The Development of a Training Curriculum to Enhance Critical Thinking Skills for Elementary Teachers at Surin Primary Educational Service Area Office 1

Abstract

Background and Aims: Critical thinking are a thinking process that uses reason and careful consideration by studying formation, and evidence, separating information, and finding solutions to problems to make decisions. The objectives of this research were 1) to study basic information, current conditions, and training needs, 2. To develop the training curriculum, 3) to test the training curriculum, and 4) to evaluate the training curriculum and proceed with it by using the research and development procedure.

Methodology: The research is divided into 4 phases. The first one is to study basic information, current conditions, and training needs. A sample group is 136 teachers in the Integrated School Management Network group. The sample group was assigned by using the Krejcie and Morgan table. The target groups used in the interview are 15 elementary school administrators, supervisors, and teachers which are obtained by purposive sampling. Phase 2 is to develop a training curriculum and find efficiency by using 5 experts. Phase 3 is to test the curriculum with 30 teachers in the integrated school management network group. Lastly, phase 4 is to evaluate the training curriculum. The tools are questionnaires and learning management plan assessments. Statistics in data analysis were percentage, mean, and standard deviation.

Results: the results showed that; (1) The overall level of the current state of training to increase the ability to manage critical thinking skills for primary school teachers was at a high level and the overall need for training was at the highest level. (2) The result of developing a training course was found that the training curriculum had 7 components: 1) Background and significance of the problem 2) Principles of the curriculum 3) Objectives of the curriculum 4) Contents of the curriculum 5) Training activities 6) Media and learning resources, and 7) measurement and evaluation. The overall outcome of the curriculum quality assurance was that the highest level of consistency was appropriate. And was at the highest level. (3) the result after the course trial for the 30 participants in the third phase, was found that the teachers who attended the training passed the test, 80 percent out of 100 percent, and they were able to prepare a learning management plan for critical thinking skills at a high-quality level, representing 100 percent. The teachers were also satisfied with the training activities in all aspects at the highest level. And (4) the evaluation results of the training course to enhance learning management capabilities and critical thinking skills for elementary school teachers, showed that the learning management plans of the teachers who attended the training were at the highest level in the overall appropriateness and the opinions of the elementary school students on the teaching and learning management to develop critical thinking skills was at the highest level

Conclusion: the results show that the learning environment for critical thinking skills is at a high level and the training needs are at the highest level. The training curriculum has 7 components that are most consistent and appropriate. Teachers who receive training have 80-100% knowledge and critical thinking abilities and are most satisfied with the training activities. and the evaluation of the training curriculum found that Teachers' learning plans and student opinions are all at the highest level.