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Question I is associate with Conceptual Framework. of Gagnes


Theory, Constructvist Theory, and Constructionism
Question I Conceptual Framework. of Gagnes Theory, Constructvist Theory, and
Constructionism.There are 4 parts as in: (1) Principles, (2) Teaching-learning environments, (3)
Stages of teaching-learning activities, and (4) Teaching-learning model. In this regard, experts
will comment on the frame or by responding to ideas. Yes or No and if no please specify
any suggestion
Item
Yes No
Gagnes Theory
1.1 Principles
1.1.1 Instructor developed knowledge of the experience.( Gagne)
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1.1.2 Instructor creates external conditions.
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1.1.3 Instructor creates learning situations to help students learning more


effectively.
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1.1.4 Instructors encourage learning events.
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1.1.5 Instructor regulation in the process of teaching experience at a given stage.
As a means of instruction systematically and flexible.
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1.1.6 Instructors create teaching criterion for learners external conditions.
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1.1.7 Instructors create promotion in learning events.
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1.1.8 Instructors use instructional media to create situations of nine reasons.


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1.1.9
http://edt.kmutt.ac.th/E-learning/project_phycology/unit12.htm
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1.1.10 The students' basic knowledge of the subject in the level Comprehension.
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1.1.11 Learners' ability to solve problems.
http://edt.kmutt.ac.th/E-learning/project_phycology/unit12.htm
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1.1.12 Creative Thinking ,Reflexive Thinking, Initiative Thinking.
http://edt.kmutt.ac.th/E-learning/project_phycology/unit12.htm
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1.1.13 Learner is setting scheduled class. Effective and Flexibility. (Gagne, 1985)
[3 : 8]
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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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1.1.16 Creating an atmosphere suitable for exchanging opinions by using social


media for instruction
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1.2 Teaching-learning environments.
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1.2.1 Teacher
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1.2.2 Learner
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1.2.3 Stimulus
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1.2.4 Response performance.
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1.3 Stages of teaching-learning activities.
1.3.1 Gain Attention (Gagne, 1981 : 261) [2:12]
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1.3.2 Teachers encourage and motivate the students want to learn. [2:18]
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1.3.3 Instructor transfer to inform learners of objectives (Gagne, 1977 : 261)
[2:12]
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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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1.3.10 Instructor create the teaching environment to attract attention. [2:74]


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1.3.11 Instructor activities to enjoy. [2:74]
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1.3.12 Students interact through discussion boards on electronic interaction
between teachers and learners. [2:74]
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1.3.13 Teachers generate interest or motivation to the students the attention
focused on a lesson or sudden changes in stimuli quickly. [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.
http://library.uru.ac.th/webdb/images/child%20center.htm.
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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.
http://library.uru.ac.th/webdb/images/child%20center.htm.
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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. 3.23 Instructor mediated response. (Elicit Response) (Gagne, 1977 : 261)


[2:12]
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1.3.24 Students share ideas. Activities in respect of its content. A question and
answer. With friends and teachers make the students remember. [2:19]
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1.3.25 Teachers asked to encourage students to collaborate learning. [2:76]
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1.3.26 Teachers praise immediately after completion activities. [2:76]
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1.3.27 Students take action activities. And behave as intended. [3 : 62]
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1.3.27 Instructor teaching and learning activities were held. The practice of
speaking, writing or discussion.[3 : 62]
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1.3.28 Learners to act for the purpose of learning as a teaching guide for learning
by using activities. That leads to learning. http://library.uru.ac.th/webdb/images/child
%20center.htm.
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1.3.29 Stimulating attention
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1.3.30 Activating prior-knowledge
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1.3.31 Informing the learners of expected outcomes


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1.3.32 Manipulating stimulating conditions to gain attention
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1.3.33 Providing learning guidelines
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1.3.34 Searching for answers and exchanging knowledge
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1.3.35 Reflecting, memorizing, analyzing and applying knowledge
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1.3.36 Learning through Self-Discovery
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1.4 Teaching-learning model.
1.4.1 Gaining attention www.srithai.com
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1.4.2 Discovery Approach
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1.4.3 Provide learning Guidance (Gagne, 1977 : 261) [2:12]
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1.4.4 presenting the stimulus www.srithai.com
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1. 4.5 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

Preview compare what is right and wrong the

new content. [2:75]


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2.1.8 Students debate analysis summary. [2:75]
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2.1.9 Teachers use various materials to speak of questions of teaching examples.


[3 : 61]
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2.1.10 Students share ideas. Activities in respect of its content. A question and
answer. With friends and teachers make the students remember.
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2.1.11 Teachers asked to encourage students to collaborate learning. [2:76]
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2.1.12 Teachers praise students completed immediately after the activity. [2:76]
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2.1.13 Students take action activities. And behave as intended. [3 : 62]
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2.1.14 Instructor teaching and learning activities were held. The practice of
speaking, writing or discussion. [3 : 62]
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2.1.15 Students learn problem solving methods of self. [3 : 62]
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2.1.16 Instructor create environment looking to meet the students' behavior, such
as providing tools for learners to act Laboratory asked to do exercises.
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2.1.17 Instructor, motivating students to take note of the progress of their own
learning. [2:19]
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2.1.18 Instructor guidance in the performance of activities or actions that the
students have shown.
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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.
http://library.uru.ac.th/webdb/images/child%20center.htm.
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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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2.1.28 Instructor a behavior or measurement and evaluation of student


performance based learning objectives set. [3 : 62]
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2.1.29 Instructor evaluation of students use a variety of tests such as observation,
recording, checking whether the behavioral task. [3:62]
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2.1.30 Instructor evaluation of students by observing the students'
questions. Students completed the exercise. Or the test before school and after school
to improve learner does not understand.
http://library.uru.ac.th/webdb/images/child%20center.htm.
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2.1.31 Learner create meaning and understanding of self-checking. [1:14]
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2.1.32 Learner learning teaching method called Learning cycle Learning to solve
a problem or inquiry. To reduce conflicts of ideas with action. Science process skills
such as hypothesis predicted material handling equipment Presenting problems to seek
answers to the imagination. The quest for knowledge. The process requires a survey
presentation of concepts. [1:15]
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2.1.36 Learner social learning process. Reflect the views to each other. Will
allow students to change their understanding about the options offered.
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2.1.37 Learner self-directed learning by placing students plan, analyze and
recognize how their own work and then modify. Editing to meet goals. [1:15]
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2.1.38 Learner is the creator of knowledge or awareness to warm


themselves. Meaning of what is perceived differently by each person's prior
knowledge. [1:15]
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2.1.39 Learner knowledge creation is a process that occurs continuously and
related to the procedure. [1:1]
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2.3.40 Learner creation of knowledge by the discovery.Learner-centered. Selfdirected learning. [1:1]
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2.3.41 Learner self-knowledge with a combination of environmental resources,
such as students with the knowledge the students with the instructor.Students with
learning. Learning the meaning of things. [1:4]
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2.3.42 Learner's ability to develop their own. The goal of teaching and learning.
[1:8]
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2.3.43 Learner is set, or to participate in determining what to study and how
their own learning. [1:40]
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2.3.44 Learner judge that they have learned and will learn how their own
learning, how [1:40]
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2.3.45 Learner apply what they learn and go in a different context properly.
[1:40]
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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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2.3.54 Instructor comments or feelings about lesson content and teaching


strategies. To adjust teaching and learning activities in accordance with the
characteristics and interests of learners. (Blooks and Blooks, 1993 : 103-118) [1:41]
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2.3.55 Instructor Understanding the concepts of the students before they share
their views on the concept. (Blooks and Blooks, 1993 : 103-118) [1:41]
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2.3.56 Instructor encouraged students to participate in discussions with both
teachers and othersDiscussion compromise understanding about learning. (Blooks and
Blooks, 1993 : 103-118) [1:41]
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2.3.57 Instructor encourages students actions by asking questions that require
thinking or Ask open-ended questions to promote The ability of the inquiry of the
students.(Blooks and Blooks, 1993 : 103-118) [1:41]
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2.3.58 Instructor activities for students to interact with or respond And allows
students to review and reconcile Assess understanding Your ideas. (Blooks and Blooks,
1993 : 103-118)[1:41]
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2.3.59 Instructor creates experience to have the opportunity to argue with the
hypothesis set and activate To have discussions about the dispute. To promote higher
level thinking of Learner (Blooks and Blooks, 1993 : 103-118) [1:42]
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2.3.60 Instructor to create situations for learners to the idea. Learner by asking
questions and answers. (Blooks and Blooks, 1993 : 103-118) [1:42]
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2.3.61 Instructor relationship, or compare the learning concepts. To help the


students to create a relationship between self-concepts. (Blooks and Blooks, 1993 :
103-118) [1:42]
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2.3.62 Instructor and students using the learning cycle for students to find
answers about what they need to learn by themselves. (Blooks and Blooks, 1993 : 103118) [1:42]
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2.3.63 Learner explore the knowledge generated by the exchange of ideas with
others. (Zahoric, 1995 : 14-22) [1:38]
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2.3.64 Learner change knowledge by bringing their knowledge to solve
problems in practical situations. (Zahoric, 1995: 14-22) [1:38]
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2.3.65 Learner Reflection on the knowledge used in different situations, both
within and outside the school building. (Zahoric, 1995 : 14-22) [1:38]
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2.3.66 Instructor of social interaction on the academic.(Rheta, 1996) [1:38]
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2.3.67 Instructor of the reasons motivating the students, starting with what
students already know. (Rheta, 1996) [1:38]
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2.3.68 Instructor encouraged students to use multiple perspectives in presenting
the meaning of the concept. (Murphy, 1997)[1:39]
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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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1.2.94 Activating pre-knowledge about oneself through entry examination,


participation in games/activities, and questioning
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1.2.95 Exchanging ideas and correcting mistakes through final examinations,
answering, and chatting on bulletin boards
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2.2 Teaching-learning environments,
2.2.1 Learner
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2.2.2 Teacher
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2.2.3 Environment
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2.2.4 Information resource
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2.3 Stages of teaching-learning activities
2.3.1 Activate Preknowledge
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2.3.2 Learner self through a process of psychological self.Initiated reviews. Use
prior knowledge to guide perception. Or solve problems on their own students
appreciate And their aptitudes. [1:16]
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2.3.3 Learner Understand the problem ( , 2540) [1:43]
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2.3.4 Learner observed. Interpretation of links. Compared with the original


concept by understanding. Led to the inquiry. Check their understanding. [1:8]
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2.3.5 Learner review prior knowledge before learning something new. (Zahoric,
1995 : 14-22) [1:38]
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2.3.6 Fine Question [1:9]
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2.3.7 Learner seeking answers. To reduce cognitive conflict with
knowledge. Skills used in this study.
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2.3.8 Learner critical thinking skills and cause and effect method of self
inquiry. [1:2]
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2.3.9 Learner choose how to solve problems on their own. (
(2540) [1:43]
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2.3.10 Learner exchange ideas with each other. (Wood; Cobb and Yackle,
1991)[1:44]
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2.3.11 Learner study with others. (Wood; Cobb and Yackle, 1991)[1:44]
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2.3.12 Students verify a discovery. (Judge discovery)
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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]
if no please specify any suggestion
..
....
2.3.14 Faced with the problem and solve it by themselves. (
, 2541) [1:43-44]
if no please specify any suggestion
..
....
2.3.15 Link prior knowledge with Knowledge structure, causing the
students' cognitive skills, intellectual thought processes. [1:2]
if no please specify any suggestion
..
....
2.3.16 The process step instruction to solve problems for students. (
, 2540) [1:43]
if no please specify any suggestion
..
....
2.3.17 Inquiry seeks to know the answer. ( , 2542) [1:43]
if no please specify any suggestion
..
....
2.3.18 Learner understands and verify the conclusions in solving the
problem by discussing with students. (Wood; Cobb and Yackle, 1991)[1:44]
if no please specify any suggestion
..
....
2.3.19 Check students' understanding about the study (Wood; Cobb and
Yackle, 1991)[1:44]
if no please specify any suggestion
..
....
2.3.18 Transfer Knowledge
if no please specify any suggestion
..
....

25

2.3.19 The knowledge, skills, processes, and then learn to use in describing the
decision to solve problems. [1:2]
if no please specify any suggestion
..
....
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]
if no please specify any suggestion
..
....
2.3.21 Evaluate the answers. ( , 2540) [1:43]
if no please specify any suggestion
..
....
2.3.22 System data or information obtained from the inquiry.
( , 2542) [1:43]
if no please specify any suggestion
..
....
2.3.23 Presents conclusions and ideas of the group. ( , 2542)
[1:43]
if no please specify any suggestion
..
....
2.3.24 Summary of findings. (Wood; Cobb and Yackle, 1991)[1:44]
if no please specify any suggestion
..
....
2.4 Teaching-learning model.
2.4.1 Self learning
if no please specify any suggestion
..
....
2.4.2 Collaborative learning and/or Team-Based Learning
if no please specify any suggestion
..
....
2.4.3 Learning cycle [1:15]
if no please specify any suggestion
..
....

26

2.4.4 Co-operative learning


if no please specify any suggestion
..
....
2.4.5 Project-based learning is an example of independent learning.
if no please specify any suggestion
..
....
2.4.6 Problem based learning
if no please specify any suggestion
..
....
2.4.7 Problem solving method [1:32]
if no please specify any suggestion
..
....
2.4.8 Situated learning
if no please specify any suggestion
..
....
2.4.9 Group investigation
if no please specify any suggestion
..
....
2.4.10 Inquiry method
if no please specify any suggestion
..
....
2.4.11 Independent Learning means learning is designed by students.
if no please specify any suggestion
..
....
3.Constructionism
3.1.Principles
3.1.1 Learning to intellectual creativity [4 : 1]
if no please specify any suggestion
..
....
3.1.2 Creative self-knowledge derives not from the instructor [4 : 16]

27
if no please specify any suggestion
..
....

28

3.1.3 Learner-centered learning.


if no please specify any suggestion
..
....
3.1.4 Science Method Learning
if no please specify any suggestion
..
....
3.1.5 Learning by doing and making [4 : 17]
if no please specify any suggestion
..
....
3.1.6 Recognition of the role of students as creators of knowledge.
Understanding of things by creating their own knowledge of the students. [4 : 21]
if no please specify any suggestion
..
....
3.1.6 Linking ideas to help students to make meaning of what was to learn
more. When used in combination with the knowledge that already exists, it will be able
to think continuously. [4 : 16]
if no please specify any suggestion
..
....
3.1.7 Instructors will be a model of active learning. Never stop learning
something new. To help the students see a concrete example. At the same time, it
encourages the students gradually Develop themselves to be experts on learning
with. Help students select appropriate modes of thinking about themselves. [4 : 33]
if no please specify any suggestion
..
....
3.1.8 Instructors will be a model of active learning. Never stop learning
something new. To help the students see a concrete example. At the same time, it
encourages the students gradually Develop themselves to be experts on learning
with. Help students select appropriate modes of thinking about themselves. [4 : 35-36]
if no please specify any suggestion
..
....
3.1.9 Stimulate the thinking process. Exchange ideas with each other will help
students with aptitude Have to work together harmoniously because of the opportunity
to develop language Can understand together. And the knowledge that each person has
to lose is arranged in the style of communication to understand language. [4 : 36-37]
if no please specify any suggestion
..
....

29

3.1.10 Flow analysis, students learn their own. And presented the idea to
exchange ideas.Each other.[4 : 38-39]
if no please specify any suggestion
..
....
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
if no please specify any suggestion
..
....
3.1.12 Creating creativity, reflective thinking and initiative idea by inventing a
piece of work, summarizing and designing an invention
if no please specify any suggestion
..
....
3.2 Teaching-learning environments
3.2.1 Learner
if no please specify any suggestion
..
....
3.2.2 Method
if no please specify any suggestion
..
....
3.2.3 Teacher
if no please specify any suggestion
..
....
3.2.4 Environment
if no please specify any suggestion
..
....
3.3 Stages of teaching-learning activities
3.3.1 Motivate Learning
if no please specify any suggestion
..
....
3.3.2 Activate Preknowledge
if no please specify any suggestion
..
....

30

3.3.3 Change Thinking and Enhance Retention and Transer


if no please specify any suggestion
..
....
3.3.4 Transfer thinking
if no please specify any suggestion
..
....
3.4 Teaching-learning model.
3.4.1 The receptive style learning
if no please specify any suggestion
..
....
3.4.2 Creative thinking learning
if no please specify any suggestion
..
....
3.4.3 The discover style learning
if no please specify any suggestion
..
....
3.4.4 Group Process Learning is an example of independent learning.
if no please specify any suggestion
..
....
3.4.5 Avoidance learning
if no please specify any suggestion
..
....
3.4.6 Participant learning
if no please specify any suggestion
..
....
3.4.7 Dependent learning
if no please specify any suggestion
..
....
3.4.8 Independent learning
if no please specify any suggestion
..
....

31

References
, 2542, , , 27,
3, 18-28.

, 2544,

,

.
, 2536,

,
.
, 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.