applied-sciences-v3-issue3-article3

The Framework of Learning Innovation to Enhance Knowledge Construction and Scientific Thinking for Students in Basic Education

Volume 3, Issue 3
JITTIMA THISUWAN, KANJANAWADEE PRASITTISA, PARAMA KWANGMUANG

Published online: 20 November 2017

Article Views: 38

Abstract

This research aimed to synthesize the framework of learning innovation framework to enhance knowledge construction and scientific thinking for students in basic education. The research designs of this study were document analysis and survey. The target group was the three experts reviewed document, theoretical and design framework. The data were collected by qualitative method and analyzed using summary interpreting. The results show that: the synthesis of learning innovation framework to enrich knowledge construction and scientific thinking for pupils in basic education was the theoretical framework consist of three foundation bases as the following; (1) context base, (2) psychological and pedagogies base, and (3) technological and media theory base. The designing framework consisted of four foundation bases as the following; (1) to activate the cognitive structure innovation, enhancement knowledge construction, and scientific thinking; (2) to support an adjustment of conflict cognitive innovation and enhance knowledge construction and scientific thinking; (3) to provide the cognitive structure and innovation to enhance knowledge construction and scientific thinking; and (4) to assist the enlargement knowledge construction and scientific thinking. The foundation bases consist of seven essential elements: this framework was reviewed and evaluated by experts who assume that effective and implementable knowledge construction and scientific thinking.

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To Cite this article

J. Thisuwan, K. Prasittisa and P. Kwangmuang, “The framework of learning innovation to enhance knowledge construction and scientific thinking for students in basic education,” International Journal of Applied and Physical Sciences, vol. 3, no. 3, pp. 68-74, 2017.