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Development of Learning Activities Using Phenomenon-Based Learningto Enhance Critical Thinking Competence of Student Teachers |
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| รหัสดีโอไอ | |
| Creator | Kornkanok Sakulkanokwattana |
| Title | Development of Learning Activities Using Phenomenon-Based Learningto Enhance Critical Thinking Competence of Student Teachers |
| Contributor | Pitsanu Rodkomin, Siriporn Wongtakom |
| Publisher | Mahasarakham University |
| Publication Year | 2569 |
| Journal Title | Journal of Humanities and Social Sciences Mahasarakham University |
| Journal Vol. | 45 |
| Journal No. | 2 |
| Page no. | 380-394 |
| Keyword | Critical Thinking Competency, Pre-service Teachers, Phenomenon-Based Learning Activities |
| URL Website | https://so03.tci-thaijo.org/index.php/humsujournal |
| Website title | Journal of Humanities and Social Sciences Mahasarakham University |
| ISSN | 2672-9733 (Online) |
| Abstract | This research aimed to 1) develop learning activities based on a phenomenon-based approach to enhance the critical thinking competence of pre-service teachers, and 2) analyze their critical thinking competence after participating in the designed learning activities. The participants were 70 pre-service teachers from the Faculty of Education, Chiang Mai University. The study employed a quasi-experimental research design. The research instruments included a manual for implementing phenomenon-based learning activities and a critical thinking competence assessment for pre-service teachers. Data were analyzed using statistical methods, including mean, standard deviation, and paired-sample t-test. The research findings were as follows:1. Five principles for designing learning activities to enhance critical thinking competence were synthesized, leading to a structured five-step learning process: selecting a phenomenon, exploring the phenomenon, analyzing the phenomenon, connecting the phenomenon, and summarizing the phenomenon. Three learning activities were developed across three different courses. Expert validation confirmed a perfect alignment between the designed activities and the research framework, with an average agreement score of 1.00 across all activities and steps—exceeding the threshold of 0.66. Additionally, the appropriateness of these activities in terms of course relevance, feasibility, student engagement, and duration was rated above 4.50 on a five-point summated scale. Experts also provided recommendations for further refinements.2. The analysis of pre-service teachers’ critical thinking competence after participating in the activities revealed statistically significant improvements at the .05 level across all three courses. These results indicate that the phenomenon-based learning activities effectively enhance critical thinking competence among pre-service teachers. |
