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ERIC Number: EJ1145687
Record Type: Journal
Publication Date: 2016-Dec
Pages: 33
Abstractor: As Provided
ISSN: EISSN-1609-4913
The Constructionism and Neurocognitive-Based Teaching Model for Promoting Science Learning Outcomes and Creative Thinking
Sripongwiwat, Supathida; Bunterm, Tassanee; Srisawat, Niwat; Tang, Keow Ngang
Asia-Pacific Forum on Science Learning and Teaching, v17 n2 Article 9 Dec 2016
The aim of this study was to examine the effect, after intervention on both experimental and control groups, of constructionism and neurocognitive-based teaching model, and conventional teaching model, on the science learning outcomes and creative thinking of Grade 11 students. The researchers developed a constructionism and neurocognitive-based teaching model. The research sample consisted of 49 students in an experimental group and 34 students in a control group, randomly selected from 10 classes of Grade 11 students in one secondary school located in the northeast of Thailand. Researchers employed an experimental research pre-test and a post-test control group design. Results of this study showed that before intervention there was no significant difference between groups on the dependent variables, except science process skills. After intervention, all variables in the experimental group were significantly better than the control group. The developed teaching model was proven to successfully promote the students' science learning outcomes, including nanotechnology content knowledge, science process skills, scientific attitudes, as well as creative thinking.
Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 11; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Thailand
Grant or Contract Numbers: N/A