Measurement of Learning Process by Semantic Annotation Technique on Bloom's Taxonomy Vocabulary

Autor/inn/en	Yanchinda, Jirawit; Yodmongkol, Pitipong; Chakpitak, Nopasit
Titel	Measurement of Learning Process by Semantic Annotation Technique on Bloom's Taxonomy Vocabulary
Quelle	In: International Education Studies, 9 (2016) 1, S.107-122 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Agricultural Occupations; Rural Population; Scientific Literacy; Technological Literacy; Knowledge Level; Sustainable Development; Learning Processes; Semantics; Measurement Techniques; Taxonomy; Science Instruction; Experimental Groups; Control Groups; Achievement Gains; Knowledge Management; Models; Tutoring; Research Methodology; Case Studies; Statistical Analysis; Foreign Countries; Thailand + Suchen Sie Ihr Suchwort? Agriculture; Occupation; Landwirtschaft; Beruf; Landwirtschaftlicher Beruf; Landbevölkerung; Technisches Wissen; Wissensbasis; Nachhaltige Entwicklung; Learning process; Lernprozess; Semantik; Messtechnik; Taxonomie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Achievement gain; Leistungssteigerung; Wissensmanagement; Analogiemodell; Förderkonzept; Nachhilfeunterricht; Research method; Forschungsmethode; Case study; Fallstudie; Case Study; Statistische Analyse; Ausland
Abstract	A lack of science and technology knowledge understanding of most rural people who had the highest education at elementary education level more than others level is unsuccessfully transferred appropriate technology knowledge for rural sustainable development. This study provides the measurement of the learning process by on Bloom's Taxonomy vocabulary to prove the effectiveness of tutorial science ontology improving the learning process of non-science and technology educated farmers. The result showed that (i) experimental sample group who additional social science ontologies significantly improve learning process of throughput domain knowledge. (ii) The experimental group reaches analysis level while the control group without ontology input meets apply level. The experimental group cognitive level improves one step further of the control group. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01