"CHEMISTRY AROUND US" LEARNING MANAGEMENT INNOVATION: CONTEXT-BASED LEARNING INTEGRATED WITH ARTIFICIAL INTELLIGENCE FOR DEVELOPING CHEMISTRY CONCEPTS OF PRE-SERVICE TEACHERS

Abstract

      The key challenge in learning chemistry at the basic education level lies in the abstract nature of the content, which often leads to conceptual misunderstandings among learners. In addition, memorization-based teaching does not effectively enable students to recognize the relevance and real-life applications of chemistry. Therefore, it is necessary to develop instructional approaches that address these issues and enhance meaningful learning. This research aimed to develop the chemistry concepts of pre-service teachers who received instruction through the Chemistry Around Us" Learning Management Innovation : Context-Based Learning Integrated with Artificial Intelligence. The target group consisted of 21 students majoring in Chemistry at the Faculty of Education, Chiang Mai University, who were enrolled in the course 064232 “Chemistry Concepts in the Basic Education Curriculum 2” during the first semester of the academic year 2024. The research instruments included: The “Chemistry Around Us” learning Management Innovation, consisting of 13 activities. An activity quality assessment form for the “Chemistry Around Us” learning Management Innovation. A test on chemistry concepts in the “Chemistry Concepts in the Basic Education Curriculum 2” course. Data were analyzed using frequency, percentage, mean, and standard deviation.

      The results revealed that students’ concepts of the properties of gases, applications of gas properties in daily life and industry, and reaction rates had an average score of 80.71. Among them, 42.86% scored between 81.00–100.00, and 38.10% scored between 71.00–80.00. Regarding students’ concepts of chemical equilibrium, acid–base properties, and acid–base reactions, the average score was 81.19, with 42.86% scoring between 81.00–100.00 and 42.86% scoring between 71.00–80.00.