1. ª√—™≠“·Ààߧ«“¡√Ÿâ(Epistemology): ®“°ª√—™≠“ Ÿà°“√ªØ‘∫—µ‘
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ª√—™≠“·Ààߧ«“¡√Ÿâ(Epistemology): ®“°ª√—™≠“ Ÿà°“√ªØ‘∫µ‘
—
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Õπÿ™“ ‚ ¡“∫ÿµ√**
Õ‘»√“ °â“π®—°√***
„π™à«ß‡«≈“∑’˺à“π¡“∑—Èß„π√–¬–‡«≈“‰¡à°’Ëªï ·≈–»÷ ° …“§â π §«â “ °— π µà Õ ‰ª ‡æ◊Ë Õ „Àâ ‘Ë ß ∑’Ë ‡ √’ ¬ °«à “
∑’˺à“π¡“À√◊Õ·¡â°√–∑—Ë߇¡◊ËÕ§√—Èß∫√√æ∫ÿ√ÿ… ‰¥â¡’°“√ §«“¡√Ÿâπ—Èπ‡°‘¥ª√–‚¬™πå Ÿß ÿ¥
°≈à“«∂÷ß ç§«“¡√Ÿâé °—π¡“·µà™â“π“π —߇°µ®“°º≠“ À“°®–æ‘®“√≥“∂÷߇√◊ËÕߧ«“¡√Ÿâ ·≈â«Õ“®®–
´÷Ë߇ªìπ¿“…“∑’ˇ°‘¥®“°¿Ÿ¡‘ªí≠≠“¢ÕߧπÕ’ “π ‚¥¬ µâÕß¡Õ߬âÕπ°≈—∫‰ª∂÷ߪ√—™≠“ ∑’Ë·ª≈°—π«à“ ç°“√√—°
º≠“∫“ß∫∑°Á‰ª Õ¥§≈âÕß°—∫§”æ—߇欢Õß¿“§°≈“ß „𧫓¡√Ÿâé (Philos + Sophia) À√◊Õ ·ª≈«à“ 秫“¡√Ÿâ
·≈– 3-4 ªïπ’È ¡’°“√°≈à“«∂÷߇√◊ËÕß ç§«“¡√Ÿâé °—π¡“° Õ—πª√–‡ √‘∞é À√◊ÕÕ“®®–°≈à“«„À⇢Ⓞ®ßà“¬Ê °Á§◊Õ
®π∑ÿ ° §π‰¥â µ √–Àπ— ° ·≈–‡°‘ ¥ §«“¡‡¢â “ „®°— π ‚¥¬ ‡ªìπ°‘®°√√¡∑“ߪí≠≠“À√◊Õ°“√ √â“ß√–∫∫§«“¡§‘¥
∂â«πÀπâ“«à“ ‘ß∑’‡Ë √’¬°«à“ 秫“¡√Ÿé π—𠔧—≠¬‘ß ‡æ√“–
Ë â È Ë ‡æ◊Õ°“√· «ßÀ“§”µÕ∫ §”Õ∏‘∫“¬„Àâ°∫§”∂“¡∑’‡Ë ªìπ
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§«“¡√Ÿ‡â ªìπ√“°∞“π¢Õ߇√◊Õß∑’ ”§—≠Ê Õ¬à“ß¡“°¡“¬
Ë Ë æ◊Èπ∞“π∑’Ë ÿ¥¢Õß™’«‘µ ‡™àπ ®ÿ¥ª√– ߧå¢Õß™’«‘µ §◊Õ
‡™àπ ç —ß§¡∞“𧫓¡√Ÿâé (Knowledge-based society) Õ–‰√? æ√–‡®â“¡’Õ¬Ÿà®√‘ßÀ√◊Õ‰¡à? ‡√“®–·¬° ç∂Ÿ°é °—∫
∫â“ß ç‡»√…∞°‘®∞“𧫓¡√Ÿâé (Knowledge-based 纑¥é ÕÕ°®“°°—π‰¥âÕ¬à“߉√? ‘Ëß∑’ˇ√“°√–∑”‡ªìπ‰ª
economy) ∫â“ßÀ√◊Õ°“√®—¥°“√§«“¡√Ÿâ (Knowledge ‚¥¬Õ‘ √–¢Õßµ—«‡Õß À√◊Õ‡ªìπ‡æ√“–‚™§™–µ“øÑ“≈‘¢µ? ‘
management) ‡ªìπµâπ °“√„À⧫“¡ ”§—≠°—∫ ‘Ëß∑’Ë ‡ªìπµâπ ¥â«¬‡Àµÿπ’Ȫ√—™≠“®÷߇ªìπ√“°∞“𠔧—≠„π
‡√’¬°«à“§«“¡√Ÿâπ—Èπ·∑∫‰¡àµâÕß ß —¬‡≈¬«à“π—Ëπ‡ªìπ °“√¥”‡π‘π°‘®°√√¡∑“ߪí≠≠“µà“ßÊ
‘Ëß∑’Ë¥’À√◊Õ‰¡à À“°·µà¬—ß¡’ª√–‡¥Áπ∑’ˇ°’ˬ«æ—π°—∫‡√◊ËÕß ª√—™≠“¬—ß¡’ “¢“·¬°¬àÕ¬ ÕÕ°‰ªÕ’°À≈“¬
§«“¡√ŸâÕ’°À≈“¬ª√–°“√ ´÷Ë߉¡à§àÕ¬‰¥â√—∫°≈à“«∂÷ß°—π “¢“ ¡’ª√“™≠åÀ≈“¬∑à“π‰¥â®”·π°ª√—™≠“„π “¢“
¡“°π—° ®–¡’¬°‡«âπ·µà‡©æ“–ª√–‡¥Áπ‡√◊ËÕß ç°“√®—¥ µà“ßÊ ·µ°µà“ß°—πÕÕ°‰ª ´÷ßæÕ √ÿª‰¥â∑ßÀ¡¥ 5 “¢“
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°“√§«“¡√Ÿâé ´÷Ëß¡’ °“√°≈à“«∂÷ß°—π∫àÕ¬¢÷Èπ ·≈–„π ¥—ßπ’È:-
ªí ® ®ÿ ∫— π π’È ‰ ¥â ¡’ ° “√®— ¥ µ—È ß Àπà « ¬ß“π‡°’Ë ¬ «°— ∫ ‡√◊Ë Õ ßπ’È 1. Õ¿‘ª√—™≠“ (Metaphysics) ‡ªìπ “¢“¢Õß
¢÷Èπ·≈⫥⫬ ª√—™≠“∑’Ë«à“¥â«¬ ‡√◊ËÕߢÕß ‘Ëß∑’Ë¡’®√‘ß ‡ªìπ®√‘ß Õ—πÕ¬Ÿà
Õ¬à“߉√°Áµ“¡ ¬—ß¡’ª√–‡¥ÁπÕ◊ËπÊ ∑’ˇ°’ˬ«¢âÕß πÕ°‡Àπ◊ Õ ‰ª®“°¢Õ∫‡¢µª√– “∑ — ¡ º— ∑’Ë ‡ ªì π
∑’Ë¡’§«“¡ ”§—≠‰¡àπâÕ¬ ·≈–§«√‰¥â√—∫°“√°≈à“«∂÷ß §«“¡®√‘ß Ÿß ÿ¥ (Ultimate reality)
* √Õß»“ µ√“®“√¬å “¢“«‘™“‡∑§‚π‚≈¬’°“√»÷°…“ §≥–»÷°…“»“ µ√å ¡À“«‘∑¬“≈—¬¢Õπ·°àπ
** π—°»÷°…“ª√‘≠≠“‡Õ° “¢“«‘™“‡∑§‚π‚≈¬’°“√»÷°…“ §≥–»÷°…“»“ µ√å ¡À“«‘∑¬“≈—¬¢Õπ·°àπ
*** Õ“®“√¬å·≈–π—°»÷°…“ª√‘≠≠“‡Õ° “¢“«‘™“‡∑§‚π‚≈¬’°“√»÷°…“ §≥–»÷°…“»“ µ√å ¡À“«‘∑¬“≈—¬¢Õπ·°àπ
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2. 4 JCT 2(1) 2007
2. ≠“≥«‘∑¬“ (Epistemology) ‡ªìπ “¢“ ·π«§‘¥‡°’¬«°—∫ª√—™≠“·Ààߧ«“¡√Ÿâ (Epistemology)
Ë
¢Õߪ√—™≠“∑’Ë«à“¥â«¬ ∑ƒ…Æ’§«“¡√Ÿâ »÷°…“‡°’ˬ«°—∫ ª√— ™ ≠“∑—È ß À≈“¬∑—È ß ª«ß∑’Ë ™’È ™— ¥ ‡©æ“–∑’Ë
°”‡π‘¥ (Origin) ∏√√¡™“µ‘ (Nature) §«“¡∂Ÿ°µâÕß ‡°’ˬ«°—∫§«“¡√Ÿâ‚¥¬µ√ßπ—Èπ ‡ÀÁπ®–‡ªìπ≠“≥«‘∑¬“
(Validity) ¢Õ∫‡¢µ (Limit) §«“¡√Ÿâ¢Õß¡πÿ…¬å ´÷Ëßµ√ß°—∫¿“…“Õ—ß°ƒ… §◊Õ Epistemology ¡’√“°»—æ∑å
3. ®√‘ ¬ »“ µ√å (Ethics) ‡ªì π “¢“¢Õß ¡“®“°¿“…“°√’ ° Episteme À¡“¬∂÷ ß §«“¡√Ÿâ
ª√—™≠“∑’Ë«à“¥â«¬ °“√»÷°…“‡°’ˬ«°—∫§ÿ≥§à“¢Õߧ«“¡ (Knowledge) ·≈– Logos À¡“¬∂÷ß ∑ƒ…Æ’ (Theory)
ª√–惵‘¡πÿ…¬å (The study of values in human ¥—ßπ—Èπ Epistemology À¡“¬∂÷ß »“ µ√åÀ√◊Õ∑ƒ…Æ’
conduct) ∑—Èß„π√Ÿªªí®‡®°™π·≈– —ߧ¡ ‡°’ˬ«°—∫§«“¡√Ÿâ·∑â À√◊Õ§«“¡®√‘ß·∑â À√◊Õ§«“¡√Ÿâ∑’Ë¡’
4. ÿπ∑√’¬»“ µ√å (Aesthetics) ‡ªìπ “¢“¢Õß √–∫∫„π∑“ߪ√—™≠“ §«“¡√ŸâµâÕ߇ªì𧫓¡√Ÿâ„𧫓¡
ª√—™≠“∑’Ë«à“¥â«¬ §«“¡ß“¡ ·≈–§ÿ≥§à“¢Õß»‘≈ª– ®√‘ß ‡æ√“–©–π—Èπªí≠À“≠“≥«‘∑¬“ ®÷߉¡à„™à‡æ’¬ß«à“
5. µ√√°«‘∑¬“ (Logic) ‡ªìπ “¢“¢Õߪ√—™≠“ §«“¡√Ÿâ§◊ÕÕ–‰√ ·µà¬—߇°’ˬ«æ—π°—∫§«“¡®√‘ߥ⫬ ‡™àπ
∑’Ë«à“¥â«¬ °Æ‡°≥±å·Ààߧ«“¡§‘¥ ·≈–°“√„Àâ‡Àµÿº≈∑’Ë Õ–‰√§◊Õ ‘Ëß∑’ˇ√“√Ÿâ ¡πÿ…¬å√Ÿâ§«“¡®√‘߉¥âÀ√◊Õ‰¡à ·≈–
∂Ÿ°µâÕß °“√„™â¿“…“ ·≈–§”查∑’Ë√—¥°ÿ¡ µ≈Õ¥®π Õ¬à“߉√ §«“¡®√‘߇ªìπ ‘Ëß —¡æ—∑∏å (Relative) À√◊Õ‡ªìπ
°“√„™â —≠≈—°…≥å·∑π§”查∑’ˇ√’¬°«à“ Symbolic logic ‘Ëß —¡∫Ÿ√≥å (Absolute) ‡ªìπµâπ ¥—ßπ—È𧫓¡√Ÿâµ“¡
‡æ◊ËÕÀ“§ÿ≥§à“ §◊Õ §«“¡®√‘ß ª√—™≠“ Epistemology ®÷߇ªìπ‡«§‡µÕ√å (Vector) ´÷Ëß¡’
ª√—™≠“®÷߇ªìπ‡§√◊ËÕß¡◊Õ∑’Ë¥’∑’Ë ÿ¥∑’Ë®–™à«¬ ∑—ß¢π“¥·≈–∑‘»∑“ß °≈à“«§◊Õ ¡πÿ…¬å®–µâÕß√Ÿ«“µπ‡Õß
È âà
ª≈Ÿ ° Ωí ß „Àâ ∫ÿ § §≈‰¥â ‡ °‘ ¥ π‘ — ¬ „π°“√§‘ ¥ ‰µ√à µ √Õß √ŸâÕ–‰√·≈–√ŸâÕ¬à“߉√
æ‘®“√≥“ «‘æ“°…å «‘®“√≥å ‘Ëßµà“ßÊ Õ¬à“ß°«â“ߢ«“ß Epistemology ®–‡°’¬«¢âÕß°—∫°“√°”‡π‘¥·≈–
Ë
∑”„À⇪ìπºŸâ¡’«‘𗬄π°“√§‘¥Õ¬à“ß¡’‡Àµÿº≈‡æ◊ËÕ‰ª Ÿà ∏√√¡™“µ‘¢Õߧ«“¡√Ÿâ (Nature of knowledge) µ≈Õ¥®π
®ÿ¥¡ÿßÀ¡“¬∑’‰¥â殓√≥“‰µ√àµ√ÕßÕ¬à“ß√Õ∫§Õ∫·≈â«
à Ë ‘ °“√‡√’¬π√Ÿâ (Learning) ‚¥¬‡©æ“–Õ¬à“߬‘Ëß Construc-
‡ªìπ·π«§‘¥ §«“¡‡™◊ËÕ §à“π‘¬¡ ∑’Ë„™â‡ªìπÀ≈—°„π°“√ tivism ®”‡ªìπ∑’®–æ‘®“√≥“‡°’¬«°—∫ §«“¡√Ÿâ ∏√√¡™“µ‘
Ë Ë
¥”‡π‘π™’«‘µ∑’Ë·ΩßÕ¬Ÿà‡∫◊ÈÕßÀ≈—ß惵‘°√√¡¢Õß¡πÿ…¬å ¢Õߧ«“¡√Ÿâ (Knowledge and itûs nature) ·≈–«‘∏’°“√∑’Ë
·¡â·µà ‘Ëß∑’ˇªìπ§à“π‘¬¡∑’Ë·∑â®√‘ß ·¡â®–∂Ÿ°¬Õ¡√—∫·≈â« ‡√“®–√Ÿâ (How we come to know) ‡æ√“–‡Àµÿ„¥
∫ÿ§§≈∑—ßÀ≈“¬°Á§«√‰¥âµ√«® Õ∫√–∫∫§«“¡‡™◊Õ À√◊Õ
È Ë Constructivism ®–¢âÕ߇°’ˬ«°—∫‡√◊ËÕߥ—ß°≈à“«?
§à“π‘¬¡¢ÕßµπÕ¬Ÿà‡ ¡Õ ‡æ√“–§à“π‘¬¡¢Õߧπ‡√“®– Von Glesersfeld °≈à“««à“ Constructivism ‡ªìπ
‡ª≈’ˬπ‰¥âµ≈Õ¥‡«≈“ µ“¡ª√– ∫°“√≥å™’«‘µ ·≈– ∑ƒ…Ø’¢Õߧ«“¡√Ÿâ∑’Ë¡’æ◊Èπ∞“π¢Õß ª√—™≠“ ®‘µ«‘∑¬“
§«“¡√Ÿâ„À¡àÊ ∑’ˉ¥â√—∫∑—Èß®“°°≈ÿࡇæ◊ËÕπ ·≈–√Ÿª·∫∫∑’Ë ·≈–∑ƒ…Æ’ Cybernatics πÕ°®“°π’Ȭ—߇™◊ËÕ«à“ §«“¡√Ÿâ
·µ°µà“ß°—π‰ª Õ¬à“߉√°Áµ“¡„π∫∑§«“¡π’È®–‡πâ𠇪ì π ‘Ë ß ∑’Ë ‰ ¡à ‰ ¥â ‡ ªì π °“√√— ∫ ·∫∫‡©◊Ë Õ ¬™“(Passively
ª√—™≠“·Ààߧ«“¡√Ÿ∑‡’Ë ™◊Õ¡‚¬ß°—∫°“√ÕÕ°·∫∫°“√ Õπ
â Ë receive) ‰¡à«“∑“ߧ«“¡√Ÿ ° À√◊Õ°“√ ◊Õ “√ ·≈–‡πâπ
à â ÷ Ë
(Instructional design) °√–∫«π°“√¿“¬„π(Mental process)¢Õß·µà≈–∫ÿ§§≈
·≈–·π«§‘¥ ∑’Ë«à“ Individual mind ‡ª√’¬∫‡ ¡◊Õπ
‡§√◊Õß¡◊Õ ”À√—∫ –∑âÕπ≈—°…≥–·≈–‡ß◊Õπ‰¢¢Õß‚≈°
Ë Ë
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3. ª√—™≠“·Ààߧ«“¡√Ÿâ(Epistemology): ®“°ª√—™≠“ Ÿà°“√ªØ‘∫—µ‘
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∑’Ë·∑â®√‘ß ´÷Ëß·µ°µà“ß®“°«‘∏’°“√∑’Ë®– √â“ߧ«“¡√Ÿâ¢Õß §«“¡‡¢â “ „®∑’Ë · µ°µà “ ß°— π ¢÷È π °— ∫ ª√– ∫°“√≥å ∑’Ë
‚≈°∑’Ë·∑â®√‘ß∑’ˇ√’¬°«à“ Radical Constructivism (Von ·µ°µà“ß°—π ·≈–§«“¡√Ÿâ‡¥‘¡ (Prior knowledge) ‰¡à„™à
Glesersfeld,1988) „π¡ÿ¡¡ÕߢÕßπ—°§Õπ µ√—§µ‘«‘ µå °“√∑’∫§§≈¡’§«“¡‡¢â“„®‡©æ“–µπ ·µà‡™◊Õ«à“º≈°√–∑∫
Ë ÿ Ë
‡™◊ËÕ«à“ §«“¡√Ÿâ®–∂Ÿ° √â“ß‚¥¬·µà≈–∫ÿ§§≈ºà“π°“√¡’ ¢Õߧ«“¡√Ÿâ‡¥‘¡·≈–°“√µ’§«“¡À¡“¬ (Interpretation)
ªÆ‘ —¡æ—π∏å°—∫ ‘Ëß·«¥≈âÕ¡ ¥—ßπ—Èπ «‘∏’°“√∑’ˇ√“√—∫√Ÿâ ∂Ÿ ° ¡Õß«à “ ®–𔉪 Ÿà ° “√∑”§«“¡‡¢â “ „®∫“ß à « π
§«“¡√Ÿâ ·≈–°√–∫«π°“√¢Õß°“√∑’ˇ√“®–√Ÿâ ®–‡ªìπ ·≈–§«“¡‡¢â“„®∑’ˇªìπÕ§µ‘ ¥—ßπ—Èπ‡ªÑ“À¡“¬ §◊Õ
æ◊Èπ∞“π∑’Ë®–𔉪 Ÿà°“√ªØ‘∫—µ‘ ¥—߇™àπ ∂Ⓡ√“‡™◊ËÕ«à“ °“√„À⇰‘¥§«“¡‡¢â“„®∑’Ë ¡∫Ÿ√≥å·≈–∂Ÿ°µâÕß ∂Ⓡ™◊ËÕ
ºŸ‡√’¬π√—∫ “√ π‡∑»Õ¬à“߇©◊Õ¬™“ (Passively receive)
â Ë ∫π¢âÕµ°≈߇∫◊Õßµâπ ¥—ß°≈à“« ‡ªÑ“À¡“¬¢Õß°“√‡√’¬π
È
¥—ßπ—Èπ °“√®—¥°“√‡√’¬π°“√ Õπ §ßµâÕ߇ªìπ°“√ °“√ Õπ ®–‡ªìπ°“√∑’˙૬„À⺟â‡√’¬π‰¥â√—∫·°àπ·∑â
∂à“¬∑Õ¥§«“¡√Ÿâ (Transmission)‡ªìπ≈”¥—∫·√° „π∑“ß §«“¡ —¡æ—π∏å·≈–§ÿ≥≈—°…≥–∑’π”¡“ √â“ß‚§√ß √â“ß
Ë
µ√ߢⓡ ∂Ⓡ™◊ËÕ«à“ºŸâ‡√’¬π √â“ߧ«“¡√Ÿâ Õ¬à“ßµ◊Ëπµ—« ¢Õߪ√–æ®πå∑∂°µâÕß À√◊Õ°≈à“«‰¥â«“ ‚≈°·Ààߧ«“¡√Ÿâ
’Ë Ÿ à
(Actively construct) „π°“√∑”§«“¡‡¢â“„® ‚≈°¢Õßµπ ‡ªìπ ‘ß∑’·πàπÕπ∑’º‡Ÿâ √’¬πµâÕß¡“√—∫√Ÿ¢Õ¡Ÿ≈ “√ π‡∑»
Ë Ë Ë ââ
¥—ßπ—Èπ °“√‡√’¬π√Ÿâ §«√®–¡ÿà߇πâπ°“√æ—≤π“ °“√ √â“ß ∑’Ë∂Ÿ°·∫à߇ªìπ à«πÊ ºŸâ ÕπµâÕߪؑ∫—µ‘µ“¡·π«∑“ß∑’Ë
§«“¡À¡“¬·≈–§«“¡‡¢â“„® (Meaning and under- °”Àπ¥‰«â ·≈–欓¬“¡∑’Ë∂à“¬∑Õ¥§«“¡§‘¥ ·≈–
standing) ¥—ßπ—Èπ «‘∏’°“√∑’Ë®–√Ÿâ §ß‰¡à„™à°“√∂à“¬∑Õ¥ §«“¡À¡“¬‰ª ŸàºŸâ‡√’¬π ·≈–‡ªÑ“À¡“¬¢ÕߺŸâ‡√’¬π
·µà§«√‡ªìπ°“√®—¥ ‘ß·«¥≈âÕ¡ ”À√—∫°“√ √â“ߧ«“¡√Ÿâ
Ë ¬Õ¡√—∫„π§”Õ∏‘∫“¬·≈–查µ“¡„π ‘Ëß∑’ˇ√’¬π «‘∏’°“√
¢Õß Objectivism ‡™àπ Front end analysis ‰¥â„À⧫“¡
ª√—™≠“ Ÿ°“√ªØ‘∫µ®–‡°’¬«¢âÕß°—∫ Instructional
à —‘ Ë ”§—≠°—∫√–∫ÿ·°àπ·∑â §«“¡ —¡æ—π∏å·≈–§ÿ≥≈—°…≥–
design Õ¬à“߉√? ¢Õß ‘Ëß∑’˺Ÿâ‡√’¬πµâÕß√Ÿâ ·≈–°“√‡√’¬π°“√ Õπ µâÕß°“√
Instructional design À√◊Õ °“√‡√’¬π°“√ Õπ „À⺟â‡√’¬π¡’ à«π√à«¡Õ¬à“ß°√–©—∫°√–‡©ß (Active
(Instruction) π—Ëπ‡Õß ‡ªìπæ◊Èπ∞“πÀ≈—°∑’Ë ”§—≠¢Õß learner) ‡æ√“–‡™◊Õ«à“ °‘®°√√¡¥—ß°≈à“«®–∑”„À⺇Ÿâ √’¬π
Ë
‡∑§‚π‚≈¬’°“√»÷°…“ ∑’˪√–°Õ∫¥â«¬ ◊ËÕ°“√ Õπ ◊ËÕ ‰¥â„À⧫“¡ π„®Õ¬à“ß„°≈♑¥°—∫‡Àµÿ°“√≥å∑’ˇªìπ
°“√‡√’¬π√Ÿâ ·≈–§Õ¡æ‘«‡µÕ√å»°…“ Instructional design
÷ ‘߇√â“ Ωñ°ªØ‘∫µ‘ ·≈–· ¥ß„Àâ‡ÀÁπ°“√‡√’¬π·∫∫√Õ∫√Ÿâ
Ë —
¡’æ◊Èπ∞“π¡“®“°«—µ∂ÿª√– ߧåπ‘¬¡ (Objectivism) (Mastery)„𧫓¡√Ÿâπ—ÈπÊ „π¡ÿ¡¡ÕߢÕß Objectivism
∑’ˇ™◊ËÕ«à“ ‚≈°(World) À√◊Õ ‚≈°∑’Ë·∑â®√‘ß(Real world) ¥—ß°≈à“«π’È °“√ÕÕ°·∫∫°“√‡√’¬π°“√ Õ𠇪ì𧫓¡≈÷°
∂Ÿ°®—¥‚§√ß √â“ß∑’Ë ¡∫Ÿ√≥å·≈–∂Ÿ°µâÕß ¢Õß·°àπ·∑â ª√‘¡“≥¢Õß°“√ª√–¡«≈„π‡Àµÿ°“√≥å∑’ˇªìπ ‘Ë߇√â“
§ÿ≥ ¡∫—µ‘ ·≈–§«“¡ —¡æ—π∏å ª√– ∫°“√≥å¡∫∑∫“∑ ’ ‡æ√“–«à“ ‡™◊ËÕ«à“ §«“¡√Ÿâ‡ªìπ ‘Ëß∑’Ë¡’Õ¬Ÿà°àÕπ ·¬°°—∫
∑’ ”§—≠„π°“√®—¥‚§√ß √â“ß‚≈° ·≈–§«“¡À¡“¬‡ªìπ
Ë °“√‡√’¬π°“√ Õπ ®÷߉¡à®”‡ªìπµâÕß®—¥À“°‘®°√√¡
‘ß∑’ª√“°ØÕ¬Ÿ„π‚≈° ¥—ßπ—π‡ªÑ“À¡“¬¢Õߧ«“¡‡¢â“„®
Ë Ë à È ·µàµâÕßÀ“«à“ ‡π◊ÈÕÀ“ À√◊Õ ‘Ëß„¥∑’˺Ÿâ‡√’¬π®–‡√’¬π
§◊ Õ °“√‡¢â “ ¡“√Ÿâ À√◊ Õ °“√‰¥â √— ∫ §«“¡√Ÿâ ·°à π ·∑â πÕ°®“°π’È π—°ÕÕ°·∫∫ µâÕß √â“ß·∫∫∑¥ Õ∫∑’·¬° Ë
§ÿ≥≈—°…≥–·≈–§«“¡ —¡æ—π∏å∑’Ë ª√“°ØÕ¬Ÿà ÕÕ°®“°°“√‡√’¬π°“√ Õπ ”À√—∫µ√«® Õ∫§«“¡√Ÿâ
π—°«—µ∂ÿª√– ߧåπ‘¬¡ ¡Õß°“√„À⧫“¡√Ÿâ«à“ ∫ÿ§§≈¡’ ∑’ˉ¥â√—∫µ“¡«—µ∂ÿª√– ߧå¢Õß°“√‡√’¬π·∫∫√Õ∫√Ÿâ ∑’Ë¡’
1 5 8/4/07, 3:37 PM
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4. 6 JCT 2(1) 2007
¢âÕµ°≈߇∫◊ÈÕßµâπ«à“ ∑ÿ°§π®–µâÕ߉¥â√—∫ “√ π‡∑» §«“¡§‘¥π—ÈπÊ ¥â«¬‡Àµÿº≈¥—ß°≈à“« ª√– ∫°“√≥å
æ◊π∞“π‡À¡◊Õπ°—π ·≈–µâÕßπ”¡“„™â‰¥â„π¢≥–π’È (Duffy
È ‡À≈à“π—ÈπµâÕ߉¥â√—∫°“√»÷°…“Õ¬à“ß∂’Ë∂â«π‡æ◊ËÕ∑’Ë®–∑”
and Jonassen, 1992) §«“¡‡¢â“„®°“√‡√’¬π√Ÿâ∑’ˇ°‘¥¢÷Èπ ·≈–¡’§«“¡‡™◊ËÕ«à“
Õ“® √ÿ ª ‰¥â «à “ ·π«§‘ ¥ ¢ÕßObjectivism ª√– ∫°“√≥åæ√âÕ¡°—∫·π«§«“¡§‘¥ ·≈–§«“¡ —¡æ—π∏å
‡™◊ËÕ«à“ §«“¡√Ÿâ‡ªìπ ‘Ëß∑’˧ß∑’Ë (Stable) ‡æ√“– à«πµà“ß ¢Õß ‘Ëß∑’ˇ√’¬π„π‚√߇√’¬π·∫∫¥—È߇¥‘¡ ®–¡’§«“¡
∑’Ë ”§—≠ “¡“√∂√—∫√Ÿâ‰¥â ·≈–‰¡à¡’°“√‡ª≈’ˬπ·ª≈ß ·µ°µà “ ß°— ∫ ª√– ∫°“√≥å ¢ Õß·µà ≈ –∫ÿ § §≈„π‚≈°
¡¡µ‘ ∞ “π∑’Ë ¬÷ ¥ ≈— ° …≥–∑“ß°“¬¿“懪ì 𠔧— ≠ ∑’Ë·∑â®√‘ß (Duffy and Jonassen, 1992) ®“°·π«§‘¥¢Õß
π—Ëπ§◊Õ ‚≈°π’ȇªìπ¢Õß®√‘ß ∂Ÿ° √â“ߢ÷È𠂧√ß √â“ß∑’Ë Constructivism ∑’Ë¡ÿà߇πâπ°“√ √â“ߧ«“¡À¡“¬¢Õß
∂Ÿ° √â“ߢ÷Èπ “¡“√∂‡ªìπ·∫∫®”≈ÕߢÕߺŸâ‡√’¬π‰¥â ·µà≈–∫ÿ§§≈‡°’ˬ«°—∫‚≈°∑’Ë·∑â®√‘ß®“°ª√– ∫°“√≥å
‡ªÑ“À¡“¬¢Õß·π«§‘¥ §◊Õ ‘ß –∑âÕ𧫓¡®√‘ß·∑â ·≈–
Ë ¡“°«à “ °“√√— ∫ √Ÿâ ‚ §√ß √â “ ߢÕß‚≈°∑’Ë ∂Ÿ ° √â “ ߢ÷È π ∑’Ë
‚§√ß √â“ߢÕߧ«“¡®√‘ß·∑â ‡ª√’ ¬ ∫‡ ¡◊ Õ π‡ªì π ·∫∫®”≈Õß„Àâ °— ∫ ºŸâ ‡ √’ ¬ πÀ√◊ Õ
„π∑“ßµ√ߢ⠓ ¡ Constructivism ‡ πÕ ‘ß∑’ –∑âÕ𧫓¡®√‘ß·∑â ·≈–‚§√ß √â“ߢÕߧ«“¡®√‘ß
Ë Ë
Epistemology À√◊Õ °“√°”‡π‘¥§«“¡√Ÿâ∑’ˇªìπ∑“߇≈◊Õ° ·∑â ¥—ßπ—Èπ Constructivism ®÷߇πâπ çSituatingé cognitive
„Àâ·°à Objectivism ‚¥¬¡’§«“¡‡™◊ËÕ«à“¡’‚≈°∑’Ë·∑â®√‘ß∑’Ë experiences ∑’‡Ë √’¬°«à“§«“¡‡À¡“– ¡ °—∫ª√– ∫°“√≥å
‡√“ª√– ∫ §«“¡À¡“¬¢Õß‚≈° ∂Ÿ°°”À𥂥¬µ—«‡√“ ‡™‘ßæÿ∑∏‘ªí≠≠“ „π ¿“æ∫√‘∫∑®√‘ß ‡™àπ Cognitive
‡Õß ¡“°°«à“∑’Ë®–ª√“°Ø„π‚≈°¢Õ߇√“Õ¬à“ß¡’Õ‘ √– apprenticeship ´÷Ë߇ªìπ°≈¬ÿ∑∏å°“√‡√’¬π°“√ Õπ∑’Ë„Àâ
¥—ßπ—π®–¡’À≈“°À≈“¬«‘∏°“√„π°“√®—¥‚§√ß √â“ߢÕß
È ’ §«“¡ π„®°—∫ª√– ∫°“√≥嵓¡ ¿“æ®√‘ß (Authentic
‚≈° ·≈–¡’§«“¡À¡“¬·≈–·π«§‘¥∑’ËÀ≈“°À≈“¬ experience) ∑’˙૬ √â“ß°“√‡√’¬π√Ÿâ∑’Ë¡’§«“¡À¡“¬
”À√—∫‡Àµÿ°“√≥åÀ√◊Õ·π«§‘¥Àπ÷ËßÊ ‡æ√“–·µà≈– ¡“°°«à“°“√‡√’¬π°“√ Õπ·∫∫¥—߇¥‘¡ ∑’¡Õß«à“§«“¡√Ÿâ
È Ë
∫ÿ§§≈‰¥â √â“ߧ«“¡À¡“¬¢Õß‚≈°·µ°µà“ß°—π ¥—ßπ—π È ‡ªìπ ‘ߧß∑’Ë ‡ªìπ ‘ß®√‘ß·∑â·πàπÕπ ®÷߇πâπ°“√∂à“¬∑Õ¥
Ë Ë
®÷߉¡à¡’§«“¡À¡“¬∑’Ë∂Ÿ°µâÕß∑’˵âÕß欓¬“¡§âπÀ“ ®¥®” ‚§√ß √â“ߧ«“¡√Ÿâ ∑’ˇªìπ‚¡‡¥≈·∫∫‡¥’¬«°—π
æ◊Èπ∞“π‡™‘ßª√—™≠“¢Õß Constructivism ‡ªìπ °“√‡√’¬π°“√ Õπ ®÷߇ªìπ°“√∂à“¬∑Õ¥ ∑ƒ…Æ’ ·≈–
æ◊π∞“π∑’¡¡“°àÕπ∑ƒ…Æ’°“√‡√’¬π√Ÿ¬§„À¡à ‰¥â¡§«“¡
È Ë ’ âÿ ’ À≈—°°“√ ¢âÕ‡∑Á®®√‘ß∑’Ë¡’Õ¬Ÿà„πµ”√“ ´÷ËßÕ“® àߺ≈∑’Ë
π„®„πªí®®ÿ∫—π∑’Ë¡ÿàß¡“ Ÿà Constructivism ¥—ß®–‡ÀÁπ ∑”„À⇰‘¥ Decontextualization of learning ∑’ˇ√’¬°«à“
‰¥â«à“¡’°“√»÷°…“‡æ‘Ë¡¡“°¢÷Èπ ®“°∑’Ë°≈à“«¡“¢â“ßµâπ °“√‡√’ ¬ π√Ÿâ ∑’Ë ª √“»®“°∫√‘ ∫ ∑ Õ“®π”¡“´÷Ë ß °“√
· ¥ß„Àâ ‡ ÀÁ π «à “ °“√ √â “ ߧ«“¡À¡“¬(Meaning) ‰¡à “¡“√∂‡√’¬π√ŸÕ¬à“ß¡’§«“¡À¡“¬‰¥â ´÷ߧ«“¡À¡“¬
â Ë
‡°’ˬ«°—∫‚≈°‡ªìπ ‘Ëß ”§—≠ Meaning ®÷߇ª√’¬∫‡ ¡◊Õπ π—π µâÕß∂Ÿ° √â“ߢ÷π‚¥¬·µà≈–∫ÿ§§≈¥â«¬ª√– ∫°“√≥å
È È
°“√À¬—Ëß√“°≈߉ª ∑’Ë¡’°“√™’Èπ”‚¥¬ª√– ∫°“√≥å ¢Õßµπ‡Õß
(ª√– ∫°“√≥åæ√âÕ¡°—∫§«“¡§‘¥ (Idea) ‘ß·«¥≈âÕ¡∑’¡’
Ë Ë ®“°√“°∞“π‡™‘ ß ª√— ™ ≠“ Epistemology
§«“¡§‘¥π—Èπ‡ªìπ à«πÀπ÷Ëß ®–°≈“¬¡“‡ªìπ à«πÀπ÷Ëß ∑’ˇ°’ˬ«°—∫§«“¡√Ÿâ∑’Ë¡’§«“¡ —¡æ—π∏åÕ¬à“ß„°≈♑¥°—∫
¢Õߧ«“¡À¡“¬¢Õߧ«“¡§‘¥π—ÈπÊ ª√– ∫°“√≥å∑’Ë¡’ Instructional design ´÷Ë߇ªìπæ◊Èπ∞“𠔧—≠¢Õß “¢“
§«“¡§‘¥ΩíßÕ¬Ÿàπ—È𠇪ìπ ‘Ëß ”§—≠µàÕ°“√ √â“ߧ«“¡ ‡∑§‚π‚≈¬’°“√»÷°…“ ¥—ß· ¥ß°“√‡ª√’¬∫‡∑’¬∫‰¥â„π
‡¢â“„®¢Õß·µà≈–∫ÿ§§≈·≈–§«“¡ “¡“√∂„π°“√„™â µ“√“ß∑’Ë 1
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5. ª√—™≠“·Ààߧ«“¡√Ÿâ(Epistemology): ®“°ª√—™≠“ Ÿà°“√ªØ‘∫—µ‘
7
µ“√“ß∑’Ë 1 · ¥ß°“√‡ª√’¬∫‡∑’¬∫¢Õß ª√—™≠“ Epistemology ·≈– Instructional design
ª√—™≠“ Epistemology Instructional design
Objectivism ∏√√¡™“µ‘¢Õߧ«“¡√Ÿâ æ◊Èπ∞“π∑ƒ…Æ’
§«“¡√Ÿâ‡ªìπ ‘Ëߧß∑’Ë ‡ªìπ ‘Ëß °“√ÕÕ°·∫∫°“√ Õ𠇪ì π Instructional design
∑’Ë®√‘ß·∑â ∑’ˇªìπÕ‘ √–®“° ∑’Õ“»—¬æ◊π∞“π¢Õß∑ƒ…Æ’ Behaviorism ·≈– Cognitive
Ë È
®‘µ„® information processing
‡√“®–√Ÿâ‰¥âÕ¬à“߉√? °“√‡√’¬π√Ÿâ
®–¡ÿ߇πâπ°“√√—∫ “√ π‡∑»
à Behaviorism Cognitivism
∑’Ë ∂Ÿ ° ∂à “ ¬∑Õ¥¡“ ‡ªì π - ° “ √ ‡ ª ≈’Ë ¬ π · ª ≈ ß - ° “ √ ‡ ª ≈’Ë ¬ π · ª ≈ ß
√Ÿª·∫∫®”≈ÕßÀ√◊Õ‚¡‡¥≈ 惵‘ ° √√¡∑’Ë ‡ °‘ ¥ ®“° ª√‘¡“≥¢Õߧ«“¡√Ÿâ∑’ˇ°‘¥
·∫∫‡¥’¬«°—π ‘Ë߇√â“ ®“°°“√ª√–¡«≈ “√-
π‡∑»
√Ÿª·∫∫¢Õß°“√ Õπ ‡ªÑ“À¡“¬
°“√∂à“¬∑Õ¥ °“√ ◊ËÕ “√ ‡æ◊ËÕ°“√ ◊ËÕ “√ (Communication) ·≈–°“√∂à“¬‚¬ß
(Transfer)
°“√«‘‡§√“–Àå
«‘‡§√“–Àå‡π◊ÈÕÀ“
- ‡æ◊Õ∑”„Àâ‡π◊ÕÀ“ßà“¬¢÷π ¡’°Æ√–‡∫’¬∫ À√◊Õ√–∫∫¢Õß
Ë È È
Õߧåª√–°Õ∫ ·≈–‡ª≈’¬π‡ªìπ °√–∫«π°“√ À√◊Õ «‘∏°“√
Ë ’
- √–∫ÿÕߧåª√–°Õ∫ ·≈–®”·π°µ“¡∏√√¡™“µ‘¢Õß«‘™“
·≈–‡ªÑ“À¡“¬¢ÕߺŸâ‡√’¬π
«‘‡§√“–À废â‡√’¬π
∫πæ◊Èπ∞“π Behaviorism
- «‘‡§√“–À废â‡√’¬π‚¥¬π”¡“√«¡‡¢â“¥â«¬°—π·≈–‡ªìπ
¿“æ√«¡
- ‡ß◊ËÕπ‰¢µà“ßÊ «‘‡§√“–À凪ìπ§à“‡©≈’ˬ
- «—¥§«“¡°â“«Àπ⓵“¡‡ªÑ“À¡“¬¢Õß°“√‡√’¬π‡ªìπ
√“¬∫ÿ§§≈(„π∫“ß‚¡‡¥≈)
- ∑”°“√∑¥ Õ∫°àÕπ‡√’¬π‡ªìπ√“¬∫ÿ§§≈
∫πæ◊Èπ∞“π Cognitive information processing
- °“√ª√–¡«≈º≈ “√ π‡∑»∑’Ë¡’ª√– ‘∑∏‘¿“æ
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6. 8 JCT 2(1) 2007
µ“√“ß∑’Ë 1 · ¥ß°“√‡ª√’¬∫‡∑’¬∫¢Õß ª√—™≠“ Epistemology ·≈– Instructional design (µàÕ)
ª√—™≠“ Epistemology Instructional design
Objectivism °“√°”À𥫗µ∂ÿª√– ߧå
(µàÕ) - °”Àπ¥º≈≈—æ∏å°“√‡√’¬π√Ÿâ
- ®”·π°§ÿ≥≈—°…≥–¢Õ߇π◊ÈÕÀ“
- ®”·π°§ÿ≥≈—°…≥–¢ÕߺŸâ‡√’¬π
- ª√–¬ÿ°µå√–À«à“ß ‡π◊ÈÕÀ“
- °√–∫«πÕÕ°·∫∫°“√‡√’ ¬ π°“√ Õπ “¡“√∂
ª√–¬ÿ°µå√–À«à“ߢÕ∫¢à“¬‰¥â
°“√ÕÕ°·∫∫
- ª√–¬ÿ°µå Instructional design process ®“°À≈—°°“√
∑’ËÕ“»—¬æ◊Èπ∞“π®“°∑ƒ…Æ’®‘µ«‘∑¬“ ·≈–°“√«‘®—¬ ◊ËÕ
- ÕÕ°·∫∫ ≈”¥—∫°“√‡√’¬π°“√ Õπ (Instructional
sequence) ‡√’¬°«à“ Macro level ·≈– ÕÕ°·∫∫ “√
(Message design) ‡√’¬°«à“ Micro level
- À≈—°°“√ÕÕ°·∫∫ “¡“√∂ª√–¬ÿ°µå‰ª„™â„πµà“ß
‡π◊ÈÕÀ“·≈–µà“ß∫√‘∫∑‰¥â
- ≈”¥—∫¢—Èπ°“√ Õπ°”À𥵓¡µ√√°–„π¢Õ∫¢à“¬
¢Õߧ«“¡√Ÿâπ—ÈπÊ ·≈–µ“¡≈”¥—∫¢Õß«—µ∂ÿª√– ߧå
°“√ Õπ
°“√ª√–‡¡‘πº≈
- «—µ∂ÿª√– ߧå∑«‰ªÀ√◊Õ«—µ∂ÿª√– ߧ尓√‡√’¬π°“√ Õπ
—Ë
- «— ¥ §«“¡°â “ «Àπâ “ ¢Õß°“√‡√’ ¬ π∑’Ë ∫ √√≈ÿ µ “¡
«—µ∂ÿª√– ߧå
Constructivism ∏√√¡™“µ‘¢Õߧ«“¡√Ÿâ æ◊Èπ∞“π∑ƒ…Æ’
§«“¡√Ÿâ‡ªìπ ‘Ëß∑’ˉ¡à®√‘ß·∑â °“√ÕÕ°·∫∫°“√ Õ𠇪ìπ Instructional design ∑’Ë
‡ª≈’ˬπ·ª≈߉¥â Õ“»—¬æ◊Èπ∞“π¢Õß∑ƒ…Æ’ Constructivism
‡√“®–√Ÿâ‰¥âÕ¬à“߉√? °“√‡√’¬π√Ÿâ
- °“√‡√’¬π√Ÿâ ‡ªìπ°√–∫«π°“√∑’˺Ÿâ‡√’¬π √â“ß ‘Ëß·∑π
§«“¡√Ÿâ¢÷Èπ¿“¬„π (Internal representation) ·≈–
°“√ √â“ߧ«“¡À¡“¬®“°ª√– ∫°“√≥å
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7. ª√—™≠“·Ààߧ«“¡√Ÿâ(Epistemology): ®“°ª√—™≠“ Ÿà°“√ªØ‘∫—µ‘
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µ“√“ß∑’Ë 1 · ¥ß°“√‡ª√’¬∫‡∑’¬∫¢Õß ª√—™≠“ Epistemology ·≈– Instructional design (µàÕ)
ª√—™≠“ Epistemology Instructional design
Constructivism - °“√‡√’¬π√Ÿâ ‡ªìπ°√–∫«π°“√∑’ˇ°‘¥¢÷ÈπÕ¬à“ßµ◊Ëπµ—«„π
(µàÕ) °“√ √â“ߧ«“¡À¡“¬·≈–æ—≤π“¢÷π¡“®“°ª√– ∫°“√≥å
È
·≈–¬◊π¬—π«à“ ‘Ëß∑’ˇ√“√Ÿâ∑—ÈßÀ¡¥¡“®“°°“√µ’À√◊Õ·ª≈
§«“¡À¡“¬®“°ª√– ∫°“√≥凰’ˬ«°—∫‚≈°¢Õß¡πÿ…¬å
§«“¡ßÕ°ß“¡ ¢Õß·π«§‘¥‡°‘¥®“°°“√·∫àߪíπ·π«§‘¥
∑’ËÀ≈“°À≈“¬ „π¢≥–‡¥’¬«°—∫∑’ˇ°‘¥°“√‡ª≈’ˬπ·ª≈ß
√â“ß ‘Ëß·∑𧫓¡√Ÿâ¢÷Èπ¿“¬„π
√Ÿª·∫∫¢Õß°“√ Õπ °“√«‘‡§√“–À废â‡√’¬π
- √–∫ÿ∑—°…–¢ÕߺŸâ‡√’¬π
- ‡πâπ°“√‰µ√àµ√Õß (Reflect) ‰¡à„™à °“√®¥®” (Memory)
- ‡πâπ°√–∫«π°“√ √â“ߧ«“¡√Ÿâ (Knowledge construction
process)
- ‡πâπ°“√æ—≤π“°“√‰µ√àµ√Õ߇°’ˬ«°—∫§«“¡µ√–Àπ—°
„π°√–∫«π°“√ √â“ߧ«“¡√Ÿâ
- ‡πâ π °“√æ— ≤ π“„π°“√°”°— ∫ µ‘ ¥ µ“¡µπ‡Õß
(Metacognition) „π°√–∫«π°“√ √â“ߧ«“¡√Ÿâ
°“√°”À𥫗µ∂ÿª√– ߧå
- ‡πâπ‡Õ°≈—°…≥å¢Õß·µà≈– “¢“«‘™“‡°’ˬ«°—∫°“√√Ÿâ
(Knowing)
- °“√ Õπ«‘∏’°“√§‘¥(How to think)
- ‰¡à π‘ ¬ ¡°“√°”À𥫗 µ ∂ÿ ª √– ß§å ° “√‡√’ ¬ π√Ÿâ · ≈–
°“√ªØ‘∫—µ‘
- 欓¬“¡§âπÀ“¿“√°‘®°“√‡√’¬π∑’Ë¡’«—µ∂ÿª√– ߧå
‡©æ“–∑’ˉ¥â√—∫°“√¬Õ¡√—∫«à“‡À¡“– ¡°—∫ºŸâ‡√’¬π·µà≈–
∫ÿ§§≈„π¿“√°‘®°“√·°âªí≠À“‡°’ˬ«°—∫‚≈°
°“√ÕÕ°·∫∫À√◊Õ°“√ —߇§√“–Àå
- °“√ÕÕ°·∫∫‡πâπ°√–∫«π°“√ √â“ߧ«“¡√Ÿâ
- À≈—°°“√ÕÕ°·∫∫µâÕß∑”‡ªìπ§”∂“¡À√◊Õªí≠À“
- ‡πâπ°“√æ—≤π“ ‘Ëß·«¥≈âÕ¡°“√‡√’¬π√Ÿâ (Learning
environments) ∑’Ë à߇ √‘¡°“√ √â“ߧ«“¡‡¢â“„®®“°
¡ÿ¡¡Õß∑’ËÀ≈“°À≈“¬(Multiple perspective)
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8. 10 JCT 2(1) 2007
µ“√“ß∑’Ë 1 · ¥ß°“√‡ª√’¬∫‡∑’¬∫¢Õß ª√—™≠“ Epistemology ·≈– Instructional design (µàÕ)
ª√—™≠“ Epistemology Instructional design
Constructivism √Ÿª·∫∫¢Õß°“√ Õπ - Macro design À√◊Õ°“√ÕÕ°·∫∫ ≈”¥—∫°“√‡√’¬π
(µàÕ) °“√ Õπ (Instructional sequence) ·≈– Micro design
À√◊Õ°“√ÕÕ°·∫∫ “√ ‰¡à‡À¡“– ¡∑’®–π”¡“„™â„π°“√
Ë
ÕÕ°·∫∫
- ‡πâπ‡√◊ËÕß°“√§«∫§ÿ¡À√◊Õ§«“¡„ à„®¢ÕߺŸâ‡√’¬π„π
∫√‘∫∑ ¿“æ®√‘ß∑’Ë·µ°µà“ß°—π
- °“√®—¥°“√‡√’¬π√Ÿâ Õ“»—¬æ◊π∞“π∑ƒ…Æ’∑‡’Ë ªìπ‰ªµ“¡
È
¢âÕµ°≈߇∫◊Õßµâπ¢Õß Epistemology ¢ÕߧÕπ µ√—§µ‘« µå
È ‘
∑’Ë¡’§«“¡ Õ¥§≈âÕß°—∫∑ƒ…Æ’°“√‡√’¬π√Ÿâ ‡™àπ Situated
cognition in the real world contexts(The task is not
isolated, but is the part of a larger contexts, The real
worldness of the contexts and The environmental
contexts), Cognitive apprenticeship ·≈–Construction
of multiple perspective
°“√ª√–‡¡‘πº≈
- ‡æ◊Õ°“√ª√—∫ª√ÿߧ«“¡ “¡“√∂„π°“√𔧫“¡√Ÿ®“°
Ë â
‡π◊ÈÕÀ“‰ª„™â„π ¿“æ®√‘ß
- µ√«® Õ∫°√–∫«π°“√§‘¥ (Thinking process)
- µ√«® Õ∫°≈¬ÿ∑∏å°“√·°âªí≠À“∑’Ë¡’ª√– ‘∑∏‘¿“æ
¢Õß Novice ·≈– Expert
- √–¥—∫°“√ √â“ߧ«“¡√Ÿâ¢ÕߺŸâ‡√’¬π
- §«“¡ “¡“√∂„π°“√Õ∏‘∫“¬·≈–„Àâ‡Àµÿº≈„π°“√
µ—¥ ‘π„®¢Õßµπ‡Õß ∑’𔉪 Ÿ°“√æ—≤π“ Metacognition
Ë à
Instructional design ·≈–°“√æ—≤π“ ®”‡ªì𠇙◊ËÕ∑’Ë´àÕπÕ¬Ÿà¿“¬„µâ°“√π”∑ƒ…Æ’ À≈—°°“√‡À≈à“π—Èπ
µâÕßÕ“»—¬æ◊Èπ∞“π®“° ∑ƒ…Æ’°“√‡√’¬π√Ÿâ ·≈–À√◊Õ ‰ª„™â¢Õßπ—°ÕÕ°·∫∫·≈–æ—≤π“ ∑ƒ…Æ’ ‚¥¬ “°≈
æÿ ∑ ∏‘ ªí ≠ ≠“ (Cognition) ·≈–°“√ÕÕ°·∫∫∑’Ë ¡’ ¢Õß‚≈° ·≈â« ®– –∑âÕπ∂÷ß Epistemology À√◊Õ
ª√– ‘∑∏‘¿“æ®–‡°‘¥¢÷π‰¥â ∂â“π—°ÕÕ°·∫∫·≈–æ—≤π“
È °“√°”‡π‘¥§«“¡√Ÿâ ∑’ˇªìπª√—™≠“∑’ˇ°’ˬ«°—∫§«“¡√Ÿâ
‰¥â¥”‡π‘π°“√ ‚¥¬µ√–Àπ—°∂÷߉¡à‡æ’¬ß·µà∑ƒ…Æ’∑‡’Ë ªìπ ∑ƒ…Æ’„¥Ê°Áµ“¡ ®–µâÕߪ√“°ØÕ¬Ÿà„π·π«§‘¥∑’ˇ√“
æ◊π∞“π∑’ ”§—≠‡∑à“π—π·µà®–µâÕß –∑âÕπ„Àâ‡ÀÁ𧫓¡
È Ë È √â“ߧ«“¡À¡“¬„π°“√√Ÿâ¢Õßµπ‡Õß ´÷Ë߇ÀÁπ‰¥â«à“„π
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9. ª√—™≠“·Ààߧ«“¡√Ÿâ(Epistemology): ®“°ª√—™≠“ Ÿà°“√ªØ‘∫—µ‘
11
°“√𔧫“¡√Ÿâ„¥Ê ‰ª„™â ‡√“¡—°®–‰¡à‰¥âµ√–Àπ—°∂÷ß ∫√√≥“πÿ°√¡
√“°∞“π Epistemology „π∫∑§«“¡π’È ºŸ‡â ¢’¬π§‘¥«à“ ‡ªìπ Duffy,T.M. and Jonassen, D.H. (1992).
‘ß®”‡ªìπ ∑’π°ÕÕ°·∫∫ µâÕßµ√–Àπ—°∂÷ß æ◊π∞“π√“°
Ë Ë — È Constructivism: Implications for
¢Õߪ√—™≠“ ∑’ˇ√’¬°«à“ Epistemology ∑’˪√“°ØÕ¬Ÿà Instructional Technology. In T.M. Duffy,
¿“¬„µâ°“√ÕÕ°·∫∫°“√®—¥°“√‡√’¬π√Ÿâ ‡æ√“–∂â“ D.H.Jonassen, (ed), Constructivism and the
π—°ÕÕ°·∫∫·≈–æ—≤π“ ‰¡àµ√–Àπ—°√Ÿâ«à“ æ◊Èπ∞“π ‘Ëß∑’Ë Technology of Instruction: A Conversation,
‡√“ÕÕ°·∫∫æ—≤π“ ¡’√“°∞“π¡“®“°§«“¡‡™◊Õ ª√—™≠“ Ë Lawrence Erlbaum: New Jersey.
„¥·≈â « ∑à “ π®–‡™◊Ë Õ ¡—Ë π „π°“√µ— ¥ ‘ π „®«à “ ∑ƒ…Æ’ Harold H. (1968). Living Issues in Philosophy.
°“√‡√’¬π√ŸÀ√◊Õ∑ƒ…Æ’ÕπÊ ∑’∑“π®–„™â¡§«“¡‡À¡“– ¡
â ◊Ë Ë à ’ New Delhi, Eurasia Publishing House Ltd.
Õ¥§≈âÕßÀ√◊Õ‰¡à? ∑à“π®–„Àâ‡Àµÿº≈«à“ ∑à“ππ” Patrick. G.T.W. (1961). Introduction to Philosophy.
æ◊Èπ∞“π„¥¡“‡ªìπ‡°≥±å„π°“√µ—¥ ‘π„® London, George Allen & Unwin Ltd,
Roderick M. Chisholm. (1966) Theory of Knowledge.
The United States of America: Prentice-Hall.
von Glesersfeld,E.(1988). The Reluctance to
Change away of Thinking. Iris Journal
of Psychology, 9.83-90.
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