Abstract
The purpose of this research was to synthesize the theoretical framework for enhancing analytical thinking in a simulation flipped classroom for grade 11 students. The target group consisted of six experts reviewing documents and designing frameworks. Documentary and survey research was adopted in this study. This research was conducted in four stages: 1) examining and analyzing the principles and theories, 2) reviewing the literature, 3) studying relevant contexts, and 4) synthesizing the designing framework for the Flipped Classroom. The results revealed that the theoretical framework consisted of five foundations: 1) psychological base 2) pedagogical base 3) context base 4) analytical thinking base 5) media theory and technology base. The designing framework evaluates the efficiency of the constructivist flipped classroom learning environment.
The result revealed that:
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1)
The flipped classroom to enhance analytical thinking comprises 2 processes for learning as follows: 1) out of the classroom and 2) in the classroom.
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2)
The efficiency of flipped classrooms to enhance analytical thinking was found to be appropriate as follows The Expert’s review.
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This work was supported by the Department of Science and Technology Education, Faculty of Education, Khon Kaen University.
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Rampuengchit, K., Samat, C. (2023). The Designing Framework of Simulation Flipped Classroom to Enhance Analytical Thinking on the Topic of the Nervous System for Grade 11 Students. In: Huang, YM., Rocha, T. (eds) Innovative Technologies and Learning. ICITL 2023. Lecture Notes in Computer Science, vol 14099. Springer, Cham. https://doi.org/10.1007/978-3-031-40113-8_20
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