STUDENTS NORMATIVE DECISION MAKING IN LEARNING ABOUT NEWTONS LAW OF MOTION WITH APPLYING THE PHILOSOPHY OF SUFFICIENCY ECONOMY

THROUGH SCIENCE TECHNOLOGY AND SOCIETY (STS) APPROACH Thidarat Soyjak Khon Kaen University, Thailand <nang_phy29@hotmail.com> Chokchai Yuenyong Khon Kaen University, Thailand <ychok@kku.ac.th>

The research aimed to study students normative decision making in learning about Newtons law of motion with applying the Philosophy of Sufficiency Economy (PSE) through Yuenyong (2006)s STS approach. These STS approach consisted of five stages including (1) identification of social issues stage (2) identification of potential solutions stage (3) need for knowledge stage (4) decision making stage and (5) socialization stage. The PSE is beyond value which the King of Thailand Bhumibol Adulyadej gives to Thai population. The PSE includes three elements: moderation, reasonableness, and selfimmunity and requires two conditions for the philosophy to work are knowledge and virtues. The participants were 39 Grade 10 students in Saimoon, Yasothon, Thailand. Learning about Newtons law of motion with considering PSE would support students to value their normative decision making under the relationship science, technology, and society of Thai contexts. Students normative decision making was collected from students tasks, journal writing, interview, and participant observation. The findings revealed that students normative decision making supported students to learn science through ethic consideration and decision making with the relationship between science, technology and society. The paper will discuss implications of these for habits of mind to provide scientific literate person base on Thai value. Keywords: Science technology and society (STS) approach, Philosophy of sufficiency economic (PSE), normative decision making, Newtons law of motion

Introduction Now, Thailand has a deteriorate economical severely cause a problem follow come to for example the unstability is political, inflation, cost of living upland problem go up unemployment problem make everybody must is careful in the pays to buy everything in the living these way is the way at the beginning for the remedy of individual. In the big level, must be resource human preparation that have the ability in the making a decision on the base of the social then have the bending leads the royal comment of His Majesty the King. Ministry of Education has foreseen administration trend studies to follow philosophy sufficient economy line then have philosophy sufficient economy lead comes to apply with education in level course for establish side virtue conscious , morality , by emphasize the virtue leads the knowledge The students has built the knowledge with oneself beneath sufficient economy philosophy from the objective of traditionally 2008 center education foundation formulas. The Basic Education Core Curriculum is aimed at the full development of learners in all respects morality, wisdom, happiness, potentiality for further education and livelihood. The following goals have consequently been set for achievement upon completing basic education (The Ministry of Education Thailand, 2008) 1. Morality, ethics, desirable values, self-esteem, self-discipline, observance of Buddhist teachings or those of ones faith, and guiding principles of Sufficiency Economy; 2. Knowledge and skills for communication, thinking, problem-solving, technological know-how, and life skills;

3. Good physical and mental health, hygiene, and preference for physical exercise; 4. Patriotism, awareness of responsibilities and commitment as Thai citizens and members of the world community, and adherence to a democratic way of life and form of government under constitutional monarchy; and 5. Awareness of the need to preserve all aspects of Thai culture and Thai wisdom, protection and conservation of the environment, and public-mindedness with dedication to public service for peaceful and harmonious co-existence. The Philosophy of Sufficiency Economy (PSE) be related to the aim of the teaching and learning science of the institute for the Promotion of Teaching Science and Technology (IPST) which the dot emphasizes important is the development has the universality that corresponds the real life of Thai social. The instruction must have the flexibility follows to confiscate of the community in the locality of students. The student has developed fullly the latency and learning with the understanding, there is the impression, understanding the importance in the nature and the environment, and can brings various knowledge to creating and develop the quality of life (IPST, 2003) However, the teaching and learning science in this time look as will not related to the aim of Ministry of Education and the IPST. The most of teaching and learning now like to have important aim for take a competitive examination to attend class build in the school where is famous or university thus majority student understand the teaching and learning science for memorize and for get good points cause a student will don't be bound for to try to understand subject science matter deeply but will give precedence in testing for reach to further study in upland level goes up and think the learning adds from the institute renowned tutors will get points expansion well (Yuenyong, 2008) The way which Science Education leader apply the teaching and learning science related to the aim of Ministry of Education and the IPST is applying Yuenyong (2006)s Science Technology and Society approach. These approach will integrated instruction and socialization by emphasize the relation between science technology and society. These approaches have five stages including (1) identification of social issues stage (2) identification of potential solutions stage (3) need for knowledge stage (4) decision making stage and (5) socialization stage. Physics knowledge was in the every day life such as motion, which motion can explain by Newton's laws of motion are three physical laws that form the basis for classical mechanics. They are: (1) In the absence of net external force, a body either is at rest or moves in a straight line with constant velocity. (2) Force is proportional to mass times acceleration (when proper units are chosen, F = ma). Alternatively, force is proportional to the time rate of change of momentum. (3) Whenever a first body exerts a force F on a second body, the second body exerts a force F on the first body. F and F are equal in size and opposite in direction. These laws describe the relationship between the forces acting on a body to the motion of the body. Representation of this topic is law which there is an intangible, the student is hard to understand and can not to use the every day life. The researcher apply the PSE in learning about Newtons law of motion through Yuenyongs (2006) Science Technology and Society approach for study Students normative decision making, for will prepare next good citizen. Science Learning and Activity based on STS Approach The STS Approach of instruction based on Yuenyongs (2006) approach including 5 stages as follows: 1. Identification of social issue stage was to specify the social issue since Science and Technology. In this stage, the teachers had to motivate their students to be aware of social issues owing to Science and Technology, and appreciate that they involved in searching for answers to those issues. In order to create their interest in being aware of issue for searching for knowledge as the answers on social issues relating to Science and Technology. In this stage, the teachers might present the local situations or incidents on mass communication, surveying social issues in real places, and presenting the technological product etc.

2. Identification of potential solution stage, the students were allowed to investigate their own potential in searching for the answers of those social issues according to their perception of social issues owing to Science and Technology. In this stage, the students had to make plan in searching for answers of the problems. They would investigate their own potentiality by considering the existing knowledge and planning to search for additional knowledge as the students support in finding their answers. 3. Need for knowledge stage, in this stage the students had to study Science knowledge related to the problems. So, the teachers had an opportunity in managing Science knowledge focusing on Science process by experimenting and searching for knowledge as a good data base in making decision to choose guidelines in finding the answers of social issues. 4. Decision making stage, in this stage the students would apply their knowledge for revising their guidelines in solving problems. They had to make decision that in what way they would solve those problems. They collected knowledge of Science and various fields of study for designing guidelines to find the answers by establishing the model, system, structure, or different viewpoints for practical use in society. They had to consider whether the guideline was possible, or what would be advantages and disadvantages on their local. 5. Socialization stage, the socialization stage would reflect the students to review their approach for solving the problem from presentation or acting on the designed things in Decision Making Stage in society so that they could share their ideas or investigate their approach to be the most appropriate one. In this stage, the students might propose their viewpoints to society by writing a letter to local leader regarding to various social issues, setting questions guideline of answers on Web Board, role playing, Science project, exhibition or various kinds of campaign as well as listening to viewpoints of those who participated in the project. Teaching and learning through Yuenyong (2006)s STS approach supported students model forming on technological process including designing, acting, and applying. Process of model forming generated students performances that could be indicated how they listed possible solutions. This study suggested the strength of science learning through science, technology, and society (STS). The strengths include (1) science learning regarding the nature of science, (2) awareness of relationship between science, technology and society, (3) raising importance of student self learning, and (4) scientific attitudes toward physics learning (Klanhan, 2009). The science learning activity using local wisdom based on STS approach found the students had achievement higher and awareness of the effect of science using local wisdom based on science and technology (Pangvong, 2007) and affect the students achievement and the students problem solving ability higher on the posttest than pretest and the students had a student-centered learning behavior, able to seek knowledge by themselves, able to plan for solving the problem step by step; able to present new finding to others, able to apply knowledge using in everyday life, learn to help each other in study and problem solving with their happy learning. (Rugbida, 2006). The students had problem solving ability and had integrated science process skills (Kaewngam , 2006). Students can use knowledge in daily life (Phempipat, 2003). Students achievement and students attitude higher than the conventional approach (Chotethaisong, 1998) Science Learning based on STS Approach and normative decision making The STS approach consisted of five stages including (1) identification of social issues stage (2) identification of potential solutions stage (3) need for knowledge stage (4) decision making stage and (5) socialization stage. When students gotten science learning based on STS approach, They can construct knowledge with themselves which a difference or resemble decision making because a student had different context. Luengam (2009) get to Grade 7 students normative decision making in science learning about global warming through Science Technology and Society (STS) approach. According to the students normative decision making in 4 issues, it reflected the awareness of relationship of their Science, Technology, and Society through 11 Normative Decision Makings including: 1. Science knowledge, 2. Social dimension, 3. Using resource in a useful way, 4. Human beings behavior on technology, 5. Human beings behavior on society, 6. Environment enhancing the country finance lacking quickness, 7. Social needs, 8. Quality of living for their community and family, 9. Impact on environment, 10. Budget and economic state,

and 11. Human beings behavior destroying natural resources. Posri (2007) get to study grade 6 students scientific achievement and decision making ability based on Science Technology and Society (STS) approach. The target of these research were 26 of grade 6 students, 2nd semester, academic year 2006, Khumkreung village school, Kranuan district, Khon Kaen province. The research Finding were the students were taught by STS approach had an average score higher than a passing criterion score and had capacity on decision making higher than a passing criterion score. Research Question How is students normative decision making in learning about Newtons law of motion with applying the Philosophy of Sufficiency Economy through Science Technology and Society (STS) approach Methodology The research design of this study was interpretative research for studying the normative decision making of Grade 10 Students studying Newtons law based on Science, Technology, and Society (STS) Approach during the first semester of 2009 school year, Dongmafaipittayakom School. The study would emphasize on the importance of the students thinking. Students normative decision making was collected from students tasks, journal writing, interview, and participant observation. The Target Group 39 Grade 10 Students, Dongmafaipittayakom School, Saimoon District, Yasothon Province, during the first semester, 2009 school year Methods of Inquiry The research was designed to find Grade 10 students normative decision making about motion issues with taking PSE into account. The teaching and learning about Newtons law of motion through STS approach was provided in order to enhance Grade 10 students normative decision making about motion issues with taking PSE into account. The STS unit with infusion the PSE issue was developed regarding Yuenyong et.al. (2009) approach. This approach will provide students the concept of PSE during the 1st to 3rd stage of Yuenyong (2006) s STS approach. And, teacher have to enhance students to applying PSE for their decision making and in their socialization in the 4th and 5th stage of Yuenyong (2006) s STS approach. The Findings and Discussion The research design of this study was interpretative research for studying the normative decision making of Grade 10 students studying Newtons law based on Science, Technology, and Society (STS) approach with applying PSE from students tasks, journal writing, interview, and participant observation. They had their normative decision making as follow : When teacher apply PSE in the Identification of social issue stage, interesting question or issue of students will pertaining to the every day life in students context, for example , Have the vehicle use enough safety? let's explains. Finding the interesting vehicle of student, for example a motorcycle, tuk tuk (had three wheel) , boat , bus , bicycle , buffalo , cow , cart , horse , in a these stage, a student tries to use a prior knowledge reach to knowledge about the force and motion which must lead the Newtons law to explain for a student has understood the nature of the contents. After, students can construct knowledge with themselves, had creativity for apply in need for knowledge stage, a student has designed the tasks that enhances the safety in the vehicle by designing this is held to be were the technology ,which a student lead the knowledge about force and motion to explain assemble in designing work, show that, a student has normative decision making about physics knowledge, for example:

boat moves to go to with equilibrium, constant velocity, by use the first Newtons law... boat group , 25 August 2009 in the car move, we will move to go to follow a car but when car stops sudden or have an accident we throw go to in front of , the head and body our will bump the thing that is bad bus group , 25 August 2009 the inventory which a student applies in designing task were the inventory has already exist then bring modify or the inventory get easy, show that, a student has normative decision making about moderation which be one element in PSE , for example: this propeller does to are from metal remainder leavings uses , and small stump hill also antiques comes to modify suit a propeller boat group , 25 August 2009 we spun a bicycle already is born the battery, make have the electric energy by use the AA piece charcoal, be battery our storage bicycle group , 25 August 2009 In designing task, a student will reasonable assemble, show that, normative decision making about reasonableness which be one element in PSE , for example sometimes a hat knock might can't work always because our bicycle is likely fall very or a little depend on the power quakes of the road surface, very or bicycle group , 25 August 2009 sometimes we will may fall a saddle has of a horse because a person will try to heal movement state originally because horse time turns but human try that originally may make us passes can get down horse group , 25 August 2009 In socialization stage, when a student has designed the work has upwarded already a student delivers an expert who is omniscient about using vehicle those sees for an advice adds and give one's opinion about the possibility in building work true, can be usable effectively, there is the durability, permanence. Students task to keep in the future. Student can explain applying from the task, show that, a student has normative decision making about self-immunity which be one element in PSE , for example: this clothes will help us decreases the power bumps or the wounded a little motorcycle group, 25 August 2009 depend on the power quakes of the road surface, sometimes this mattress will come out unintentionally because our bicycle may ride to fall place where rough bicycle group , 25 August 2009 Thus, when a students has learn about Newtons law of motion with applying the PSE through STS approach, they has realized the relationship between science, technology and society besides a students had normative decision making beneath The philosophy of sufficiency economy includes three elements: moderation, reasonableness, and self-immunity and requires two conditions for the philosophy to work: knowledge and virtues which affect decision making in life daily for stay in Thai social has next happily. References Chotethaisong, C. (1998). A Comparative study of learning achievement and attitudes towards pollution of mathayomsuksa V students between Science Technology and Society (STS) approach and the conventional approach. Master of Education Thesis in Science Education, Graduate School, Khon Kaen University.

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