Abstract
This study aims to study and affirm the use of the constructivist learning environment to enhance learners’ problem solving. The sample groups consisted of the 40 students of Sanambin school, Khon Kaen, Thailand as the experimental group while the other 40 students in the same school was the control group. The instruments were 1) the learning environment to enhance problem solving in science subject titled Life Relationship 2) achievement tests 3) assessment form of executive functions based on Tower of London and 4) interviewing form of problem solving. The Model Research phrase 3- Model Use was employed by interviewing and protocol analysis based on Jonassen [1] with descriptive analysis and interpreting for percentage, Standard Deviation, and t-test value.
The results revealed that the control group had the difference of problem solving after learning while the experimental group showed the same. In addition, the executive function assessment based on Tower of London by time using in problem solving showed the experimental group spent less time than the control group as 18.60 and 21.15 min that differed significantly at .05 and moving time of those both groups as 4.15 and 7.40 min at .05 significantly. Likewise, the experiment group presented the higher achievement test scores as 34.85 than the control group as 20.72.
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Acknowledgement
This work was supported by the Innovation and Cognitive Technology Research Center, Faculty of Education, and the Research and Technology Transfers Affairs Division, Khon Kaen University.
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Chaijaroen, S., Kanjug, I., Samat, C., Wonganu, P. (2020). Outcomes of Problem-Solving Using Constructivist Learning Environment to Enhance Learners’ Problem Solving. In: Huang, TC., Wu, TT., Barroso, J., Sandnes, F.E., Martins, P., Huang, YM. (eds) Innovative Technologies and Learning. ICITL 2020. Lecture Notes in Computer Science(), vol 12555. Springer, Cham. https://doi.org/10.1007/978-3-030-63885-6_64
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