An Instructional Design Model with the Cultivating Research-Based Learning Strategies for Fostering Teacher Students' Creative Thinking Abilities

Autor/inn/en	Khuana, Khwanchai; Khuana, Tanthip; Santiboon, Toansakul
Titel	An Instructional Design Model with the Cultivating Research-Based Learning Strategies for Fostering Teacher Students' Creative Thinking Abilities
Quelle	In: Educational Research and Reviews, 12 (2017) 15, S.712-724 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Instructional Design; Models; Evidence Based Practice; Learning Strategies; Student Teachers; Creative Thinking; Lesson Plans; Student Teacher Attitudes; Rating Scales; Questionnaires; Foreign Countries; Thinking Skills; Instructional Effectiveness; Statistical Analysis; Thailand + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Analogiemodell; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Kreatives Denken; Lesson planning; Unterrichtsplanung; Rating-Skala; Fragebogen; Ausland; Denkfähigkeit; Unterrichtserfolg; Statistische Analyse
Abstract	Designing the instructional model with the innovative the "Research-Based Learning Strategy Lesson Plans" of the effectiveness of the processing performance and the resulting performance (E1/E2) with the IOC value determining standardized criteria of 80/80 were developed. Students' perceptions were assessed with the 30-item "Research-Based Learning Strategies" (RBLS) in six scales. Students' creative thinking abilities adapted version into the 10-item "Creative Thinking Ability Questionnaire" (CTAQ) was used. Associations between students' perceptions of their cultivating learning strategies and their creative thinking abilities were analyzed. A sample size consisted of 626 senior teacher students from 21 Foundational Education classes in Kamphaeng Phet Rajabhat University in two semesters of the academic year 2015. Statistically significant was found that; the lessening effectiveness (E1/E2) evidenced of 80.73/80.98 over the threshold setting was 80/80. The 5-professional expert educators' responses of the IOC revealed of 0.76. The RBLS and CTAQ were validated and reliable with the internal consistency was analyzed. Students' perceptions of their RBLS and their CTAQ toward Foundational Education Subject were positive relatively. The multiple correlations R was 0.79 and the predictive efficiency value (R[superscript 2] ) indicated that 62% of the variances in students' creative thinking abilities to their classes were attributable for their perceptions of their individualized classroom environments. Suggestions that of these research findings, the designing instructional model for fostering students' creative thinking abilities with the research methodology, research procedure, sample design of research instruments and other components of this research, it would be valuable and had the highest benefit for further research study. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01