How to “COOK” Your Class Professionally: Showcase in the Practice of Science Education Kaen University, THAILAND-- by Niwat Srisawasdi, Ph.D.

in the 21st Century:
How to “COOK” Your Class Professionally
Showcase in the Practice of Science Education
Niwat Srisawasdi, Ph.D.
Assistant Professor of Science Education,
Faculty of Education,
Khon Kaen University, THAILAND
The First Intensive Workshop on SMART CLASSROOM @ KKU-ED, Khon Kaen, Thailand
(June 27, 2015)
Thailand Technology-based Learning of Science (THAILAND-TBLOS)

“ วัตถุดิบความรู้ที่จําเป็ น” สําหรับครูในยุคศตวรรษนี้
Available at http://matchsz.inf.elte.hu/CIEL/TPACK.html

Khon Kaen University
Come to play a game on How to “COOK”!!!
TEL in SciEd @ Smart Classroom Workshop, KKU
(June 27, 2015)

“ วัตถุดิบ” สําหรับครูในศตวรรษนี้
Come to play a game on How to “COOK”!!!
(June 27, 2015)

Come to play a game on How to “COOK”!!! (cont.)
(June 27, 2015)
1) ให ้แต่ละท่านเขียนข ้อความ (ตามที่
วิทยากรกําหนดให ้ในแต่ละรอบ) ตาม
ข ้อคิดเห็นของตัวท่านเองลงบนชิ้นส่วน
กระดาษ
2) นําชิ้นส่วนกระดาษใส่ลงในแก ้วที่จัดเตรียม
ไว ้สําหรับแต่ละกลุ่มย่อย
3) ให ้แต่ละกลุ่มเลือกว่าจะมอบแก ้วแต่ละใบ
ของกลุ่มท่านให ้กับกลุ่มใด (กรุณา
พิจารณาจากระดับความหน้าตาดี ^^)
โดยมอบให ้1 กลุ่มต่อแก ้ว 1 ใบ
4) อย่างไรก็แล ้วแต่ กําหนดให ้แต่ละกลุ่ม
สามารถมีแก ้วได ้แค่ 3 ใบ ได ้แก่ C, P, และ
T (หากกลุ่มท่านได ้มากกว่านั้นให ้มอบ
ให ้กับกลุ่มอื่นที่ยังได ้ไม่ครบ)

ก่อนเริ่ม !!! ให ้ผู้เข ้าร่วมการอบรมแต่ละท่านช่วย “ตอบ
แบบสอบถามตามระดับการรับรู้ทีแท้จริงของท่านเอง” เพื่อใช ้เป็น
Baseline ของกิจกรรม “Cook Your Class” ดังกล่าว

Come to play a game on How to “COOK”!!! (cont.)
(June 27, 2015)
5) ให ้ตัวแทนแต่ละกลุ่มหยิบข ้อความในแต่ละ
แก ้ว ออกมาแก ้วละ 1 ชิ้น
6) ให ้สมาชิกภายในกลุ่มช่วยกันคิดออกแบบ
กิจกรรมการเรียนรู้ตามข ้อความที่หยิบมาได ้
จํานวน 1 กิจกรรม ในระยะเวลา 2 นาที
(โดยช่วยกันสร ้างเป็นคําอธิบายที่สั้นและ
กะทัดรัด)
7) ให ้ตัวแทนสมาชิกกลุ่ม นําเสนอแนวคิดต่อ
กลุ่มอื่น ในระยะเวลา 1 นาทีเท่านั้น
Please Try Your Best !!!

How should we teach them to live
in 21st century society?
Notice: All figures are available at Google.
(June 27, 2015)
Are these the right answers?
NO WAY!!!

How should we teach them to live
in 21st century society?
(June 27, 2015)
But, I think this is THE WAY!!!

Available at [https://twitter.com/justintarte/status/574914215762206721]

How to?
Instructional System
in Science-based Education
11
Science-based
Content
Abstraction
Complexity
Pedagogy
Lecture
Hands-on Laboratory
Learning
Process
Passive Learning
Prescriptive Active Learning
Learning
Outcome
Memorization
Robotic Performance
Attributes of Conventional Science-based Education
[All pictures from Google search]
(June 27, 2015)

How to?12
Pedagogy
Lecture
Learning
Process
Passive Learning
Active Learning
Science-based
Content
Abstraction
Complexity Hands-on Laboratory
(June 27, 2015)

How to?13
Learning
Outcome
Comprehension
Motivation & Performance
TPACK-adapted Theoretical Framework
Technology-
enhanced
Learning in
Science
CK
PK TK
TPK
TCKPCK
TPCKInquiry-based
Learning
Digital
Technologies
Science-based
Concept
Inquiry-based
Conceptual Learning
In Science
Technology-
transformed
Science Concept
Technology-based Inquiry Learning Process
Technology-based
Conceptual Learning in
Science by Inquiry
(June 27, 2015)
Srisawasdi (2014)

Technology-enhanced Learning in
Science Education @ KKU
Contemporary Learning Technology in Science Education
Hands-on MBL
11
Digital Game
3
Computer Simulation
2
Web-based Environment
5
Mobile-based App. & Device
4
(June 27, 2015)

(June 27, 2015)
Conventional Learning in Physics Education

เปลี่ยนรูปเนื้อหา/ข ้อความรู้ฟิสิกส์จาก “Abstract” มาสู่ “Measureable”
(June 27, 2015)
Physics Education @ KKU

(June 27, 2015)
Conventional Learning in Chemistry Education

เปลี่ยนรูปเนื้อหา/ข ้อความรู้เคมีจาก “Invisible” มาสู่ “Visible”
(June 27, 2015)
Chemistry Education @ KKU

(June 27, 2015)
Conventional Learning in Biology Education

เปลี่ยนรูปเนื้อหา/ข ้อความรู้ชีววิทยาจาก “Serious” มาสู่ “Enjoyment”
(June 27, 2015)
Biology Education @ KKU

in Science Education and Its impact:
Hands-on MBL
Technology-based Learning of Science (TBLOS) Research Group
 Nanoscience: Smart Surface, Electronic Nose
 Physics: Sound Wave, Liquid Pressure
(June 27, 2015)
(June 27, 2015)
Findings in Northeast Thai School Science

Inquiry-based Science Learning with Computer-interfaced Hands-on Experimentation
22
Publication:
Srisawasdi, N. (2015). Motivating Inquiry-based Learning through Combination of Physical and Virtual Computer-based Laboratory
Experiments in High School Science Teaching. In M. Urban & D. Falvo (Eds.) Improving K-12 STEM Education Outcomes through
Technological Integration (in press)
Srisawasdi, N. (2015). Evaluation of Motivational Impact of a Computer-Based Nanotechnology Inquiry Learning Module on the Gender
Gap. Journal of Nano Education, 7(1), 28-37.
Srisawasdi, N. (2012). Introducing Students to Authentic Inquiry Investigation by Using an Artificial Olfactory System. In K. C. D. Tan, M.
Kim, & S. W. Hwang (Eds.) Issues and challenges in science education research: Moving forward (pp. 93-106), Dordrecht, The
Netherlands: Springer.
Lesson Learned from Hands-on MBL by Sensor Technology
Science
Motivation
Positive
Perception
(June 27, 2015)

Computer Simulation
 Chemistry: Hydrogen Bonding, Boiling Point
Elevation & Freezing Point Depression
 Biology: Light Reaction
 Physics: Liquid Pressure
(June 27, 2015)
(June 27, 2015)

Simulation-based Inquiry Learning
24
Publication:
Srisawasdi, N., & Panjaburee, P. (2015). Exploring Effectiveness of Simulation-based Inquiry Learning in Science with Integration of
Formative Assessment, Journal of Computers in Education. DOI: 10.1007/s40692-015-0037-y (in press)
Srisawasdi, N., & Kroothkeaw, S. (2014). Supporting Students’ Conceptual Learning and Retention of Light Refraction Concepts by
Simulation-based Inquiry with Dual-situated Learning Model. Journal of Computers in Education, 1(1), 49-79.
Suits, J. P. & Srisawasdi, N. (2013). Use of an interactive computer-simulated experiment to enhance students’ mental models of
hydrogen bonding phenomena. In J.P. Suits & M.J. Sanger (Eds.) Pedagogic roles of animations and simulations in chemistry
courses (pp. 241-271). ACS Symposium Series 1142, American Chemical Society: Washington, DC.
Lesson Learn from Simulation-based Learning
Science
Motivation
Positive
Perception
Conceptual
Change
Advance
Mental Model
Scientific
Reasoning
(June 27, 2015)

Digital Serious Game
 Chemistry: Ionization Energy, Cohesion & Adhesion
 Biology: Blood Circulation & Donor, Cell Cycle
 Physics: Energy Consumption
 General Science: Fruit & Vegetable Consumption
(June 27, 2015)
(June 27, 2015)

Digital Game-based Learning in Science
26
Publication:
Dorji, U., Panjaburee, P., & Srisawasdi, N. (2015). A Learning Cycle Approach to Developing Educational Computer Game for
Improving Students’ Learning and Awareness in Electric Energy Consumption and Conservation. Educational Technology &
Society, 18(1), 91-105.
Dorji, U., Panjaburee, P., & Srisawasdi, N. (2015). Gender differences in students’ learning achievements and awareness through
residence energy saving game-based inquiry playing. Journal of Computers in Education, 2(2), 227-243.
Meesuk, K. & Srisawasdi, N. (2014). The Effects of Educational Computer Game for Chemistry Learning of Ionization Energy on
Students’ Perceived Learning and Attitude: A Pilot Study. Proceedings of the 21st International Conference on Computers in
Education (ICCE2014), Asia-Pacific Society for Computers in Education, November 30 – December 4, 2014, Nara, Japan.
Lesson Learned from Digital Game-based Learning
Science
Motivation
Positive
Perception
Conceptual
Change
Behavioral
Change
(June 27, 2015)

Mobile-based App. & Device
 Biology: Plant Respiration
 Physics: Sound
(June 27, 2015)
(June 27, 2015)

Ubiquitous & Mobile Learning in Science
28
Publication:
Srisawasdi, N. & Sormkhatha, P. (2014). The effect of simulation-based inquiry on students’ conceptual learning and its potential
applications in mobile learning. International Journal of Mobile Learning and Organisation, 8(1), 24-49.
Nasaro, J., & Srisawasdi, N. (2014). Students' Self-efficacy and Acceptance toward Context-Aware Ubiquitous Learning in Biology
Education: A Case of Photosynthesis in Plant. Proceedings of the 22nd International Conference on Computers in Education
(ICCE2014), Asia-Pacific Society for Computers in Education, November 30 – December 4, 2014, Nara, Japan.
Meuansechai, K., Feungchan, W., & Srisawasdi, N. (2015). Answer Me for learning: development of ubiquitous learning system for
conducting context-aware learning experience Proceedings of the 2nd International Conference on Innovations in Education
(ICIE2015), Mahidol University, March 16 -18, 2015, Nakhon Pathom, Thailand.
Lesson Learned from Mobile Learning
Science
Motivation
Positive
Perception
(June 27, 2015)

Want to KnowKnown LearnedDiscover
Case of Mobile Learning
TEL in SciEd @ ICETC2015, UTCC, Thailand
(May 20, 2015)

Web-based Environment
 Chemistry: Rate of Reaction, State of Matter
 Biology: Photosynthesis & Respiration
 Supervised Online-based Personal Learning
Environment (SOPLE)
(June 27, 2015)
(June 27, 2015)

Adaptive Web-based Learning System
31
Publication:
Kamtoom, K., & Srisawasdi, N. (2014). Technology-enhanced Chemistry Learning and Students' Perceptions: A Comparison of
Microcomputer-based Laboratory and Web-based Inquiry Science Environment. Proceedings of the 22nd International Conference
on Computers in Education (ICCE2014), Asia-Pacific Society for Computers in Education, November 30 – December 4, 2014,
Nara, Japan.
Panjaburee, P. & Srisawasdi, N. (2013). Criteria and Strategies for Applying Concept-Effect Relationship Model in Technological Personalized Learning
Environment. Proceedings of the 21st International Conference on Computers in Education (ICCE2013), Asia-Pacific Society for Computers in
Education.
Srisawasdi, N., Srikasee, S., & Panjaburee, P. (2012). Development of a Constructivist Web-based Learning System with Student
Personalized Conceptual Profile. Proceedings of the 20st International Conference on Computers in Education (ICCE2012), Asia-
Pacific Society for Computers in Education.
Lesson Learned from Web-based Learning
Science
Motivation
Positive
Perception
Conceptual
Change
Advance
Mental Model
(June 27, 2015)

Personal Material & ActivityDiagnostic Supervised LearningFormative Assessment
Case of Adaptive Web-based
Learning System
(June 27, 2015)

Conclusions
33
Cognitive
Domain
Affective
Domain
 Conceptual
Understanding
 Conceptual Change
 Mental Model
 Scientific Reasoning
 Perception to Learn
 Flow
 Enjoyment
 Self-efficacy
 Science Motivation
Technology-enhanced Learning in Science Education
@ Faculty of Education, Khon Kaen University, Thailand
(June 27, 2015)

Possible Collaborations in On-going Projects
34
ถ้าท่านสนใจในการนํา Answer Me app. ไปใช้กับแท๊บเล็ต OTPC
(June 27, 2015)
ถ้าท่านสนใจในการใช้ระบบ SOPLE ไปใช้ในการจัดการเรียนการสอนผ่านเว็บ
https://goo.gl/54FE2R
https://goo.gl/twK3S6

Niwat Srisawasdi, Ph.D.
Assistant Professor of Science Education,
Faculty of Education,
Khon Kaen University, THAILAND
Thailand Technology-based Learning of Science (THAILAND-TBLOS)
(June 27, 2015)
Any Question?
THANK YOU

How to “COOK” Your Class Professionally: Showcase in the Practice of Science Education Kaen University, THAILAND-- by Niwat Srisawasdi, Ph.D.

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How to “COOK” Your Class Professionally: Showcase in the Practice of Science Education Kaen University, THAILAND-- by Niwat Srisawasdi, Ph.D.