กรอบแนวคิดเชิงทฤษฎีในการวิเคราะห์กระบวนการนามธรรม เพื่อสร้างความคิดรวบยอดของนักเรียนในชั้นเรียนที่ใช้การศึกษา ชั้นเรียนและวิธีการแบบเปิด Theoretical Framework in Analysis of Abstraction Process for The Students’ Concept Formation in Classroom Using Lesson

Abstract

This article aims to present the theoretical framework in analysis of abstraction process for the students’ concept formation in classroom using Lesson Study and Open Approach. The targeted group were 4 students from grade one Khookham Pittayasan. The research design of qualitative research was administered by techniques of observation, Protocol deciphering, , students’ performance analysis, and triangulation technique from field note, protocol, teachers’ interview. The research results revealed that the theoretical framework in analysis of abstraction process for the students’ concept formation in classroom using Lesson Study and Open Approach was integrated by Skemp (1971) and Tall and Isoda (2007)’ framework. It is divided into 3 basic important components: perception, action and reflection, on the part of action is divided into 5 steps of compression to thinkable concept. That is a procedure, multi-procedure, a process, thinkable concept and revise thinkable concept. Each component of the abstraction process is related to sequence of teaching of Open Approach which is driven force from Lesson Study.