THE EFFECTS Of THE SCIENCE ACTIVITIES PROVISION FOR YOUNG CHILDREN BY INTEGRATING DE BONO APPROACH’S THINKING SKILLS OF STUDENTS OF FACULTY OF EDUCATION, KAMPHAENG PHET RAJABHAT UNIVERSITY

ผลการจัดกิจกรรมวิทยาศาสตร์สำหรับเด็กปฐมวัย โดยบูรณาการทักษะการคิดตามแนวคิดของเดอโบโน ของนักศึกษาคณะครุศาสตร์ มหาวิทยาลัยราชภัฏกำแพงเพชร

Abstract

The purposes of this research were to 1) To compare the De Bono approach’s thinking skills of students at the Faculty of Education, Kamphaeng Phet Rajabhat University before and after the science activities provision for young children by integrating the De Bono approach’s thinking skills. 2) To study De Bono’s thinking skill behaviors of young children after the science activities provision for young children by integrating the De Bono approach’s thinking skills and 3) To study students of the faculty of education, Kamphaeng Phet Rajabhat University’s satisfaction of science activities provision for young children by integrating the De Bono approach’s thinking skills. The sample consisted of 1) the sophomores 28 people who enrolled at the second level in the early childhood program 2) the young children 96 people who enrolled at the first-third level at Somruedee Kindergarten. The instruments are used including with young children's science activities provision by integrating the De Bono approach’s thinking skills plans for students, the testing for measuring the ability of students of faculty of education, Kamphaeng Phet Rajabhat University’ De Bono approach’s thinking skills, the learning behavior form, and a satisfaction questionnaire. The quantitative and qualitative data were analyzed by mean, standard deviation, t-test, and reflective teaching form.           

The results show that:           

1. The students who participated in the science activities provision for young children by integrating the De Bono approach’s thinking skills had posttest mean scores of the De Bono approach’s thinking skills higher than pretest scores (p<.05).           

2. Young children who participated in the science activities provision for young children by integrating De Bono's approach’s thinking skills changed De Bono’s thinking skill behaviors in all six areas that were better.           

3. The satisfaction overall of The students who participated in the science activities provision for young children by integrating the De Bono approach’s thinking skills was at the highest level.