A Model for Developing High-Order Thinking Process Skills in Pre-Service Teachers

Abstract

The research article consisted of the following objectives: 1) to create a model for the development of high-order thinking skills for student teachers, 2) to investigate the outcomes of using a model for developing high-order thinking skills for student teachers, 3) to assess the satisfaction toward learning management based on a model for the development of high-order thinking skills for student teachers, and 4) to examine the outcomes of learning plans based on a model for the development of high-order thinking skills for student teachers. A sample group for the study was divided into 2 groups: 1) 30 students of Faculty of Education, Loei Rajabhat University who were chosen by cluster sampling; and 2) 28 students of Faculty of Education, Loei Rajabhat University who were chosen by purposive sampling. The tools used for the study included: 1) an evaluation form for testing congruence with an IOC ranging from 0.80 to 1.00 and α = 0.87, 2) 4 forms for testing high-order thinking skills in which each form had an IOC ranging from 0.80 – 1.00; the form for testing critical thinking skills had an IOC ranging from  0.27 – 0.80, r value ranging from 0.40 – 0.93 and α = 0.94; the form for testing decision making skills had p ranging from 0.33 – 0.80, r ranging from 0.33 – 0.93 and α = 0.87; the form for testing creating thinking skills had r _{x y} = 0.85; and the form for testing problem-solving skills had p ranging from 0.33 – 0.80, r ranging from 0.40 – 0.80 and α = 0.91, 3) the satisfaction survey toward learning management had an IOC ranging from 0.40 – 1.00 and α = 0.88, and 4) the satisfaction survey based on learning plans had an IOC ranging from 0.40 – 1.00 and α = 0.88. The data were analyzed by mean (), standard deviation (S.D.), and t-test dependent sample.

From the study, the following results are found: 1) A model for the development of high-order thinking skills for student teachers is called ‘kru-kid-dee’  consists of 5 parts, namely (1) principles, concepts, and theories, (2) objectives, (3) content used for thinking, (4) learning processes which are (4.1) ‘kru’ step involving creating intellectual conflicts, (4.2) ‘kid’ step involving depending and helping as well as genuine content, (4.3) ‘dee’ step involving real values, and (5) measurement and evaluation in which a model has propriety overall at a high level (  = 4.46, S.D. = 2.12); 2) The posttest of student teachers' high-order thinking skills after receiving learning management based on a model is statistically significant at the 0.01 level; 3) Student teachers have satisfaction toward learning management based on a model at the highest level ( = 4.57, S.D. = 2.55); and 4) Student teachers have satisfaction toward learning plans based on a model at a high level ( = 4.43, S.D. = 3.18).