Browsing by Author "Watcharee Ketpichainarong"
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Publication Metadata only A 5E learning cycle approach-based, multimedia-supplemented instructional unit for structured query language(2013-12-16) Hongsiri Piyayodilokchai; Patcharin Panjaburee; Parames Laosinchai; Watcharee Ketpichainarong; Pintip Ruenwongsa; Mahidol UniversityWith the benefit of multimedia and the learning cycle approach in promoting effective active learning, this paper proposed a learning cycle approach-based, multimedia-supplemented instructional unit for Structured Query Language (SQL) for second-year undergraduate students with the aim of enhancing their basic knowledge of SQL and ability to apply SQL to a database. The students were engaged into the learning unit by using the designed multimedia, were asked to explore SQL syntax errors using a game in the developed instructional multimedia and to share and discuss the cause(s) of the SQL syntax error(s) with the class. They then constructed, practiced, and applied SQL commands, and evaluated their own understanding using the multimedia. Research data were collected through an SQL achievement test, small projects, and a questionnaire. The results showed that the students who participated in this developed instructional unit had better ability to apply SQL to a database compared to other groups of students. © International Forum of Educational Technology & Society (IFETS).Publication Metadata only A 5E learning cycle approach-based, multimedia-supplemented instructional unit for structured query language(2013) Hongsiri Piyayodilokchai; Patcharin Panjaburee; พัชรินทร์ ปัญจบุรี; Parames Laosinchai; ปรเมศวร์ เหล่าสินชัย; Watcharee Ketpichainarong; วัชรี เกษพิชัยณรงค์; Pintip Ruenwongsa; Mahidol University. Institute for Innovative Learning; Mahidol University. Faculty of ScienceWith the benefit of multimedia and the learning cycle approach in promoting effective active learning, this paper proposed a learning cycle approach – based, multimedia - suppleme nted instructional unit for Structured Query Language ( SQL) for second - year undergraduate students with the aim of enhancing their basic knowledge of SQL and ability to apply SQL to a database. The students were engaged into the learning unit by using the designed multimedia, were asked to explore SQL syntax errors using a game in the developed instructional multimedia and to share and discuss the cause(s) of the SQL syntax error(s) with the class. They then constructed, practiced, and applied SQL commands, and evaluated their own understanding using the multimedia. Research data were collected through an SQL achievement test, small projects, and a questionnaire. The results showed that the students who participated in this developed instructional unit had b etter ability to apply SQL to a database compared to other groups of students.Publication Metadata only Addressing widespread iodine deficiency disorders: A serious health problem in thailand and beyond(2010-08-31) Watcharee Ketpichainarong; Piyachat Jittam; Pintip Ruenwongsa; Bhinyo Panijpan; Mahidol UniversityIodine is the heaviest of all elements essential for human health. Iodine is a constituent of the thyroid hormone that acts on many body systems, and thus, iodine's effects are quite broad. In discussing iodine deficiency disorders (IDDs), one should rank mental defects and physical impairments ahead of goiter, which is a mere physical disfigurement. Consuming iodide-or iodate-supplemented salt has been the most widely implemented public health measure for people at risk of iodine deficiency. However, millions of people on several continents still suffer today from insufficient iodine intake. Inadequate government enforcement and limited access to supplemented salt are partly responsible for the persistence of this disease. Traditional beliefs and food habits are also contributing factors toward difficulties in lowering the incidence and severity of IDDs. In the multistep process needed for making dry salt, most iodide in seawater is converted to iodine, which sublimates, thus drastically reducing the iodine content. Regular consumption of iodized table salt is a necessity for people, especially those at risk of developing IDDs. Copyright © 2010 The American Chemical Society and Division of Chemical Education, Inc.Publication Metadata only An Augmented Reality to Support Mobile Game-Based Learning in Science Museum on Biodiversity(2018-07-02) Nongluk Meekaew; Watcharee Ketpichainarong; Mahidol University© 2018 IEEE. The aim of this study was to compared the results of using mobile game-based learning (MG) and mobile game-based learning integrated with Augmented Reality (MGAR) on understanding of biodiversity and learning motivation in museum. Both MG and MGAR were designed according to curricular objectives and the subject matter of secondary Thailand core curriculum. The participants were 96 grade 9 students who were randomly assigned in 2 groups, one of them used mobile game-based learning (N=50) and another used mobile game-based learning integrated with Augmented Reality (N=46). The experimental instruments were the pre-test and post-test of understanding, the learning motivation questionnaire, and semi-structure interview to gather both quantitative and qualitative data. The result shows that the effect of MGAR in enhancing students' understanding of biodiversity and provided more motivational than MG significantly.Publication Metadata only Biocontrol of insect pests in the rice field: A learning unit about environmental problems for secondary school students(2011-12-01) Kanrawee Pewnim; Watcharee Ketpichainarong; Bhinyo Panijpan; Pintip Ruenwongsa; Mahidol UniversityWe report here a study employing the STS approach for developing a learning unit on biocontrol for secondary school students to enhance their understanding of the impact of pesticides, their knowledge of biocontrol of insect pests, and their attitude toward the environment. We focused on the analysis of the impact of pesticides and the success of insect pest biocontrol by the cooperative effort of students, school teachers, local sages, and agriculturists. The students not only learned about the insect pests and other natural enemies of plants in the rice fields, they also learned from the laboratory and local experts. Five instruments were used to assess students' achievement in terms of knowledge and attitude: pretest and posttest, concept map, questionnaire, semi-structured interview, and classroom observation. The results showed a significant enhancement in students' knowledge and understanding of pesticides, insect pests and enemies of plants, and biological control. Students also became more aware and friendly toward the environment. © Common Ground, Kanrawee Pewnim, Watcharee Ketpichainarong, Bhinyo Panijpan, Pintip Ruenwongsa.Publication Metadata only Bringing science to community: A STS-based learning unit on biocontrol for secondary school students(2010-10-08) Kanrawee Pewnim; Watcharee Ketpichainarong; Pintip Ruenwongsa; Mahidol UniversityThis study aimed to develop a STS-based learning unit on biocontrol for secondary school students to enhance their understanding of biocontrol as well as raise awareness in their local environment. They should be able to connect science in classroom to local problems in their community. This study focused on the collaboration between students, school teachers, and local sages in supporting the authentic learning of students by using biocontrol experiment as a case study. The teachers used STS approach (Science, Technology and Society) to construct the novel lesson plan on biocontrol by using local materials from school vicinity and/or student's farm. The students learned basic techniques in controlling plant pathogens and insect pests by biological agents, both from school and from visiting the local farm and discussing with local experts. Teachers then encouraged them to design and conduct their own projects to solve problems on plants, fruits and vegetables diseases in their own area. Teachers supported them with certain laboratory materials and equipment as well as necessary textbooks and journals. Four instruments were used to assess students' achievement: pretest and posttest, questionnaire on awareness, semi-structured interview, and classroom observation. The results showed a significant increase in students' understanding of biocontrol concepts and awareness of the local problem. The students applied and integrated the knowledge learned to help solving problem on plants' diseases in their community. © Common Ground, Kanrawee Pewnim, Watcharee Ketpichainarong*, Pintip Ruenwongsa.Publication Metadata only Creating young scientists through community science projects(2011-12-01) Kanrawee Pewnim; Watcharee Ketpichainarong; Bhinyo Panijpan; Pintip Ruenwongsa; Mahidol UniversityThis research aimed to develop an STS-based learning unit on biological control to enhance scientific inquiry capability of secondary school students through community science projects. It was framed by the science-technology- society (STS) teaching approach, and focused on collaboration between individual students, peers, teachers, agriculturists, and local experts. Students were assessed for their scientific inquiry ability at the beginning and the end of the learning process using five instruments: experimental skill test, students' laboratory reports, students' science projects, semi-structured interview and classroom observation. The results showed that the STS-based learning unit on biological control helped students gain significant improvement in scientific inquiry. They were able to apply and integrate the scientific knowledge learned in both classroom and field studies to help solve agricultural problems in their own communities. Moreover, this learning unit encouraged students' skills in solving problems in other situations. © 2011 Published by Elsevier Ltd.Publication Open Access Creating young scientists through community science projects(2011) Kanrawee Pewnim; Watcharee Ketpichainarong; วัชรี เกษพิชัยณรงค์; Bhinyo Panijpan; Pintip Ruenwongsa; พิณทิพ รื่นวงษา; Mahidol University. Institute for Innovative Learning; Mahidol University. Faculty of ScienceThis research aimed to develop an STS-based learning unit on biological control to enhance scientific inquiry capability of secondary school students through community science projects. It was framed by the science-technology-society (STS) teaching approach, and focused on collaboration between individual students, peers, teachers, agriculturists, and local experts. Student s were assessed for their scientific inquiry ability at the beginning and the end of the learning process using five instruments: experimental skill test, students’ laboratory reports, students’ science projects, semi-structured interview and classroom observation. The results showed that the STS-based learning unit on biological control helped students gain significant improvement in scientific inquiry. They were able to apply and integrate the scientific knowledge learned in both classroom and field studies to help solve agricultural problems in their own communities. Moreover, this learning unit encouraged students’ skills in solving problems in other situations.Publication Metadata only A demonstration setup to simulate detection of planets outside the solar system(2011) W. Choopan; Watcharee Ketpichainarong; วัชรี เกษพิชัยณรงค์; Parames Laosinchai; ปรเมศวร์ เหล่าสินชัย; Bhinyo Panijpan; Mahidol University. Institute for Innovative Learning; Mahidol University. Faculty of ScienceWe constructed a simple demonstration setup to simulate an extrasolar planet and its star revolving around the system’s centre of mass. Periodic dimming of light from the star by the transiting planet and the star’s orbital revolution simulate the two major ways of deducing the presence of an exoplanet near a distant star. Apart from being a visual aid for those needing help, the setup also elicited unexpected questions and suggestions from students, who achieved a fairly good level of understanding of the basis for the transit and radial velocity methods.Publication Metadata only Development of an integrated learning unit for enhancing awareness and conceptual understanding of global warming in secondary students(2011-05-16) Chanintorn Wannawichitra; Pintip Ruenwongsa; Watcharee Ketpichainarong; Piyachat Jittam; Mahidol UniversityGlobal warming is an important issue that everyone should be aware of because of its impact on daily life. A true understanding of global warming should focus both its effects and the causes. A preliminary survey revealed that most students lacked knowledge about global warming on four basic topics: definition, causes, effects, and awareness. We thus developed an integrated learning unit on global warming for secondary students to build up their conceptual understanding and awareness. The learning activity was composed of three components for students, i.e., being drawn into the content knowledge through interactive multimedia, participating in the drama activity, and applying the knowledge learned in creating science projects of their own design. The learning unit was implemented separately to two classes of secondary students, i.e., grade 9 and grade 11. During the intervention the students worked collaboratively in groups of six to eight, using worksheets for brainstorming on the phenomenon and mechanism of global warming. The students' projects also indicated their ability to use the knowledge learned in devising various means to minimize global warming. The results from pretest/posttest, students' projects, students' reflection and interviews revealed that they acquired more knowledge, awareness and concern on global warming. This research study provided a useful guide for further adaptation of the integrated learning unit for an effective learning outcome. © Common Ground, Chanintorn Wannawichitra, Pintip Ruenwongsa, Watcharee Ketpichainarong, Piyachat Jittam.Publication Metadata only Development of an integrated learning unit for enhancing awareness and conceptual understanding of global warming in secondary students(2011) Chanintorn Wannawichitra; Pintip Ruenwongsa; พิณทิพ รื่นวงษา; Watcharee Ketpichainarong; วัชรี เกษพิชัยณรงค์; Piyachat Jittam; ปิยะฉัตร จิตต์ธรรม; Mahidol University. Institute for Innovative LearningGlobal warming is an important issue that everyone should be aware of because of its impact on daily life. A true understanding of global warming should focus both its effects and the causes. A preliminary survey revealed that most students lacked knowledge about global warming on four basic topics: definition, causes, effects, and awareness. We thus developed an integrated learning unit on global warming for secondary students to build up their conceptual understanding and awareness. The learning activity was composed of three components for students, i.e., being drawn into the content knowledge through interactive multimedia, participating in the drama activity , and applying the knowledge learned in creating science projects of their own design. The learning unit was implemented separately to two classes of secondary students, i.e., grade 9 and grade 11. During the intervention the students worked collaboratively in groups of six to eight, using worksheets for brainstorming on the phenomenon and mechanism of global warming. The students’ projects also indicated their ability to use the knowledge learned in devising various means to minimize global warming. The results from pretest/posttest, students’ projects, students’ reflection and interviews revealed that they acquired more knowledge, awareness and concern on global warming. This research study provided a useful guide for further adaptation of the integrated learning unit for an effective learning outcome.Item Metadata only Development of an STS-based learning unit on biocontrol for secondary school students(Mahidol University. Mahidol University Library and Knowledge Center, 2023) Kanrawee Pewnim; Watcharee Ketpichainarong; Piyachat Jittam; Sutha Luealamaiงานวิจัยครั้งนี้ได้นำแนวคิดการจัดการเรียนรู้ตามแนวคิดวิทยาศาสตร์ เทคโนโลยี และสังคม (STS approach) มาพัฒนาหน่วยการเรียนรู้เรื่อง การควบคุมโดยชีววิธี สำหรับนักเรียนชั้นมัธยมศึกษาตอนต้น มีวัตถุประสงค์เพื่อส่งเสริม ให้นักเรียนมีความรู้ความเข้าใจเกี่ยวกับการควบคุมโดยชีววิธี และผลกระทบของสารเคมีในการเกษตรต่อมนุษย์และสิ่งแวดล้อม พัฒนาทักษะกระบวนการทางวิทยาศาสตร์ และสร้างทัศนคติทีดีต่อสิ่งแวดล้อมในชุมชน การพัฒนาหน่วยการเรียนรู้นี้ได้รับ ความร่วมมือจากครูผู้สอนสาระการเรียนรู้วิทยาศาสตร์จาก 5 โรงเรียน ปราชญ์ชาวบ้าน (ที่มีความเชี่ยวชาญเกี่ยวกับการควบคุม แมลงและโรคพืชโดยชีววิธี และการใช้จุลินทรีย์ในการเกษตร) เกษตรกร ผู้ปกครองนักเรียน ศึกษานิเทศก์ นักวิทยาศาสตร์ศึกษา และนักวิทยาศาสตร์ จากนั้นครูผู้สอนสาระการเรียนรู้วิทยาศาสตร์จาก 5 โรงเรียน ได้นำหน่วยการเรียนรู้ดังกล่าวไปใช้จัดการ เรียนรู้กับนักเรียนชั้นมัธยมศึกษาตอนต้น จำนวน 357 คน โดยเน้นให้นักเรียนได้ศึกษาปัญหาจริงที่พบในชุมชน ฝึกวิเคราะห์ ปัญหาในชุมชนร่วมกับเพื่อน ครู และเกษตรกร จากนั้นเรียนรู้การแก้ปัญหาโดยใช้องค์ความรู้ทางวิทยาศาสตร์ผสมผสานกับวิธี ชาวบ้านเพื่อแก้ปัญหา ของชุมชน และนำความรู้ที่ได้จากการศึกษาถ่ายทอดสู่ชุมชนของตนเอง ในรูปแบบของแนวคิดและการ ปฏิบัติโดยเชื่อมโยงระหว่างโรงเรียนและชุมชน ในการศึกษานี้ได้ประเมินประสิทธิภาพของหน่วยการเรียนรู้โดยการผสมผสานระหว่างการวิจัย เชิงปริมาณและเชิงคุณภาพ เครื่องมือในการประเมินเชิงปริมาณ ได้แก่ แบบทดสอบวัดความรู้ความเข้าใจเรื่องการควบคุม โดยชีววิธี แบบทดสอบวัดทักษะการทดลอง แผนผังมโนทัศน์ แบบสอบถามทัศนคติต่อสิ่งแวดล้อม แบบสอบถามความ พึงพอใจต่อการเรียนรู้ของนักเรียน และแบบสอบถามความพึงพอใจต่อหน่วยการเรียนรู้ของครู ส่วนวิธีการในการประเมิน เชิงคุณภาพ ได้แก่ การสัมภาษณ์ ผลงานของนักเรียน และการสังเกตการณ์ในห้องเรียน ผลการประเมินประสิทธิภาพของหน่วยการเรียนรู้ พบว่า นักเรียนมีความรู้ความเข้าใจเรื่องการควบคุมโดย ชีววิธี มีทักษะกระบวนการทางวิทยาศาสตร์ มีทัศนคติที่ดีต่อสิ่งแวดล้อมในชุมชน และมีความพึงพอใจต่อการเรียนจาก หน่วยการเรียนรู้เรื่องการควบคุมโดยชีววิธี สำหรับครูมีทัศนคติที่ดีต่อหน่วยการเรียนรู้เรื่องการควบคุมโดยชีววิธี และหน่วย การเรียนรู้นี้มีความเหมาะสมสำหรับนำไปใช้ในการจัดการเรียนการสอนในเนื้อหาความรู้วิทยาศาสตร์และสิ่งแวดล้อมItem Metadata only Development of learning models to promote undergraduate students' understanding on database(Mahidol University. Mahidol University Library and Knowledge Center, 2023) Hongsiri Piyayodilokchai; Patcharin Panjaburee; Watcharee Ketpichainarong; Sutha LuealamaiItem Metadata only Development of sol-gel laboratory using inquiry for high school students(Mahidol University. Mahidol University Library and Knowledge Center, 2014) Lhaden, Namgay, 1979-; Supan Yodyingyong; Pirom Chenprakhon; Watcharee KetpichainarongStudents often find chemistry is a difficult subject andis not interesting due toits abstract nature and complex contents. The chemistry lessons in Bhutan are still taught through the traditional method, which is more focusedon rote learning. Students face difficulties in relating what they learn in the classroom to real worldsituation and daily activities.Rote learning demotivates students learning chemistry and thus students do not have a good attitude towards the subject.Therefore, this research study is aimed at developing aSol-Gel laboratory based on the inquiry learning approach for Bhutanese grade 10 students to help them gain more understanding, meaningful learning and a positive attitude when learning chemistry. The Sol-Gel laboratory, based on how to prepare silica gel,was developed using an inquiry learning approach. In this study, 64 students at grade 10 participated in inquiry learning using the Sol-Gel laboratory. The participants were selected by purposive sampling. This study investigated students' conceptual understanding, students' perception and preferences in the learning environment, towards the learning activity using conceptual tests, the CLES questionnaire and an interview. The conceptual tests, CLES questionnaire and interview were conducted prior and after the implementation of the Sol-Gel laboratory. The results showed that students had a positive attitude to learning as evident from the interviews and CLES questionnaire. The activities helped them gain more conceptual understanding and skills such as asking critical questions, predicting, solving problem, drawing inferences, communication, and etc. The inquiry activities provided the opportunity for students to interact verbally with other students to build scientific knowledge within the classroom. This Sol-Gel laboratory helped students to improve their understanding and attitudes towards important aspects of the laboratory including their eagerness to do the activities, their sense of value of the activity and the impact of the activities on their interest, enjoyment and understanding.Publication Metadata only The effects of augmented reality-facilitated mobile game-based learning on the diversity of life for promoting learning at the natural history museum(2021-01-01) Nongluk Meekaew; Watcharee Ketpichainarong; Mahidol UniversityThe purpose of this study was to evaluate the effectiveness of Augmented Reality-facilitated Mobile Game-based learning (MGAR) approach by comparing the learning achievement, learning motivation and cognitive load of the students who learned with this approach with those learning with the conventional Mobile Game-based Learning (MGL), Augmented Reality-based Learning (ARL), and conventional Web-based Learning (WL). All units were consistently designed for the concept of the diversity of life. The participants were 192 grade 9 students who were randomly assigned into four groups: MGAR (N = 46), MGL (N = 50), ARL (N = 43), and WL (N = 53). The instruments were the pre-test and post-test for achievements, the learning motivation questionnaire, the cognitive load questionnaire, and a semistructured interview. The overall results show that MGAR was more effective in enhancing students' understanding of the diversity of life and significantly more motivational than the other groups. In addition, the MGAR decreased the cognitive load of the students when compared with the other groups.Publication Metadata only Enhanced learning of biotechnology students by an inquiry-based cellulase laboratory(2010-06-07) Watcharee Ketpichainarong; Bhinyo Panijpan; Pintip Ruenwongsa; Mahidol UniversityThis study explored the effectiveness of an inquiry-based cellulase laboratory unit in promoting inquiry in undergraduate students in biotechnology. The following tools were used to assess the students' achievements and attitude: conceptual understanding test, concept mapping, students' documents, CLES questionnaire, students' self reflection, and interviews. Judging from their conceptual understanding test results and concept mapping, students gained significantly more content knowledge on enzyme-substrate interaction and its application. In addition, students' reports on their projects revealed that they have developed their critical thinking, scientific process skills and abilities to apply knowledge on enzyme cellulase to industrial application. The students reacted positively to this teaching strategy as demonstrated by results from questionnaire responses, students' self reflection and interviews. The success of this inquiry-based laboratory unit might be due to both the context which was of interest to students, and the instruction method which ranged from a guided to a more open inquiry. Most importantly, the teacher in this study had mastery of both content and pedagogical techniques. This inquiry-based cellulase laboratory unit provided significant benefits for teaching and learning science for biotechnology students. It promoted acquisition of content knowledge and skills such as asking good questions, predicting, problem solving, drawing conclusion, and communication. This inquiry-based laboratory unit may serve as a guideline or framework for implementing a dynamic instruction with a range of inquiry level for the undergraduates. © 2010 IJESE.Item Metadata only Enhancing student conceptualization of enzyme activity using a cellulose digesting enzyme : an inquiry-based approach(Mahidol University. Mahidol University Library and Knowledge Center, 2023) Watcharee Ketpichainarong; Pintip RuenwongsaPublication Metadata only Enhancing student conceptualization of enzyme activity using a cellulose digesting enzyme: An inquiry-based approach(2009-01-01) Watcharee Ketpichainarong; Pintip Ruenwongsa; Bhinyo Panijpan; Mahidol UniversityEnzymes are essential to life because they play such a crucial role in the biochemical pathway of all living organisms. Teaching and learning of enzymes often proves difficult because of the complexities of the topics. Laboratory work is considered as an important part of teaching and learning science. However, in most laboratories, students just follow the procedure in the laboratory manual or cookbook without thinking, resulting in inability to meaningfully summarize the important aspects of an experiment they have just performed. In this study, we developed an inquiry-based enzyme laboratory for secondary students. The interaction between enzyme cellulase and a simple and economical cellulose substrate was used as an enzyme catalyzed reaction model. The hands-on activities were developed based on the concept of constructivism. In these activities, students were engaged by observing a given phenomenon. Students learned techniques to assay for enzyme activity, then explained how the enzyme worked. Next, the students planned their own experiment to investigate factors affecting enzyme activities. Finally, they shared results and discussed what they have learned with the class. Results from this study revealed that this unit helps students to conceptualize the knowledge on enzyme and its reaction. This research study may provide a useful guideline for further development of inquiry-based instructional materials. © Common Ground, Watcharee Ketpichainarong, Pintip Ruenwongsa, Bhinyo Panijpan.Item Metadata only Promoting inquiry-based teaching practices through an aquatic toxicology laboratory(Mahidol University. Mahidol University Library and Knowledge Center, 2023) Bunlung Nuangsaeng; Bhinyo Panijpan; Pintip Ruenwongsa; Watcharee Ketpichainarongการศึกษาวิจัยนี้มุ่งเน้นแผนการสอนแบบสืบเสาะหาความรู้โดยใช้บทปฏิบัติการด้านมลพิษทางน้ำ ที่ได้พัฒนาร่วมกับครูผู้สอนในวิชาวิทยาศาสตร์สิ่งแวดล้อมสำหรับนักเรียนมัธยมศึกษาตอนปลาย จากการศึกษา ผลของฮอร์โมนเพศจำนวน 6 ชนิด ต่อการพัฒนาตัวอ่อนของปลา zebrafish (Danio rerio) จากตัวอ่อนอายุ 6-8 ชั่วโมงหลังจากการปฏิสนธิจนถึงระยะที่ลูกปลาฟักออกจากไข่ โดยจะสิ้นสุดการทดลองที่ 96 ชั่วโมงหลังจากไข่ ได้รับการปฏิสนธิ ผลการศึกษาพบว่า ฮอร์โมนเพศมีผลต่อการพัฒนาตัวอ่อนจากระดับที่ทำให้การพัฒนาตัวอ่อน ผิดปกติเล็กน้อยจนถึงระดับที่ทำให้ตัวอ่อนของปลาตายได้ แม้ว่าตัวอ่อนของปลา zebrafish จะมีอัตราการตายต่ำ แต่ฮอร์โมนที่ระดับความเข้มข้นของ 5-500 ng/mL มีผลทำให้ตัวอ่อนมีพัฒนาการช้าลง ลักษณะการพัฒนาที่ ผิดปกติของตัวอ่อนทำให้ตัวอ่อนมีรูปร่างของถุงไข่แดงและลำตัวเปลี่ยนแปลงไป และอาจพบหัวใจและส่วนของ ช่องอกมีขนาดใหญ่ขึ้นคล้ายอาการบวมน้ำ ผลงานทดลองทางวิทยาศาสตร์ได้ถูกนำมาพัฒนาเป็นบทปฏิบัติการทดลองแบบสืบเสาะหาความรู้ ในหน่วยการเรียนที่มี 7 บทเรียน โดยครูผู้สอนได้รับการฝึกอบรมทักษะการดำเนินกิจกรรมทางวิทยาศาสตร์ด้าน มลพิษทางน้ำก่อนทำการสอน เครื่องมือที่ใช้สำหรับประเมินผลสัมฤทธิ์ของครูและนักเรียน ได้แก่ โครงงาน วิทยาศาสตร์ของนักเรียน และการนำเสนอผลงาน ผลสะท้อนจากนักเรียนและครู การสัมภาษณ์ครูผู้สอน และการ สังเกตกิจกรรมการเรียนการสอนในห้องเรียน ผลการศึกษาแสดงให้เห็นถึงความสำเร็จของหน่วยการเรียนแบบ สืบเสาะหาความรู้ต่อผลสัมฤทธิ์ต่อการเรียนของนักเรียนเมื่อเปรียบเทียบการสอนแบบปกติ ผมสัมฤทธิ์ต่อการ เรียนทั้งด้านความรู้ วิธีการทางวิทยาศาสตร์ เจตคติ ทักษะการเรียนแบบการสืบเสาะหาความรู้ และทักษะ กระบวนการทางวิทยาศาสตร์เพิ่มขึ้นอย่างต่อเนื่องจากการดำเนินกิจกรรมเป็นเวลา 4 สัปดาห์ นอกจากนี้นักเรียนมี ทักษะการสื่อสารมากขึ้นจากการทำงานเป็นกลุ่ม จากการสัมภาษณ์และผลสะท้อนจากครูผู้สอนพบว่ารูปแบบ แผนการสอนมีการปรับเปลี่ยนตลอดช่วงเวลาทำการศึกษา ผลการศึกษาแสดงให้เห็นอย่างชัดเจนว่าครูผู้สอนมี ความเชื่อมั่นเพิ่มมากขึ้นในการสอนแบบสืบเสาะหาความรู้โดยใช้บทปฏิบัติการทดลอง และครูมีความมั่นใจสูงขึ้น ในการตอบคำถามต่อข้อสงสัยของนักเรียนPublication Metadata only Promoting students' understanding of SQL in a database management course: A learning cycle approach(2011-05-16) Hongsiri Piyayodilokchai; Pintip Ruenwongsa; Watcharee Ketpichainarong; Parames Laosinchai; Patcharin Panjaburee; Mahidol UniversitySQL (Structured Query Language) is an important topic that can help students understand database management concepts because this language can be applied to solve problems, manipulate data, and extract meaningful information. One often finds teaching and learning of SQL difficult because of the abstraction of conditions, hard-to-understand queries and ill-defined errors. In traditional classes, the teachers describe each command, followed by an example from a textbook, while students remain passive. In this study, an SQL learning unit based on the learning cycle approach was developed to promote undergraduate students' understanding. For each command, the students started by exploring a statement and were asked to predict and verify its outcome using Microsoft Office Access. Next, the command syntax was explained and the errors were discussed. Finally, the students performed their own task in couple or individually. Results from this study revealed that the proposed learning unit based on the learning cycle approach could help students to improve their understanding of SQL in a Database Management course. This research study provided a useful guideline for further the development of the learning unit. © Common Ground, Hongsiri Piyayodilokchai, Pintip Ruenwongsa, Watcharee Ketpichainarong, Parames Laosinchai, Patcharin Panjaburee.