การพัฒนารูปแบบการเรียนการสอนคิดแบบแยกแยะส่วนประกอบตามหลักพุทธธรรม ทฤษฏีปัญญาสังคมและแนวคิดการเรียนรู้ผ่านประสบการณ์สำหรับการอบรมครูอนุบาล / พัฒนา พลอยประไพ = Development of an analytical reflection thinking instructional model based on Buddhadhamma, social cognitive theory and experiential learning approach for preschool teacher training / Pattana Ployprapai
To 1) develop an Analytical Refection Thinking instructional model based on Buddhadhamma, social cognitive theory and experiential learning approach for preschool teacher training, and 2) testify the model implementation and access the developed model. There were two phases of research procedure. First phase was the development of an analytical reflection thinking instructional model. Second phase was the model implementation by using workshop training and monitoring the usage of the analytical reflection thinking to confront situation. The samples were 21 preschool teachers with Buddhism practice background. The duration of this experimental phase was 17 weeks. The research instruments were 1) the analytical reflection thinking competency test, 2) the analytical reflection thinking ability observation form and 3) self-assessment form in perception and value towards factors enhancing the analytical reflection thinking competency. The collected data were analyzed by using mean, t-test and content analysis. The research result were as follows: 1. The objective of the model was to enhance the preschool teachers the analytical reflection thinking competencies. The instructional process consisted of three phases: 1) enhancing basic thinking skills 2) practicing the analytical reflection thinking competencies in the given situations 3) monitoring the usage of the analytical reflection thinking competencies to confront new situations. 2. The results of this model implementation revealed that after the training preschool teachers’ competencies of the analytical reflection thinking score was higher than pretest score at the level of .05. In addition, teachers’ retention of learning outcomes on the analytical reflection thinking was occurred. And developed instructional model evaluation could enhance the analytical reflection thinking competencies of preschool teachers.
