เมนทอลโมเดลของนักศึกษาเภสัชศาสตร์ที่เรียนจากสิ่งแวดล้อมทางการเรียนรู้บนเครือข่ายที่พัฒนาตามแนวคอนสตรัคติวิสต์ = Mental models of the learniers learning with constructivist web-based learning environments

Abstract

The study aimed to design and develop web-based learning environments developed based on Constructivism and the examine learners' mental models of the learners learning with Constructivist web-based learning environments in Drugs from Animal Material. The target group was 25 third-year students in 612 511 course (Drugs from Animal Material) of the Pharmaceutical Sciences curriculum, Faculty of Pharmaceutical Sciences, Khon Kaen University in the second semester, academic year 2005. The One-Shot Case Study was employed. Qualitative data analysis were used; mental models were analyzed by protocol analysis. The results of the study 1) Designing and developing Constructivist web-based learning environments were conducted and a Constructivist principles and theories from related documents and researches. Constructivist Theory and Media Attribution were applied to design conceptual framework for designing the web-based learning environments. The key principles components were problem bases, resources, collaboration, scaffolding, coaching and communication tools. 2) Learners' mental models were analyzed according to two fundamental types of mental models analysis: 1) Declarative Knowledge and 2) Procedural Knowledge. The results revealed that in Declarative Knowledge, learners constructed their mental models into three types: 1. Complex Schema, 2. Detail to General and 3. Concrete to Abstract. These meant learners could connect each various cognitive unit in complicated way. For Procedural Knowledge, the results were varied depending on their style of learning. This also illustrated how learners can construct and connect their knowledge; their cognitive conflicts were aroused by problem based, and then they tried to adjust their schema structure to be equilibrium by discovery learning from resources and other links. 3) In opinion regarding, the majority of the learner expressed their appreciation of contents, media and design of web-based learning on Constructivism. Learners were encouraged to study independently, build their mental models, had various access to learning opportunities and be able to solve both in-class and real-life problems. Media attribution, media symbol system and particularly hyperlinks which were composed of nodes to infinite information, enhanced and supported learners' knowledge construction.