Niwat Srisawasdi

Introducing Students to Authentic Inquiry Investigation Using an Artificial Olfactory System

The importance of engaging students in authentic inquiry tasks has been emphasized in recent discussions of science educational standards. Authentic inquiry tasks can provide students with legitimate views of the nature of scientific investigation and contemporary scientific practice. Computer-based laboratory environments are widely used in inquiry-based activities to enable students to experience the complexity of authentic experimentation. An artificial olfactory system was developed and used as an interactive computerized laboratory tool to support students’ inquiry into odor classification. Sixteen 12th grade students in Thailand participated in the study. The results showed that participating in experiments with the artificial olfactory system had a positive impact on the students’ scientific inquiry abilities and their perceptions of inquiry-based science.

Influence of an integrated learning diagnosis and formative assessment-based personalized web learning approach on students learning performances and perceptions

ABSTRACT The advancement of computer and communication technologies has enabled students to learn across various real-world contexts with supports from the learning system. In the meantime, researchers have emphasized the necessity of providing personalized learning guidance or support by considering individual students’ status and needs in order to improve their learning performance. Based on this perspective, this study proposes a formative assessment-based approach for improving the learning performance of students in a personalized learning environment. An integrated learning diagnosis and formative assessment-based personalized web learning system was developed based on this approach. To evaluate the effectiveness of the proposed approach, an experiment was conducted in an elementary school mathematics course in Thailand. The experimental results showed that (1) the students learning with the proposed system revealed significantly better learning achievement and learning perceptions than those learning with the conventional learning system and (2) students’ learning perceptions of the system had significant relationships with their learning achievement.

Using Constructivist Instructional Design for Flipped Classroom to Enhancing Cognitive Learning Performance.

A flipped classroom pivots from a traditional learning style which learners contribute to outside-of-class exercises or self-learning to, instead, building knowledge or apprehending contents before coming to class. This study brings in the constructivist theory as a foundation of the instructional design as an online self-study management outside of class as well as hands-on activities in actual classrooms. The researchers developed constructivist learning management system (CLMS) and collected the data from the students to investigate how they built knowledge during the knowledge transfer, in particular. The study on students’ cognitive ability found that on the correlation between students’ learning retention and transfer of learning, there was a moderate positive correlation (r = 0.569). According the findings, students employed three processes to transfer their learning: (1) accessing the prior knowledge or schema from the existing cognitive structure; (2) constructing a link between new contexts and prior knowledge; and (3) utilizing that connection to resolve problems in the new contexts at hand.

A Development of Supervised-Online Personal Learning Environment: Examining Factors Affecting Self-Directed Learning and Conceptual Understanding Progression

Personalized web-based learning environment have enhanced the value of instruction procedures in educational organizations. In doing so, a novel personalized web-based learning environment harmonizing with embedded pedagogy and formative assessment was developed in this study. The web-based learning systems that support students learning performance and attitudes, and factors that increase students acceptance of the systems have been widely study in recent years. However, the effect of factors on students self-directed learning and conceptual understanding progression is not explored yet. According to the developed web-based learning environment, this study choose pedagogy and formative assessment as important factors in promoting self-directed learning and increasing conceptual understanding. Our results suggest that scientific inquiry learning with relevance to daily life, with corresponding to individual characteristics, and with formative assessment affecting self-directed learning and conceptual understanding progression gained by a personalized web-based learning environment.

A proposal to develop a guided-inquiry mobile learning with a mastery learning mechanism for improving students' learning performance and attitudes in Physics

With the benefits of personalised learning environment in providing individual learning guidance and of guided-inquiry approach for driving students to inquire knowledge in procedural way, this study developed a personalised learning support system, which was based on conceptual learning problems, learning styles, and current understanding information, to provide guided-inquiry learning activities for individual students. The effects of the developed system on secondary school students Physics learning performance and learning attitudes were investigated. It was found that the students significantly outperformed on the developed system and their learning attitudes were positive. While, they showed the need of learning Physics in real context by basing on the developed system. In light of the aforesaid, this paper extends the proposed instructional strategy and addresses the application proposal by using the mobile device through authentic Physics laboratory activities.