งานวิจัย เพื่อหาmodel การสอนเพื่อพัฒนา 21st century skills

 

ผมและทีมงานได้ทำการวิจัยเพื่อ สร้างโมเดลที่เหมาะสมกับนักเรียนไทย 

โดยแบ่งการค้นคว้าออกเป็นสามขั้นตอน 

ขั้นแรก สร้างแบบจำลองโดยอาศัย Problem-based learning และ ทฤษฎี ด้านความคิดสร้างสรรค์

ขั้นที่สอง Verify โดยทำการทดลองในกลุ่มนักเรียนมัธยมปลายในประเทศไทย

ขั้นที่สาม วัดสัมฤทธิ์ผล ในกลุ่มต่างๆที่ใช้ โมเดลนี้ในการสอน

รายละเอียดดังนี้ครับ

 

 

Design of the Study

 

Phase 1 design CBL draft model and set up CBL model

 

The problem based learning and the creativity theories were used in the construct of the CBL draft model 

 

PBL was employed in CBL's draft model because ;

 

PBL can improve students' attitudes toward learning. Thus, as a pedagogical technique, problem‑based learning promotes the kinds of active learning that many educators advocate (Barr & Tagg, 1995) and students who acquired knowledge in the context of solving problems have been shown to be more likely to use it spontaneously to solve new problems than individuals who acquire the same information under more traditional methods of learning facts and concepts through lectures (Bransford, Franks, Vye, & Sherwood, 1989)

 

PBL students perceived that they developed stronger thinking and problem‑solving skills, effective communication skills, and sense of personal responsibility than did students who received lectures (Lieux, 1996).

 

PBL students tend to give high ratings for their training whereas students in traditional programs are more likely to describe their training as boring and irrelevant (de Vries, Schmidt, & de Graaff, 1989; Schmidt, Dauphinee, & Patel, 1987).

 

PBL students were more likely to use textbooks and other books and informal discussion with peers than did non‑PBL students, who were more likely to rely on lecture notes thus the PBL is the learning approach that help student  build up their learning skill(Blumberg and Michael 1992).

 

And also the following creativity theories  are used to form CBL's draft model ;

 

Guilford (1956, 1959, 1960, 1986) considered creative thinking as involving divergent thinking,  which emphasizes fluency, flexibility, originality, and elaboration.

Guilford, however, noted that creative thinking is not the same as divergent thinking, because creativity requires sensitivity to problems as well as redefinition abilities, which include transformations of thought, reinterpretations, and freedom from functional fixedness in driving unique solutions.

 

 

Torrance (1966, p. 6) Defined creativity as a process of becoming sensitive to problems, deficiencies, gaps in knowledge, missing elements, disharmonies, and so on; identifying the difficulty; searching for solutions, making guesses, or formulating hypotheses about the deficiencies: testing and retesting these hypotheses and possibly modifying and retesting them; and finally communicating them.

 

Nickerson [142] : present a summary of the various creativity techniques 

Establishing purpose and intention

Building basic skills

Encouraging acquisitions of domain-specific knowledge

Stimulating and rewarding curiosity and exploration

Building motivation, especially internal motivation

Encouraging confidence and a willingness to take risks

Focusing on mastery and self-competition

Promoting supportable beliefs about creativity

Providing opportunities for choice and discovery

Developing self-management (metacognitive skills)

Teaching techniques and strategies for facilitating creative performance

Providing balance

 

Dr Mark Batey of the Psychometrics at Work Research Group at Manchester Business School has suggested that the creative profile can be explained by four primary creativity traits with narrow facets within each

(i) "Idea Generation" (Fluency, Originality, Incubation and Illumination)

(ii) "Personality" (Curiosity and Tolerance for Ambiguity)

(iii) "Motivation" (Intrinsic, Extrinsic and Achievement)

(iv) "Confidence" (Producing, Sharing and Implementing)

 

Taylor & Williams (I966) argue that school experiences should involve children more positively in the whole process of education - in questioning, listening, discussing, thinking and being actively and deeply involved in practical working with a wide variety of materials. This is achieved through a personal relationship based on trust and respect between teacher and children.

Students can make use of their creative potential in learning only when they are provided with opportunities to learn in an atmosphere of freedom.

A Phenomenography research methodology and a case study approach were selected for developing  tools and a  CBL model.

The approach to identifying creative thinking skill  in student  was to use phenomenographic research methods. 

Phenomenographic is the name given to the type of qualitative research pioneered by Marton, Saljo, Dahlgran and Svensson 

Phenomenography  is a research method adapted for mapping the qualitatively different ways in which people experience, conceptualize, perceive, and understand various aspects of, and phenomena in, the world around them." (Marton, 1986.)

 

Merriam (1994) defined a case study as, “an examination of a specific phenomenon such as a program, an event, a person, a process, an institution, or a social group” 

Case studies provide opportunities to study complex actions and interactions within a particular research setting. Because a case study is based on real life situations, inferences drawn from the research process allow deeper understanding of how study elements influence each other.

A case study approach was selected because it is impossible to separate the context of the study variables, as in this study, case study represents the best approach (Merriam, 1998).

 

The case study is designed to explore  the process and environment that affect creative thinking skills in high school students by using a Phenomenography research methodology to set up the CBL draft  model.

The variation(s) in processes and environments that emerged from this action research was used to inform redesign of CBL model. 

Action research is a research methodology that is grounded in the practice of those undertaking the research.  In action research, the researcher is a participant, and undertakes the research in order to critically reflect upon, and change his or her practice (Casrr & Kemmis 1989; Kember 2000).

 

Action research is:

Concerned with social practice;

Aimed towards improvement;

A cyclical process;

Pursued by systematic inquiry;

A reflective process;

Participative;

Determined by the practitioners’. (Kember 2000 p. 24)

 

 The pedagogical action research seeks to improve teaching and learning. It involves defining an issue or problem, gathering data to explore the issue and taking action to address the issue (Norton 2009). It ‘brings theory closer to practice’ as it contributes ‘to both social practice and the development of theory’ (Kember & McKay 1996 p. 534).

 

Phenomenographic action research uses an action research framework underpinned by a phenomenographic research approach. 

Once a CBL model has been identified, the next step is phase 2.

 

 

Phase 2

The Verification of the model using the Pretest-Posttest Control Group Design and  the consensual assessment

 

The population for this phase consisted 40 high school students in Chang Mai Thailand

The samples were randomly divided into two groups of learning method 

They are group A as an experimental group and group B as a control group for the session.

The measured dependent variables in this study were the students' skills in creative  thinking and the independent variables were the mode of teaching. 

Group A  was assigned to learn physics in 21 hours (7weeks) by the CBL approach.

Group B , as a control group, learns by the traditional learning approach in the same subject.

The instrument used to determine the dependent variables were the pre-test and post-test of the Creative Thinking test   develop from Guilford (1956, 1959, 1960, 1986) creative thinking Theory.

A control group in this study was assigned for proof that a change in the dependent variable was  caused by the effect of the independent variable. 

  

Phase 3

Evaluation of the effectiveness of the CBL model by the “modified TTCT” developed from Torrance tests of creative thinking (TTCT)

 

The population in this phase consists of 20 elementary school students, 20 high school students and 20 university students, 

All groups were assigned to attain  CBL classroom in 21 hours ( 7 weeks). 

The Key indicators for the evaluation were drawn from the conceptual framework of the study 

And evaluated by using the Pretest-Posttest and  the consensual assessment.