The Body Systems, Brains and Learning Directions of Thai Children in the New Normal
Keywords:
Distance Learning, COVID-19, New NormalAbstract
In a world full of rapid changes, education is accelerated and always changing due to various factors. In particular, the Coronavirus (Covid-19) has changed the learning system in Thailand as well. The learners need to adjust, maintain balance which occurs in their body system, the systems of their minds for their physical and mental conditions to survive in the midst of ever-changing and long-lasting epidemic environment across the country and around the world. The learning management model of educational institutions in Thailand has been adapted to be suitable for the real context, and is mainly used. Learning through TV (on air), Learning Management Online (online), and Learning by Home Visits (on hand) are all combined forms of learning. The management style will vary depending on the area and risk of infection, but online learning management is used through various platforms, with the aim of providing education as a tool to improve quality in critical situations.
References
ประจักษ์ ปฏิทัศน์. (2562). ความคิดเชิงระบบและความคิดเชิงสร้างสรรค์. กรุงเทพฯ: สำนักพิมพ์จุฬาลงกรณ์มหาวิทยาลัย.
สำนักงานเลขาธิการสภาการศึกษา, กระทรวงศึกษาธิการ. (2563). เรียนออนไลน์ยุคโควิด-19: วิกฤตหรือโอกาสการศึกษาไทย. กรุงเทพฯ: สำนักมาตรฐานการศึกษาและพัฒนาการเรียนรู้, สำนักงานเลขาธิการสภาการศึกษา, กระทรวงศึกษาธิการ.
Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Cambridge, MA: Harvard University Press.
Bronfenbrenner, U., & Morris, P. A. (2006). The Bioecological Model of Human Development. In R.M. Lerner (Ed). Handbook of Child Psychology: Vol 1 Theoretical Models of Human Development (6th ed). Hoboken, NJ: John Wiley & Sons.
Casey, B. J., Davidson, M., & Rosen, B. (2002). Functional Magnetic Resonance Imaging: Basic Principles of and Application to Development Science. Developmental Science, 5(3), 301-309.
Ekbalusika, F., Volkmann, D., & Barlow, P. W. (2004). Eukaryotic Cells and Their Cell Bodies: Cell Theory Revised. Annual Review of Botany, 94, 9-32.
Grau, C., & et al. (2014). Conscious Brain-to-Brain Communication in Humans Using Non-Invasive Technologies. PLoS ONE, 9(8), 1-6.
Hoff, E. (2003). The Specificity of Environmental Influence: Socioeconomic Status Affects Early Vocabulary Development via Maternal Speech. Child Development, 74(3), 1368-1378.
Johnson, M. D. (2017). Human Biology (8th ed). Kuala Lumpur: Pearson Education Limited.
Johnson, W., McGue, M., & lacono, W. G. (2006). Genetic and Environmental Influences on Academic Achievement Trajectories During Adolescent. Development Psychology, 42(3), 514-532.
Meyer, J. H. F., Land, R., & Baillie, C. (2010). Threshold Concepts and Transformational Learning. Rotterdam: Sense Publishers.
Marieb, E. N. (2015). Essentials of Human Anatomy & Physiology (11th ed). New York: Pearson Education Limited.
National Scientific Council on the Developing Child. (2010). Early Experiences can After Gene Expression and Affect Long Term Development: Working Paper No.10. Center on the Developing Child at Harvard University. Retrieved from http://www.developingchild.net
Shapshak, P. (2018). Artificial Intelligence and Brain. Bioinformation, 14(1), 38-41.
Starr, C., & McMillan, B. (2016). Human Biology (11th ed). Toronto: Cengage Learning.
Teplan, M. (2002). Fundamentals of EEG Measurement. Measurement Science Review, 2(2), 1-11.
Thanos, P. K., Wang, G. J., & Volkow, N. D. (2008). Position Emission Tomography as a Tool for Studying Alcohol Abuse. Alcohol Research & Health, 31(3), 233-237.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 SIKKHA Journal of Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
