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 Tassanee Bunterm

Tassanee Bunterm

สำนักงานวิชาการ,
Faculty of Education,
Khon Kaen University
56050723200: H-INDEX 4

Documents

TCI อ้างอิงจาก http://www.tci-thaijo.org/

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SCOPUS

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PUBMED

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ISI

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TCI

Title Author Year SCOPUS PUBMED ISI TCI
1. Do Different Levels of Inquiry Lead to Different Learning Outcomes? A comparison between guided and structured inquiry Bunterm, T.
Srikoon, S.
2014
2. A comparative study of the effects of the neurocognitive-based model and the conventional model on learner attention, working memory and mood Sanit Srikoon
Tassanee Bunterm
Teerachai Nethanomsak
Tang Keow Ngang
2017
3. The effect of working memory training on the behavioral, electrophysiological and achievement change Uopasai,
Bunterm, T.
Muchimapura, S.
2017
4. The impacts of inquiry-based learning model on teaching science subject: A case study in Thailand Bunterm, T. 2017
5. The neurocognitive constructivist guided-inquiry based teaching model for promoting attention abilitities Bunterm, T.
Muchimapura, S.
2017
6. An investigation of learning stressors among secondary school students: A case study in northeast Thailand Bunterm, T. 2018
7. Effect of 5P model on academic achievement, creative thinking, and research characteristics Srikoon, S.
Bunterm, T.
2018
8. Preparing pre-service teachers to integrate mobile technology into science laboratory learning: an evaluation of technology-integrated pedagogy module Srisawasdi, N.
Bunterm, T.
2018
9. The Effect of Constructivism, Metacognition and Neurocognitive-based Teaching Model to Enhance Veterinary Medicine Students' Learning Outcomes Uopasai,
Bunterm, T.
Muchimapura, S.
2018
10. An investigation on the P300 event-relatedpotential and brain topographical organization of veterinary medicine students through working memory training Uopasai,
Bunterm, T.
Butudom, P.
Aiemsaard, J.
2019
11. Examining the effectiveness of guided inquiry with problem-solving process and cognitive function training in a high school chemistry course Niwat Tornee
Tassanee Bunterm
Kerry Lee
Supaporn Muchimapura
2019
Count 11 0 4 0

Title Authors Year Publication name Cited count
< 2015 2016 2017 2018 2019 2020 Total
1. Do Different Levels of Inquiry Lead to Different Learning Outcomes? A comparison between guided and structured inquiry Bunterm, T.
Srikoon, S.
2014 International Journal of Science Education
12 (36), pp. 1937-1959
2. A comparative study of the effects of the neurocognitive-based model and the conventional model on learner attention, working memory and mood Srikoon, S.
Bunterm, T.
2017 Malaysian Journal of Learning and Instruction
1 (14), pp. 83-110
3. The effect of working memory training on the behavioral, electrophysiological and achievement change Uopasai,
Bunterm, T.
Muchimapura, S.
2017 Turkish Online Journal of Educational Technology
December Special Issue INTE (2017), pp. 331-339
4. The impacts of inquiry-based learning model on teaching science subject: A case study in Thailand Bunterm, T. 2017 Turkish Online Journal of Educational Technology
December Special Issue INTE (2017), pp. 395-402
5. The neurocognitive constructivist guided-inquiry based teaching model for promoting attention abilitities Bunterm, T.
Muchimapura, S.
2017 Turkish Online Journal of Educational Technology
December Special Issue INTE (2017), pp. 475-483
6. An investigation of learning stressors among secondary school students: A case study in northeast Thailand Bunterm, T. 2018 Kasetsart Journal of Social Sciences
2 (39), pp. 197-206
7. Effect of 5P model on academic achievement, creative thinking, and research characteristics Srikoon, S.
Bunterm, T.
2018 Kasetsart Journal of Social Sciences
3 (39), pp. 488-495
8. Preparing pre-service teachers to integrate mobile technology into science laboratory learning: an evaluation of technology-integrated pedagogy module Srisawasdi, N.
Bunterm, T.
2018 International Journal of Mobile Learning and Organisation
1 (12), pp. 1-17
9. The effect of constructivism, metacognition and neurocognitive-based teaching model to enhance veterinary medicine students' learning outcomes Uopasai,
Bunterm, T.
Muchimapura, S.
2018 Pertanika Journal of Social Sciences and Humanities
4 (26), pp. 2313-2331
10. An investigation on the P300 event-relatedpotential and brain topographical organization of veterinary medicine students through working memory training Uopasai,
Bunterm, T.
Butudom, P.
Aiemsaard, J.
2019 International Journal of Pharmaceutical Research
1 (11), pp. 299-305
11. Examining the effectiveness of guided inquiry with problem-solving process and cognitive function training in a high school chemistry course Bunterm, T.
Muchimapura, S.
2019 Pedagogies
2 (14), pp. 126-149

Title Authors Year Journal title

Title Authors Year Journal title Cited count
< 2015 2016 2017 2018 2019 2020 Total
1. Do Different Levels of Inquiry Lead to Different Learning Outcomes? A comparison between guided and structured inquiry Tassanee Bunterm
Kerry Lee
Jeremy Ng Lan Kong
Sanit Srikoon
Penporn Vangpoomyai
Jareunkwan Rattanavongsa
Ganya Rachahoon
2014 INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
12.0 (36.0), pp. 1937.0-1959.0
30 0 0 0 0 0 30
2. A COMPARATIVE STUDY OF THE EFFECTS OF THE NEUROCOGNITIVE-BASED MODEL AND THE CONVENTIONAL MODEL ON LEARNER ATTENTION, WORKING MEMORY AND MOOD Sanit Srikoon
Tassanee Bunterm
Teerachai Nethanomsak
Tang Keow Ngang
2017 MALAYSIAN JOURNAL OF LEARNING & INSTRUCTION
1.0 (14.0), pp. 83.0-110.0
6 0 0 0 0 0 6
3. The Effect of Constructivism, Metacognition and Neurocognitive-based Teaching Model to Enhance Veterinary Medicine Students' Learning Outcomes Suwit Uopasai
Tassanee Bunterm
Supaporn Muchimapura
Keow Ngang Tang
2018 PERTANIKA JOURNAL OF SOCIAL SCIENCE AND HUMANITIES
4.0 (26.0), pp. 2313.0-2331.0
0 0 0 0 0 0 0
4. Examining the effectiveness of guided inquiry with problem-solving process and cognitive function training in a high school chemistry course Niwat Tornee
Tassanee Bunterm
Kerry Lee
Supaporn Muchimapura
2019 PEDAGOGIES
2.0 (14.0), pp. 126.0-149.0
0 0 0 0 0 0 0

Title Authors Year Journal title

Title Authors NRIIS type Year NRIIS Scholarship

0.04032635688781738