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A simple apparatus for demonstrating how light rays emanate from a point source

Physics Teacher 2009年第4期47卷 243-245页

作者： Kaewkhong, Kreetha Emarat, Narumon Arayathanitkul, Kwan Mazzolini, Alex Institute for Innovation and Development of Learning Process Mahidol University Thailand Department of Physics Faculty of Science Mahidol University Thailand Faculty of Engineering and Industrial Sciences Swinburne University of Technology Australia

A point source of light sends out light rays in all directions and in straight lines. This is an important concept for all students who study elementary optics at the high school level. Most physics textbooks discuss this topic only briefly.^1-6 They usually explain the concept by using two-dimensional diagrams even though a three-dimensional discussion may be more instructive. Much of the commercial demonstration equipment that can be used to explain this concept is very expensive (e.g., the optics kit from Suksapan Panit Company⁷ in Thailand costs approximately $70 U.S.). This and similar optics kits show that light propagates in straight lines but do not represent where the light beams come from. Because it is an abstract idea, most students still have considerable misunderstanding about this concept.^8-F14 This paper describes an effective but inexpensive (approximately $20 U.S.) apparatus to illustrate the behavior of light rays emitted isotropically from a point source of light. The apparatus is simple and is intelligible to students.

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Guided Inquiry learning Unit on Aquatic Ecosystems for Seventh Grade Students

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Journal of Natural Resources and Life Sciences Education 2009年第1期38卷 106-114页

作者： Jongdee To-im Pintip Ruenwongsa Institute for Innovative Learning (formerly Institute for Innovation and Development of Learning Process) Mahidol University Rama 6 Road Bangkok 10400 Thailand

Using mini-aquaria experiments, a learning unit on the effects of light period on aquatic ecosystems was developed for 7th grade students. This guided inquiry unit was aimed at helping students understand basic ecological principles involved in relationships among physical, chemical, and biological components in aquatic ecosystems. It involved asking guiding questions to direct students’ investigations and experimental designs, providing experimental data for analysis and interpretation, and facilitating students’ construction of explanations. The students’ achievements were assessed through a questionnaire, written documents, interviews, and classroom observation. In this study, students were encouraged to ask questions throughout the learning sequence, in which they did ask more intelligent questions, generate fruitful ideas, and finally develop their own understanding. Students gradually accumulated conceptual understanding through the designed learning activities, and both students and teachers had a positive attitude toward the learning unit. The minimum and maximum values of the students’ perceptions on the learning unit were found to be 4.14 and 4.65 (on a 5-point scale). The mean and standard deviation of the 15 items on perception were 4.41 and 0.41, indicating a moderate level of approval. One advantage of this learning unit is in its low cost for implementation while producing effective learning activities, especially in schools with budgetary and time constraints. This study should inspire teachers to adapt and adopt the proposed activities to enhance students’ understanding of the ecosystems.

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A handheld LED coloured-light mixer for students to learn collaboratively the primary colours of light

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Physics Education 2009年第2期44卷 123-128页

作者： Nopparatjamjomras, Suchai Chitaree, Ratchapak Panijpan, Bhinyo Institute for Innovation and Development of Learning Process Mahidol University Bangkok 10400 Rama VI Road Thailand Department of Physics Mahidol University Bangkok 10400 Rama VI Road Thailand

To overcome students' inaccurate prior knowledge on primary additive colours, a coloured-light mixer has been constructed to enable students to observe directly the colours produced and reach the conclusion by themselves that the three primary colours of light are red, green, and blue (NOT red, yellow, and blue). Three closely packed tiny light-emitting diodes (LEDs) producing primary colours are combined with green intensity varying circuitry to generate the standard colour-triangle secondary colours and various shades ranging from yellow to orange and pale blue to cyan. In the laboratory, students worked collaboratively, predicting, observing and explaining, and finally discussing until there was a consensus. © 2009 IOP Publishing Ltd.

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learning about modes in atomic force microscopy by means of hands-on activities based on a simple apparatus

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Physics Education 2009年第3期44卷 306-309页

作者： Phuapaiboon, Unchada Panijpan, Bhinyo Osotchan, Tanakorn Institute for Innovation and Development of the Learning Process Mahidol University Bangkok Rama VI Road Thailand Department of Physics and Centre of Nanoscience and Nanotechnology Faculty of Science Mahidol University Bangkok Rama VI Road Thailand

This study was conducted to examine the results of using a low-cost hands-on setup in combination with accompanying activities to promote understanding of the contact mode of atomic force microscopy (AFM). This contact mode setup enabled learners to study how AFM works by hand scanning using probing cantilevers with different characteristics on two types of artificial surface. They also learnt how to select the various probing cantilevers on the basis of their understanding of the advantages and disadvantages of using them. © 2009 IOP Publishing Ltd.

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The effect of guided note taking during lectures on Thai university students’ understanding of electromagnetism

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Research in Science and Technological Education 2009年第1期27卷 75-94页

作者： Narjaikaew, Pattawan Emarat, Narumon Cowie, Bronwen Institute for Innovation and Development of the Learning Process Mahidol University Bangkok 10400 Ratchathewi Thailand Department of Physics Faculty of Science Mahidol University Bangkok 10400 Ratchathewi Thailand Wilf Malcolm Institute of Educational Research University of Waikato Hamilton New Zealand

This paper reports on the implementation of a guided note taking strategy to promote Thai students’ understanding of electromagnetism during a lecture course. The aim of the study was to enhance student learning of electromagnetism concepts. The developed guided notes contain quotations, diagrams, pictures, problems, and blank spaces to encourage student interactive engagement with the lectures. The guided note templates were critiqued by a group of experienced university physics lecturers and piloted with graduate physics education students to check the content validity. Over 300 first year university students (aged about 18–19 years) attended lectures that did not involve guided note taking. Six hundred students participated in the guided note taking approach. Students’ understanding of electromagnetism was investigated using a conceptual test. Comparison of the pre‐ and post‐test results of the two groups of students indicated that students who were involved in the guided note taking approach performed better on the conceptual test than students who were not involved in this approach. From interviews, it was found that students viewed the guided note taking approach as a supportive tool that helped them concentrate on the lecture. Promoting student involvement in the lecture class through the process of guided note taking was shown to be a meaningful learning strategy for first year university physics classes. © 2009, Taylor & Francis Group, LLC.

关键词： Guided note taking Large class learning

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Enhancing Thai students’ learning of chemical kinetics

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Research in Science and Technological Education 2009年第1期27卷 95-115页

作者： Chairam, Sanoe Somsook, Ekasith Coll, Richard K. Institute for Innovation and Development of Learning Process Mahidol University Bangkok Rachathewi Thailand Department of Chemistry Faculty of Science Mahidol University Bangkok Rachathewi Thailand Centre for Science and Technology Education Research University of Waikato Hamilton New Zealand

Chemical kinetics is an extremely important concept for introductory chemistry courses. The literature suggests that instruction in chemical kinetics is often teacher‐dominated at both the secondary school and tertiary levels, and this is the case in Thailand–the educational context for this inquiry. The work reported here seeks to shift students from passive learning to more active, student‐centred learning and involved some 413 first year undergraduate science students in Thailand. Drawing on inquiry‐based learning, the participants were asked to design an experiment investigating the reaction of acids and bases. The research findings suggest that participants were able to explain the changes of the rate of a chemical reaction, and developed good conceptual understanding of chemical kinetics both qualitatively and quantitatively. It also showed this more active teaching approach, which is radically different from normal teaching in Thailand, was an enjoyable experience for the students. © 2009, Taylor & Francis Group, LLC.

关键词： Chemical kinetics Inquiry‐based practical chemistry Tertiary level

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The effect of Interactive Lecture Demonstrations on students’ understanding of heat and temperature: A study from Thailand

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Research in Science and Technological Education 2009年第1期27卷 61-74页

作者： Tanahoung, Choksin Chitaree, Ratchapak Soankwan, Chernchok Sharma, Manjula D. Johnston, Ian D. Institute for Innovation and Development of Learning Process Mahidol University Bangkok 10400 Rachathewi Thailand Department of Physics Faculty of Science Mahidol University Bangkok 10400 Rachathewi Thailand Sydney University Physics Education Research Group School of Physics University of Sydney NSW 2006 Australia

The purpose of this study was to investigate the effectiveness of Interactive Lecture Demonstrations over traditional instruction on university students’ understanding of heat and temperature. The participants were 327 first year undergraduate students from two science classes in two academic years from the same university in Thailand. One class was the experimental group taught using Interactive Lecture Demonstrations, while the other was the control group taught using traditional instructional methods. The Heat and Temperature Conceptual Evaluation test was administered to the experimental and control groups before and after instruction to evaluate student understanding. We found that the average normalized gain in the experimental group ( = 0.25) was higher than in the control group ( = 0.08). The results indicate that students taught using Interactive Lecture Demonstrations had a better understanding of heat and temperature concepts than students taught using traditional instruction. © 2009, Taylor & Francis Group, LLC.

关键词： Conceptual understanding Heat and temperature Interactive lecture demonstrations

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Design and evaluation of a Virtual Sign Animated Pedagogical Agent

Design and evaluation of a Virtual Sign Animated Pedagogical...

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10th IASTED International Conference on Computers and Advanced Technology in Education

作者： Saksiri, Benjaporn Greenstein, Joel S. Ruenwongsa, Pintip Institute for Innovation and Development of Learning Process Mahidol University Thailand Dept. of Industrial Engineering Clemson University United States

ISBN: (纸本)9780889866997

A Virtual Sign Animated Pedagogical Agent (VSAPA) is developed as an educational tool for d/Deaf students. This paper investigates the design issues addressed in the development of the tool and its associated learning environment. A usability testing methodology is proposed to evaluate and refine the resulting instructional system.

关键词： Teaching

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Applying Symmetries of Common Objects to help Students Understand Stereoselectivity for Apparently Symmetric Substrates

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Bioscience Education 2008年第1期12卷

作者： Piyachat Jittam Pintip Ruenwongsa Bhinyo Panijpan Institute for Innovation and Development of Learning ProcessDepartment of Biochemistry Faculty of Science Mahidol University Bangkok Thailand Department of Biochemistry Faculty of Science Mahidol University Bangkok ThailandInstitute for Innovation and Development of Learning Process Institute for Innovation and Development of Learning Process

We have found it an effective way of teaching symmetry in the context of stereoselectivity, to use common everyday objects with the same point groups as the substrates involved. This has helped students to distinguish between those symmetry elements which allow for stereospecificity and those which preclude it. Two symmetry elements, the simple rotation axis and the mirror plane, are needed to explain the equivalence (or its absence) between atoms or groups in the substrate while interacting with the chiral enzyme. We have used familiar objects such as blackboard erasers, scissors and purses to illustrate the point group symmetry of substrates such as ethanol, citrate, succinate and fumarate and the interaction between the EcoRI restriction enzyme and the EcoRI-DNA palindromic complex.

关键词： enzyme mirror plane rotation axis symmetry symmetric substrate

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Problems Encountered In Teaching/learning Integrated Photosynthesis: A Case of Ineffective Pedagogical Practice?

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Bioscience Education 2008年第1期12卷

作者： Bhinyo Panijpan Pintip Ruenwongsa Namkang Sriwattanarothai Institute for Innovation and Development of Learning Process Mahidol University Rama VI Road Bangkok Thailand

In this article we recount our experiences of teaching photosynthesis in an integrated way to secondary school students and teachers, science undergraduates and postgraduates. Conceptual questions were posed to investigate learners’ fundamental understanding of simple light-dependent and light-independent processes taught to most students at secondary level and beyond. We found that students did not grasp main concepts and could not apply basic knowledge to answer simple questions about photosynthesis even after multiple exposures to the topics. We attribute these shortcomings to rote learning and master-disciple relationship generally practised in Thailand. We propose here a change of emphasis from teaching to learning, especially, self-learning, collaborative learning, self-reflection and integration of knowledge by self. Corrective suggestions are given about changing the common practices of teaching/learning with a cognizance of the present and future era of easy access to electronic information and globalization where life-long learning, problem solving skills, originality and creativity hold keys to success.

关键词： photosynthesis conceptual problems secondary school undergraduate student-centred learning

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