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Laboratory Development of Transformer Using Discovery learning
http://hdl.handle.net/10458/6825
http://hdl.handle.net/10458/6825953cbf5f-f4fa-4dda-8c9d-5f17f958e59f
| 名前 / ファイル | ライセンス | アクション |
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本文 (803.0 kB)
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| Item type | 会議発表論文 / Conference Paper(1) | |||||
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| 公開日 | 2020-06-21 | |||||
| タイトル | ||||||
| タイトル | Laboratory Development of Transformer Using Discovery learning | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Transformer Principle, Discover Laboratory, Conventional Laboratory, Learning outcome | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_5794 | |||||
| 資源タイプ | conference paper | |||||
| 著者 |
Somyot, Seesansui
× Somyot, Seesansui× Surachai, Thammayarit× Nutthapong, Gatvongsa |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | This study was set to perform a comparative study of learning achievement between discovery laboratory learning approach and conventional teaching approach on the topic of transformer principle. The sampling group consisted of 30 second year vocational education diploma students from the department of electrical power, Srisongkram College of Technology. They were split into 2 groups of 15 people: control and experimental groups. Before the treatment, the sampling group was given a test about previous knowledge and they had to reach the requirement of 80%. The experimental group was given discovery laboratory approach. The control group was given conventional teaching approach. The research results revealed that the efficiency of discover laboratory Learning was at 82.1/86.6, which was higher than 80/80 as already identified by the criteria. The research results were that the discovery laboratory teaching approach could help the experimental group achieve learning achievement in the area of memory and the learning achievement of the experimental group was higher than that of the control group at the statistical significance of 0.05 level. It was confirmed that the Discovery Laboratory adopts the problem-based learning approach, where students are given a high performance to explore the application of various technologies which are relevant to technology practice. With a specific set of innovation and industrial grade equipment assigned to them, students can define their own project outcome and conduct experiments under the supervision of academic supervisors and teaching assistants who have in-depth knowledge of the subject matter. | |||||
| 言語 | en | |||||
| 書誌情報 |
en : International Conference on Science, Technology & Education (ICSTE 2016) p. 117-120, 発行日 2016-09 |
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| 著者版フラグ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
