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 ที่มา:Proceeding of the 2006 National Association for Research in Science Teaching (NARST)หัวเรื่อง:Pathway of Peadagogical Content Knowledge Development in the Preservice Physics Teachers in the Physics Methods Course |
ที่มา:Nationak Association For reasearch in Science teaching (NARST) 2007หัวเรื่อง:Enhancing Thai Grade 10 and 11 Student Understandingand Numerical Problem Solving Skills in Stoichiometry Using ConceptualChange Approach. |
ที่มา:National Association for Research in Science Teaching (NARST)หัวเรื่อง:Pathyway of Pedagogical Content Knowledge Development in the Preservice Physics Tearhers in the Physics mehtods Course |
ที่มา:International Committee, National Association of Research in Science Teaching, USAหัวเรื่อง:Science Student Teachers Struggles with and Learning about Classroom Action Research During Their Field Experiences |
ที่มา:Annual International Conference of National Association for Research in Science Teaching (NARST 2012)หัวเรื่อง:Science Student Teachers Struggles with and Learning about Classroom Action Research During Their Field Experiences |
ที่มา:The 2006 National Association for Research in Science Teaching (NARST)หัวเรื่อง:Pathway of Pedagogical Content Knowledge Development in the Preservice Physics Teachers in the Physics Methods Course |
ที่มา:National Association for research in Science Teaching (NARST) Conference "Learning in Informal and Formal Contexts"หัวเรื่อง:Pathway of Pedagogical Content Knoeledge Development in the Physics Methods Course |
ที่มา:National Association for research in Science Teaching (NARST) Conference "Learning in Informal and Formal Contexts"หัวเรื่อง:Thai Students' Understanding of Evolution |
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 หัวเรื่อง:ไม่มีชื่อไทย (ชื่ออังกฤษ : Science Student Teachers’ Understanding and Teaching Practices of Inquiry Approach) ผู้เขียน: Aimon Wanaek,  ดร.นฤมล ยุตาคม, ผู้ช่วยศาสตราจารย์ , ดร.ธีระศักดิ์ วีระภาสพงษ์, ผู้ช่วยศาสตราจารย์ สื่อสิ่งพิมพ์:pdf AbstractThis study explored what science student teachers understood about inquiry science teaching and teaching practice in their field. The participants were six science student teachers who were practicing their teaching according to the National Science Curriculum Standards, B.E. 2551 at the junior high school level. Data from semi-structured interviews, observations and field notes, and analysis of lesson plan documents were triangulated. Analytic induction was used for data analysis. The results revealed that the concept of inquiry science teaching was partially understood with a specific misconception. From the observations, some of the discrepancies in their teaching practices were: they did not allow students to define the problems to be investigated, they did not allow students to analyze the investigation process and the survey questions used for examination, and the lack of feedback and guidance regarding the students’ own conclusions. There was also a lack of teaching that reflected on scientific inquiry which should emphasize students defining questions, examining, and problem solving. The findings could be applied for developing methods of instruction in a science course to promote understanding and microteaching practice by focusing on activities using the scientific process and by reflecting on the nature of the acquisition of scientific knowledge and using various evaluation methods. |
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