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1.1.13 Learner is setting scheduled class. Effective and Flexibility. (Gagne, 1985)
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1.1.14 Creating situations and building experience by using concept maps
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1.1.15 Stimulating learners to learn by using music and images
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1.3.4 Instructor introduce in the purpose of each unit of study period. [2:74]
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1.3.5 Students know in advance the issues of content. [2:18]
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1.3.6 Students recognize the purpose. Or goal of education in each school
that When completed in each lesson, then. Results will be learning how [3 : 60]
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1.3.7 Students participating in the planning of teaching. [2:74]
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1.3.8 Instructor creates teaching techniques in order to let the students have
seen the benefits of what they have learned and are eager to learn. [3 : 60]
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1.3.9 Instructor do the teaching to those destinations.Was not completely out
of the path is too long.[3 : 60]
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1.3.14 Instructor's interest to create a situation where the motivation is caused by
what provoked the male students. And motivation from within.[3 : 60]
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1.3.15 Teacher talk, we chat questions using materials such
problems. Stimulate students to the attention of intrinsic motivation by using the
process of creating expectations. The students the expectations for learning. [3 : 60]
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1. 3.16 Teachers use stimuli, including books, movies, etc. photo lessons and
questions. Or demonstration, see a demonstration of sample or explain And present
such stimuli. To help the students attention.
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1.3.17 Instructor stimulate recall of prior learning (Gagne, 1977 : 261) [2:12]
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1.3.18 Teaching activities, such as cluster or to follow the course instructor.
[3 : 61]
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1.3.19 Stimulating recall of prior learning www.srithai.com
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1.3.20 Teachers guide the learning by using activities.That lead to learning or
demonstrations of equipment and help the students to act for the purpose of learning.
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1.3.21 presenting the stimulus www.srithai.com
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1.3.22 Discovery Approach
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1.4.6 Elicit Response (Gagne, 1977 : 261) [2:12]
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1.4.7 providing feedback www.srithai.com
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1.4.8 Enhance Retention and Transfer (Gagne, 1977 : 261) [2:12]
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1.4.9 Enhancing retention and transfer www.srithai.com
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1.4.10 Programmed instruction
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1.4.11 Tutorials instruction
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1.4.12 Simulation instruction
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1.4.13 Games based instruction
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1.4.14 Drills and practices instruction
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1.4.15 Tests instruction means a series of test items to help students enhance
learning.
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2. Constructvist Theory
2.1 Principles
2. 1.1 Teachers check the students' prior knowledge before the students learn
something new. [1:14]
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2.1.2 Teachers use questions. To review prior knowledge and linking new
knowledge. [2:74]
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2.1.3 Students analyze reasoning from prior knowledge and new knowledge. The
knowledge base is the old stage to learn something new. [2:75]
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2.1.4 Students interact with the activities. [2 : 75]
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2.1.5 Students have the ability or the knowledge base for achieving the purpose
of learning them. [3 : 60]
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2.1.6 Students to the learning process. Difficulty to hard to find. [2:18]
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2.1.7 Instructor
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2.1.19 Instructor to compliment expressed satisfaction and pleasure in work, or
the actions of the students. [3 : 62]
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2.1.20 Learner adjusted behavior, the objectives set.
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2.1.21 Learner retention in the memory. And transfer of knowledge for students
to apply new skills and knowledge associated with the prior knowledge.
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2.1.22 Learner and learning together summarize main ideas of the content
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2.1.23 Learner conversation knowledge. Summary or review in order to have
knowledge that the more sustainable.
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2.1.24 Learner perform activities such as exercise, supplements. Additional
work assignments or lifting up to new situations. To help the students learn the skills.
[3.62]
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2.1.25 Learner A repeat performance is reviewed and a new situation than ever to
learn to practice the transfer of learning. And to verify that knowledge remains.
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2.1.26 A Learner evaluate their own learning. [2:19]
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2.1.27 Learner evaluate by pre test / dills and pacties / post test and doing
pacties. [2:19]
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2.3.46 Learner has learned in the atmosphere of the class of drug Prof has to
help each other. [1:40]
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2.3.47 Learner has basic knowledge necessary for learning the topic. [1:40]
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2.3.48 Learner with the basic knowledge necessary for learning the topic. [1:40]
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2. 3.49 Instructor has many roles such as guiding the practice of students, etc.,
but not determined by the method of learning to learn. (Merril, 1991) [1:41]
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2.3.50 Instructor can interpret what he knows by his own previous experience.
(Merril, 1991) [1:41]
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2.3.51 Instructor create an atmosphere of learning, relaxing. Support learning
and promote the knowledge of learners. (Merril, 1991) [1:41]
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2.3.52 Instructor encourage and recognize the independence. Initiative of the
students so that students can link ideas. Self-concept. (Blooks and Bwlooks, 1993 :
103-118) [1:41]
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2.3.53 Instructor encourages students to think critically by predicting creative
problem solving and promote understanding about learning. (Blooks and Blooks,
1993 : 103-118) [1:41]
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2.3.69 Instructor to set the goals and objectives for their own learning.
(Murphy, 1997)[1:39]
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2.3.70 Instructor role as a director guiding the practice of facilitating the
learning of students.
(Murphy, 1997)[1:39]
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2.3.71 Instructor context of learning opportunities, such as activities, tools and
environments that promote thinking. Supervision and self-awareness. (Murphy, 1997)
[1:39]
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2.3.72 Learner has an important role in knowledge creation and self-directed
learning. (Murphy, 1997)[1:39]
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2.3.73 Instructor arranges a situation of learning content and work environment
skills. Related to the students by the reality. (Murphy, 1997)[1:39]
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2.3.74 Instructor information from primary sources to submit an actual
situation. (Murphy, 1997)[1:39]
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2.3.75
(Murphy, 1997) [1:40]
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2.3.76 Learner considers prior knowledge.Beliefs and vision of the school
motto of teaching and learning activities. (Murphy,1997) [1:40]
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2.2.77 Instructor promoted to solve the problem. Higher level thinking skills
and deep understanding of the course. (Murphy, 1997) [1:40]
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2.2.78 Learner errors lead to incorrect beliefs of the students used to benefit
learning. (Murphy, 1997) [1:40]
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2.2.79 Learner encourage students independently search for
knowledge. Planning and operations to achieve their learning goals. (Murphy, 1997)
[1:40]
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2.2.80 Learner has learned. Complex task. Skills and knowledge needed. The
action manually.
(Murphy, 1997) [1:40]
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2.2.81 Instructor encouraged students to create relationships between the
concepts of learning about. (Murphy, 1997) [1:40]
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2.2.82 Instructor facilitates the learning of students by providing advice. To
work with others (Murphy, 1997) [1:40]
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2.2.83 Instructor evaluation of student learning according to the actual
situation, while teaching and learning activities. (Murphy, 1997) [1:40]
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2.2.84 Instructor developing understanding about the meaning of things. Over
the course of behavior modification. (Glaserserfeld, 1989 Encyclopedia of
Education, 1983 :1049)[1:42]
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2.2.85 Learner expressed that the media to know that students who learn to
understand how different things. (Glaserserfeld, 1989 Encyclopedia of
Education, 1983 :1049)[1:42]
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2.2.86 Instructor selection and teaching strategies resolve misconceptions of
students. (Ernest, 1995 : 485)[1:42]
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2.2.87 Instructor attention to the thinking process and self-directed learners.
(Ernest, 1995 : 485)[1:42]
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1.2.88 Linking learners ideas by using hyperlinks
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1.2.89 Creating experiences for learning new things before teaching new contents
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1.2.90 Activating pre-knowledge about oneself through entry examination,
participation in games/activities, and questioning
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1.2.91 Exchanging ideas and correcting mistakes through final examinations,
answering, and chatting on bulletin boards
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1.2.92 Linking learners ideas by using hyperlinks
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1.2.93 Creating experiences for learning new things before teaching new contents
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2.3.13 Check learners understand. Create their own knowledge. Study findings
were analyzed and interpreted to a conclusion and instructor should encourage student
reflection and reconciliation of conflict. About the findings and concepts of the various
groups. The answer can be summarized as a social agreement. [1:9]
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2.3.14 Faced with the problem and solve it by themselves. (
, 2541) [1:43-44]
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2.3.15 Link prior knowledge with Knowledge structure, causing the
students' cognitive skills, intellectual thought processes. [1:2]
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2.3.16 The process step instruction to solve problems for students. (
, 2540) [1:43]
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2.3.17 Inquiry seeks to know the answer. ( , 2542) [1:43]
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2.3.18 Learner understands and verify the conclusions in solving the
problem by discussing with students. (Wood; Cobb and Yackle, 1991)[1:44]
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2.3.19 Check students' understanding about the study (Wood; Cobb and
Yackle, 1991)[1:44]
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2.3.18 Transfer Knowledge
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2.3.19 The knowledge, skills, processes, and then learn to use in describing the
decision to solve problems. [1:2]
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2.3.20 Link compares what the new knowledge with prior knowledge. Reasoning
in understanding and negotiating with others to create their own meaning or
explanation of possible about what is perceived to warm themselves. [1:7]
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2.3.21 Evaluate the answers. ( , 2540) [1:43]
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2.3.22 System data or information obtained from the inquiry.
( , 2542) [1:43]
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2.3.23 Presents conclusions and ideas of the group. ( , 2542)
[1:43]
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2.3.24 Summary of findings. (Wood; Cobb and Yackle, 1991)[1:44]
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2.4 Teaching-learning model.
2.4.1 Self learning
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2.4.2 Collaborative learning and/or Team-Based Learning
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2.4.3 Learning cycle [1:15]
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3.1.10 Flow analysis, students learn their own. And presented the idea to
exchange ideas.Each other.[4 : 38-39]
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3.1.11 Building bodies of knowledge through the steps of comprehension,
memorization, analysis and application by using supplementary activities and doing
exercises after the lessons
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3.1.12 Creating creativity, reflective thinking and initiative idea by inventing a
piece of work, summarizing and designing an invention
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3.2 Teaching-learning environments
3.2.1 Learner
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3.2.2 Method
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3.2.3 Teacher
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3.2.4 Environment
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3.3 Stages of teaching-learning activities
3.3.1 Motivate Learning
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3.3.2 Activate Preknowledge
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References
, 2542, , , 27,
3, 18-28.
, 2544,
,
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, 2536,
,
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, 2540, Constructivism,
, 1-116
, 2543,
,
. 1-45
, 2544,
1, , (.), 19-61
_____________, 2544,
2,
, (.), 45-51.
, 2544. ,
, 7-179
, 2542, :
,, 27, 3, 1-17.
http://www.kmutt.ac.th/organization/technology/tech_ed/construc.
http://library.uru.ac.th/webdb/images/child%20center.htm.