Abstract
Active learning is a concept to develop the quality of education and learners in the 21st century, which based on the Progressivism philosophy and Constructivist theory. Active learning was raised and conveyed to create meaning significantly until it became a discourse of active learning. This discourse is conveyed through the tools in the form of laws, policies, and national strategies to drive and reform education in Thailand into classroom practice. This paper aims to study and present active learning that has been constructed the meaning into the mainstream discourse of educational quality development and dominates the concept and practice of educators following educational reform and development goals. However, important points were found regarding the active learning discourse, namely the perspective in explaining the meaning and factors affecting the transmission of discourse that cause misconception. Therefore, when implementing active learning concepts, those involved must have a thorough understanding of the origins and foundations of this concept, which will lead to the development of learners with the competencies necessary for learning and working context, to be able to live happily, and to lead Thailand towards sustainability, as announced in the discourse.
Publisher
Faculty of Education, Chulalongkorn University
DOI
10.14456/educu.2024.2
First Page
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Last Page
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Recommended Citation
Kongrat, Chedtharat
(2024)
"Active Learning: Discourse in Education for Student Development,"
Journal of Education Studies: Vol. 52:
Iss.
1, Article 16.
DOI: 10.14456/educu.2024.2
Available at:
https://digital.car.chula.ac.th/educujournal/vol52/iss1/16
