Browsing by Author "Chanisara Metpattarahiran"
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Item Effect of Implementing Instruction Based on Flipped Classroom Approach on Critical Thinking and Attitudes toward Mathematics of Fourth-year Undergraduate Students in Mathematics Teacher Preparation Program, Faculty of Science and Technology, Suan Dusit University(Research and Development Institute Suan Dusit University, 2019) Chanisara Metpattarahiran; C. Metpattarahiran; Faculty of Science and Technology, Suan Dusit University, Bangkok, 10300, Thailand; email: chanisara_r@hotmail.comThis study aims to: (1) compare critical thinking ability in the course of Trends of Mathematics Teaching of fourth-year undergraduate students who attended the instruction based on flipped classroom approach with criteria of the course at 70 percent and (2) compare attitudes toward mathematics of fourth-year undergraduate students before and after attending the instruction based on flipped classroom approach. Sample of the study was 115 fourth-year undergraduate students who were studying in mathematics teacher preparation program at the Faculty of Science and Technology, Suan Dusit University and selected by purposive sampling. These undergraduate students were studying in �Trends of Mathematics Teaching� course in the first semester of 2017 academic year. Instructional activities in the course were based on lesson plans which were designed focusing on flipped classroom approach. At the end of the course, the undergraduate students had to complete a test focusing on critical thinking in trends of mathematics teaching by results of the IOC analysis that revealed every test item had IOC scores at 1.0 which were greater than the criteria at 0.5 and a questionnaire on attitudes towards mathematics by results of the IOC analysis that revealed every test items had IOC scores ranging from 0.67-1.00 which were greater than the criteria at 0.5. The collected data were analyzed for mean, standard deviation, one-sample t-test and pair-sample t-test. The study revealed that: (1) the critical thinking ability of the undergraduate students who were in the instruction based on flipped classroom approach is statistically higher than 70% at the alpha level of 0.01 and (2) the attitudes toward mathematics of the undergraduate students after attending the instruction based on flipped classroom approach is statistically higher than those prior to attending the instruction based on flipped classroom approach at the alpha level of .01. � 2019, Research and Development Institute Suan Dusit University. All rights reserved.Item Existence results of sequential fractional Caputo sum-difference boundary value problem(American Institute of Mathematical Sciences, 2022) Chanisara Metpattarahiran; Thitiporn Linitda; Thanin Sitthiwirattham; T. Linitda; Mathematics Department, Faculty of Science and Technology, Suan Dusit University, Bangkok, 10300, Thailand; email: thitiporn_lin@dusit.ac.thIn this article, we study the existence and uniqueness results for a sequential nonlinear Caputo fractional sum-difference equation with fractional difference boundary conditions by using the Banach contraction principle and SchaeferÕs fixed point theorem. Furthermore, we also show the existence of a positive solution. Our problem contains different orders and four fractional difference operators. Finally, we present an example to display the importance of these results. © 2022 the Author(s), licensee AIMS Press.Item Flipped Classroom as a Pedagogical Approach for the Development of Mathematics Instruction for Learning in the 21st Century(Research and Development Institute Suan Dusit University, 2020) Chanisara Metpattarahiran; C. Metpattarahiran; Faculty of Science and Technology, Suan Dusit University, Bangkok, 10700, Thailand; email: chanisara_r@hotmail.comFlipped classroom is a pedagogical approach which changes instructional activity from teacherÕs lecturing to studentÕs self-learning. In flipped classroom, students learn concepts via digital technology and apply understanding about the concepts in classroom activities. In the classroom activities, teachers have the important role in facilitating students to develop better Ôconclusions. Flipped classroom approach consists of four stages: (1) experiential engagement, (2) concept exploration, (3) meaning making, and (4) demonstration and application. The learning in flipped classroom approach is relevant to learning in the 21st century where students are able to learn anytime and everywhere via digital technology. Flipped classroom approach is able to be implemented in mathematics classroom instruction in order to prepare students for Thailand 4.0. © 2020, Research and Development Institute Suan Dusit University. All rights reserved.Item On Hilfer-Type Fractional Impulsive Differential Equations(Hindawi Limited, 2022) Chanisara Metpattarahiran; Kulandhaivel Karthikeyan; Panjaiyan Karthikeyann; Thanin Sitthiwirattham; T. Sitthiwirattham; Mathematics Department, Faculty of Science and Technology, Suan Dusit University, Bangkok, 10300, Thailand; email: thanin_sit@dusit.ac.thUsing the Schauder fixed point theorem, we prove the existence of impulsive fractional differential equations using Hilfer fractional derivative and nearly sectorial operators in this paper. We've gone over the two scenarios where the related semigroup is compact and noncompact for this purpose. We also go over an example to back up the main points. © 2022 Chanisara Metpattarahiran et al.Item STEM Education for Developing UndergraduatesÕ 21st Century Skills(Research and Development Institute Suan Dusit University, 2021) Chanisara Metpattarahiran; C. Metpattarahiran; Faculty of Science and Technology, Suan Dusit University, Bangkok, 10300, Thailand; email: chanisara_r@hotmail.comSTEM education is a learning approach that integrates science, technology, engineering, and mathematics with a focus on studentsÕ application of knowledge and technology for solving problem. Engineering design process is included in STEM education with a purpose that students can develop innovation during their collaborative work. STEM education helps students develop skills in critical thinking, communicating, creative thinking, and teamworking. These skills are relevant to those necessary for living in the 21st century. Currently, STEM education is implemented in kindergarten, primary, and secondary levels. In addition, vocational and undergraduate levels start implementing STEM education with a purpose to develop studentsÕ knowledge, skills, and abilities. Teacher plays an important role to transfer knowledge and encourage students to learn. Also, teacher has to motivate students to apply knowledge to solve real-life problems which will be effective for their future career. © 2021, Research and Development Institute Suan Dusit University. All rights reserved.Item STEM Education for Developing Undergraduates’ 21st Century Skills(Graphicsite, 2023-05-07) Chanisara MetpattarahiranSTEM education is a learning approach that integrates science, technology, engineering, and mathematics with a focus on students’ application of knowledge and technology for solving problem. Engineering design process is included in STEM education with a purpose that students can develop innovation during their collaborative work. STEM education helps students develop skills in critical thinking, communicating, creative thinking, and teamworking. These skills are relevant to those necessary for living in the 21st century. Currently, STEM education is implemented in kindergarten, primary, and secondary levels. In addition, vocational and undergraduate levels start implementing STEM education with a purpose to develop students’ knowledge, skills, and abilities. Teacher plays an important role to transfer knowledge and encourage students to learn. Also, teacher has to motivate students to apply knowledge to solve real-life problems which will be effective for their future career.