| 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 | Srikoon, S. Bunterm, T. |
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 | ||||
| 12. | The Effect of Design-Based Learning Integrated with Educational Neuroscience Instructional Model on Students’ Learning Outcomes, Executive Functions, and Learning Stress | Runganurak, W. Bunterm, T. Uopasai, S. Tang, K.N. |
2022 | ||||
| 13. | THE EFFECT OF MEDITATION ON METACOGNITIVE ABILITY, WORKING MEMORY ABILITY, ACADEMIC ACHIEVEMENT, AND STRESS LEVELS | Uopasai, S. Bunterm, T. Saksangawong, C. |
2022 | Count | 13 | 0 | 4 | 0 |
| Title | Authors | Year | Publication name | Cited count | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| < 2020 | 2021 | 2022 | 2023 | 2024 | 2025 | รวม | ||||||
| 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 |
||||||||
| 12. | The Effect of Design-Based Learning Integrated with Educational Neuroscience Instructional Model on Students’ Learning Outcomes, Executive Functions, and Learning Stress | Runganurak, W. Bunterm, T. Uopasai, S. Tang, K.N. |
2022 |
Pertanika Journal of Social Sciences and Humanities 2 (30), pp. 813-834 |
||||||||
| 13. | THE EFFECT OF MEDITATION ON METACOGNITIVE ABILITY, WORKING MEMORY ABILITY, ACADEMIC ACHIEVEMENT, AND STRESS LEVELS | Uopasai, S. Bunterm, T. Saksangawong, C. |
2022 |
Humanities, Arts and Social Sciences Studies 1 (22), pp. 217-226 |
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| Title | Authors | Year | Journal title |
|---|
| Title | Authors | Year | Journal title | Cited count | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| < 2020 | 2021 | 2022 | 2023 | 2024 | 2025 | รวม | ||||||
| 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 |
9 | 0 | 0 | 0 | 0 | 0 | 9 | |
| 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 |
2 | 0 | 0 | 0 | 0 | 0 | 2 | |
| Title | Authors | Year | Journal title |
|---|
| ชื่อโครงการ | Authors | ประเภทโครงการ | ปีงบประมาณ | ทุนวิจับ |
|---|