A Model for Arranging Experiential Learning Activities to Promote Critical Thinking Ability for Early Childhood Students
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Abstract
The objectives of this research were 1) To develop a model for arranging experiential learning activities to promote the critical thinking ability of early childhood students; and 2) to study the effectiveness of the model for arranging experiential learning activities to promote the critical thinking ability of early childhood students. This research employed the following methods: 1) develop a model for arranging experiential learning activities to promote critical thinking ability for early childhood students by study the related documents and research, then asked five experts to evaluate the appropriateness of the model; and 2) study the effectiveness of the model with the sample consisting of 40 early childhood students studying at 2 level in the second semester of the academic year 2018 at Fasai Kindergarten, Muang Pathum Thani District, Pathum Thani Province. These students were divided into an experimental group and a control group, each of which had 20 students. Data were collected with use of a critical thinking assessment form. The students’ critical thinking ability was assessed by the early childhood teachers who teaching at 2 level at kindergartens in Pathum Thani Province. Data were analyzed by T-test. The result indicated that: 1) the model for arranging experiential learning activities to promote the critical thinking ability of early childhood students consisted of 5 stages; brainstorming, problem identification, answer discovering, summarizing, and presentation, and 2) in terms of the effectiveness of the model for arranging experiential learning activities to promote the critical thinking ability of early childhood students was found that; 1) after participating in the experiential learning activities, the early childhood students improve their critical thinking ability than before participating; 2) the students who participated in the experiential learning activities had higher critical thinking ability than those who did not participate.
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