The development of scenario-based learning accompanied by talk moves techniques to enhance science communication skills

Abstract

This research aimed to examine science communication skills of grade 10 students taught through scenario-based learning (SBL), accompanied by the Talk Moves technique, and to develop their biology learning achievement on the topic of evolution to meet a 70% threshold. The sample consisted of 37 students from Sarakham Pittayakom School during the second semester of the 2025 academic year, selected through cluster random sampling. The data collection instruments included seven SBL–Talk Moves lesson plans, science communication skills assessment rubrics covering speaking and writing dimensions, and a learning achievement test. Data were analyzed using mean, percentage, standard deviation, One-Sample t-test, and repeated measures ANOVA. The findings revealed that students showed statistically significant development in both written and spoken science communication skills across three assessment sessions at the 0.05 level. Furthermore, their post-test learning achievement was significantly above the 70% threshold. These results suggest that integrating SBL with Talk Moves is an effective instructional approach for enhancing secondary school students' science communication competencies.