The Effect of Learning Management with the Knowledge Construction Package in the Course of Social Studies Learning Management for Elementary Teachers According to Constructivist Theory

Abstract

The purpose of this research was to determine the learning outcomes, aspects of the Teaching Quality Framework (TQF) learning standards of students, characteristics and skills of students in the twenty-first century, and the opinions of students toward learning with an e-book knowledge construction package for teachers in social studies learning management for elementary teachers. The target group comprised students in the field of primary education of the Faculty of Education, Northeastern University, Khon Kaen province, Thailand. The research tools consisted of a student achievement test, learning standard assessment form, twenty-first century student's characteristics and skills assessment form, and opinion questionnaire on the e-book knowledge construction package for teachers in learning management. The statistics analysis was percentage, mean, and standard deviation.               The results showed that the mean scores of the grades obtained with the e-book knowledge construction package of the students was 82.50 with 95% passing the specified criteria of 70% to meet the research objectives. The overall learning standard assessment result was at the highest level and classified by the aspects in order from the high to low mean as follows: intellectual skills, morality, ethics, numerical analysis skills, communication and information technology,  learning management  science  skills,  interpersonal skills, and responsibility and knowledge. The assessment of the skills characteristics and competencies in the twenty-first century in learning management  with a knowledge construction  package was based on the concept of the constructivist theory, and overall was at the highest level. The students’ opinions on the e-book knowledge construction package were at the highest level and classified by the aspects in order from the high to low mean as follows: nature of learning activities, characteristics of the knowledge construction package, and finally the nature of the content.