1. The document discusses different learning theories including behaviorism, cognitivism, and constructivism. 2. Constructivism posits that learners actively construct knowledge based on their experiences. Within constructivism, cognitive constructivism focuses on how mental processes represent and organize information, while social constructivism underlines the collaborative nature of learning. 3. Constructivist learning environments emphasize authentic learning tasks, student autonomy, and collaborative learning using various media and methods to help students construct knowledge.

1. 3 27
3
1. •
2. •
3. •
•
1.
•
2. •
•
3.
•
•
1. •
•
2. 3
http://ednet.kku.ac.th/~sumcha/web-230301/
3
Power point
3.

2. 3 28
(Problem-based learning)
1.
2.
3.

3. 3 29
- -
- -
3
-
-
(Abilities) (Knowledge)
(Driscoll, 1994; Gredler, 1997)
3 (Newby, Stepich, Lehman, 2000)

4. 3 30
(Behaviorism S-R Associationism)
(Stimulus) (Response)
(Mayer, 1992; , 2551)
20
(Povlov) (Watson)
(Skinner)
(Mental process)
(Passively)
(Drill-and-
practice) (Reinforcement)
(Mayer, 1999)

5. 3 31
(Newby, Stepich, Lehman, 2000)
1)
2) (Mastery learning)
3)
4)
5)
6)

6. 3 32
(Cognitivism)
(Mayer,
1992)
(Long-term memory)
1950s, 1960s 1970s
(Memory)
Mental
Models

7. 3 33
" (Mayer,1996)
(Mental
Activities) "
( )
(Cognitive Process)
(Cognitive Process)
(Memory)
1)
(Concept map)

8. 3 34
2)
(Ormrod, 1999)
3)
3.1 (Focusing question)
3.2 (Highlighting)
“...”
3.3 Mnemonic
20 ( ...)
3.4 (Imagery)
(Understanding)
(Representation)
(Jonassen, 1991) .1980s 1990s
(Realistic)
(Cognitive
guide)
(Meyer, 1996) 2

9. 3 35
(Cognitive Constructivism)
" " (Construct)
(Schemas) (Mental Model)
(Change) (Enlarge)
(Assimilation) (Accommodation)
(Assimilation) (Accommodation)
(Equilibrium)
Vygotsky
2 (Social
Context Learning)
Vygotsky Zone of
Proximal Development

10. 3 36
(Scaffolding)
Vygotsky
(Knowledge Construction)
(Working Memory) 1980s 1990s
1)
2)
3)

11. 3 37
4)
(metacognition) (self-
analysis) (self-regulation)
(self-reflection) (self-awareness)
5)
6)
7)
8)
9)
10)
11)
12)
13)
14)
15)
16)
17)
18)

12. 3 38
(Constructivist Learning
Environments) " "
(Media) " " (Methods)
(1) (2)
(3) (4) (5)
( , 2547)
Antecedent
behavior
consequence

13. 3 39
1980
(Constructivism)
(Real World)
3
3
. .2542

14. 3 40
. (2547). .
.
. (2551). : . :
.
Driscoll, M. P. (1994). Psychology of learning for instruction. Boston: Allyn and
Bacon.
Gredler, M. E. (1997). Learning and instruction: Theory into practice (3rd ed).
Upper Saddle River, NJ: Prentice-Hall.
Jonassen, D. (1991). Objectivism vs constructivism: Do we need a new philosophical
paradigm? Educational Technology, Research and Development,
39(3), 5-13.
Jonassen, David H. (1991). Evaluating constructivistic learning. Educational
Technology, 31, 28-33.
Jonassen,D.H. and Reeves,T.C.(1996). Learning with technology: Using Computer as
cognitive tools. In D.H. Jonassen (Ed.), Handbook of research for
educational communication and technology. New York:Macmillan.
Mayer, R. E. (1992). Thinking, problem solving, cognition. Second edition. New
York: W. H.
Mayer,R.E. (1996). Designing Instruction for Constructivist Learning. Instructional
Design Theories And Models: A New Paradigm of Instructional
Theory.Volume II. Newjersy: Lawrence Erlbaum Associates.
Meyer .(1997). Multimedia learning: Are we asking the right question. Educational
Psychologist, 32, 1-19.
Newby, T. J., Stepich, D. A., Lehman, J. D., & Russell, J. D. (2000). Instructional
technology for teaching and learning Designing instruction, integrating
computers, and using media (second edition). Englewood Cliffs, NJ:
Prentice-Hall.
Ormrod, J.E. (1999). Human learning. New Jersey: Prentice Hall.