Research and Development of Innovation Skills for Thai Youth to Support Their Careers in the Future
Article Sidebar
Main Article Content
Abstract
This research aimed to 1) develop a teaching model to enhance innovation skills of Innovation skills for Thai youth to support their careers in the future, 2) develop innovation skills of Thai youth, 3) evaluate the results of using the teaching model to enhance innovation skills of Innovation skills for Thai youth to support their careers in the future. The research and development process was conducted in 4 phases: Phase 1 studied basic information and necessity, Phase 2 model development, Phase 3 model experiment, Phase 4 study the results and improve the model. There are 3 target groups: youth who will pursue a career in education in the future, youth groups who will pursue a career in agriculture in the future and youth groups who will pursue careers in the future of entrepreneurship. A total of 150 people were obtained by purposive selection. The tools used to collect information include: lesson Plan, behavioral observation form, interview form, questionnaire form and field note. Data were analyzed by using basic statistics such as frequency, percentage, mean, standard deviation. Using parametric test statistics such as t-test.
The results of the research were as follows: 1) The teaching model to enhance innovation skills of Innovation skills for Thai youth to support their careers in the future consists five parts: (1) learning principles and theories (2) objectives (3) teaching process (4) social system (5) response principle and (6) support system. The evaluation of the suitability of the Teaching model revealed that the overall suitability of the model was at a high level.
2) Thai youth who had learned by the teaching model to enhance innovation skills had high posttest scores than those pretest score at .05. 3) The results of the study revealed that Thai youths had high level of innovation skills. When considering the subgroups, it was found that Young entrepreneurs in the future have the most innovation skills, followed by youth pursuing a career in education in the future and youth employed in agriculture in the future the lowest. In addition, it was found that if the developed model was applied to each target group Teachers should design and motivate activities that are appropriate for each youth group.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Views and opinions expressed in the articles published by The Journal of MCU Peace Studies, are of responsibility by such authors but not the editors and do not necessarily reflect those of the editors.
References
Amelink, C., Fowlin, J., & Scales, G. (2013). Defining and Measuring Innovative Thinking Among Engineering Undergraduates. 120th ASEE Annual Conference and Exposition, June 22-23 (1-5). Atlanta: American Society for Engineering Education.
Anderson, L.W. (2001). A Taxonomy for Learning Teaching, and Assessing: A Revision of Bloom's Taxonomy of Education Objectivcs. New York: Addison Wesley Longman.
Andrews, J., & Clark, R. (2018). Engaging with Heritage to Promote Innovative Thinking in Engineering Management Education. Retrieved May 3, 2021, from https://www.researchgate.net/publication/328557445_Engaging_with_Heritage_to_Promote_Innovative_Thinking_in_Engineering_Management_Education
Bender, W. N. (2012). Project-based learning: Differentiating instruction for the 21st century. United States: Corwin.
Buason, R. (2013). Qualitative research of education. Bangkok: V. PRINT (1991) COMPANY LIMITED.
Chimphali, K. (2016). Development of Instructional Model to Promote Understanding of Nature of Science for High School Students. (Doctoral Dissertation). Mahasarakham University. Maha Sarakham.
Drapeau, P. (2014). Sparking student creativity: Practical ways to promote innovative thinking and problem solving. Virginia USA: ASCD.
Garrison, D. R. (1993). A cognitive constructivist view of distance education: An analysis of teaching learning assumptions. Distance education, 14(2), 199-211.
Hart, S. (2013). Thinking through teaching: A framework for enhancing participation and learning. New York: Routledge.
Joyce, B., Weil, M., & Calhoun, E. (2011). Models of Teaching. (8th ed.). Boston: Pearson Education.
Keeves, J.P. (1997). Educational Research Methodology and Measurement. An International Handbook. Oxford: Pergamon Press.
Lee, C., & Benza, R. (2015). Teaching Innovation Skills: Application of Design Thinking in a Graduate Marketing Course. Business Education Innovation Journal, 7(1), 43-50.
Morad, S., Ragonis, N., & Barak, M. (2014). Innovative Thinking and ICT Expertise of Undergraduate Students in Education. In Eshet-Alkalai, Y. et al. (Eds.), Learning in the Technological Era: Proceedings of the 9th Chais Conferencefor the Study of Innovation and Learning Technologies (112-120). Israel: The Open University of Isreal.
Mugione, F., & Penaluna, A. (2018). Developing and Evaluating Enhanced Innovative Thinking Skills in Learners. In Entrepreneurial Learning City Regions (pp. 101-120). Springer: Berlin/Heidelberg, Germany.
Nakin, S. (2016). The development of Learning Management Model to Enhance Ethics for Preservice teachers: Case study of Nakhonratchasima Rajabhat University. (Doctoral Dissertation). Mahasarakham University. Maha Sarakham.
Nussbaum-Beach, S., & Hall, L. R. (2012). The connected educator: Learning and leading in a digital age. Unite States: Solution Tree Press.
Office of the Higher Education Commission. (2006.) National Qualifications Framework for Higher Education in Thailand Implementation Handbook. Bangkok: National Statistical Office.
Orlandi, A. E. C. (2010). Experimental experience in design education as a resource for innovative thinking: The case of Bruno Munari. Procedia-Social and Behavioral Sciences, 2(2), 5039-504.
Pharanat, W. (2014). Development of Science Instructional to Promote Reasoned Argumentation. (Doctoral Dissertation). Mahasarakham University. Maha Sarakham.
Phusee-orn, S. (2011). Application of SPSS in Research Data Analysis, (5th ed.). Mahasarakam: Mahasarakam University.
Roi Et Provincial Office. (2008). Roi Et Provincial Development Plan 2018-2021. Roi Et: Roi Et Provincial Office.
Shekar, A. (2013). Teaching innovative thinking and consumer-oriented design to engineering students: perspectives based on observations and experience. International Journal of Mechanical Engineering Education, 41(1), 14-16.
Wu, C. H., Hwang, G. J., Kuo, F. R., & Huang, I. (2013). A mindtool-based collaborative learning approach to enhancing students' innovative performance in management courses. Australasian Journal of Educational Technology, 29(1), 128-142.
