Designing Framework of Constructivist Web-Based Learning Environment Model to Enhance Creative Thinking in Engineering Design Process for Grade 8th

Abstract

Creative thinking is one of the most important characteristics of a person that drives innovation. It is a skill that helps countries succeed in the rapidly changing digital economy society in the 21st century [6]. Countries are therefore focused on developing creative populations. Most of today’s innovations are created by the engineering design process. But the engineering design process itself still lacks effectiveness in promoting creativity in cognitive domain [5]. Therefore, the purpose of this study is to synthesize the framework of a web-based constructivist learning environment to enhance creative thinking [2] in engineering design process [3]. The document analysis and model research [1] were employed in this study The target groups used in this study were 1) 3 experts for assessment of the learning contents 2) 3 experts for assessment of the instructional design for theoretical framework 3) 3 experts for assessment of the instructional media design. 4) 3 experts for assessment of the gathering research instruments and 5) 30 eight-grade students of Khon Kean university Demonstration school who enrolled in a course of design and technology II. The instruments used were 1) survey form for collected instructional context 2) survey form for learning characteristic of students and 3) The recording form for synthesis of the theoretical framework. Summarization, interpretation and analytical description were employed to analyze the data. The result revealed that: The framework comprised of 6 stages as following: (1) Activating cognitive structure as problem-based component (2) Adjusting to cognitive equilibrium as learning resources component (3) Enlarging cognitive structure as cognitive tools and collaboration-based component (4) Enhancing creative thinking as creative thinking design-based component and (5) Fostering knowledge construction as scaffolding-based component. (6) Encouraging knowledge construction as coaching-based component.