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Teaching Model of Integrating Constructivist & Sociocultural Learning Principles and Information & Communication Technology |
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| รหัสดีโอไอ | |
| Creator | 1. Nhung Nguyen 2. Williams, John 3. Forret, Michael |
| Title | Teaching Model of Integrating Constructivist & Sociocultural Learning Principles and Information & Communication Technology |
| Publisher | National Research Council of Thailand |
| Publication Year | 2558 |
| Journal Title | Social Science Asia |
| Journal Vol. | 1 |
| Journal No. | 1 (February) |
| Page no. | 19-40 |
| Keyword | Information communication technology,Constructivism,Sociocultural,Pedagogic model,Teaching,Physics. |
| ISSN | 2229-2608 |
| Abstract | This paper presents the development and evaluation of a pedagogic model which integrates information communication technology (ICT) and constructivist& sociocultural learning principles in teaching. In the model, ICT is a tool which offers considerable learning flexibilities. It supports internal learning processes (creation and self-organisation of knowledge - cognitive constructivism) and promotes interaction (social processes of learningsociocultural views). The model had been developed based on these principles and subsequently evaluated by New Zealand and Vietnamese experts in science education. The pedagogic model, informed by the experts' views, reflected the nature of learning and the role of ICT. The strong points of this model from the experts' perspective were (1) a reasonable pedagogic framework which includes the individual and social aspects of learning, (2) the role of ICT in the model, and (3) the pedagogic value of the model. The experts also advised changes to improve the model. Based on experts' advice, one important adjustment had been made: sociocultural views were employed as a foundation for the social aspect of learning in the model. The revised pedagogic model has been implemented into an undergraduate physics course. A comparison on test scores of the experimental group and the control group showed that the experimental group test score was statistically significantly higher than the control group test score (effect size was large). It is recommended that this pedagogic model should be trialled in a variety of educational contexts. |
