Page 30 - 0051
P. 30

Culture, Knowledge, and Assessment in Active Learning  23



                  Imsa-ard, P. (2020). Voices from Thai EFL teachers: Perceptions and beliefs towards the English
                         test in the national examination in Thailand. LEARN Journal: Language Education and

                         Acquisition Research Network, 13(2), 269-287.
                  Kantamara, P., Hallinger, P., & Jatiket, M. (2006). Scaling-up educational reform in Thailand:
                         Context, collaboration, networks, and change. Planning and Changing, 37, 5-23.
                  Kaphingst, K. A., Persky, S., McCall, C., Lachance, C., Loewenstein, J., Beall, A. C., & Blascovich, J.
                         (2009). Testing the effects of educational strategies on comprehension of a genomic
                         concept using virtual reality technology. Patient Education and Counseling, 77(2), 224-
                         230. https://doi.org/10.1016/j.pec.2009.03.029

                  Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction
                         does not work: An analysis of the failure of constructivist, discovery, problem-based,
                         experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. https://
                         doi.org/10.1207/s15326985ep4102_1
                  Mayer, R. E. (2009). Constructivism as a theory of learning versus constructivism as a prescription
                         for instruction. In S. Tobias & T. M. Duffy (Eds.), Constructivist instruction: Success or
                         failure? (pp. 184–200). Taylor & Francis Group.
                  Pardjono, P. (2016). Active learning: The Dewey, Piaget, Vygotsky, and constructivist theory
                         perspectives. Jurnal Ilmu Pendidikan, 9(3), 163-178.

                  Piaget, J. (1957). Construction of reality in the child. London: Routledge & Kegan Paul.
                  Piaget, J., & Cook, M. T. (1952). The origins of intelligence in children. International University Press.
                  Prapphal, K. (2004). University admissions in Thailand: Past, present, future [Conference
                         presentation]. International Seminar on University Admissions, Bangkok, Thailand.
                  Prapphal, K. (2008). Issues and trends in language testing and assessment in Thailand. Language
                         Testing, 25(1), 127-143. https://doi.org/10.1177/0265532207083748
                  Todd, R. W. (2019). How is English assessed at Thai schools? Thai TESOL Journal, 32(1), 1-15.

                  Tolley, L., Johnson, L., & Koszalka, T. (2012). An intervention study of instructional methods and
                         student engagement in large classes in Thailand. International Journal of Educational
                         Research, 53, 381–393.  https://doi.org/10.1016/j.ijer.2012.05.003
                  Tramonte, L., & Willms, J. (2010). Cultural capital and its effects on education outcomes.
                         Economics of Education Review, 29(2), 200–213. https://doi.org/10.1016/j.econedurev.
                         2009.06.003
                  Treesuwan, R., & Tanitteerapan, T. (2016). Students’ perceptions on learner-centered teaching
                         approach. The New Educational Review, 45(3), 151–158. https://doi.org/10.15804/tner.
                         2016.45.3.12

                  Vygotsky, L. (1934). Thought and language. MIT Press.
                  Walling, A., Istas, K., Bonaminio, G. A., Paolo, A. M., Fontes, J. D., Davis, N., & Berardo, B. A. (2017).
                         Medical student perspectives of active learning: A focus group study. Teaching and
                         Learning in Medicine, 29(2), 173-180. https://doi.org/10.1080/10401334.2016.1247708
   25   26   27   28   29   30   31   32   33   34   35