The Development of Instructional Model Based on Constructivism Theory for Thai Language Student Teachers for Enhancing Lower Secondary Students’ Attentively

Abstract

            The objectives of this research were; 1) to broaden the instructional model based on constructivism theory for Thai language student teachers in order to escalate lower secondary students’ attentively thinking; 2) to examine the effectiveness of the teaching and learning paradigm based on constructivism theory for Thai language student teachers to heighten lower secondary students’ attentively thinking; 2.1) to draw a comparison of Thai language student teachers’ understanding before and after applying the following paradigm; 2.2) to explore Thai language student teachers’ development of Thai language learning management competency; 2.3) to evaluate teacher trainers’ opinions towards Thai language student teachers’ competency of Thai language learning management; 2.4) to compare lower secondary students’ attentively thinking procedure. The sample consisted of 45 Thai language student teachers who enrolled in a learning management course, six teaching interns, six teacher trainers of those interns; and 203 lower secondary students. The instruments used in this study were; 1) document analysis protocol;  2) interview forms; 3) the Thai language learning management comprehension test; 4) Thai language learning management evaluation form; 5) Teacher trainers’ suggestion form on Thai language learning management competency; and 6) the lower secondary students’ attentively thinking test. The gathered data was descriptive statistically analyzed by Mean, Standard Deviation and Content analysis.

    The results indicated that;

1. The learning and teaching model based on constructionism for Thai language student teachers for enhancing lower secondary students’ attentively thinking which entitled PINGS model. It comprised of principles, aims, conditions of use which was divided into 5 stages: Stage1: Picturing prior knowledge, Stage2: Increasing knowledge resources, Stage3: Newly igniting imaginations, Stage 4: Generating new knowledge; and Stage 5; Scrutinizing the assignments.


2. The effectiveness of teaching and learning model elaborated that 2.1) Thai language student teachers’ understanding of Thai language learning management before and after the use of model significantly different at 0.5. After the model applied, Thai language student teachers obtained higher comprehension of Thai language learning management; 2.2) Teaching interns developed higher Thai language learning management competency; 2.3) Teacher trainers had the highest opinions towards Thai language student teachers’ learning management competency; 2.4) Lower secondary students’ attentively thinking was higher before it applied significantly different at 0.5.