No abstract

Due to a recent educational reform in Thailand, elementary teachers are challenged to use an engineering design process as an instructional approach to STEM education. This would require them to have a design thinking mindset (DTM) as a basic requirement. However, it has been argued that it is difficult to measure DTM using a questionnaire. Therefore, there has been little information if Thai elementary teachers possess DTM. This study aimed to develop and validate a Thai version of DTM questionnaire with two groups of Thai elementary teachers (N=138). Successively determinding Cronbach’s alpha values with each group of the teachers, six components of DTM were suggested. These components included (1) Being comfortable with problems, (2) User empathy, (3) Mindfulness of the process, (4) Collaborative working with diversity, (5) Orientation to learning, and (6) Creative confidence. While this result may need to be comfirmed with a larger population of teachers, a Thai version of the questionnaire can be potentially used to explore Thai elementary teachers’ DTM in other contexts.

This research were aimed 1) to survey the self-regulation behavior among of University of Phayao students 2) to survey the online learning behavior among of University of Phayao students and 3) to study factors on self-regulation that has an influence on an online learning. Sample Group con-sisted of 450 students who enroll general education course of an online courses. The research tool was questionnaire forms about self-regulation in an online course and online learning behavior. The statistics were used to an-alyse the data as follows: mean (M), standard deviation (S.D.), and Stepwise Multiple Regression Analysis. The result found that 1) the students’ behavior on self-regulation was mainly on decision making (M = 3.89) 2) the students’ online learning be-havior was mainly on learner aspect (M = 3.88) and 3) the factors that sup-port students’ online learning behavior consisting of self-observation factor, decision making factor and self-regulation factor. The percentage was 39.90, and shown the raw score and standard score was found from this formula online learning behavior = 0.822 + 0.423 (self-reaction) + 0.183 (self-observation) + 0.141 (decision making) Z online learning behavior = 0.377 Z self-reaction + 0.169 Z self-observation + 0.137 Z decision making