ความรู้เดิมของนักเรียน: อุปสรรคหรือทรัพยากร
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Abstract
Luecha Ladachart and Ladapa Ladachart
รับบทความ: 18 มกราคม 2561; แก้ไขบทความ: 3 สิงหาคม 2561; ยอมรับตีพิมพ์: 17 ตุลาคม 2561
บทคัดย่อ
บทความนี้มีวัตถุประสงค์เพื่อสร้างความเข้าใจที่ดีขึ้นเกี่ยวกับมุมมองต่อความรู้เดิมของนักเรียน วรรณกรรมด้านวิทยาศาสตร์ศึกษาเปิดเผยมุมมองที่เป็นไปได้ 2 แบบ ได้แก่ (1) ความรู้เดิมในฐานะอุปสรรคต่อการเรียนรู้ และ (2) ความรู้เดิมในฐานะทรัพยากรในการเรียนรู้ โดยมุมมองแบบหลังมีความสามารถในการอธิบายกระบวนการเรียนรู้ตามทฤษฎีสรรคนิยมได้ดีกว่ามุมมองแบบแรก อย่างไรก็ตาม หลักฐานจำนวนหนึ่งบ่งบอกว่า นักวิจัยไทยมีแนวโน้มที่จะนำเสนอมุมมองแบบแรกในรายงานวิจัยของตนเอง ดังนั้นบทความนี้จึงกระตุ้นเตือนให้นักวิจัยไทยทบทวนและขยายมุมมองที่ตนเองมีต่อความรู้เดิมของนักเรียน ทั้งนี้เพราะนักวิจัยไทยควรเป็นแบบอย่างว่า ครูวิทยาศาสตร์ไทยควรมองและปฏิบัติต่อความรู้เดิมของนักเรียนอย่างไร
คำสำคัญ: การเรียนรู้วิทยาศาสตร์ ความรู้เดิม ทรัพยากรทางสติปัญญา สรรคนิยม อุปสรรคการเรียนรู้
Abstract
This article aims at facilitating better understanding about perspectives on students’ prior knowledge. Science education literature reveals 2 possible perspectives, which include (1) perspective on students’ prior knowledge as a learning obstacle, and (2) perspective on students’ prior knowledge as a learning resource. The latter perspective has better ability in explaining a learning process according to constructivist theory than the former perspective. Nonetheless, ample evidences indicate that Thai researchers tend to present the former perspective in their research reports. Therefore, this article urges Thai researchers to review and broaden a perspective that they may have on students’ prior knowledge. This is because Thai researchers should play a role in modeling how Thai science teachers should perceive and cope with students’ prior knowledge.
Keywords: Science learning, Prior knowledge, Cognitive resource, Constructivism, Learning obstacle
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