การพัฒนารูปแบบการเรียนการสอนคอมพิวเตอร์ ตามแนวคอนสตรัคติวิสต์ด้วยการจัดการเรียนรู้แบบแก้ปัญหา สำหรับนักเรียนช่วงชั้นที่ 2 ตามหลักสูตรการศึกษาขั้นพื้นฐาน พุทธศักราช 2544 / นิลวรรณ วานิชสุขสมบัติ = The development of computer instructional model based on constructivist approach using problem solving learning management for the second key stage students according to basic education curriculum B.E. 2544 / Ninlawan Wanitsuksombut
To create and propose the computer instructional model based on constructivist approach, with the problem solving learning management for the second key stage students by the basic educational curriculum, B.E. 2544. For research procedures, there were 3 steps to complete the achievement of those above objectives. 1) developed instructional design model which was consisted of methodological groundwork studied and all literature review for creating the conceptual framework in computer instructional design aimed to settle the research element, details in instructional design and including the conditions and approaches to be implemented. 2) evaluated the appropriateness in model implementation by all 5 methodological experts categorized in each subject areas, 25 persons totally, with specified random approach as the following aspects; constructivist, management, problem-solved learning, instructional design, computer literacy, and learning substances in work and career technology, then, analyzed the gathered data and presented in terms of means and standard deviation, and finally, perused the level of appropriation in learning model for actual implementation. 3) presented the instructional model assessed and approved by the 5 methodological experts. The results of this research indicated that the computer instructional model based on constructivist approach, with the problem solving learning management for the second key stag students by the basic educational curriculum, B.E. 2544 could explained with flow chart presentation supplemented by the descriptive explanation and then divided into 3 parts as the followings. 1) For learning preparation, content preparation and problem solving should be challenged for learners to find out the solutions, being the actual incidents, and closed to the routine or daily activities of learners. Hence, brain storming the base-cased problems from each learner in classroom was the best way to initiate the knowledge pool and to share all problems among learners. Moreover, all suitable surroundings had to be afforded for group activity and led the learners to share their own opinions and experiences including the acceptance the others' suggestion. Finally, media and educational accessories to encourang the thinking skill, acknowledgement skill and problem solving approaches, instructors' role as faciliators and classroom companion, and learners' role as learner centered and knowledge ownership should be activated to the learners to find out the problem solutions. 2) The instructional procedures were divided to 3 steps as the follows, 1) gathering and verifying the basic knowledge among learners by carrying out the group activities and brain storming aimed to rectify the problems among learners with formerly occurred situations consequently. 2) changing in intellectual structures by encouraging learners to find out and reached to the new problem-solving solutions by integrated in former and current knowledge. And 3) implementing the knowledge, as the procedure of outcome presentation of each minority groups of learners including the evaluation in problem-solving solutions, carried out from the second step of all learners in classroom, with using all related context and in any level of complexity. 3) For the assessment methodologies in this research, there were mainly approaches as the following. Learners assessment followed by the objectives in unit curricla to concentrate in the capability of knowledge creation among learners including the behavioral observations. Assessment in learners' performance with portfolio, performance assessment questionnaires. Finally, skill and capability assessment of learners in problem-solving achievement and self assessment among learners, all of these were underneath the condition of authentic assessment
