กระบวนการจัดประสบการณ์การเรียนรู้แบบโครงงานเป็นฐาน ที่มีผลต่อทักษะการคิดแก้ปัญหาของเด็กปฐมวัยชั้นคละ โรงเรียนรุ่งอรุณ

Abstract

The purpose of this research was to examine the effects of the project-based learning activities on problem solving skills of 25 early childhood students in a mixed age classroom in the first semester of the academic year 2016 at Roong Aroon School. This action research was designed for managing learning experience based on the project-based learning activities, which was divided into three phases: Phase I-project initiation, Phase II - project development, and Phase III-project summary. The seven steps conducted under three phases were as follows; 1) exploring students’ interest, 2) using conversations to exchange ideas between teacher and students, 3) searching for Information, 4) questioning and experimenting, 5) following up by observation and taking notes, 6) conceptualization from gained results by a teacher and students, and 7) students’ knowledge transfer through exhibitions. The project-based learning activities focused on four types of problem-solving skills as follows: 1) individual problems that were unrelated to others, 2) individual problems that were related to others, 3) others’ problems that were related to children, and 4) Others’ problems. The research instruments for data collection included: 1) 24 lesson plans lasting 2 months, 2) observation notes of problem-solving skills, 3) an assessment form on problem-solving skills through AAR-based learning technique, and 4) a parent interview form to measure the effects before and after the intervention.

            The results of this study indicated that after the intervention, most of students improved their problem-solving skills in all four types of problem-solving skills as follows: 1) For individual problems that were unrelated to others, students’ development was at a high level (20 percent) and at a moderate level (80 percent); 2) For individual problems that were related to others, students’ development was at a high level (12 percent) at a moderate level (28 percent) and at an initial level (60 percent); 3) For others’ problems that were related to children, students’ development was at a high level (8 percent) at a moderate level (28 percent) and at an initial level (64 percent); and 4) For others’ problems, students’ development was at a high level (8 percent) at a moderate level (40 percent) and at an initial level (52 percent).