การพัฒนารูปแบบการเรียนการสอนตามแนวคิดการถ่ายโยงการเรียนรู้ เพื่อส่งเสริมทักษะและกระบวนการทางคณิตศาสตร์ด้านการแก้ปัญหา การให้เหตุผล และการเชื่อมโยง ของนักเรียนมัธยมศึกษาปีที่ 1 / ณัฐิากานต์ รักนาค = Development of an instructional model based on transfer of learning approach to enhance mathematical skills and processes in problem solving, reasoning, and connections of seventh grade students / Nathigan Raknak
To 1) develop an instructional model based on the transfer of learning approach to enhance mathematical skills and processes in problem solving, reasoning, and connections, and 2) study the effects of the developed model on students’ problem solving, reasoning, and connection abilities. The study composed of two phases which were the development of the instructional model and the experiment of using the model in classroom instruction. The instructional model was developed using research framework of the transfer of learning approach. Teaching and learning theories were also synthesized and integrated into the model. The experiment of the developed model was conducted one semester with 43 seventh grade students at Anubanwangmuang School, Saraburi Province, in academic year 2009. The other 43 students in the same school were treated as a control group and were taught by traditional approach. The research instruments were problem solving, reasoning, and connection tests. Each kind of the tests had two pararell versions of pretest and posttest. The data were analyzed by using mix method of quantitative and qualitative approaches. The research findings were as follows: 1. The instructional model developed based on the transfer of learning approach consisted of 4 main steps of organizing learning activity, namely; 1) Creating of learning experiences, 2) Practicing of obtained knowledge, 3) Transferring to application, and 4) Reflecting and looking back. 2. The developed instructional model was effective. It enabled students to develop mathematical skills and processes in problem solving, reasoning, and connections. 2.1 Problem solving, reasoning, and connection abilities, and mathematical skills and processes of students after learning from the instructional model were significantly higher than those before learning from the instructional model at .05 level of significance. 2.2 Problem solving, reasoning, and connection abilities, and mathematical skills and processes of students learning from the instructional model were significantly higher than those of students learning from traditional approach at .05 level of significance. 2.3 The analysis of qualitative data strongly documented that mathematical skills and processes in problem solving, reasoning, and connections of students in the experimental group were much more developed. The students gradually changed their learning behavior into positive direction. They could show their capacities of relating and applying mathematical knowledge to real life situations.
