The Development of Club-Based Activities Using Design Thinking to Enhance Decision-Making and Entrepreneurial Problem-Solving Skills of Grade 6 Students of a Primary School under the Bangkok Metropolitan Administration
Article Sidebar
Main Article Content
Abstract
This article aimed 1) to design club-based activities using the design thinking process for Grade 6 students and examine their effects on decision-making and entrepreneurial problem-solving skills, and 2) to investigate students’ satisfaction with the activities. The research employed a developmental design with 30 Grade 6 students from a public school under the Bangkok Metropolitan Administration, selected through voluntary sampling. Research instruments included lesson plans for the club activities, a decision-making skill assessment, a problem-solving skill assessment, a student satisfaction questionnaire, and semi-structured interviews. All instruments were validated by three experts, yielding an Index of Item-Objective Congruence ranging from 0.67 to 1.00. Quantitative data were analyzed using descriptive statistics (mean and standard deviation), while qualitative data were analyzed using content analysis. The findings revealed that 1) the club-based activities developed according to the five stages of design thinking—empathize, define, ideate, prototype, and test—effectively enhanced students’ decision-making and problem-solving skills. Overall performance was at the “Good” level, with one group achieving an “Excellent” level. 2) Students’ overall satisfaction with the activities was rated at a “High” level, especially regarding pride in their work, exchanging ideas, and confidence in independent decision-making. 3) Qualitative data indicated positive changes in students’ behavior and attitudes, such as increased confidence, willingness to express ideas, and recognition that real-life problems can be managed effectively. The key contribution of this study is the development of a club-based activity model that integrates the design thinking process to foster entrepreneurial skills at the primary education level. Moreover, the study highlights an integrated assessment approach combining rubric-based evaluation with reflective practices, which can serve as a practical framework for enhancing students’ reasoning and problem-solving skills.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
กระทรวงศึกษาธิการ. (2551). หลักสูตรแกนกลางการศึกษาขั้นพื้นฐาน พุทธศักราช 2551. กรุงเทพฯ: โรงพิมพ์ชุมนุมสหกรณ์การเกษตรแห่งประเทศไทย.
ทิศนา แขมมณี. (2560). การเรียนรู้เชิงรุกเพื่อสร้างคุณลักษณะผู้เรียนในศตวรรษที่ 21. วารสารศึกษาศาสตร์ มหาวิทยาลัยศิลปากร, 18(2), 1–17.
สำนักงานเลขาธิการสภาการศึกษา. (2563). แนวทางการจัดการศึกษาเพื่อส่งเสริมความเป็นผู้ประกอบการในสถานศึกษา. กรุงเทพฯ: พริกหวานกราฟฟิค.
สำนักงานเลขาธิการสภาการศึกษา. (2566). รายงานการศึกษาเรื่องการส่งเสริมทักษะแห่งอนาคต. กรุงเทพฯ: กระทรวงศึกษาธิการ.
Bacigalupo, M., Kampylis, P., Punie, Y., & Van den Brande, G. (2016). EntreComp: The entrepreneurship competence framework. Luxembourg: Publications Office of the European Union.
Best, J. W. (1977). Research in Education. (3rd ed.). New Jersey: Prentice-Hall.
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. ASHE-ERIC Higher Education Report No. 1. Washington, DC: George Washington University.
Carroll, M., Goldman, S., Britos, L., Koh, J., Royalty, A., & Hornstein, M. (2010). Destination, Imagination and The Fires Within: Design Thinking in A Middle School Classroom. International Journal of Art & Design Education, 29(1), 37–53.
Choueiri, E., & Mhanna, M. (2013). Fostering 21st Century Skills Through Design Thinking. In Proceedings of the International Design Conference – DESIGN 2013 (pp. 523–532). Croatia: The Design Society.
Cornelius-White, J. (2007). Learner-Centered Teacher-Student Relationships Are Effective: A Meta-Analysis. Review of Educational Research, 77(1), 113–143.
European Commission. (2016). EntreComp: The Entrepreneurship Competence Framework. Luxembourg: Publications Office of the European Union.
Fayolle, A., & Gailly, B. (2015). The Impact of Entrepreneurship Education on Entrepreneurial Attitudes and Intention: Hysteresis and Persistence. Journal of Small Business Management, 53(1), 75–93.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active Learning Increases Student Performance in Science, Engineering, and Mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415.
Funke, J., Fischer, A., & Holt, D. V. (2018). Competencies for Complexity: Problem Solving in The Twenty-First Century. In E. Care, P.
Griffin, & M. Wilson (Eds.), Assessment and Teaching of 21st Century Skills (pp. 41–53). Springer. https://doi.org/10.1007/978-3-319-65368-6_3
Heifetz, R., Grashow, A., & Linsky, M. (2009). The Practice of Adaptive Leadership. Massachusetts: Harvard Business Press.
Henriksen, D., Richardson, C., & Mehta, R. (2017). Design Thinking: A Creative Approach to Educational Problems of Practice. Thinking Skills and Creativity, 26, 140–153.
Lackéus, M. (2015). Entrepreneurship in Education: What, Why, When, How. OECD. Retrieved from https://www.oecd.org/cfe/leed/BGP_Entrepreneurship-in-Education.pdf
Lai, E. R. (2011). Critical Thinking: A Literature Review. Pearson Research Report. Retrieved from https://images.pearsonassessments.com/images/tmrs/CriticalThinkingReviewFINAL.pdf
Man, T. W. Y., Lau, T., & Chan, K. F. (2002). The Competitiveness of Small and Medium Enterprises: A Conceptualization with Focus on Entrepreneurial Competencies. Journal of Business Venturing, 17(2), 123–142.
Morris, M. H., Webb, J. W., Fu, J., & Singhal, S. (2013). A Competency-Based Perspective on Entrepreneurship Education: Conceptual and Empirical Insights. Journal of Small Business Management, 51(3), 352–369.
Mumford, M. D., Todd, E. M., Higgs, C., & McIntosh, T. (2017). Cognitive Skills and Leadership Performance: The Nine Critical Skills. The Leadership Quarterly, 28(1), 24–39.
OECD. (2019). OECD Learning Compass 2030. Paris: OECD Publishing.
Plattner, H. (2009). Bootcamp Bootleg. Stanford d.school. Retrieved from https://dschool.stanford.edu/resources/the-bootcamp-bootleg
Prince, M. (2004). Does Active Learning Work? A Review of The Research. Journal of Engineering Education, 93(3), 223–231.
Razzouk, R., & Shute, V. (2012). What is Design Thinking and Why is it Important? Review of Educational Research, 82(3), 330–348.
Simon, H. A. (2009). The Sciences of The Artificial. (3rd ed.). Massachusetts: MIT Press.
Trilling, B., & Fadel, C. (2009). 21st Century Skills: Learning for Life in Our Times. California: Jossey-Bass.
UNESCO. (2015). Rethinking Education: Towards A Global Common Good? Paris: UNESCO.
Vegard, I., & Tuva, F. (2014). Learning Entrepreneurship Through Design Thinking: The Case of a Nordic School. International Journal of Entrepreneurial Behavior & Research, 20(6), 523–541.
Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice. (2nd ed.). California: Jossey-Bass.
World Economic Forum. (2020). Schools of the Future: Defining New Models of Education for The Fourth Industrial Revolution. Geneva: World Economic Forum.
