The Problem Based Instructional Model to Enhance Critical Thinking Abilities of Teacher Professional Students at Chaiyaphum Rajabhat University
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ABSTRACT
This participatory research aimed: 1. to study the problems and guidelines for developing the problem-based instructional model to enhance critical thinking ability of teacher professional students at Chaiyaphum Rajabhat University, 2. to create and develop problem-based instructional model to enhance critical thinking ability, and 3. to evaluate the implementation of problem-based instructional model to enhance critical thinking ability. The participants were (1) a group of 3 researchers, (2) a target group which was 62 first-year of General Science students at the Faculty of Education, Rajabhat Chaiyaphum University in the first semester of the academic year 2016. (3) 2 key informants. The research instruments were (1) an opinion questionnaire (2) a semi-structured interview form, (3) a lesson plan based on problem-based teaching, (4) a teaching record form, (5) a students’ learning behavior observation form, (6) an opinion record form, (7) an achievement test of in professional teaching course, (8) a test of critical thinking ability, (9) an evaluation form of instructional model implementation. The statistics used for analyzing the quantitative data were percentage, mean, and standard deviation. The qualitative data used content analysis technique. The research results were as follows: 1) the instructors taught the students the critical thinking ability at a moderate level. However, there is a high demand for teaching and learning critical thinking. The students had the ability to think critically at a low level. While there is a need for instructional that promotes critical thinking ability at a high level. 2) the conducted instructional model consisted of 4 components; (1) principle, (2) goal, (3) stages: the instructional model had 3 stages; the first stage was before internship, the second stage was during internship composted of 5 stages called IDR2E; identify, do, reflect, expand and evaluate, and the third stage was after internship. And (4) the conditions of using the instructional model were systems of society, supporting, and reaction theory. 3) problem-based instructional model had the efficiency of 83.07/82.55 and students had the mean scores on critical thinking ability and achievement scores at 82.22% and 82.88% which was higher than the criterion and the result of evaluating the instructional model by stakeholders revealed that it was appropriate at a high level.
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บทความที่ได้รับการตีพิมพ์เป็นลิขสิทธิ์ของวารสาร สักทอง : วารสารมนุษยศาสตร์และสังคมศาสตร์ สถาบันวิจัยและพัฒนา มหาวิทยาลับราชภัฏกำแพงเพชร
ข้อคิดเห็นใดๆ ที่ปรากฎในวารสารเป็นวรรณกรรมของผู้เขียนโดยเฉพาะ ซึ่งมหาวิทยาลัยราชภัฏกำแพงเพชรและบรรณาธิการไม่จำเป็นต้องเห็นด้วย
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