การพัฒนาโปรแกรมการฝึกอบรมตามแนวคิดการเรียนรู้เชิงประสบการณ์ เพื่อเสริมสร้างการเรียนรู้ทางอารมณ์ และสังคมสําหรับนักเรียนมัธยมศึกษาตอนต้น
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Published:
Jun 27, 2017
Keywords:
training program experiential learning approach social and emotional learning
Main Article Content
Abstract
The purposes of this research were 1) to develop the training program based on experiential learning approach to enhance social and emotional learning for secondary school studentsand 2) to study the results of training program based on experiential learning approach to enhance social and emotional learning for secondary school students. The sample group consisted of 32Matthayomsuksa II students from Chumchonwatcholae school, Chiang Mai.The research instruments were: the training program based on experiential learning and the social and emotional learningscale. The data were analyzed by average, standard deviation, and One-way repeated measure ANOVA The results of this research revealed that the training program based on experiential learning approach to enhance social and emotional learningfor secondary school students consisted of 14 activitiesand the propriety of the training program, overall, was the high level of propriety ( =4.48, S.D.=0.16). The students who participated in the training programhad a
statistically significant difference at the .05 level between the post-test and pre-test scores of social and emotional learning and no differencesbetweenthe follow-up and post-test scores of social and emotional learning.
Article Details
Section
บทความวิจัย (Research Article)
Each publish articles were copyright by Phranakorn Rajabhat University
Any contents which appeared in each articles in the journal were authors personal opinion. It did not relate to Phranakorn Rajabhat University and other instructors in the university. Each authors would take responsibility on their articles. If there are any mistake, the authors will take responsibility themselves
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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)
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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.