其他摘要：This action research aimed to study Socio-scientific Issues based learning on learning achievement and critical thinking. The target group was 35 Mattayomsuksa 5/6 students at Piboonbumpen Demonstration School, Burapha University. The research instruments that were provided consist of six lesson plans, the learning achievement test, and the critical thinking abilities test. The data were analyzed by percentage, standard deviation, and effect size. Research results revealed that the student raised higher learning achievement after being treated with Socio-scientific Issues based learning. The average score was 70.37 3.21 percent, higher than 70 percent criterion. In the term of critical thinking the students also raised critical thinking after being treated with Socio-scientific Issues based learning. The average was 69 1.41, lower than 70 percent criterion. The effect sizes of learning achievement and critical thinking represent 3.79 and 1.73, respectively which indicate to high level of development. The findings benefit for teachers who intend to bring social issues in the science education for promoting learning achievement and critical thinking.
