การพัฒนาโปรแกรมการสอนเพื่อส่งเสริมความสามารถในการคิดวิเคราะห์ ของนักเรียนชั้นประถมศึกษาตอนปลาย : การวิจัยแบบผสานวิธี

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ยุภาลักษณ์ เขจรรักษ์
ทรงศักดิ์ ภูสีอ่อน
อรัญ ซุยกระเดื่อง

Abstract

The development of this teaching program aims : 1) to develop an
education program to promote the ability to think critically. At the end of Grade 2)
to evaluate an education program to promote the ability to think critically
developed . How to build a tool that will help improve teaching and learning in a
systematic way . The methodology combines traditional methods. (Mixed-Method
Methodology) 2 phases: the first step to develop an education program to promote
the ability to think critically . By synthesizing data from a focus group (focus group)
of supervisors and teachers step 2 evaluation of an education program to promote
the ability to think critically developed . Effectiveness of an education program
based on the 75/75 index for the effectiveness of the teaching program . Attitudes
of student learning by using teaching. And observing the behavior of students
using teaching. The sample used in this study , including supervisors and teachers
and eighth grade students at the end of the 10 obtained by sampling (Purposive
Sampling) tool used in the research . Form a group . Plan to promote the ability to
think critically . Test their ability to think critically . Attitude towards teaching
program. And observing the behavior of students. By testing the ability to think
critically on the choice of 30 items with four options , the difficulty from .20 to .80
with item discrimination item from .20 to .40 and the reliability of both . No. .90,
and attitude towards teaching program . A easurement scale type estimation
(Rating Scale) 5 deals with the discrimination level 20 item (rxy) from 0.20 to 0.57
to 0.65 with a confidence the statistics used in the analysis of average data .
standard deviation and percentage .
The results were as follows .
First . Researchers have sequenced the curriculum to promote the
ability to think analytically Step 1 Determine what you want to analyze . When the
researchers to use the visual scenarios. In a review of knowledge to share with
students to answer questions using the link prior knowledge to new knowledge
that students are enthusiastic . Have an interest and answer questions correctly
Step 2 requires students to define the problem concerns the problem of what to
analyze . Which may be defined as a question or as the object of analysis to
investigate the cause or significance . It was found that the students were given a
problem or issue of self-doubt by analysis with the Stage 3 set of principles or rules that students are trained to think the answer to the question with a chart
that is appropriate for the content. I then used the knowledge gained from
practical tasks or activities , such as the activity of living being capable of critical
thinking by the theory of Bloom's analysis , including critical analysis . Relationship.
Step 4 Identify principles and analysis shall consider the student . Analysis . To
distinguish what the distribution into smaller objects , such as the criteria for
classification. The opposition analogous comparison The causal relationship .
Information about the event or phenomenon in the article . Using the 5 W 1 H
and Step 5 can answer students' discussion either individually or as a group , write
a concept map of classes that students can answer questions. A concept map
well and correctly. Most students can do the exercises and quizzes . The activities
correctly and appropriately. Because the content is near. Two . Effectiveness of an
education program was 81.20/80.00 and efficiency index equal to 0.6273 of an
education program on students ' attitudes towards the teaching program was in its
very ability to think and analyze the behavior of the students who attended the
program. teaching students the value of critical thinking and critical analysis of the
three areas . Relationship . Principles and analysis .In summary, in order to
promote the teaching of critical thinking ability of students at the end . Efficient
and effective manner. Students ' attitudes towards the teaching level . Critical
thinking and behaving better . Should encourage teachers to teach the program of
activities to encourage students to learn the skills needed to be applied in
everyday life and is based on higher-order thinking skills .

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Section
Research Article