Search results for: Sumalee Tientongdee

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Tientongdee</title> <meta name="description" content="Search results for: Sumalee Tientongdee"> <meta name="keywords" content="Sumalee Tientongdee"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Sumalee Tientongdee"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 4</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Sumalee Tientongdee</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> The Reflection on Pre-Service Teacher Training Program in Science Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sumalee%20Tientongdee">Sumalee Tientongdee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The pre-service teacher training program at Suan Sunandha Rajabhat University, Bankgok Thailand has been provided for undergraduate students for more than 80 years. It was established as the first teacher college in the country. The pre-service teacher program in science education is considered as one of the new training programs to prepare pre-service teacher to teach science in secondary school level. The need of program assessment is strongly important. Therefore, this study was conducted to gain the opinions and recommendations from the principals, in-service teachers, and mentoring teachers from the partnership schools of Bangkok. The invited 120 participants for the annual meeting was hold in May 2017. The focus group discussion and questionnaires were used to collect the data during the reflection session. The content analysis was used to analyze the qualitative data. The results showed that the pre-service teacher training program in science education should improve students’ creative thinking skill, service mind, personality, and attitudes toward teaching science career. Also, the future science teachers must be able to teach in English to have more opportunities to teach science in Southeast Asian countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teacher%20training%20program" title="pre-service teacher training program">pre-service teacher training program</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a>, <a href="https://publications.waset.org/abstracts/search?q=Suan%20Sunandha%20Rajabhat%20university" title=" Suan Sunandha Rajabhat university"> Suan Sunandha Rajabhat university</a> </p> <a href="https://publications.waset.org/abstracts/83060/the-reflection-on-pre-service-teacher-training-program-in-science-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83060.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">216</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> Using Peer Instruction in Physics of Waves for Pre-Service Science Teacher</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sumalee%20Tientongdee">Sumalee Tientongdee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, it was aimed to investigate Physics achievement of the pre-service science teacher studying in general science program at Suan Sunandha Rajabhat University, Bangkok, Thailand. The program has provided the new curriculum that focuses on 21st-century skills development. Active learning approaches are used to teach in all subjects. One of the active learning approaches Peer Instruction, or PI was used in this study to teach physics of waves as a compulsory course. It was conducted in the second semester from January to May of 2017. The concept test was given to evaluate pre-service science teachers’ understanding in concept of waves. Problem-solving assessment form was used to evaluate their problem-solving skill. The results indicated that after they had learned through Peer Instruction in physics of waves course, their concepts in physics of waves was significantly higher at 0.05 confident levels. Their problem-solving skill from the whole class was at the highest level. Based on the group interview on the opinions of using Peer Instruction in Physics class, they mostly felt that it was very useful and helping them understand more about physics, especially for female students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=peer%20instruction" title="peer instruction">peer instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20of%20waves" title=" physics of waves"> physics of waves</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20science%20teacher" title=" pre-service science teacher"> pre-service science teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=Suan%20Sunandha%20Rajabhat%20university" title=" Suan Sunandha Rajabhat university"> Suan Sunandha Rajabhat university</a> </p> <a href="https://publications.waset.org/abstracts/83122/using-peer-instruction-in-physics-of-waves-for-pre-service-science-teacher" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83122.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">346</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> Evidence-Triggers for Care of Patients with Cleft Lip and Palate in Srinagarind Hospital: The Tawanchai Center and Out-Patients Surgical Room</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suteera%20Pradubwong">Suteera Pradubwong</a>, <a href="https://publications.waset.org/abstracts/search?q=Pattama%20Surit"> Pattama Surit</a>, <a href="https://publications.waset.org/abstracts/search?q=Sumalee%20%20Pongpagatip"> Sumalee Pongpagatip</a>, <a href="https://publications.waset.org/abstracts/search?q=Tharinee%20Pethchara"> Tharinee Pethchara</a>, <a href="https://publications.waset.org/abstracts/search?q=Bowornsilp%20%20Chowchuen"> Bowornsilp Chowchuen </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Cleft lip and palate (CLP) is a congenital anomaly of the lip and palate that is caused by several factors. It was found in approximately one per 500 to 550 live births depending on nationality and socioeconomic status. The Tawanchai Center and out-patients surgical room of Srinagarind Hospital are responsible for providing care to patients with CLP (starting from birth to adolescent) and their caregivers. From the observations and interviews with nurses working in these units, they reported that both patients and their caregivers confronted many problems which affected their physical and mental health. Based on the Soukup’s model (2000), the researchers used evidence triggers from clinical practice (practice triggers) and related literature (knowledge triggers) to investigate the problems. Objective: The purpose of this study was to investigate the problems of care for patients with CLP in the Tawanchai Center and out-patient surgical room of Srinagarind Hospital. Material and Method: The descriptive method was used in this study. For practice triggers, the researchers obtained the data from medical records of ten patients with CLP and from interviewing two patients with CLP, eight caregivers, two nurses, and two assistant workers. Instruments for the interview consisted of a demographic data form and a semi-structured questionnaire. For knowledge triggers, the researchers used a literature search. The data from both practice and knowledge triggers were collected between February and May 2016. The quantitative data were analyzed through frequency and percentage distributions, and the qualitative data were analyzed through a content analysis. Results: The problems of care gained from practice and knowledge triggers were consistent and were identified as holistic issues, including 1) insufficient feeding, 2) risks of respiratory tract infections and physical disorders, 3) psychological problems, such as anxiety, stress, and distress, 4) socioeconomic problems, such as stigmatization, isolation, and loss of income, 5)spiritual problems, such as low self-esteem and low quality of life, 6) school absence and learning limitation, 7) lack of knowledge about CLP and its treatments, 8) misunderstanding towards roles among the multidisciplinary team, 9) no available services, and 10) shortage of healthcare professionals, especially speech-language pathologists (SLPs). Conclusion: From evidence-triggers, the problems of care affect the patients and their caregivers holistically. Integrated long-term care by the multidisciplinary team is needed for children with CLP starting from birth to adolescent. Nurses should provide effective care to these patients and their caregivers by using a holistic approach and working collaboratively with other healthcare providers in the multidisciplinary team. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=evidence-triggers" title="evidence-triggers">evidence-triggers</a>, <a href="https://publications.waset.org/abstracts/search?q=cleft%20lip" title=" cleft lip"> cleft lip</a>, <a href="https://publications.waset.org/abstracts/search?q=cleft%20palate" title=" cleft palate"> cleft palate</a>, <a href="https://publications.waset.org/abstracts/search?q=problems%20of%20care" title=" problems of care"> problems of care</a> </p> <a href="https://publications.waset.org/abstracts/61339/evidence-triggers-for-care-of-patients-with-cleft-lip-and-palate-in-srinagarind-hospital-the-tawanchai-center-and-out-patients-surgical-room" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61339.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">218</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> OER on Academic English, Educational Research and ICT Literacy, Promoting International Graduate Programs in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maturos%20Chongchaikit">Maturos Chongchaikit</a>, <a href="https://publications.waset.org/abstracts/search?q=Sitthikorn%20Sumalee"> Sitthikorn Sumalee</a>, <a href="https://publications.waset.org/abstracts/search?q=Nopphawan%20Chimroylarp"> Nopphawan Chimroylarp</a>, <a href="https://publications.waset.org/abstracts/search?q=Nongluck%20Manowaluilou"> Nongluck Manowaluilou</a>, <a href="https://publications.waset.org/abstracts/search?q=Thapanee%20Thammetha"> Thapanee Thammetha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The 2015 Kasetsart University Research Plan, which was funded by the National Research Institutes: TRF – NRCT, comprises four sub-research projects on the development of three OER websites and on their usage study by students in international programs. The goals were to develop the open educational resources (OER) in the form of websites that will promote three key skills of quality learning and achievement: Academic English, Educational Research, and ICT Literacy, to graduate students in international programs of Thailand. The statistics from the Office of Higher Education showed that the number of foreign students who come to study in international higher education of Thailand has increased respectively by 25 percent per year, proving that the international education system and institutes of Thailand have been already recognized regionally and globally as meeting the standards. The output of the plan: the OER websites and their materials, and the outcome: students’ learning improvement due to lecturers’ readiness for open educational media, will ultimately lead the country to higher business capabilities for international education services in ASEAN Community in the future. The OER innovation is aimed at sharing quality knowledge to the world, with the adoption of Creative Commons Licenses that makes sharing be able to do freely (5Rs openness), without charge and leading to self and life-long learning. The research has brought the problems on the low usage of existing OER in the English language to develop the OER on three specific skills and try them out with the sample of 100 students randomly selected from the international graduate programs of top 10 Thai universities, according to QS Asia University Rankings 2014. The R&D process was used for product evaluation in 2 stages: the development stage and the usage study stage. The research tools were the questionnaires for content and OER experts, the questionnaires for the sample group and the open-ended interviews for the focus group discussions. The data were analyzed using frequency, percentage, mean and SD. The findings revealed that the developed websites were fully qualified as OERs by the experts. The students’ opinions and satisfaction were at the highest levels for both the content and the technology used for presentation. The usage manual and self-assessment guide were finalized during the focus group discussions. The direct participation according to the concept of 5Rs Openness Activities through the provided tools of OER models like MERLOT and OER COMMONS, as well as the development of usage manual and self-assessment guide, were revealed as a key approach to further extend the output widely and sustainably to the network of users in various higher education institutions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=open%20educational%20resources" title="open educational resources">open educational resources</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20education%20services%20business" title=" international education services business"> international education services business</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20English" title=" academic English"> academic English</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20research" title=" educational research"> educational research</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT%20literacy" title=" ICT literacy"> ICT literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20graduate%20program" title=" international graduate program"> international graduate program</a>, <a href="https://publications.waset.org/abstracts/search?q=OER" title=" OER"> OER</a> </p> <a href="https://publications.waset.org/abstracts/60173/oer-on-academic-english-educational-research-and-ict-literacy-promoting-international-graduate-programs-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60173.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">223</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div 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Search results for: Sumalee Tientongdee