Doi Inthanon Forest Nature Learning Area. Case study on relationship between learning and physical behavior of Doi Inthanon is a project that creates experimental architecture caused by finding a balance between learning behavior and the needs of the context to be consistent with the physical forest education on. Doi Inthanon in each area Which Doi Inthanon has a learning area that varies according to the overlapping of different nature in many forms according to the study area A. The first form is an open area in the community area. B. The second form is a semi-overlapping natural area. C. The third form is the natural overlap area. There is a form of usage based on the freedom of the user. Therefore the purpose of the project is education. To find ways and tools to design and create a space to connect users with nature Including being a learning area for those who are interested Using architecture as a link to learning relationships In order to be appropriate for the behavior of the physical user with the aim of studying this thesis topic as a case study In creating experimental architecture in each area of Doi Inthanon By using learning behavior of users in each area to study and experiment to form images To meet the needs of the area The interaction and consistency between the architecture people way of life and context

The survey research aimed to: 1) study the behaviors of self-directed learning; 2) compare levels of self-directed learning behaviors which is classified by personal status; and 3) study guidelines for self-directed learning. The subject obtained through stratified random sampling consisted of 319 first-fourth year undergraduates of the Faculty of Home Economics Technology Rajamangala University of Technology Phra Nakhon. The research tool was a questionnaire. The frequency percentage mean standard deviation t-test and ANOVA were used for data analysis and hypothesis testing. The results were as follows: 1. The overall level of students’ behaviors for self-directed learning was high (X = 3.74; S.D.= 0.74) that were self-evaluation competency (X = 3.89; S.D.= 0.74) self-management competency (X = 3.75; S.D.=0.76) self-learning competency (X = 3.74; S.D.=0.70) self-searching competency (X = 3.72; S.D.=0.72) and characteristics of self-directed learners (X = 3.59; S.D.=0.77) respectively. 2. There was no difference of self-directed learning behaviors when genders and educational levels were considered. In contrast there were statistically significant difference at 0.05 when academic performance was considered. 3. The overall level of students’ opinions on guidelines for self-directed learning was high (X = 3.51;S.D.= 0.85) self-directed was academic matter (X = 3.74; S.D.=0.76) physical matter (X = 3.41 ; S.D.=0.93) management (X = 3.40; S.D.=0.87) respectively.