouraging them to solve problems and perform the tasks that they could not do at first until they

can independently accomplish them by their own ability (Eggen and Kauchack, 1997, Mclnerney, 1998, Wu,2001). Therefore, the development of potential or performance of the learners transpired as a result of being assisted in learning systematically through the use of assistance strategies that are appropriate for their levels of potential. The assistance will be gradually reduced as learners gradually increase their ability to perform manual tasks and once they can perform the tasks independently, the assistance ceases (Palincsar and Brown, 1984 cited in Rosenshine and Meister, 1992,Wu 2001). Rosenshine and Gunether (1992) collected the results of research on the Instruction Model with higher-level thinking strategies and summarized the important guidelines for developing these strategies in learners into: a) giving the assistance specific to their cognitive strategies that need to be developed e.g., strategic questions to make understanding, b) managing the difficulty of the task by starting to learn from simple contents to the more complex ones, c) being model thinking, d) thinking out loud, e) telling the mistakes that happened before, f) enabling learners to learn from each other (reciprocal teaching), g) providing feedback using the checklist, and etc. From the concept of Instruction Model above, it is apparent that the method can be applied in the development of advanced thinking skills (Rosenshine and Meister, 1992). The learners will be assigned to perform the challenging tasks which confront their effort to accomplish. While performing the tasks, the learners will be given an assistance which is systematic and appropriate for them to be able to think and carry out the tasks successfully. The assistance will cease after the learners have independently accomplished the tasks. While being assisted, the learners will interact with others or work with friends thus having a chance to communicate and share experiences. Speaking is a tool for thought. Speech or communication will allow learners to think and express what they have thought. As a result, it helps them develop their intellectual ability (Vygotsky, 1978, Vygotsky, 1976 cited in Dixon-Krauss, 1996). In addition, during the course, the learners will be able to develop their thinking by using an assessment as a tool to promote their own ideas and understandings. The learners will participate to set the goals for assessment; set the criteria and

standards of quality thinking, and use those assessment criteria to direct, monitor, and reflect the ways, the process, and the quality of thinking continuously. Moreover, the learners will also assess and give feedback not only on their own thinking, but also on their group, which in turn leads to the development of thinking and effective performance. Therefore, the idea about Instruction Model is a concept that can be used to develop thinking skills which is the big problem of Thai students. The researcher is interested to develop the teaching model to enhance higher thinking skills in Science subject of students in Khamkaennakhon school, by using the Instruction Model. 2. Statement of The Problems: 2.1 Can the Scaffolding Instruction Model in Science effect the Secondary Schools Students Higher Order Thinking Skills ? 2.2 How do the teachers and the parents think about the Secondary Schools Students Higher Order Thinking Skills ? 3.Significance of the Study 4. Scope and Delimitation 4.1 Population and samples The population of the research are : 1) 480 matthayom suksa 3 students 2) 480 matthayom suksa 3 parents 3) 138 Khamkaennakorn teachers. The samples utilized the Krejcie and Morgan Sampling Table as : 1) 214 matthayom suksa 3 students 2) 214 matthayom suksa 3 parents and 3) 103 Khamkaennakorn teachers. 4.2 The variables that are used in research. 4.2.1 The independent variable is the Scaffolding Instruction Model in Science 4.2.2 The dependent variable is the higher-order thinking skills of the students as follow: 4.2.2.1 Analysis skills.

4.2.2.2 Inference skills. 4.2.2.3 Synthetic skills. 4.2.2.4 Assessment skills 4.2.3 The opinion of the teachers and the parents about the higher-order thinking skills of the students.

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES Development of a Scaffolding Instruction Model in Science (SIMS): Its Effects on Secondary Schools Students Higher Order Thinking Skills. The literatures which concerned are as follow: 1. Review of Conceptual Literature 1. Thinking 2. Classifying Higher order Thinking Skills 3. The Definitions of higher-order thinking skills 4. Assessing Students Higher Order Thinking 5. Scaffolding Instruction Model 6. Research related to Scaffolding Instruction Model to Develop Higher Order-Thinking. 2. Review of Research Literature 1. Thinking The meaning of thinking and higher-order thinking Beyer (1987) said that: is the process which a person-sized treats the new and the old information. To create ideas, reasoning or decision. So the idea is associated with cognitive things, the original experience and conscious actions . Ruggiero (1988 ) thinking means intellectual activity that helps to correct the intelligence to resolve the problem and making the decision.

Thinking is to find answers to create meaning or understanding anything. Smith (1992 : 24) explain the differences of basic thinking and higher order thinking that basic thinking is common , simple as a habit without cerebrate, but higher order thinking is a mix of features or more complex elements such as planning predicted, monitoring and evaluation and questions, including the process of using multiple skills as sharing skills, analysis, synthesis and reasoning. Tissana Khammanee and the others (1997, 2000) describes the higher order thinking skills or complex thinking skills are the skills that have phase and requires many skills. Kaplan (1990 ) described the higher order thinking skills that refined and complex such as analysis, comparing, summary, referenced, interpreting and assessing .Higher Order Thinking skills will lead to solving problems. Kauchack and Eggen (1990) mentioned that thinking skills as summarizing the intellectual property that allows a person to process the information effectively. Beyer (1987 ) discusses the meaning of the word skills in 2 meaning as ; the skill in the practice of professional fast and accurate and the skill in the meaning of intellectual or thinking such as recall, analysis, etc. The meaning of thinking skills which the theoretical and educators are summarized as intellectual activity that a person treats the entire existing data and cognitive data . To help a person to understand how to solve the problems or to achieve the target. Thinking with both basic thinking and higher order thinking, the basic idea is simply applying information which used repeatedly or be thought to practice the habit. The higher order thinking is the complex skills to merge steps in processing or made several steps and thinking skills are the ability to perform an intellectual step in processing or carry multiple complex data and can process steps quickly, accurately, and automatically. 2. Classifying Higher order Thinking Skills All students must employ higher-order thinking skills (Layman, 1996; Salomon, 1993; Zohar, 2004; Zohar & Dori, 2003). Resnick (1987) stresses that higher-order thinking must suffuse the school program from kinder-garden on and in every subject. There is also consistent evidence that

young children and less proficient students can be taught the same strategies and processes used by more successful students (University of Colorado, Curriculum Reform Project, 1994; Zohar, 2004). What, then, are higher-order thinking skills? Indeed, there is no consensus about this. In addition to Blooms Cognitive Taxonomy and the Revised Taxonomy considered later in this chapter, various definitions are cited in the literature (Lewis & Smith, 1993). The concept also carries different names in the literature, for example, critical thinking, higher-order cognitive processes (skills), or higher level cognitive processes (skills). According to Resnick (1987), higher-order thinking is non-algorithmic, complex, often yields multiple solutions, involves nuanced judgment and interpretation, involves the application of multiple criteria, often involves uncertainty, involves self-regulation of the thinking process, involves imposing meaning and finding structure in apparent disorder, and is effortful. Stemberg (1995) classifies higher-order thinking skills in three categories: meta-components, performance components, and knowledge acquisition components. The meta-components, performance components, and knowledge acquisition components. The meta-component- the highestlevel thinking process-includes planning, monitoring, decision-making, and evaluating. The performance component includes skills used in actual execution of the task. Knowledge-acquisition components are used in learning new information. According to Lavonen and Meisalo (1998), both creative and critical thinking, and problem solving, include higher-order thinking skills. According to Zoller (1987, 2001), higher-order cognitive skills (HOCS) are question asking, problem solving, decisionmaking, critical thinking, and evaluative thinking in the context of chemistry. According to Zohar and Dori (2003), higher-order thinking includes constructing arguments, asking research questions, making comparisons, solving nonalgorithmic complex problems, dealing with controversies, identifying hidden assumptions, as well as classic scientific inquiry skills. According to Zohar (2004), some key features of HOTS cannot be defined exactly; they can be recognized when they occur.

Schwartzer (2002) has divided higher-order thinking skills to three parts: inquiry skills, data processing skills, and additional critical thinking skills. According to Domin (1999), higher-order thinking is exemplified by such behaviors as inferring, planning, or appraising. According to Gagn (1965), basic process skills are observing, measuring, inferring, predicting, classifying, collecting data and recording data. Higher-level integrated skills needed in practical work are interpreting data, controlling variables, defining operationally, and formulating hypotheses. The basic processes are regarded as essential for understanding and are used at an integrated higher level. The knowledge acquisition components are viewed as lower-order cognitive skills. Most of the classical scientific inquiry skills, such as formulating hypotheses, planning experiments or drawing conclusions, are also classified as higher-order thinking skills (Zohar, 2004). Marland, Patching, and Putt (1992), while studying distance education, created higher-order thinking classifications in an ICT environment such as, analysis, anticipation, comparing, confirming linking, meta-cognition, recalling, strategy planning, and transformation. Alexander and Frampton (1994) established categories in an interactive multimedia environment, such as read, infer, generate, plan, evaluate, and conclude. Nastasi and Clements (1992) classified higher-order thinking employed in computer environments as social-cognitive behavior, such as collaborative, non-collaborative, peer as resource, teacher as resource, social conflict, and cognitive conflict. Herrington and Oliver (1997) present revised characterizations of Resnicks model (Resnick, 1987), including: uncertainty, decision on a path of action, judgement and interpretation, multiple perspectives, imposing meaning, effortful thinking and multiple solutions, and self-regulation of thinking. These categories are relative and non-hierarchical in a situated learning (multimedia) environment (Herrington & Oliver, 1997). According to the students, teaching thinking is, however, expensive, requires a lot of time, will be at the expense of covering the curriculum, and it requires radical changes in teachers thinking and working habits (Zohar, 204,). According to Saprani (1998), block scheduling, integration of the curriculum and thematic teacher, portfolio assessment, cooperative

learning groups, and brain-based learning/teaching can help teachers to overcome possible constraints (e.g. schedule, student attitudes, teacher attitudes, resources, atmosphere, and assessment) to promote higher-order thinking in the classroom. 3. The Definitions of higher-order thinking skills A successful education should be more than solely information transfer. That information is more powerful when students take (remember) previously learned information and combine it with new, that is interrelate or rearrange the information-to achieve a purpose such as to solve a problem, analyze an argument, negotiate issues, or make a prediction. This is higher- order thinking (Underbakke, Borg, Peterson, 1993,p.138) To do this, it is not necessary to separate the content from the teaching of higher order thinking skills, rather these skills become the processes or operations that make content meaningful. Higher order thinking offers ways of dealing with content; effective thinking is learning more ways to deal with information (Underbakke, Borg, Peterson, 1993). The movement and growth of a thinking curriculum has been ongoing for several decades, and in that time many attempts have been made to delineate and quantify what promotes students thinking skills. There have also been many attempts to define thinking, Miri, David, and Uri (2007) say, Some use the phrase cognitive skills (Leon et al., 2006; Zoller, 2001) and other refer to thinking skills (Resnick, 1987; Zohar & Dori, 2003), but they all distinguish between higher- and lower- order skills (p. 335). There are still many differing views, definitions, and approaches to teaching HOTS/CT, and because there are so many differing interpretations it is clear there is not a unified field theory of cognition and thinking (Fogarty & McTighe, 1993). In 1956, Bloom, Engelhart, Furst, Hill and Krathwohl developed a categorization for levels of cognition known as Blooms Taxonomy. Higher order thinking refer to the upper three levels (analysis, synthesis, and evaluation) of Blooms Taxonomy (Edwards, 2004). Berge and Muilenburg (2000) referred to a thought hierarchy which constructivist thinking as its peak. The thought stages leading to the final stage include critical thinking, higher-level thinking and distributive.

Resnick (1987) suggested as a working definition of Higher Order Thinking Skills; non-algorithmic, systemic, complex, and possessing a degree of uncertainty. However. Blooms levels of analysis, synthesis, and evaluation are regarded as higher order. The higher-order thinking skill, Apply means completing or using a procedure in a given situation in chemistry. It is closely linked with Procedural knowledge. It consists of two cognitive processes: executing When the task is a familiar exercise and implementing when the task is an unfamiliar problem. An alternative term for executing is carrying out. Implementing requires some degree of understanding of the problem as well as of the solution procedure. Thus, building Conceptual Knowledge is a prerequisite to being able to apply Procedural Knowledge. Also, it is used in conjunction with several other cognitive processes, Understand and Create. It is more frequently associated with techniques and methods than with skills and algorithms. For example, when students in the computer-assisted inquiry are answering the question associated with the task, they are implementing scientific method for the task. (Anderson & Krathwohl, 2001, pp. 77 79) The second higher-order thinking skill, Analyze means breaking materials into constituent parts and determining how parts relate to one another, and to the overall structure or purpose in chemistry. It is a very central process in the inquiry in which students analyze the results of the graphs. Generally, learning to analyze is one of the most important objectives in instruction. It is desired that students are able to distinguish the relevant from the irrelevant, to determine how ideas are related to one another, and so on. It includes the cognitive processes of differentiating, organizing, and attributing. The learning objectives classified as Analyze include learning to determine the relevant or important pieces of a message, for example, a graph (differentiating), the ways in which pieces of a message are organized (organizing), and the underlying purpose of the message (attributing). Analysis is as an extension of Understand, or as a prelude to Evaluate or Create. Also, the process categories of Understand, Analyze, and Evaluate are interrelated and often used iteratively in performing cognitive tasks. They are, however, separate processes. For example, a student who understands a communication may not be able to analyze it.

(Anderson & Krathwohl, 2001, pp. 79-83) Differentiating involves distinguishing the parts of a whole structure in terms of their relevance or importance. Alternative terms for it are discriminating, selecting, distinguishing, and focusing. Organizing involves identifying the elements of a communication or situation and recognizing how they fit together into a coherent structure. The student first identifies the relevant or important elements (differentiating), and then determines the overall structure within which the elements can fit. It can also occur in conjunction with attributing. Alternative terms for organizing are structuring, integrating, finding coherence, outlining, and parsing. Attributing occurs when a student is able to ascertain the point of view, biases, values, or intention underlying particular communications. An alternative term is deconstructing. (Anderson & Krathwohl, 2001, pp. 79 83) The third higher-order thinking skill, Evaluate means making judgments based on criteria and/or standards (Anderson & Krathwohl, 2001, page 83). The criteria most often used are quality, effectiveness, efficiency, and consistency that can be determined by a student or a teacher, or others. The standards can be either qualitative (i.e, Is this good enough?) or quantitative (i.e, Is this a sufficient amount of a reagent?). It includes the cognitive processes of checking and critiquing. Checking occurs when a student tests whether or not a conclusion follows from its premises, whether data support or disconfirm a hypothesis, or whether presented material contains parts that contradict one another. Alternative terms for checking are testing, detecting, monitoring, and coordinating. Critiquing lies at the core of critical thinking. For example, critiquing is needed in many stages of inquiry, especially when students are able to evaluate the results of their inquiry. An alternative term for it is judging. (Anderson & Krathwohl, 2001, pp. 83 84) The final higher-order thinking skill, Create means putting elements together to form a novel, coherent, or functional whole, or to reorganize elements into a new pattern, i.e. students are building their consensus model of phenomena in chemistry. A student is making a new

product by mentally reorganizing some elements or parts into a pattern or structure not clearly present earlier. It requires creative thinking, but is unconstrained by the demands of the learning task or situation. A task that requires the process of Create does not necessarily requires earlier cognitive process categories in the order that they are listed in the revised Taxonomy. In deep understanding, the cognitive process of Create is often involved. The creative process may include three phases: (a) problem presentation, in which a student attempts to understand the task and generate possible solutions, (b) solution planning, in which a student examines the possibilities and devises a workable plan, and (c) solution execution, in which a student successfully carries out the plan. This includes three cognitive processes: generating, planning, and proceduring. (Anderson & Krathwohl, 2001, pp. 84 88) Generating involves representing the problem and arriving at alternative hypotheses that meet certain criteria. It involves divergent thinking (to arrive at various possibilities). An alternative term for generating is hypothesizing. For example, by seven years of age children understand the goal of hypothesis testing (Sodian, Zaitchek & Carey, 1991). Planning involves devising a solution method that meets a problems criteria: developing a plan for solving the problem. For example, a plan for an investigation can have various steps or goals. An alternative term for it is designing. Producing involves carrying out a plan to solve a given problem that meets certain specifications. Producing can require the coordination of the four types of knowledge. An alternative term for it is constructing. (Anderson & Krathwohl, 2001, pp. 84-88) Most authentic tasks require the coordinated use of several cognitive processes as well as several types of knowledge, as in a computer-based inquiry for this study. For example, in this study to solve a task, students in a group may engage in various cognitive processes, for example (a) interpreting (to understand each sentence in the task), (b) recalling (to retrieve the relevant Factual Knowledge needed to solve the task), (c) planning (to devise a solution plan), (d) implementing (applying their chemistry knowledge to the task), (e) producing (to carry out the plan or a report using their Procedural Knowledge), (f) differencing (distinguishing

relevant and irrelevant information of their measurements), (g) organizing (to build a coherent representation of the key information of the task), and (h) critiquing (to make sure that the solution makes sense). 4. Assessing Students Higher Order Thinking There can be found various ways to assess higher-order thinking (HOTS) in the literature: (a) traditional assessment with multiple-choice tests (e.g. Norris & Ennins, 1989; Facione, Facione & Giancario, 2000) and (b) open-ended assessment (Birenbaum, 1997; Zohar, 2004). In particular, authentic or alternative assessment in science teaching can accurately probe students higher-order thinking skills and conceptual understanding of science, and assess students ability to solve problems (Carter & Berenson, 1997, page 96). Several forms of authentic assessment are: open-ended questions, performance assessment, concept maps, interviews, oral presentations, and portfolios. Open-ended responses assist teachers to understand more clearly how students think, the prior knowledge of students, and what understandings are gained during instruction. For example, a concept map provides a portrayal of an individuals mental representation of a concept (Edmondson, 2000). It is useful for both teachers and students. Also, students dialogue can be assessed, for example students scientific reasoning with interactive protocols (Hogan & Fisherkeller, 2000). 5. Scaffolding Instruction Model Scaffolding Instruction Model involves giving students support at the beginning of a lesson and then gradually turning over responsibility to the students to operate on their own (Slavin, 1995). This limited temporary support helps students develop higher order thinking skills. It functions in much the same way that scaffolding does when providing safety and access for a window washer or painter. However, scaffolding must be limited to only enough support so that learners make progress on their own (Kauchak & Eggen, 1998). Too much or too little support can interfere in the development of higher order thinking skills. For example, when teachers give students help even though the students do not ask for it, as reported in a study be Graham (cited in Crowl et al., 1997), students get the message

that they cannot do the task on their own. Students differ in the ways that they organize knowledge and events in their memories (also known as their schemata or script knowledge). These differences influence how they understand current information and events and are partially explained by cultural background (Crowl et al., 1997), but are not fixed. Scaffolding can change the schemata and scripts by which students learn new information and skills (Crowl et al., 1997). The following strategies provide the type of structural support needed for developing thinking skills. 1. 1998). Use scaffolding at the following times (Kauchak & Eggen, a. During initial learning, use scaffolding along with a variety of examples to describe the thinking processes involved.

b. Use scaffolding only when needed, by first checking for understanding and, if necessary, providing additional examples and explanations. c. 2. Use scaffolding to build on student strengths and accommodate weaknesses.

Provide structured representations and discussions of thinking tasks. a. Visually represent and organize problems in concrete examples such as drawings, graphs, tables, hierarchies, or tables (Clarke, 1990; Crowl et al., 1997; Kauchak & Eggen, 1998).

b. Demonstrate how to break up a thought problem into convenient steps, using a number of examples and encouraging students to suggest additional examples (Glaser, 1941). c. Discuss examples of problems and solutions, explaining the nature of problems in detail and relating the worked-out

solutions to the problems. This practice reduces the students need for additional teacher assistance (Kauchak & Eggen, 1998). 3. Provide opportunities for practice in solving problems (Kauchak & Eggen, 1998; Howe & Warren, 1989). a. Provide teacher-directed practice before independent practice, spot-checking progress on practice and providing short responses of less than 30 seconds to any single request for assistance (Fisher et al.; McGreal; both cited in Kauchak & Eggen, 1998).

b. Assign frequent, short homework assignments that are logical extensions of classroom work (not more than 20 minutes for elementary students; 10 problems a night works better than 50 a week) (Kauchak & Eggen, 1998). c. Link practice in the content area to complex, real-life situations (Kauchak & Eggen, 1998).

6. Research related to Scaffolding Instruction Model to Develop Higher Order-Thinking. Local Research There is no research about Scaffolding Instruction Model in the country, but there is research that brings the concepts used in the development of other participants like this: Jan Jorapong (1991) study the results of training control reading by exchanging roles (reciprocal teaching). That is how to develop the original concepts of ZPD .It was the action research which divided students to two groups .The control groups did not receive training. The research found that after the training the control group has the higher ability to read and to understand . Pimpa Wittayalarnkowit (1996) study to compared the development of the ability in understand reading Thai language of the prathom 6 students which difference achievement. The experiment was teaching with exchange role of the student and direct description. Divided the students to the experiment and control groups. Each group had 30

students, there are 10 of high, middle and low achievement students in a group. The research found that students who had high achievement can read and understand more than students who has low achievement . Chinapat Chuendachum (1999) Study on the results of the process of learning which teach according to the conceptual development of the learning of the language skills of the Vygotsky in Thai language skill. The samples are 162 the second year high school students from the middle size of school in, Mahasarakham province. Divided 1 control group and 3 experiment groups severed a flexible method of grouping and role exchange and to help friends groups. The control group teach as process skill of the academic Department. Experimental group received instruction in 5 steps: 1) celebrities with goals 2 ) To understand in teaching step 3) action carefully step 4) present a study by media language and educational summary step 5) Summary step .Take time to experiment teaching in 4 weeks , 6 period. The research found that the overall trial students make higher score in language skills after the experiment and Thai language skills score and the preserving of the language skills in control group differed from friends help friends group . The skills of listening, reading and writing were different from other groups. Foreign Literature Hallenbeck (1997) Studies the teaching strategies in writing collaborative dialogues between students and teacher who thought about writing of students with learning problems. Samples were the grade 7 students. Four of the students were taught by cognitive strategy instruction in writing and discussions with the teacher. The teacher showed the role of the skill-writer and strategies to help students in writing. It was a the longterm, one year study. Collect data from the audio tape recording. It was found that the participants satisfied in discussion with the teacher. And also found that the teacher was important in supporting the development of participants in writing. The teacher will help (scaffolding) by demonstrated how to think aloud. And the teacher had to support the students to help each other in their group. King, Staffieri and Adelgais (1998 ) studies the result of interaction, a friend helped to support learning .He studied the interaction of helping friend teaching model in 3 styles: (1) Explanation only (2) Inquiry plus Explanation and (3) Sequenced Inquiry plus Explanation . The samples were 7 grade students. Made them in pairs. They would change to be the tutor and the tutee. The experiment took 5 periods, 2 days a week. The

students in group interaction styles that 2 and 3 receive training using questions and to understand the questions. In addition, in Group 3 received additional training in the use of ongoing questions, students will receive the role both as a teacher and participants. When students acted as teacher they asked questions that stimulate thinking with friends and when students show their roles as participants, they will act as subject matter described. The study found that the type 3 interaction design which using inquiry questions was the good method to help the student in learning . And it was found that the interaction of friends can support the thinking skills and learning of the students. From studying the research related to Scaffolding Instruction Model, it can summarized that Scaffolding Instruction Model can develop higher-order thinking skills and problem solving skill and also can develop writing and self-direction. Which helping in Scaffolding Instruction Model can make in several styles, including styles that instructors who provide direct assistance, such as demonstration, model teacher, thinking aloud and tell the problem and to help the students through interaction, working together as a group, brainstorming, discussion, using encourage questions, using friends model, training the learner to use questions to stimulate themselves thinking , and also use the encourage question with friends . 3. Conceptual Framework The study is based on Vygotskys theory of social culture (1978)Wood and other(1976)and Eggen and Kauchak(1997) who mention about Scaffolding strategies. And also the development of higher-orderthinking skills. The variables that are used in research. 1. The independent variable is The Scaffolding Instruction Model 2. The dependent variable is the higher-order thinking skills in Science of the students as follow: 2.2 Analysis skills. 2.2 Summary skills. 2.2 Synthetic skills.

2.2 Evaluate skills 3. The opinion of the teachers and the parents about the higherorder thinking skills in Science of the students. 4. Conceptual Paradigm

5. Research Hypothesis The students higher-order thinking skills in Science were improved by Scaffolding Instruction Model. 6. Definition of Terms Scaffolding Instruction is the teaching that there is help and support the learning of students by teachers friends or each other. The goal is to help students who cannot success in learning or working by himself to be the one who can succeeds by himself. The strategy assistance will gradually on the level of ability. Added the ability to perform manual tasks, and when students can perform manual free, assistance activities will be terminated. Higher Order Thinking skills means the expertise in thinking. The ability in using complex intellectual process and several steps to manage the information properly. In this research, higher thinking skills is : 1. Analysis skills mean the ability of the student to identify

features, identify issues or elements of the data, including the ability to explain the relationship of the various information which covers the ability to control the same or different data and the ability to explain the relevant linked data sections correctly which can measure by the analysis skills testing of the researcher. 2. Summary Skills mean the ability of the student to describe or comment about a phenomenon that occurs by reason, linked to knowledge, existing rules or principles. Can be measured by the summary skills testing of the researcher. 2. Synthesize Skills mean the ability of the students in combine the data or Abstracts to create the text or a new piece by fully integrated. Associated content is appropriately and clearly on the substance that can be measured by the synthetic skills testing of the researcher. 3. Evaluate Skills mean the ability of students to judge the quality the reliability or value something properly, using criteria that clearly relevant and comprehensive evaluation target. And it can be measured by the assessment skills testing of the researcher.

Chapter 3 Methodology The important target of this research is to study the higher order thinking skills of khamkaennakorn Schools students and to assess the opinion of the teachers and the parents about the higher order thinking skills of the students. In this chapter presents the method of research used, the research instrument and the statistical treatment of data. Research Design The study is a descriptive method of research. The descriptive method of research is a purposive process of gathering, analyzing, classifying and

tabulating data about prevailing conditions, practice, beliefs, process, trends, and cause and effect relationship, then making adequate and accurate interpretation about such data with or without the aid of statistical method. This method was used to describe the profile of the respondents, collecting data through questionnaires to answer the question concerning the status of the respondents. Research Locale The research takes place at Khamkaennakorn School, the secondary school in Khon Kaen province, Thailand in the year 2013. Population and Sampling The population of the research are : 1) 480 matthayom suksa 3 students 2) 480 matthayom suksa 3 parents 3) 138 Khamkaennakorn teachers. The samples utilized the Krejcie and Morgan Sampling Table as : 1) 214 matthayom suksa 3 students 2) 214 matthayom suksa 3 parents and 3) 103 Khamkaennakorn teachers. Research Instruments The research instruments will be used in gathering data are questionnaires. There are 2 kinds of questionnaires , one for students and another for parents and teachers.

Validation of the Questionnaire The questionnaires would be developed by the researcher through documentary analysis obtained from various reference. The draft would be submitted to the adviser for comments and suggestions. It would be also subjected to scrutiny by the panel members for further improvement of the instruments. Upon approval, it would be tried among selected students parents and teachers who would not be the part of the target respondents for items that may be ambiguous or unclear.

Data Gathering Procedure The researcher, being the Director of the subject school assigned a staff to coordinate with those in charge of communicating with parents, teachers and students. For the questionnaires intend for the parents, the assigned staff ask the class advisers to distribute it to the respective parents of their students and give a due date for retrieval. On the other hand, the teachers would ask to distribute the questionnaires to their respective students, then immediately retrieve after answering it, and also for themselves. Data Analysis Procedures The following statistical tools are employ in analyzing and interpreting the data gathered using the SPSS: 4. Frequency In determining how many times a particular item appear in the tabulation of data, this tool was used. 2. Percentage This tool use to show the magnitude of the part to its whole. Data gather on the profile of the respondents use this tool.