Journal of Education Khon Kaen University (Graduate Studies Research)

THE RELIABILITY OF SHORT-TERM MEMORY INNOVATION TEST FOR HEALTHY CHILDREN

Nattawat Trakunkhammuang — 2023-08-30

This study aimed to investigate the reliability of the short-term memory innovation test for
healthy children. The survey research methodology implemented as a research method. The target group was 30 thirteen to fifteen-year-old students at Narinukun School in Ubon Ratchathani Province carrying out 20 tests with the content validity totally. The researcher verified the reliability coefficient of all the tests by using the Kuder-Richardson procedure with KR- 20 formula.

The research results indicated that the reliability coefficients of (1) phonological digit task was at 0.701, (2) phonological letter task was at 0.701, (3) phonological word task was at 0.712, (4) phonological non-word task was at 0.750, (5) visuospatial task was at 0.809, (6) visual matrix task was at 0.716,
(7) visual color task was at 0.712, (8) visual shape task was at 0.740, (9) sentences listening task was at 0.716, (10) sentences reading task was at 0.957, (11) last word listening task was at 0.972, (12) 1-digit letter after operation task was at 0.748, (13) blinker-dice task was at 0.902, (14) counting red circle task was at 0.947, (15) backward counting triangle shapes task was at 0.933, (16) backward counting starfish shapes task was at 0.950, (17) backward word task was at 0.980, (18) backward digit task was at 0.987 , (19) computation and second order task was at 0.952 ,and (20) stroop task was at 0.870.

In conclusion, the reliability of the short-term memory innovation tests for healthy children had resultants more than 0.700 (0.701-0.987). Therefore, the reliability of the short-term memory innovation test for healthy children was reliable.

DEVELOPMENT OF CONSTRUCTIVIST WEB-BASED LEARNING ENVIRONMENT MODEL TO ENHANCE CRITICAL THINKING: INTEGRATION BETWEEN PEDAGOGY AND NEUROSCIENCE TOPIC ON EVERYDAY SUBSTANCE FOR GRADE 6 STUDENTS

Pimwarun Nunthaitaweekul — 2023-08-30

The purpose of this research were to design and develop Constructivist learning environment model to enhance Critical Thinking. Model Research (Richey & Klein, 2007) was employed in this study. There were three phases: 1) Model Development 2) Model Validation and 3) Model Use. The result revealed that: 1) The design and development of the Constructivist learning environment model, based on Designing framework consisted of 8 components: Problem Bases, Resources Center, Related communities Center, Cognitive Tools, Critical thinking Center, Collaboration Center, Scaffolding Center, and Coaching Center. 2) The Critical Thinking of student learning with learning environment model was found that 84.80 percent. 3) The learning achievement scores of students found that for 83.87%of the full score, indicating that they had an achievement score of 80/80 4)The relationship between critical thinking and learning achievement of learners using the learning environment model. There was a positive correlation at the 0.844 level (R = 0.844) 5) The students ‘opinions toward the Constructivist learning environment model showed that the design and development of the Constructivist learning environment model encouraging the knowledge construction and Critical Thinking of the students. 6) The learners’ EEG as perform Critical Thinking task in laboratory revealed that while learner performed Critical Thinking task found Alpha (7–13 Hz) in all area such that AF3, AF4, F3, F4, F7, and F8.

Effect of Seamless STEM Learning on Newton’s Law of Motion on Scientific Explanation Competency

น้ำทิพย์ ศรีตะวัน — 2023-08-30

Currently, scientific explanation competency is considered the heart of inquiry-based learning science. In addition, digital technology has been used to enhance the competencies of learners. To meet students' learning preferences that can take place anywhere and anytime. It emphasizes linking scientific concepts to empirical evidence and providing credible reasoning for students. This study used a quasi-experimental research model with a control group and an experimental group with a pre-test and post-test to investigate the ability to explain Newton's laws of motion among 118 Grade ten students from a school in Roi-Et Province. The participants were divided into three groups: (1) A control group that learned simulation-based inquiry learning had 43 students (2) Experimental group 1 learned seamless STEM learning from formal to informal 34 students (3) Experimental group 2 learned seamless STEM learning from informal to formal 41 students. Each group received different learning interventions for the same duration of 390 minutes, and data were collected using an open-ended test of scientific explanation ability. The results of the data analysis using non-parametric inferential statistics showed that all three learning methods improved students' scientific explanation competency in every way. However, the two experimental groups that received seamless STEM learning environments showed a significantly higher improvement in their scientific explanation competency than the control group that learned through simulation-based inquiry learning. Both forms of seamless STEM learning are equally effective in enhancing students' competencies. Therefore, seamless learning is another way of learning that efficiently facilitates the development of students' scientific explanation competency.

THE DEVELOPMENT OF CONSTRUCTIVIST WEB-BASED LEARNING ENVIRONMENTS TO ENHANCE LEARNERS’ INFORMATION PROCESSING AND REDUCTION OF COGNITIVE LOAD ON THE TOPIC OF ILLNESS VOCABULARY FOR FIFTH – GRADE STUDENTS INTEGRETION BETWEEN PEDAGOGY AND NEUROSCIENCE

ณัฐ ชัยเจริญ — 2023-08-30

The purpose of this research was to design and develop Constructivist learning environment model to enhance Learners Information Processing, to examine the students’ Learners Information Processing, to study the student’ learning achievement and the opinion of the students toward the Constructivist learning environment model Learners Information Processing and to study brain waves of the students while they were performing the Learners Information Processing tasks. Model Research (Richey & Klein, 2007) was employed in this study. There were three phases: 1) Model Development 2) Model Validation and 3) Model Use. The result revealed that 1) The design and development of the Constructivist learning environment model, based on Designing framework consisted of 7 components: (1) Problem Bases, 2) Vocabulary center 3) Cognitive tools center 4) Collaboration center 5) Scaffolding center 6) Cognitive apprenticeship center and 7) Enhance information processing and reduction of cognitive load center. 2) The learners’ information processing learning with cognitive innovation to enhance knowledge construction and memory process base on Klausmeier (1985) consist of 3 processes: 1) sensory register, 2) short-term memory, and 3) long-term memory. 3) The student's COGNITIVE LOAD while performing the information processing task of the learners who studied with the Learning Environment Model found that the students had the ability to reduce the COGNITIVE LOAD. 4) The learning achievement scores of students found that the mean of the achievement scores ( )) accounted for 84.00% of the full score, indicating that they had an achievement score of 70 percent of the full score, and students 86.67% of the total number of students. Passed 80 percent of the total number of students. 5) Learner’s opinions toward Learning Environment Model found that: the design and development of learning environment model were appropriated in all aspects such as learning contents, wed-based learning environments, and supporting and encouraging them to enhancing knowledge construction, information processing and Reductive of Cognitive load. 6) The brain wave of students in the specified position of the brain areas specific to Learners Information Processing while they were performing the Learners Information Processing task in the Constructivist learning environment model showed that Alpha waves were found associated with intellectual as Learners Information Processing activity in the scalp area in position AF3, AF4, F3, F4, F7, and F8.