THE DEVELOPMENTOF TRAINING PROGRAM BASEDON EXPERIENTIAL LEARNING APPROACHTOENHANCE SOCIALAND EMOTIONAL LEARNINGFOR SECONDARY SCHOOL STUDENTS
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มิ.ย. 27, 2017
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โปรแกรมการฝึกอบรม แนวคิดการเรียนรู้เชิงประสบการณ์ การเรียนรู้ทางอารมณ์และสังคม
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บทคัดย่อ
การวิจัยครั้งนี้มีวัตถุประสงค์เพื่อ 1) พัฒนาโปรแกรมการฝึกอบรมตามแนวคิดการเรียนรู้เชิงประสบการณ์เพื่อเสริมสร้างการเรียนรู้ทางอารมณ์ และสังคมสําหรับนักเรียนมัธยมศึกษาตอนตอน 2) ศึกษาผลของการใช้โปรแกรมการฝึกอบรมตามแนวคิดการเรียนรู้เชิงประสบการณ์ เพื่อเสริมสร้างการเรียนรู้ทางอารมณ์ และสังคมสําหรับนักเรียนมัธยมศึกษาตอนตอน ตัวอย่างที่ใช้ในการวิจัยครั้งนี้เป็นนักเรียนชั้นมัธยมศึกษาปีที่ 2 โรงเรียนชุมชนวัดช่อแล จังหวัดเชียงใหม่ จํานวน 32 คน เครื่องมือที่ใช้ในการวิจัยประกอบด้วย 1) โปรแกรมการฝึกอบรมตามแนวคิดการเรียนรู้เชิงประสบการณ์ 2) แบบวัดการเรียนรู้ทางอารมณ์และสังคมสถิติที่ใช้ในการวิเคราะห์ข้อมูล ได้แก่ ค่าเฉลี่ย ส่วนเบี่ยงเบนมาตรฐาน และการวิเคราะห์ความแปรปรวนทางเดียวแบบวัดซํ้าผลการวิจัยพบว่าโปรแกรมการฝึกอบรมตามแนวคิดการเรียนรู้เชิงประสบการณ์เพื่อเสริมสร้างการเรียนรู้ทางอารมณ์ และสังคมสําหรับนักเรียนมัธยมศึกษาตอนตอน มีจํานวน 14 กิจกรรม และผลการประเมินความเหมาะสมของโปรแกรมการฝึกอบรมในภาพรวมมีความเหมาะสมอยู่ในระดับมาก ( =.48 S.D.=0.16) โดยนักเรียนที่เขารวมโปรแกรมการฝึกอบรม มีคะแนนการเรียนรู้ทางอารมณ์ และสังคมหลังการทดลอง และก่อนการทดลอง แตกต่างกันอย่างมีนัยสําคัญทางสถิติที่ระดับ .05 และคะแนนการเรียนรู้ทางอารมณ์ และสังคมระหว่างติดตามผลการทดลอง 1 เดือน และหลังการทดลอง ไม่แตกต่างกัน
Article Details
รูปแบบการอ้างอิง
อินตา ม., & โฉมยา ร. (2017). THE DEVELOPMENTOF TRAINING PROGRAM BASEDON EXPERIENTIAL LEARNING APPROACHTOENHANCE SOCIALAND EMOTIONAL LEARNINGFOR SECONDARY SCHOOL STUDENTS. วารสารวิจัยราชภัฏพระนคร สาขามนุษยศาสตร์และสังคมศาสตร์, 13(1), 218–236. สืบค้น จาก https://so05.tci-thaijo.org/index.php/PNRU_JHSS/article/view/83863
ประเภทบทความ
บทความวิจัย (Research Article)
บทความที่ได้รับการตีพิมพ์เป็นลิขสิทธิ์ของมหาวิทยาลัยราชภัฏพระนคร
ข้อความที่ปรากฏในบทความแต่ละเรื่องในวารสารวิจัยราชภัฏพระนครเล่มนี้เป็นความคิดเห็นส่วนตัวของผู้เขียนแต่ละท่านไม่เกี่ยวข้องกับมหาวิทยาลัยราชภัฏพระนคร และคณาจารย์ท่านอื่นๆในมหาวิทยาลัยฯ แต่อย่างใด ความรับผิดชอบองค์ประกอบทั้งหมดของบทความแต่ละเรื่องเป็นของผู้เขียนแต่ละท่าน หากมีความผิดพลาดใดๆ ผู้เขียนแต่ละท่านจะรับผิดชอบบทความของตนเองแต่ผู้เดียว
เอกสารอ้างอิง
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ACT. Retrieved December 12, 2016, from https://www.act.org/content/dam/act/unsecured/documents/ACT_
RR2014-5.pdf
Apisit, Taweep. (2008). Techniques for trainer. 3rded. Bangkok : Vprint (1991). (in Thai)
Aviles, A., Anderson, T.R. & Davila, E.R. (2006). Child and adolescent social-emotional development within the context of school. Child and Adolescent Mental Health.11(1), 32-39.
Bangmo, Somkid. (2008). Techniques in training and conference. 4 thed. Bangkok: Witthayaphat. (in Thai)
Bellanca, J. & Brandt, R. (Eds.). (2010). 21st century skills: rethinking how students learn. IN: Solution Tree.
Bradshaw, C.P., Rodgers, C.R.R., Ghandour, L.A., &Garbarino, J. (2009). Socialcognitive mediators of the association between community violence exposure and aggressive behavior. School Psychology Quarterly. 24(3), 199-210.
Chawakirtipong, N. (1999). A teaching of student-centered approach using CIPPA model. Academic journal. 2(4), 15-21. (in Thai)
Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2005). Safe and sound: an educational
leader’s guide to evidence-based social and emotional learning (SEL) Programs Illinois Edition. Chicago,
IL: Author.
Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2013). 2013 CASEL guide: effective social
and emotional learning programs - preschool and elementary school edition. IL: Author.
Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2015). 2015 CASEL guide: effective social
and emotional learning programs - middle and high school edition. IL: Author.
Dalton, W.T. (1951). Classroom atmosphere reflects quality of learning. Educational Leadership. 8(7), 429-433.
Dean, G. J., &Murk, P. J. (1998). Progress town analysis an application of the process model for experiential learning in adult education. Paper Presentation Adult Learning: The Essentials of Building Community an Defining Direction the 47thAnnual Adult Education Conference. (November 19-12), Phoenix, Arizona.
Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we
assess it?. Early Education and Development.17(1), 57-89.
Denham, S., Bassett, H., Kalb, S. C., Mincic, M., Wyatt, T., Graling, K. & Warren, H. K. (2009). How reschoolers’ social and emotional competence predicts their school-readiness: development of competency-based assessments. Advances in SEL Research Newsletter. 3(1), 11-13.
Dewey, J. (1938). Experience and education. NY: Macmillan.
Diken, I. H., Cavkaytar, A., Batu, S., & Kurtyılmaz, L.Y. (2011). Effectiveness of the turkish version of “First step to success program” in preventing antisocial behaviors. Education and Science. 36, 145–158.
Dudsdeemaytha, Jitra. (2010). Worried about new generation focus on knowledge to compete - no public mind. Retrieved March 16, 2015, from h t t p : / / w w w . manager.co.th/Family/ViewNews. aspx? NewsID=9530000014128. (in Thai)
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of schoolbased universal interventions. Child Development. 82(1), 405–432.
Fredrickson, B. L., & Branigan, C. (2005). Positive emotions broaden the scope of attention and thought-action
repertoires. Cognition and Emotion. 19(3), 313-332.
Fry, H., Ketteridge, S. & Marshall, S (Eds). (2009). A handbook for teaching and learning in higher education:
enhancing academic practice. 3rd edition. NY: Routledge.
Haynes, C. (2007). Experiential learning: learning by doing. Retrieved August 27, 2015, from https://adulteducation. wikibook.us/index.php?title=Experien tial_Learning_-Learning by Doing.
Honey, P. & Mumford, A. (1992). The manual of learning styles. 2 nd edition. Maidenhead, UK: Peter Honey and Alan Mumford.
Khammani, Tisana. (2013). Science of teaching: knowledge for effective learning process. 17thed. Bangkok: Darnsutha Press. (in Thai)
Kityunyong, Somchart. (2012). Train the trainer. Bangkok: Expernet. (in Thai)
Klausmeier, H.J. (1985). Educational psychology. 5thed. NY: Harper and Row.
Kolb, D.A. (1984). Experiential learning: experience as the source of learning and development. NJ: Prentice Hall.
Kolb, A. & Kolb, D. (2009). The learning way: meta-cognitive aspects of experiential learning. Simulation Gaming. 40(3), 297-327.
Kotakoon, Surang. (2005). Educational Psychology. 6th edition. Bangkok: Chulalongkorn University. (in Thai)
Martin, R.A. (2012). Social and emotional learning research: intervention studies for supporting adolescents in turkey. Procedia - Social and Behavioral Sciences. 69, 1469-1476.
Mayer, R., Anastasi, J. & Clark, E. (2006).What to expect & when to seek help: A bright futures tool to promote social and emotional development. Washington DC: National Technical Assistance Center for Children’s Mental Health, Georgetown University Center for Child and Human Development.
Merrell, K.M. &Gueldner, B.A. (2010). Social and emotional learning in the classroom: promoting mental health
and academic success. NY: Guilford Publications.
Ministry of Education. (1996). Manual for school development into educational standards and environmental management in teaching. Bangkok: Rongpim Sasana. (in Thai)
Moffitt, T.E. et al. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences of the United States of America, 108(7), 2693-2698.
Moon, J. A. (2004). Handbook of reflective and experiential learning: theory and practice. London: Routledge Falmer.
Inta, Montri., & Chomya, Rungson. (2016). Confirmatory factor analysis of social and emotional learning of secondary student under the office of the basic education commission. Phranskhon Rajabhat Research Journal, Humanitics and Social Science. 17(2), 362-375. (in Thai)
Nadler, L. & Nadler, Z. (1994). Designing training programs : the critical event model. 2nded. Houston, TX : Gulf.
National Research Council. (2012). Education for life and work: Developing trans-ferable knowledge and skills in the 21st century. Committee on defining deeper learning and 21st century skills, J. W. Pellegrino & M. L. Hilton (Eds). Board on Testing and Assessment and Board on Science Education, Division of Behavioral and Social Sciences and Education. DC: The National Academies Press.
Nilrat, Rangsirat. (2010). The development of a social and emotional learning program for fourth to sixth grade
students. Master of Education Program in Educational Research and Psychology.Faculty of Education. Chulalongkorn University. (in Thai)
Panich, Vicharn. (2012). The ways of 21st century learning for disciples. Bangkok: Sodsri – Saritwong Foundation. (in Thai)
Payton, J., & et al. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews. Chicago, IL: CASEL - Collaborative for Academic, Social and Emotional Learning.
Pfeiffer, J.W.,& Jones, J.E., Eds. (1983). Experiential learning cycles. In reference guide to handbooks and
annuals (revised). San Diego: University Associates Publishers.
Ra-ngubtook, Watanaporn. (1998). Studentcentered learning. Bangkok: Ton aor.
Ray, K. & Smith, M.C. (2010). The kindergarten child: what teachers and administrators
need to know to promote academic success in all children. Early Childhood Education Journal. 38, 5-18.
Reynolds, A.J., Temple, J.A., Robertson, D.L. & Mann, E.A. (2001). Long-term effects of an early childhood intervention on educational achievement and juvenile arrest: A 15-year follow-up of low-income children in public schools. Journal of American Medical Association. 285, 2339–2346.
Sklad, M., Diekstra, R., Ritter, M.D., Ben, J. & Gravesteijn, C. (2012). Effectiveness of school-based universal social, emotional, and behavioral programs: Do they enhancestudents’development in the area of skill,
behavior, and adjustment?. Psychology in the Schools. 49, 892–909.
Smithikrai, Chuchai. (2013). Personnel training in organizations. 8th edition. Bangkok: chulalongkorn university. (in Thai)
Symbiont Performance Group. (2014). Why choose symbiont as your “training & development” partner?. Retrieved April 11, 2015, from https://www. symbiontperformance.com/id137.html
UC-STEL University of California-Science, Technology, and Environmental Literacy Workgroup. (2005). Welcome to experiential learning!. Retrieved August 22, 2015, from https://www.experientiallearning.ucdavis.edu/default.shtml
Wurdinger, S.D. (2005). Using experiential learning in the classroom. Lanham: Scarecrow Education.
324-348.
ACT. (2014). Broadening the definition of college and career readiness: A holistic approach. Lowa City, IA:
ACT. Retrieved December 12, 2016, from https://www.act.org/content/dam/act/unsecured/documents/ACT_
RR2014-5.pdf
Apisit, Taweep. (2008). Techniques for trainer. 3rded. Bangkok : Vprint (1991). (in Thai)
Aviles, A., Anderson, T.R. & Davila, E.R. (2006). Child and adolescent social-emotional development within the context of school. Child and Adolescent Mental Health.11(1), 32-39.
Bangmo, Somkid. (2008). Techniques in training and conference. 4 thed. Bangkok: Witthayaphat. (in Thai)
Bellanca, J. & Brandt, R. (Eds.). (2010). 21st century skills: rethinking how students learn. IN: Solution Tree.
Bradshaw, C.P., Rodgers, C.R.R., Ghandour, L.A., &Garbarino, J. (2009). Socialcognitive mediators of the association between community violence exposure and aggressive behavior. School Psychology Quarterly. 24(3), 199-210.
Chawakirtipong, N. (1999). A teaching of student-centered approach using CIPPA model. Academic journal. 2(4), 15-21. (in Thai)
Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2005). Safe and sound: an educational
leader’s guide to evidence-based social and emotional learning (SEL) Programs Illinois Edition. Chicago,
IL: Author.
Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2013). 2013 CASEL guide: effective social
and emotional learning programs - preschool and elementary school edition. IL: Author.
Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2015). 2015 CASEL guide: effective social
and emotional learning programs - middle and high school edition. IL: Author.
Dalton, W.T. (1951). Classroom atmosphere reflects quality of learning. Educational Leadership. 8(7), 429-433.
Dean, G. J., &Murk, P. J. (1998). Progress town analysis an application of the process model for experiential learning in adult education. Paper Presentation Adult Learning: The Essentials of Building Community an Defining Direction the 47thAnnual Adult Education Conference. (November 19-12), Phoenix, Arizona.
Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we
assess it?. Early Education and Development.17(1), 57-89.
Denham, S., Bassett, H., Kalb, S. C., Mincic, M., Wyatt, T., Graling, K. & Warren, H. K. (2009). How reschoolers’ social and emotional competence predicts their school-readiness: development of competency-based assessments. Advances in SEL Research Newsletter. 3(1), 11-13.
Dewey, J. (1938). Experience and education. NY: Macmillan.
Diken, I. H., Cavkaytar, A., Batu, S., & Kurtyılmaz, L.Y. (2011). Effectiveness of the turkish version of “First step to success program” in preventing antisocial behaviors. Education and Science. 36, 145–158.
Dudsdeemaytha, Jitra. (2010). Worried about new generation focus on knowledge to compete - no public mind. Retrieved March 16, 2015, from h t t p : / / w w w . manager.co.th/Family/ViewNews. aspx? NewsID=9530000014128. (in Thai)
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of schoolbased universal interventions. Child Development. 82(1), 405–432.
Fredrickson, B. L., & Branigan, C. (2005). Positive emotions broaden the scope of attention and thought-action
repertoires. Cognition and Emotion. 19(3), 313-332.
Fry, H., Ketteridge, S. & Marshall, S (Eds). (2009). A handbook for teaching and learning in higher education:
enhancing academic practice. 3rd edition. NY: Routledge.
Haynes, C. (2007). Experiential learning: learning by doing. Retrieved August 27, 2015, from https://adulteducation. wikibook.us/index.php?title=Experien tial_Learning_-Learning by Doing.
Honey, P. & Mumford, A. (1992). The manual of learning styles. 2 nd edition. Maidenhead, UK: Peter Honey and Alan Mumford.
Khammani, Tisana. (2013). Science of teaching: knowledge for effective learning process. 17thed. Bangkok: Darnsutha Press. (in Thai)
Kityunyong, Somchart. (2012). Train the trainer. Bangkok: Expernet. (in Thai)
Klausmeier, H.J. (1985). Educational psychology. 5thed. NY: Harper and Row.
Kolb, D.A. (1984). Experiential learning: experience as the source of learning and development. NJ: Prentice Hall.
Kolb, A. & Kolb, D. (2009). The learning way: meta-cognitive aspects of experiential learning. Simulation Gaming. 40(3), 297-327.
Kotakoon, Surang. (2005). Educational Psychology. 6th edition. Bangkok: Chulalongkorn University. (in Thai)
Martin, R.A. (2012). Social and emotional learning research: intervention studies for supporting adolescents in turkey. Procedia - Social and Behavioral Sciences. 69, 1469-1476.
Mayer, R., Anastasi, J. & Clark, E. (2006).What to expect & when to seek help: A bright futures tool to promote social and emotional development. Washington DC: National Technical Assistance Center for Children’s Mental Health, Georgetown University Center for Child and Human Development.
Merrell, K.M. &Gueldner, B.A. (2010). Social and emotional learning in the classroom: promoting mental health
and academic success. NY: Guilford Publications.
Ministry of Education. (1996). Manual for school development into educational standards and environmental management in teaching. Bangkok: Rongpim Sasana. (in Thai)
Moffitt, T.E. et al. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences of the United States of America, 108(7), 2693-2698.
Moon, J. A. (2004). Handbook of reflective and experiential learning: theory and practice. London: Routledge Falmer.
Inta, Montri., & Chomya, Rungson. (2016). Confirmatory factor analysis of social and emotional learning of secondary student under the office of the basic education commission. Phranskhon Rajabhat Research Journal, Humanitics and Social Science. 17(2), 362-375. (in Thai)
Nadler, L. & Nadler, Z. (1994). Designing training programs : the critical event model. 2nded. Houston, TX : Gulf.
National Research Council. (2012). Education for life and work: Developing trans-ferable knowledge and skills in the 21st century. Committee on defining deeper learning and 21st century skills, J. W. Pellegrino & M. L. Hilton (Eds). Board on Testing and Assessment and Board on Science Education, Division of Behavioral and Social Sciences and Education. DC: The National Academies Press.
Nilrat, Rangsirat. (2010). The development of a social and emotional learning program for fourth to sixth grade
students. Master of Education Program in Educational Research and Psychology.Faculty of Education. Chulalongkorn University. (in Thai)
Panich, Vicharn. (2012). The ways of 21st century learning for disciples. Bangkok: Sodsri – Saritwong Foundation. (in Thai)
Payton, J., & et al. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews. Chicago, IL: CASEL - Collaborative for Academic, Social and Emotional Learning.
Pfeiffer, J.W.,& Jones, J.E., Eds. (1983). Experiential learning cycles. In reference guide to handbooks and
annuals (revised). San Diego: University Associates Publishers.
Ra-ngubtook, Watanaporn. (1998). Studentcentered learning. Bangkok: Ton aor.
Ray, K. & Smith, M.C. (2010). The kindergarten child: what teachers and administrators
need to know to promote academic success in all children. Early Childhood Education Journal. 38, 5-18.
Reynolds, A.J., Temple, J.A., Robertson, D.L. & Mann, E.A. (2001). Long-term effects of an early childhood intervention on educational achievement and juvenile arrest: A 15-year follow-up of low-income children in public schools. Journal of American Medical Association. 285, 2339–2346.
Sklad, M., Diekstra, R., Ritter, M.D., Ben, J. & Gravesteijn, C. (2012). Effectiveness of school-based universal social, emotional, and behavioral programs: Do they enhancestudents’development in the area of skill,
behavior, and adjustment?. Psychology in the Schools. 49, 892–909.
Smithikrai, Chuchai. (2013). Personnel training in organizations. 8th edition. Bangkok: chulalongkorn university. (in Thai)
Symbiont Performance Group. (2014). Why choose symbiont as your “training & development” partner?. Retrieved April 11, 2015, from https://www. symbiontperformance.com/id137.html
UC-STEL University of California-Science, Technology, and Environmental Literacy Workgroup. (2005). Welcome to experiential learning!. Retrieved August 22, 2015, from https://www.experientiallearning.ucdavis.edu/default.shtml
Wurdinger, S.D. (2005). Using experiential learning in the classroom. Lanham: Scarecrow Education.
