The development knowledge construction model based on constructivist theories to support ill-structured problem solving process of industrial education and technology students

Abstract

The objectives of this research were to design and develop the knowledge construction model based on the constructivist theories to support ill-structured problem solving process of industrial education and technology students, to study the ill-structured problem solving process of learners who learnt from developed knowledge construction model, to study learning achievement of learners who learnt from developed knowledge construction model, and to study learners' opinions who learnt from developed knowledge construction model. The target group was 40 third-year undergraduate students within the first semester of the academic year 2009 in the Department of Educational Communications and Technology, faculty of Industrial Education and Technology, King Mongkut's University of Technology Thonburi. The research design of this study was Type II developmental research (Richey and Klein, 2007) including 3 phases: 1) the model development, 2) the model validation, and 3) the model use. Both quantitative and qualitative data were collected and analyzed. Mean, standard deviation and correction were employed to analyze learning achievement. Photocal analysis was employed to analyze ill-structured problem solving process from interviewing. The findings of this studies were as follows: firstly, the results of studying the knowledge construction model based on the constructivist theories to support ill-structured problem solving process of industrial education and technology students consisted of following essentials: 1) ill-structured problems, 2) data bank for problem solving, 3) the support center of excellence for ill-structured problem solving, 4) cognitive tools for ill-structured problem solving, 5) ill-structured problem solving process transfer center by related cases, 6) sharing and social collaboration for problem solving, 7) consulting and knowledge center by experts, 8) scaffolding and cognitive strategies for ill-structured problem solving, and 9) coaching. Secondly, the result of studying the ill-structured problem solving process of learners was students can learn and solve problems by using the ill-structured problem solving process. Thirdly, the result of studying the learning achievements studies found that there were 70% of qualified students. Finally, the result of studying the learners' opinions studies were learning contents, media network, and design are appropriate, and also support knowledge construction and problem solving process of students.