The Development of Learning Management Model For Enhancing Preservice Teachers Computational Thinking Skills

Abstract

           This research aimed to 1) develop a learning management model that promotes computational thinking skills for student teachers; and 2) assess the effectiveness of the learning management model that promotes computational thinking skills for student teachers. The model development method used the ADDIE model, consisting of Phase 1: Develop a learning management model that promotes computational thinking skills and find the efficiency. The target group consisted of five experts. The research instrument was the learning management model evaluation form. The statistics used for data analysis were the mean and standard deviation. Phase 2: Evaluate the effectiveness of the learning management model. The sample group was 23 third-year preservice teachers at Nakhon Pathom Rajabhat University, who were purposefully selected. The research instruments were the learning management plan and the computational thinking skills test. The statistics used for data analysis were the mean, standard deviation, and t-test.
           The results of the research found that 1) the components of creative problem-solving skills for student teachers consisted of 3 components: problem-solving, analytical thinking, and critical thinking, and 2) process the indicators of computational thinking skills for student teachers consisted of 5 indicators as follows: problem division, abstract thinking, finding the relationship of patterns, algorithm design, and debugging. 2) The learning management model that promotes computational thinking skills for preservice teachers has five steps: problem analysis, finding the relationship between problems, planning an abstract problem-solving plan, solving problems and finding defects, and summarizing and applying. The study of the efficiency of the learning management model found that it was at the most appropriate level ( = 4.74, S.D. = 0.48) and was at the most consistent level ( = 4.69, S.D. = 0.54). 3) The study of the effectiveness of the learning management model found that the evaluation results of the students' computational thinking skills after the experiment were significantly higher than before the experiment at the.05 level.