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The Development of Learning Process on Alternating Current Circuits Through Problem-based Learning Methodology in the Case of the R-L-C Circuit
http://hdl.handle.net/10458/00010038
http://hdl.handle.net/10458/000100381d91b4a3-4207-46ab-bf48-49ab3ac4ba4b
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
The Development of Learning Process on Alternating Current Circuits Through Problem-based Learning Methodology in the Case of the R-L-C Circuit (255.8 kB)
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| Item type | その他 / Others(1) | |||||
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| 公開日 | 2020-10-27 | |||||
| タイトル | ||||||
| タイトル | The Development of Learning Process on Alternating Current Circuits Through Problem-based Learning Methodology in the Case of the R-L-C Circuit | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_1843 | |||||
| 資源タイプ | other | |||||
| 著者 |
W. Poonthong, C. Toden
× W. Poonthong, C. Toden× Arunrungrusmi, Somchai× Tunlasakul, K.× Mungkung, Narong |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | This study was aimed to conduct a comparative study of academic achievement between defensive instruction and body-of-knowledge instruction on the topic of the Electric circuit for higher vocational diploma in the area of electrical power because most graduates from this area could not apply what they have learned in their work. To improve the quality of instruction based on the project of body-of-knowledge construction, this study was divided into 2 parts: Part 1 will be defensive instruction which means giving lecture to students and checking their perception, data application and real work application on the topic of Electric circuit. Part 2 will be body-of-knowledge instruction which means giving assignments to broaden students’ knowledge and checking their reasoning as well as principles for application and assessment of their academic achievement. The sampling group was composed of 40 second-year higher vocational diploma students in the Department of Electrical Power in Minburi Technical College. According to the results, the body-of-knowledge instruction was more effective than the defensive instruction in terms of thinking development, problem solving and data collection. | |||||
| 言語 | en | |||||
| 書誌情報 |
en : International Conference on Science, Technology and Education (ICSTE 2020) p. 35-37, 発行日 2020-09 |
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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 | |||||
