The Study of Critical Thinking Skills Development for Early Childhood Teacher Professional Students with Project-Based Learning Techniques to Develop Learners in the 21st Century

Abstract

This research article aims to study the levels, components, and thinking skills development patterns. and the results of an experimental model for developing critical thinking skills in early childhood teacher education students with project-based learning process techniques to develop learners in the 21st century. They were 203 administrators in teaching vocational training schools, teachers, and students in early childhood education teacher vocational programs. The research tools were questionnaires, the questionnaire was .87, and the training curriculum format was used. with 20 early childhood teacher internship students by purposive sampling of 4-year early childhood teacher internship students and evaluated the effectiveness of the curriculum by 3 committees. The statistics used in data analysis were mean, deviation. standard ben and analyze the components The results of the study revealed that 1) The results of the study of levels and components of critical thinking skills that affected the project-based learning process for the development of learners in the 21st century found that the level of opinions about the level of critical thinking skills Critical thinking and the project-based learning process to develop learners in the 21st century were generally at a high level. As for the components of critical thinking skills that affect the project-based learning process to develop learners in the 21st century, it was found that there were 5 factors: (1) making a preliminary agreement and preliminary planning together In project-based learning (2) Encourage learners to be motivated until they can complete the project (3) Train learners to bring existing knowledge to invent or create new things with the learning process. (4) train learners to answer problems and seek knowledge using the project-based learning process logically, and (5) enable learners to summarize their findings. By doing their own practice so that the learners can apply the knowledge to use in activities of their interest in the next time. With the technique of project-based learning process for the development of learners in the 21st century, it was found that the curriculum was developed in 9 steps: 1) Basic information study 2) Principles and rationale 3) Objectives and scope, 4) content objectives, 5) training process, 6) curriculum creation, 7) development activities, 8) curriculum implementation, and 9) curriculum measurement design. Satisfaction was at the highest level in all aspects. Overall, side by side It is effective at the highest level.