Designing and Developing Learning Activities by Using Thinking Tools with Student Teachers
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Abstract
The research article consisted of the following objectives: 1) to investigate learning management by using thinking tools with student teachers; 2) to explore the effectiveness index (EI) of the learning management by using thinking tools with student teachers; and 3) to examine the satisfaction of student teachers toward learning management by using thinking tools. A sample group consisted of third-year Bachelor's degree students enrolled in the regular curriculum at Roi Et Rajabhat University who were chosen using cluster random sampling with a classroom as the random unit. The study's instruments comprised 10 learning management plans based on thinking tools, a multiple-choice accomplishment exam with discrimination power ranging from 0.28 to 0.96, and a reliability of 0.88. The rating scle of the satisfaction form for discrimination power varied from 0.47 to 0.76, with a reliability of 0.90.
From the study, the following results are found: 1) The results of learning management using thinking tools with student teachers showed that after implementing ten learning activity plans, students could learn ten different types of thinking tools, including key questions, walk and talk, think pair share, round Robin, mind mapping, jigsaw, tug of war, place mats, card add chart, and hot ball. These tools could pique the interest of many students, while others were curious and asked teachers questions that were not on the map, to which the teachers would ask them back first and gradually linked to the answers. When students learned all of the plans, they were able to conclude that thinking tools should be utilized to construct learning activities for future students, with a focus on enhancing students' thinking processes, whether they think alone, in pairs, or in groups. 2) The effectiveness index (EI) of learning management by using thinking tools with student teachers was equal to 0.84. 3) The satisfaction of student teachers toward learning management by using thinking tools was at the highest level.
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