1 s2.0 S1877042813039062 Main

Available online at www.sciencedirect.
com
ScienceDirect
Procedia - Social and Behavioral Sciences 103 (2013) 1309 1318
13th International Educational Technology Conference
Web-based Instruction Model under Constructionism

for Critical Thinking Development
Nutthakritta SIRISOPON*a, Saroch SOPEERAKb
a MAJ .Dr., Department of Physical Educational, Faculty of Education, Kasetsart University,Bangkok 10900, Thailand
b Assoc.Prof.Dr., Department of Educational Technology, Faculty of Education, Kasetsart University,Bangkok 10900, Thailand
Abstract
The purposes of this research were to firstly construct the web-based Instruction model using the constructionism approach
for critical thinking development of undergraduate students. Secondly, to compare critical thinking score between before and
after learning via the web-based instruction and lastly to study the student satisfaction toward the web-based instruction that
constructed by researcher. Results of the research were shown as follows: the web-based Instruction model using for critical
thinking development the constructionism approach should include ten phases: 1) critical preparation, 2) review the issue,
3) elaborate learning, 4) arranging data, 5) thinking and diagnosing, 6) interpersonal communication, 7) verify the solution,
8) implementation, 9) transfer of innovations, and 10) yielding evaluation. It was found that after learning from the web-based
Instruction the students critical thinking score was higher than before learning at .05 level of significance. The students
satisfaction toward the web-based instruction were at the high level.
2013
2013 The
byby
Elsevier
Ltd.Ltd.
Open access under CC BY-NC-ND license.
TheAuthors.
Authors.Published
Published
Elsevier
Selection
andpeer-review
peer-review
under
responsibility
of The
Association
of Science,
Education
and Technology-TASET,
Selection and
under
responsibility
of The
Association
of Science,
Education
and Technology-TASET,
Sakarya Sakarya
Universitesi,
Turkey.
Universitesi, Turkey.
Keywords: Web-based Instruction Model, Constructionism, Critical Thinking.
Nomenclature
A
Web-based Instruction Model
Constructionism
Critical Thinking
* Corresponding author. Tel.: +662 579 7149; Fax: +66 294 28671.
E-mail address: nuttakritta@gmail.com
1877-0428 2013 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license.
Selection and peer-review under responsibility of The Association of Science, Education and Technology-TASET, Sakarya
Universitesi, Turkey.
doi:10.1016/j.sbspro.2013.10.461
1310
Nutthakritta Sirisopon and Saroch Sopeerak / Procedia - Social and Behavioral Sciences 103 (2013) 1309 1318
Introduction
The critical thinking is an important element of all professional fields especially in the field of education
and students development. In order to achieve the outcomes set out in the school curriculum framework, all the
students should obtain the critical thinking skills. Critical thinking is a process of thinking carefully based on the
use of knowledge, reflection, reasoning, and experiences in the interpretation, analysis, and rational evaluation.
Integration of technology into a lifelong learning process according to constructionism model is one of the
teaching and learning method, which requires the students to create knowledge by themselves and complete the
tasks. The method focuses on learning by doing to create projects, works and results according to the interest of
the learners by using media and technology on a computer network based learning program. The learners will
understand themselves, understand the importance of their endeavour and practice on patience and problem
solving. The media suitable for this method is one that correlates to the subject matter and can be self-taught. It
can be seen that web-based learning is gaining popularity in todays education system through its ability to bridge
the knowledge gap between students, especially on the higher education (Tongdeelerd, 2004). Thailands
education system is moving towards a network learning system and the web-based instruction is a teaching and
learning method that has been supported by the attributes and resources of the internet. It means that teaching and
learning methods on the internet can support the constructionism model. The learners must have the ability to
push themselves for self-improvement, control their learning environment and gain support for learning material
(Bumrungcheep, 2012). Also, the previous research concluded that web-based instruction with mixed media can
help the learner develop and create their own knowledge base, with the learner being the central focus of critical
thinking process (Mai, 2005). Therefore, the author chose to apply the web-based instruction model to develop
her teaching method, focusing on constructionism and critical thinking.
Objectives
The objectives of this research were to: 1) to construct the Web-based Instruction model using the
constructionism approach for critical thinking development of undergraduate students 2) to compare critical
thinking score between before and after learning via the web-based instruction and 3) to study the student
satisfaction toward the web-based instruction that constructed by researcher.
Methodology
1.Population and Sample of Student: The population was 190 students in 2nd semester, 2012 academic year, Faculty
of Education, Kasetsart University. The sample of this experimental research was 28 students selected by simple random
sampling.
2.Content: The 28 students who enrolled in the course 01173112 Personal and Community Health were selected as
the subjects in this research study. This research experiment took 7 weeks and each week the students learn the contents
by using the constructionism cycle on the internet and study the materials as planned. In each week, the students
will choose one health problem issue that they were interested in, and study through the web-based instruction
designed by the researcher. Before the experimental started on the first week and after the experimental was ended on
the 7th week, the students were given the critical thinking test.
3.Research Instruments
3.1 Web-Based Instruction under Constructionism for Critical Thinking Development
3.2 Web-Based Instruction Assessments suitability
3.3 Satisfaction questionnaire
3.4 Lesson plan
3.5 Cornell Critical Thinking Test (Level Z) (Ennis, R.H. and Millman, J. 1985)
The Cornell Critical Thinking Test was developed and translated into Thai language by Asst. Prof. Dr. Panita
Wannapirun. It took 50 minutes for 52 questions, 6 skills in critical thinking test (Ennis,1985) as follows:
1) interpretation 2) analysis 3) evaluation 4) inference 5) explanation and 6) self-regulation.
4. Data collection and analysis: Data were analyzed by mean, standard deviation, and Dependent Samples t-test.
The research focus was to develop the Web-Based Instruction model. This research experiments were designed into three
phases to achieve the objectives as follows.
Phase 1: Literature review related research studies in the current state in order to find out a way to develop a new
form of teaching and learning method. The conclusion of the literature review was for creating a prototype
method of the Web-Based Instruction to develop critical thinking skills and then use for discussion among ten
experts in a focus group.
Phase 2: Developing Web-Based Instruction under model to develop critical thinking skills (Rampai N. and
Sopeerak S. 2011).
Phase 3: Evaluating Web-Based Instruction Model under Constructionism for Critical Thinking Development on
the subjects. The research experiment was the One Group Pretest-Posttest Design.
Analysis and discussion
The analysis, synthesis and comparison of the teaching curriculum according to the constructionism method for
developing critical thinking was done through a focus group between ten experts. The conclusion of activities can
be concluded as follows to be a model for web-based instruction model under constructionism for critical
thinking.
1311
1312
Figure 1 CREATIVITY CT Model
Figure 2 Critical preparation
Figure 3 Review the issue
Figure 4 Elaborate learning
1313
1314
Figure 5 Arranging data
Figure 6 Thinking and diagnosing
Figure 7 Interpersonal communication
Figure 8 Verify the solution
1315
1316
Figure 9 Implementation
Figure 10 Transfer of innovations
Figure 11 Yielding evaluation

Result CT test
Pre-test
n
28
S.D.
35.93
4.27
Posttest
28
42.36
3.42
18.97
0.00
Table 1 Result Critical Think test

Table 1: Depicts the comparison between critical thinking test results before and after going through
the web-based instruction model under constructionism for critical thinking. It was found that students achieved
an average pre-test score of 35.93 and a post test score of 42.36 from a total of 52 points. Hence, it was found that
after learning from the web-based instructions, the students critical thinking score was higher than before
learning at .05 level of significance.
The result of this study for the satisfaction of the students towards the web-based instructions found that
the students using the new type of learning method have a satisfaction score of X = 4.91. The students
satisfaction toward the Web-based Instruction was at the high level.
Conclusions and recommendation
The process, activities and method of learning that were developed can be improved the critical thinking
of the students and can be applied in real teaching environment. The testing and evaluation for each learning
program can be done when the learning activities for each process was completed such as assignment completion,
activities participation level, class participation during brain storm process and evaluation of six dimension of
1317
1318
critical thinking of Ennis (1985) including interpretation, analysis, evaluation, inference, explanation, and selfregulation.
Learning method developed through the web-based instruction under constructionism for critical
thinking development has created a web-based learning system that can help the students challenge themselves,
satisfy their own need for realization of their learning potential and ultimately improve the learning process of the
students.
Acknowledgement
This research was supported by Faculty of Education, Kasetsart University, Thailand.
References
Bumrungcheep A, 2012. The web-based instruction model using the constructionism for creative thinking
development. Kasetsart University, Bangkok, Thailand.
Ennis, R.H. 1989. Critical Thinking and Subject specificity. Educational Researcher. 18(3):4-10.
Ennis, R.H. and J. Millman. 1985. Cornell Critical Thinking Test Level Z. Pacific Grove, CA: Midwest
Publication.
Mai, N. 2005. Web-enchanced learning: engaging students in constructivist learning. (Online).
www.emeraldinsight.com/1065-0741.htm, February 7, 2006.
Papert, S. and Harel. 1991. Situating Constructionism. The following is the first chapter in Seymour Papert
and Idit Harels book Constructionism )Alex Publising Corporation, 1991(. )Online(
http://www.papert.org/article/SituatingConstructionism.html,May 25, 2006.
Rampai N. and Sopeerak S. 2011. The development model of knowledge management via web-based
learning to enhance pre-service teachers competency. TOJET; The Turkish Online Journal of
Educational Technology. July 2011, volume 10, Issue 3.
Tongdeelerd, P. 2004. A Proposed Collaborative Learing Model on Computer Network-Based Learning
for Undergraduate students with Different Learning Styles. Chulalongkorn University. Bangkok.
MAJ. Dr.Nutthakritta Sirisopon received her Ed.D. ( Education Technology) and Master
Degree in Master of Science (Health Education) from Kasetsart University and Bachelor
of Nursing Science from Mahidol University. She is currently working at a lecturer in
Department of Physical Educational, Faculty of Education, Kasetsart University, Thailand.
Her research focuses on Educational research, Education Technology and Development of
Critical Thinking.
Associate Profressor Dr.Saroch Sopeerak received his Ed.D. (Educational Technology) in

Srinakharinwirot University. He is currently working as a senior advisor at Department of
Educational Technology, Faculty of Education, Kasetsart University, Thailand.

1 s2.0 S1877042813039062 Main

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

1 s2.0 S1877042813039062 Main

Caricato da

Copyright:

Formati disponibili

Available online at www.sciencedirect.

13th International Educational Technology Conference

Web-based Instruction Model under Constructionism

Web-based Instruction Model

Figure 1 CREATIVITY CT Model

Figure 2 Critical preparation

Figure 3 Review the issue

Figure 4 Elaborate learning

Figure 5 Arranging data

Figure 6 Thinking and diagnosing

Figure 7 Interpersonal communication

Figure 8 Verify the solution

Figure 10 Transfer of innovations

Figure 11 Yielding evaluation

Table 1 Result Critical Think test

Associate Profressor Dr.Saroch Sopeerak received his Ed.D. (Educational Technology) in

Potrebbero piacerti anche