An Instructional Model to Enhance Critical Problem-Solving Abilities and Analytical Thinking in Science Course for Grade 6 Students
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Abstract
The purposes of this research were 1) to develop an instructional model to enhance critical problem-solving abilities and analytical thinking of grade 6 students, 2) to try out the prototype instructional model to enhance critical problem-solving abilities and analytical thinking of grade 6 students, based on inquiry-based learning, reasoning approach and the constructivist theory. The research employed the research and development approach, in the contexts of 4 schools under Muang Nakhon Phanom Municipality, Nakhon Phanom Province, in the academic year 2021. The target group consisted of 4 science teachers and 215 grade 6 students. The research process was divided into 2 phases. The first phase dealt with development of the instructional model. In this phase, 4 teachers and 12 grade 6 students were interviewed, and the learning behaviours in science of 4 groups of students, purposively sampled, were observed. And also, the prototype of the instructional model was brought into a group discussion under connoisseurship of 5 experts. The second phase dealt with the tryout of the prototype of the instructional model with 37 students of the target group in Tessaban 4 (Rattanakosin 200 years) School, which was selected by purposive sampling. The research instruments were composed of the prototype of the instructional model, learning management plans, an assessment form for critical problem-solving abilities, and analytical thinking assessment form. Data analysis employed percentage, mean, standard deviation, and descriptive analysis for presentation of qualitative data.
The research results revealed that:
1. The development of the instructional model to enhance critical problem-solving abilities and analytical thinking of grade 6 students, based on contextual information of the needs of teachers, included drafting the prototype of the instructional model, based on inquiry-based learning, reasoning approach and constructivist theory. The instructional model was composed of: 1) principles, concepts and basic theories, 2) objectives of the model, 3) process of learning management, 4) social factors and responsive behavior, 5) supporting factors and learning sources, and 6) evaluation. The assessment results of the quality and appropriateness of the instructional model, on the whole, was at a high level ( = 4.34, S.D.=0.23).
2. The results of the tryout of the prototype of the instructional model revealed that the students in the experimental group had their abilities in critical problem-solving abilities and analytical thinking of 69.98% ( = 31.49, S.D.=1.46) and 66.83% (
= 20.05, S.D.=2.36) respectively.
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