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Publication
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| Research Title |
Theoretical and Designing Framework of Constructivist Learning Environment Model that Promotes Ill-Structured Problem Solving and Competence in Psychomotor Skills for Industry Students |
| Date of Distribution |
29 August 2022 |
| Conference |
| Title of the Conference |
5th International Conference of Innovative Technologies and Learning, ICITL2022 |
| Organiser |
ICITL 2022 Organization Committee |
| Conference Place |
Porto, Portugal & Virtual |
| Province/State |
Porto, Portugal |
| Conference Date |
29 August 2022 |
| To |
31 August 2022 |
| Proceeding Paper |
| Volume |
2022 |
| Issue |
13449 |
| Page |
187-194 |
| Editors/edition/publisher |
Yueh-Min Huang, Shu-Chen Cheng, João Barroso, Frode Eika Sandnes (Eds.) |
| Abstract |
Workers graduating from vocational institutions are of great importance for the development of the domestic industry and to promote the domestic industry to drive efficiently. Vocational institutions must produce knowledgeable workers. Analytical ability and able to solve problems with complex structures and competence in practical skills. Therefore, this research aims to synthesize the theoretical framework and design of a constructivist theory-based learning environment to promote poorly structured problem solving and cognitive skills. This research is used model research (Richey and Klein 2007) that focuses on the design processes and the development of learning models consisting of 3 steps. The steps include 1) Document analysis and learning context 2) Analysis of principles of learning theory and learning design theory 3) Synthesis and creation of theoretical framework and design framework. The research results showed that There are five elements of theory that support research to achieve its objectives: (1) learning theory (2) teaching style (3) contextual basis (4) poorly structured problem solving and skill proficiency. (5) Media Theory The design framework has five main goals: (1) stimulating cognitive structuring (2) promoting cognitive balance (3) promoting problem solving with poor structure (4) to promote the ability of mental skills; (5) the promotion and helps to create intellectual balance The framework design consisted of seven elements: (1) Problem situation, (2) Learning Resources, (3) Promoting ill-structured problem solving Center, (4) Promoting competence in psychomotor skills Center, (5) Collaboration Center, (6) Scaffolding Center, (7) Development center learning. |
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| Peer Review Status |
มีผู้ประเมินอิสระ |
| Level of Conference |
นานาชาติ |
| Type of Proceeding |
Full paper |
| Type of Presentation |
Oral |
| Part of thesis |
true |
| Presentation awarding |
false |
| Attach file |
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| Citation |
0
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Journal Publication
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