processding59.pdf - page 300

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[1] óøìĉ
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ǰ42 190 ǰ37 – 41.
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2558, ÝćÖǰhttps://teacherkobwit2010.files.wordpress.com/2012/12/e0b980e0b8ade0b881e0
b8aae0b8b2e0b8a3e0b88ae0b8b8e0b894e0b897e0b8b5e0b988-3-stem.docx.
[6] öîêøĊ
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ǰ21,”
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ê÷ÿćøǰÿÿüì
ǰ
43 192 ǰ35 - 37.
[8] Kemmis, S. and McTaggart, R. (1990).
The Action Research Planner (3 Edition)
. Geelong: Deakin
University Press.
[9] Hassan, H. T. (
ǰ
How do Pre-service and In-service Science Teachers View the Nature of
Science and Technology?
. Brunei Darussalam. : University of Brunei Darussalam.
[10] óúýĆ
Öéĉĝ
ǰĒÿÜóøöýøĊ
, ðøąÿćìǰđîČ
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öĀćÿćøÙøćö
ǰ9 ÞïĆ
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đýþ : 401-418.
[11] Goodnough, K. and Cashion, M. 2006 .
Exploring problem-based learning in the context of
high school science: Design and implementation issues. School Science and
Mathematics
, 106 7 , 280-295.
[12] Capon, N. and Kuhh, D. 2004 .
What’s so good about problem-based learning? Cognition
and Instruction
, 22 1 , 61-79.
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