DEVELOPMENT OF AN INSTRUCTIONAL MODEL BASED ON CASE–BASED LEARNING AND CRITICAL THINKING TO PROMOTE CREATIVE PROBLEM SOLVING ABILITY AND LEARNING ACHIEVEMENT OF STUDENT TEACHERS IN SOCIAL STUDIES PROGRAM

Abstract

The objectives of this research were to: 1. Develop an instructional model based on cased-based learning and critical thinking to promote creative problem-solving ability and learning achievement of student teachers in social studies program; 2. Evaluate the effectiveness of the instructional model affecting creative problem solving ability and learning achievement of student teachers in social studies program. The samples were 60 student teachers in the social studies program. These samples were divided into two groups: 30 students were in an experimental group and 30 students were in a control group. The duration of the experiment was 8 weeks.  The data was analyzed by arithmetic mean, standard deviation (S.D.) and were compared by t-test.

          The research results revealed that: 1. Development of the instructional model consisted of 4 key elements: principles, objectives, instructional process, measurements, and evaluations. This instructional model developed from case-based learning and critical thinking; 2. The effectiveness of the development instructional model, it was found that the creative problem solving ability and learning achievement of the experimental group was significantly higher than those of the control group at 0.001 level; and the post-test score of the creative problem solving ability and learning achievement of the experimental group was significantly higher than that of the pre-test score at 0.001 level. From the learning logs, student teachers in social studies program could decide how to solve problems in the social studies context and like the learning activities of this instructional model; as a result, the learning achievement has achieved the objectives.