2. INTRODUCTION THE PURPOSES OF RESEARCH CONCEPT FRAMEWORK METHOD CONCLUSION RESULTS

3.  The 21 st century society makes great demands on its members because of rapidly development and ever-changing political, cultural, social, economical and technological situations. Consequently, the society expects its members to keep pace with these changing situations, and adapt their skills and expertise in all aspects of life. Many societies around the world strongly believe that it is the duty of higher education institutions to provide its youths with these skills and expertise.

4. The present, an information-based, technology-driven society to transform serious concern information overload. So educators, the rapid changes in information and technology present several challenges. Information literacy skill has become one of the essential skills in order to judge what information is “essential” and what content information has to be included into their curriculum. http://novellcounseling.org/overcoming- information-overload/

5. All these require educators to train their students to search for, access, retrieve, interpret, synthesize, organize, and communicate information. Beside that, to promote the “Scientific mind”, which is the expertise to proper evaluation of all that we know, it is as a dimension of human capacity that promote and facilitate the continual learning development. We interested in 5 features for a scientific mind are:1)inquiring,2)creativity,3)collaboration, 4) rationality, 5)responsibility

6.  To order this raises increasing societal concern for the quality of learning and teaching at higher education. New educational technologies become available, re-thinking conventional practices around teaching and learning is of paramount importance as resources gradually diminish and demand for access to better quality higher education dramatically increase

7.  The term blended learning is relatively new in higher education. (Dricoll, 2002; Osguthorpe and Graham, 2003; Thorn, 2003; Bersin, J., 2004; Olapiriyakul and Scher, 2006; Bonk and Graham, 2006;Garrison and Vaughan, 2008), the most common position is that blended learning environments combines face-to-face instruction with technology-mediated instruction (Graham, 2006; Graham et al.,2003). However blended learning does not have a pedagogy of its own, but it draws its strength from the three basic theoretical perspectives on learning: behaviourism, cognitivism, and constructivism.

8.  Thus, an urgent need to devise new ways of teaching and learning is critical if we are to prepare our students to live, work and prosper in the 21 st century. As a result, different modern educational strategies such as the learning to promoting scientific mind, collaborative learning, Information literacy skill and project-based learning have emerged.

9. Subsequently,This study is around developing a model to tap the potential of new and emerging technology by blending it with the traditional face-to-face teaching and learning environment on Information Technology for learning. 1) to develop a blended learning model on Information Technology for Learning Course, 2) to study the developing of the students’ scientific mind and information literacy skill for the model implementation. 3) to study students’ opinion towards the developed model.

10. Figure 1: A concept framework of Blended Learning model on Information Technology for learning course

11. MethodologyR&DMethodologyR&D  Creating a blended learning model and examining its quality.  the implementation of the developed blended learning model.

12. Researcher analyzed &synthesized the concepts, principles, theories, and research study, to set concept framework The researcher take summary and comment for improving the BL model to use next step. Data was analyzed by mean ( ) and standard deviation (S.D.) for analyze the quantitative, and content analysis was used for analyze the qualitative. The researcher gathered the data by using questionnaire Gathering data by observing, interviewing, tracking from the social network and learning logs, and summarize of after-action review (AAR). The researcher gathered the data by using questionnaire Gathering data by observing, interviewing, tracking from the social network and learning logs, and summarize of after-action review (AAR). construct for the BL model on Information Technology for learning course. The new model was adjusted from the Big6Skill model by Mike Eisenberg&Bob Berkowitz (2009) & the RBBL-PT model by Narumon Rodniam (2012) which is to encourage the students’ scientific mind and the students’ competency in information literacy skill. The developed model was reviewed and evaluated by 5 experts, whom were chosen by selected sampling. The model that was tried out by 10 students who enrolled in the Information and technology for learning course during the second semester of the academic year 2012, the Faculty of Sport and health Science, Institute of Physical Education Chumphon

13. Evaluation form for BL model 1.Oriented of RBBL model -Significant of model -Theory -Principles -Objective Comments and suggesti ons further. 2. Process of BL model - Syntax/ Phrase - Social system 2. Application The researcher gathered data by using a questionnaire on 5 experts. T he data was analyzed by mean ( ) and standard deviation (S.D). The researcher gathered data by using a questionnaire on 5 experts. T he data was analyzed by mean ( ) and standard deviation (S.D).

14. The model was try out on 10 students who enrolled in the Information and technology course during the 2 nd semester of the academic year 2012, the Faculty of Sport and health Science, Institute of Physical Education Chumphon Action-research approach was used for tryout, the researcher gathered data by observing, interviewing, tracking from the Facebook social network and learning logs, and summarize after- action review (AAR). Action Research.. Observe  Reflect  Plan  Action .. Action Research.. Observe  Reflect  Plan  Action .. https://www.facebook.com/groups/530984280263642/members/

16. The sampling group was 30 students who enrolled in the Information and technology for learning course during the first semester of the academic year 2013, the Faculty of Education, Institute of Physical Education Chumphon Campus. They were chosen by cluster sampling method. 31

17. The quantitative data were analyzed by using t-test dependent sample, For the qualitative data were analyzed by using content analysis. The quantitative data were analyzed by using t-test dependent sample, For the qualitative data were analyzed by using content analysis. Research design : One Group Pretest – Posttest Design (Cohen, Manion, and Morrison, 2003) 1.Pre-test by The Information Literacy Skills Test and the scientific mind measurement 2. An implementation of model for 14 weeks, which online learning via Facebook social network at https://www.facebook.com/notes/it2leani ng1_2013/ and F2F learning., and asked for students’ opinions. https://www.facebook.com/notes/it2leani ng1_2013/ 3. Post-test : The Information Literacy Skills Test and the scientific mind measurement 1.Pre-test by The Information Literacy Skills Test and the scientific mind measurement 2. An implementation of model for 14 weeks, which online learning via Facebook social network at https://www.facebook.com/notes/it2leani ng1_2013/ and F2F learning., and asked for students’ opinions. https://www.facebook.com/notes/it2leani ng1_2013/ 3. Post-test : The Information Literacy Skills Test and the scientific mind measurement Gathering data by using the scientific mind measurement, and The Information Literacy Skills Test, and student’s opinion was gathering by interviewing, learning logs and record after-action review (AAR). Gathering data by using the scientific mind measurement, and The Information Literacy Skills Test, and student’s opinion was gathering by interviewing, learning logs and record after-action review (AAR).

18. A scientific mind test for pretest and post-test, which was a five-point, Likert - type rating scale questionnaire, and it has reliability of 0.89, A Scientific Mind Measurement

19. The Information Literacy Skills Test for pretest and post-test.

20. The researcher gathered data of student’s opinion by interviewing, learning logs, memorable and record after-action review (AAR).

23. Figure3: A Blended Learning model on Information Technology for learning OnlineF2F

24.  The experts agreed to the quality of Blended Learning model on Information Technology for Learning Course in very good level ( X=4.55, S.D.=0.54). The pilot study was found that the blended learning model had feasibility for the implementation.

26.  2.2. The average scores of the students’ Information Literacy Skill after learning through the developed model were significantly higher than before learning on.05 level of significance. As shown in table 3

28. Conclusion In summary, this research supported the learning outcome for developing the student scientific mind and information literacy skills on using information technology for learning. It is also appropriate to be applied in learning management in other courses. Our findings emphasized that the instructors would implement it to analyze the learning content as well as prepare learning media. Studying the relationship between developments of information literacy skill, learning achievement, competency in information technology and communication and thinking process could be a good direction for future research.