IL-Proceeding Document
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Item Metadata only Biophysics education(2010) Bhinyo Panijpan; ภิญโญ พานิชพันธ์; Mahidol University. Institute for Innovative LearningMany topics in basic physics are presented to the students based on examples that they find too intangible, uninteresting and unrelated to the real world. We propose here some examples from the biological world that can equally be used to illustrate seemingly arcane physical principles and laws [1] [2]. Energetic aspects of the Krebs Cycle, the Calvin Cycle, and the ion pump can make learning of thermodynamics and electricity much more realistic. The contraction relaxation cycle of a muscle sarcomere can be used to represent that of a machine “photographs” of the sarcomere and large biopolymers such as ordered protein and nucleic acid structures illustrate Bragg’s Law about regular submicron distances as well as those from crystals of inorganic salts. Movements of nanostructures of the proton pump subunits and sliding filaments are just as good for calculation of the moment of inertia and mechanical energy involved. Transport of sugars made from photosynthesis in the leaf into the fruit can pose problems about concentration gradient very realistically. Aspect about light such as absorption and fluorescence of biological molecules such as chlorophylls and rhodopsins should make such phenomena more interesting and real. Interference of visible light from feathers and scales should also be used to showchanges of apparent colors and patterns when viewed from different angles. Circular dichroism and streaming birefringence of biological macromolecules should make students appreciate polarization better.Item Metadata only College students' intuitive understanding and problem-solving of energy and momentum(2010) Onchira Chittasirinuwat; Tussatrin Kruatong; Boonchoat Paosawatyanyong; Mahidol University. Institute for Innovative Learning; Chulalongkorn University. Faculty of ScienceThis study addresses students’ intuitive understanding of energy and momentum and their problem solving ability. The subjects of this research were students who had experiences with conservation of energy and momentum. Nine undergraduate students completed event-based Interviews with three related events which composed of Event I: Simple collisions, Event II: Newton’s cradle and Event III: Gauss gun. Their intuitive understanding was explored through three well- defined items involving Event I and II. The interviews revealed that most students explained the two events by utilizing their intuitive understanding rather than scientific conceptions. Then problem-solving thinking was identified through ill-defined problems involving Event III. From the Gauss gun setting, students were asked to explain how Gauss gun works, how to build the highest power Gauss gun and interpret the graph of mass and distance of steel ball after collisions. Research findings showed that students who have fairly good command of basic knowledge, tended to use of problem solving strategies as expected. For example, a student who understood the perfectly transferring energy and momentum of the equal mass of balls, was able to identify the possible factors for design more effective Gauss gun reasonably. However, most of the students were unable to use suitable vocabulary in providing reasons and explanations for certain problem- solving procedures. Thus, lacking basic knowledge can impede problem-solving thinking. It is hope that these findings will serve as a reference for educators in improving the learning and teaching of energy and momentum in general and problem solving instruction in particular.Item Metadata only Development of a constructivist web-based learning system with student personalized conceptual profile(2012) Niwat Srisawasdi; Sattarat Srikasee; Patcharin Panjaburee; พัชรินทร์ ปัญจบุรี; Khon Kaen University. Faculty of Education; Mahidol University. Institute for Innovative LearningThis paper describes the use of student personalized conceptual profile, which is learning problem of the concept, in a constructivist web-based learning system. Such learning problems, which are diagnosed by basing up on a Fuzzy membership function, serve as a guideline to planning learning suggestions to individual students. Based on such learning suggestions, the constructivist web-based learning system handled the learning material in a useful, flexible and individualized way to students. The students, therefore, are provided meaningful personalized learning material, encouraged in searching conceptual knowledge, opened an opportunity in constructing the conceptual knowledge by oneself and collaboration in group learning resulting in improvement of learning achievement.Item Metadata only Guideline for the development of personalized technology-enhanced learning in science, technology, and mathematics education(2013) Patcharin Panjaburee; พัชรินทร์ ปัญจบุรี; Niwat Srisawasdi; Mahidol University. Institute for Innovative Learning; Khon Kaen University. Faculty of EducationWith a rapidly changing world, science, technology, and math ematics (STM) hold the key to achieve a certain level of development. Technology in education is, therefore, a key ingredient to enhance learning as it helps produce creative and lifelong learning individual students. Recent progress in computer and commun ication technology has encouraged the researchers to demonstrate the pivotal influences of technological personalized learning environments on student learning performance improvement. Many researchers have been investigating the development of such learning environment by basing upon the concept-effect relationship model on student learning performance improvement. Such learning environment has been demonstrated to be useful for helping teachers to diagnose learning problems for individual students according to test answers , and to provide personalized remedial learning guidance for improving students’ learning performance. However, each student has different preferences and needs, which are very important factors, affecting on STM learning ability. Moreover, individualizing the learning experience for each student is an important goal for educational systems. It is very crucial to provide the different styles of learners with different learning environments that are more preferred and more efficient to them. Therefore, this paper proposes a guideline for the development of personalized technology -enhanced learning where the student’s conceptual learning problems and preferences are diagnosed, and then user interfaces are customized in an adaptive manner to accommodate such learning problems and preferences, in order to emphasize on promoting STM education.Item Metadata only Investigating factors affecting conceptual learning progression when playing digital game-based inquiry learning for energy education(2014) Patcharin Panjaburee; พัชรินทร์ ปัญจบุรี; Dorji, Ugyen; Niwat Srisawasdi; Mahidol University. Institute for Innovative Learning; Gelephu Higher Secondary School; Khon Kaen University. Faculty of EducationOne of the challenges of promoting students constructing knowledge on abstract topic as energy is helping them make the relationship between the theoretical-world and their life outside the classroom, through inquiry of the elements of energy consumption by daily used household electrical appliances in the digital game. Factors that increase students’ conceptual learning progression in the digital game-based inquiry learning are challenged to be investigated. In this study, factors of Enjoyment, Inquiry, and Intention to Use were selected as important attitudes in learning game and promoting conceptual learning progression. To verify the effectiveness of the game, sixty-six secondary school students participated in the digital game-based inquiry learning for energy education. The results showed that the game impacted moderately on improving the students’ conceptual understanding progression on energy consumption topic, students ’ inquiry of the game has a significant relation with their learning progression, and students’ enjoyment and intention to use with the game do not significantly have a relation with their learning progression. Our results suggest that there are attitudinal factors affecting conceptual learning progression gained by the digital game-based inquiry learning.Item Metadata only Do they keep technology in mind? An implementation of TPACK-oriented science teacher program for science degree-graduated students(2014) Niwat Srisawasdi; Patcharin Panjaburee; พัชรินทร์ ปัญจบุรี; Khon Kaen University. Faculty of Education; Mahidol University. Institute for Innovative LearningScience-based education in 21st century needs qualified and innovative science teachers who are expertise in using information and communication technology as pedagogical tool for their work and as cognitive tool for student learning. As such, a framework of Technological Pedagogical and Content Knowledge (TPACK) has been recognized as a theoretical basis for development of professional science teacher. This paper reported a pilot study result of implementing TPACK-focused preservice science teacher program for science degree-graduated students. The study participants were 54 preservice science teachers in a master degree of education at Khon Kaen University, Thailand. The alignment of 2-year courses has been particularly designed based on TPACK for students who graduated in 4-year bachelor degree of science. The results showed that the preservice science teachers have been cultivated their technological pedagogical knowledge (TPK) and technological content knowledge (TCK) during enrollment in the program. This could be implied that the TPACK-based approach should be used as a basis to create well-designed coursework in teacher education program.Item Metadata only Effects of gender differences and learning performance within residence energy saving game-based inquiry playing(2014) Dorji, Ugyen; Patcharin Panjaburee; พัชรินทร์ ปัญจบุรี; Niwat Srisawasdi; Gelephu Higher Secondary School; Mahidol University. Institute for Innovative Learning; Khon Kaen University. Faculty of EducationEnergy Saving in Residence is one of the important topics in Energy Education, whereby students are required to understand the factors of ener gy consumption and conservation. Several researchers have studied on how to use di gital games to improve understand the topic. However, not every student understands is improved by using these kinds of learning assistance. Therefore, a study on effect of g ender differences and learning performance within energy saving games have become a need to ad dress the issue. This paper has attempted to develop a digital game based on inquiry-based learning called Residence Energy Saving Battle (RES-battle). Further, the paper examines the effect of gender difference in students’ learning performance and the attitude towards the RES-battle. The result shows that students’ learning performances on energy consumption and conservation that significantly improved after they participated in the RES-battl e. The result also revealed that the RES-battle can decrease the difference between female and male learning performances reasonably and attitude toward the RES-battle. From the findings, this paper has implication for the development of students’ residence energy consumption learning within the digital game.Item Metadata only Effect of simulation-based inquiry with dual-situated learning model on change of student's conception(2013) Niwat Srisawasdi; Sunisa Junphon; Patcharin Panjaburee; พัชรินทร์ ปัญจบุรี; Khon Kaen University. Faculty of Education; Chiangyuen Pittayakom School; Mahidol University. Institute for Innovative LearningNumerous researches in science education have reported that many students displayed learning difficulties in understanding and hold unscientific conceptions about sound wave although sound is an everyday phenomenon that we constantly observe. Moreover, their common alternative conceptions about wave phenomena of sound are often resistant to change into correct physics of thought. To investigate effect of the teaching method of simulation-based inquiry with dual-situated learning model (SimIn-DSLM) on student’s conceptual understanding of sound wave, 38 of Grade 11 secondary school students participated in learning physics with computer-simulated experiment. Both quantitative and qualitative data of conceptual understanding and conceptual change were collected, and analyzed aiming to understand their conceptual status at before, after, and a month after the use of SimIn-DSLM teaching method. The results showed that the method of SimIn-DSLM explicitly influenced their conceptions in physics of sound wave into correct physics. This finding suggests that the SimIn-DSLM method could be used to induce mechanism of change within students’ conceptual knowledge of sound wave phenomena and the change of their conceptions could place them into meaningful conceptual framework of basic scientific knowledge.Item Metadata only Aim-Math : an audio-based interactive media for learning mathematics(2013) Wararat Wongkia; วรารัตน์ วงศ์เกี่ย; Kanlaya Naruedomkul; Mahidol University. Institute for Innovative Learning; Mahidol University. Faculty of Science. Department of MathematicsWe propose, Aim-Math, an alternative approach to develop an interactive-enhanced mathematics learning system for blind and visually impaired (VI) students. By integrating the text-to-speech technology with the educational process, Aim-Math is able to read aloud the math expressions in Thai and to provide the interactive features that allow the students to study and practice on their own. With this interactive mathematics learning system, the blind and VI students can conveniently learn mathematics.Item Metadata only Criteria and strategies for applying concept-effect relationship model in technological personalized learning environment(2013) Patcharin Panjaburee; พัชรินทร์ ปัญจบุรี; Niwat Srisawasdi; Mahidol University. Institute for Innovative Learning; Khon Kaen University. Faculty of EducationRecent progress in computer and communication technology has encouraged the researchers to demonstrate the pivotal influences of technological personalized learning environments on student learning performance improvement. Many researchers have been investigating the development of such learning environment by basing upon the concept-effect relationship model; nevertheless, the criteria of establishing a technological personalized learning environment based on the concept-effect relationship model have not yet been clearly defined, not to mention the strategies of conducting effective conceptual learning problem diagnosis and effective learning activities. To resolve these problems, this paper presents the basic criteria and strategies of technological personalized learning based on the concept-effect relationship model, and identify the necessary check items as well for the development of such learning environment. Illustrative example of conducting technological personalized learning and the requirements of setting up learning environment are also presented at the end of this paper.Item Metadata only Students' motivation of science learning in integrated computer-based laboratory environment(2013) Niwat Srisawasdi; Rungtiwa Moonsara; Patcharin Panjaburee; พัชรินทร์ ปัญจบุรี; Khon Kaen University. Faculty of Education; Nampongsuksa School; Mahidol University. Institute for Innovative LearningAbsolutely, teaching of science by the way of memorizing of scientific facts, what science is, and how to do science is not work for motivating student into meaningful learning in science and understanding science in the way it is. Currently, computerized technological tool is so commonplace in the practice and advancement of science education community in order to engaging student learning in science by doing, not memorizing it. The tool has been proved its potential support in instructional sciences in science classroom. According to the potential abovementioned, this paper reported an effect of integrated computer-based laboratory environment, a harmonization of hands-on computer-based experiment and interactive computer simulation, on 123 of 11th grade students in three groups: 49 science-major students; 37 technology-focused non-science students; and 37 language-focused non-science students. On a purpose, the study has implemented a series of open-inquiry science learning activity in a unit of science of fluid such as capillary action, surface tension and contact angle phenomena. The Science Motivation Questionnaire II (Glynn et al., 2011), was used to investigate their motivation toward learning of science. Results show the learning environment impacted a movement of the students’ motivation toward learning of science. This implied that the teaching of science by Integrated Computer-based Laboratory Environment could be used to motivate potentially student learning in science both science and non-science major in secondary education.