The Development of a Reflective Thinking Activity Package Through Folk Literature by Using the Discovery Teaching Method and a Field Trip for the 4th Year Elementary School Students under Phra Nakhon Si Ayutthaya Primary Educational Service Area Office 1
Article Sidebar
Main Article Content
Abstract
The research article consisted of the following objectives: 1) to investigate the components and explore the efficiency of a reflective thinking activity package through folk literature by using the discovery teaching method; and 2) to explore the results of using a reflective thinking activity package through folk literature by using the discovery teaching method and a field trip. The research and development method was used in the study. The research instruments included: 1) achievement test; 2) activity package; and 3) satisfaction survey. The sample group included 60 students from the 4th year elementary school under Phra Nakhon Si Ayutthaya Primary Educational Service Area Office 1, who were selected using multistage random sampling. The obtained data were analyzed using frequency, percentage, standard deviation, and t-test.
From the study, the following results are found: 1) A reflective thinking activity package through folk literature by using the discovery teaching method and a field trip consists of nine components as follows: (1) Instructions for using the learning activity package, (2) Instructions for teachers, (3) Instructions for students, (4) Learning objectives, (5) Content, (6) Name tag, (7) Teaching media, (8) Evaluation and measurement tools, and (9) Learning management plans; and 2) The results of the students who used a reflective thinking activity package through folk literature by using the discovery teaching method and a field trip show that the students scored higher than those who received a normal way of teaching and learning. Their reflective thinking skills is 81.75% for each activity package. Students’ satisfaction with learning management through a reflective thinking activity package through folk literature by using the discovery teaching method and a field trip is 4.82 overall, which is the highest level.
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
Chaisa, P., & Chanwijit, S. (2020). Effects of Teaching and Learning by Promoting Reflection Skills on Reflective Behavior of Nursing Students. Journal of Education Chulalongkorn University, 48(1), 224-238.
Department of Cultural Promotion. (2016). Folk Literature: The Cultural Heritage of the Nation, Printing Business Office Veterans Welfare Organization under the Royal Patronage.Bangkok: The Office of Printing Affairs, War Veterans Organization under Royal Patronage.
Education Commission. (2022). A Handbook for Operations that Drive Success in Developing the Quality of Thai Language Teaching, Fiscal Year 2022. Bangkok: Police Printing House Royal Thai Police Office.
Jumpolla, J. (2017). Teaching Documents for the Subject Design and Learning Management
(ED12202) Learning Design and Management. Udon Thani: Faculty of Education, Udon Thani Rajabhat University.
National Education Act (No. 4) 2019. (2019, May 1). Royal Gazette, Volume 136, Section 57 A, pp. 49-50.
National PISA Operations Center, Institute for the Promotion of Teaching Science and Technology. (2021). PISA 2018 Assessment Results: Reading, Mathematics and Science. Bangkok: The Institute for the Promotion of Teaching Science and Technology (IPST).
Ngennuch, S. (2022). Teachers and Subject Group Leaders in the Thai Language Subject at the upper Primary Level. Interview. June, 14.
Panturat, J. (2022). Teachers Who Teach Thai Language Subjects at the Lower Primary Level. Interview. June, 12.
Phra Nakhon Si Ayutthaya Primary Educational Service Area Office 1. (2020). Student Information according to the System DMC academic Year 2022. Retrieved May, 06, 2022, from https://sites.google.com/view/aya1-info
Phuetphian, N. (2021). Development of a Thai Literature Critical Reading Activity Package Using SQ4R and KWL PLUS Techniques for Mathayomsuksa 1 Students. (Master’s Thesis). Rambhai Barni Rajabhat University. Chanthaburi.
Pislae-ngam, K. (2019). Effect of Reflective Learning Base on the Gibbs’ Reflective Cycle Model Affect to Lerning Achievement in Languages Communication and Information Technology Course of General Education Program. Journal of Graduate Studies Valaya Alongkron Rajabhat University, 13(2), 1-13.
Pitprasert, P. (2020). Development of a Set of Activities for Reading Thai Literature, Lilit Taleng Phai by Applying the Multipart Strategy to Promote the Ability to Reflective Writing and Academic Achievement for Mathayom 5 Students. Journal of Teaching and Learning Development Rangsit University, 14(1), 83-96.
Pornnikhom, M. (2016). Development of Learning Activity Package on Thai Literature Reading Through CIRC Technique for Mattayomsuksa IV Students. Graduate Journal, 14(65), 71-88.
Srisa-at, B. (2017). Basic Research. (10th ed.). Bangkok: Suweerivasarn.
Thaksittha, K., Suphap, W., & Kliniam, C. (2017). Action Research to Develop Discovery-Based Learning with Guidance on the Application of Trigonometry that Promotes Mathematical Thinking for Mathayom 4 Students. (Master’s Thesis). Naresuan University. Phitsanulok.
Thammajak, O. (2022). The Development of Creative Thinking by Using Reflective Approach on the Design and Development of Thai Teaching Innovation of Student Teachers, Thai Language Program, Faculty of Education, Faculty of Education, Chaiyaphum Rajabhat University. Journal of Saengkhomkham Buddhist Studies, 7(2), 279-299.
