MODEL-BASED LEARNING FOR ENHANCING HIGHER ORDER THINKING OF STUDENTS AT THE FUNDAMENTAL EDUCATION LEVEL IN PHRA NAKHON SI AYUTTHAYA PROVINCE

Abstract

This research employed a mixed-methods research methodology with the objectives to: 1) Analyze the needs for learning management that promotes higher-order thinking among students at the fundamental education level in Phra Nakhon Si Ayutthaya Province, and 2) To study guidelines for model-based learning management that promotes higher-order thinking in students. The sample group completing the assessment consisted of 148 primary-level science teachers selected through multi-stage random sampling, and 3 upper-primary science teachers selected through purposive sampling. The research instruments were a needs assessment form and a model-based learning management plan promoting higher-order thinking. Data were analyzed using mean, standard deviation, the Modified Priority Needs Index, and content analysis. The findings revealed that: 1) Critical thinking and analytical thinking had the highest priority needs to be fostered in students, with values of 0.52 and 0.51 respectively. and 2) The model-based learning management guidelines for promoting higher-order thinking consisted of four steps: Step 1-Creation of the model, where teachers use familiar situations to prompt students to identify components and connect scientific phenomena; Step 2-Expression of the model, where students present and discuss their models by comparing similarities and differences between models and debating assumptions; Step 3-Test of the model, where students examine their models through experimentation and draw evidence-based conclusions; and Step 4-Evaluation of the model, where students evaluate and revise their models in connection with surrounding contexts and critically assess peers' models using scientific principles. Model-based learning management fostered the development of analytical and critical thinking from a foundational level to a higher level.