Developing a Program to Strengthen Science Teacher’s through Applying in Managing Learning to Promote Student Critical Thinking for Secondary School

Abstract

The purposes of this research were to study 1) elements and indicators of managing learning to promote student critical thinking for secondary school, 2) current conditions, desirable conditions and how to managing learning to promote student critical thinking for secondary school, 3) design the development program strengthen science teacher’s through applying in managing learning to promote student critical thinking for secondary school and 4) evaluate using the program. The study was divided into 4 steps. The first step, 7 experts were selected using the purposive sampling in order to identify the learning factors and indicator of managing learning to promote student critical thinking for secondary school. After that, The research sample consisted of 306 secondary education, each school consists of secondary science teachers, high school science teacher, head academic Included 918 teachers were selected by multi-stage random sampling. Then, the researcher investigated 13 experts using purposive sampling method to verify and confirm the program. In the last step, the researcher used the program with 15 science teachers of Anukulnaree school in Kalasin Province who volunteered to develop using such program and 30 students of Anukulnaree school. Instructional corrective data with the research instruments were obtained as; the Validation Checklist Suitability Configurations and Indicators Assessment, the Actual and Preferred Perception Questionnaire, the Science Teacher Development Method Questionnaire, the Semi-Structured Interviews, the Interpersonal Behavior Observation Form, the Recording Focus Group Discussion Data Form, the Suitability and Possibility of program, the Programming User Guide Suitability Assessment, the Pretest and Posttest Assessment, the evaluation of learning management teacher, and the Satisfactory Questionnaire were examined. Statistically significant was analyzed with percentage, mean, standard deviation, Modified Priority Needs Index (PNImodified) and t-test with the quantitative data, and the content analysis was analyzed with the qualitative data. It was found that:

1. 1. Learning factor and indicators learning management to promote student critical thinking for secondary school were at highest level. There were 6 main learning factor and 38 indicators, which composes of; 1) 2 indicators of learners analysis, 2) 3 indicators of curriculum analysis, 3) 2 indicators of Objective, 4) 14 indicators of learning design, 5) 14 indicators of learning activity, and 6) 3 indicators of measurement and evaluation.
2. Results of current characteristic of managing learning to promote student critical thinking for secondary school were at high level and the desirable characteristic were at the highest level. In terms of the developing methods indicate that consists of; 1) self-study, 2) watching videos with excellent practice in schools, 3) workshop, 4) professional learning community, 5) practicing integration, 6) school-based learning, 7) supervision, and 8) mentoring and teaching evaluation.
3. Developing program comprised two elements: 1) Program and 2) Manual ; comprised of the main elements: 1) Principles 2) Objectives 3) Contents 4) Development methods and 5) Measurement and Evaluation which consisted of the four modules namely: Module 1 Learners Analysis Module 2 Curriculum Analysis Module 3 Learning Design and Module 4 Learning Activities. How to develop consisted of self- study learning, watching school videos with best practice. workshop, professional learning community, on the job training, school base, supervision and coaching and mentoring. Using 65 hours. Evaluation suitable and possible of program and manual results is highest level.
4. The results of using Developing program to develop target group showed that using the program, the score means of the target group’s responses of their posttest more than pretest , significantly (ρ<.01) all on scales and pasting the criteria of 70% were compared. The abilities for enhancing students’ critical thinking abilities reveal that as the highest level. The satisfactions of their using program as the highest level. The satisfactions of students who had the science learning management using enhancing students’ critical thinking abilities were satisfied total in high level.