Critical Thinking Development of Student Teachers Through Research-Based Learning with Technology-Enhanced Learning

Abstract

The objectives of this research were 1. to develop research-based learning with technology-enhanced learning, 2. to develop critical thinking of the student teachers, and 3. to study the opinions of the student teachers on research-based learning with technology-enhanced learning. The target group was 53 first-year student teachers in the social studies department, Faculty of Education, Khon Kaen University, in the course ED191001 (Basic Esan Society with Educational Management). The research consisted of the Pre-Experimental Design with One Group Pretest Posttest Design.

The research found that 1. The development of the research-based learning with technology-enhanced learning in the course ED191001 (Basic Esan Society with Educational Management) followed learners-centered learning management based on research, consisting of five steps: 1) determining the research problems 2) study of the related document and research 3) conducting the research 4) data analysis, and 5) research conclusion and discussion. Technology-enhanced learning was used in conjunction with the learning management in each step for efficiently searching for information or knowledge from different learning resources. 2. 53 student teachers’ critical thinking was developed, where 43 students passed the criteria (81.13 percent), with an average score of 38.60 (S.D. = 4.45) and an average score of 77.2. 3. The student teachers’ opinions towards the research-based learning with technology-enhanced learning can be divided into the following aspects: 1) learning activities 2) learning atmosphere 3) received benefits, and 4) suggestions.