TEACHER’S INSTRUCTION THAT SUPPORTING CRITICAL THINKING FOR SECONDARY STUDENTS IN BANGKOK

Abstract

The research objectives were to studied teacher’s Instruction that supporting critical thinking for secondary students, compare teacher’s Instruction that supporting critical thinking by different of experiences and teaching subjects and study the problem of teacher’s Instruction that supporting critical thinking of secondary school in Bangkok. The samples for research were 426 secondary school teachers by multi-stage sampling. The instruments used in this study were survey question of instructional model of critical thinking with 3 sections section 1: basic information of respondent and instructional model, section 2: style of teacher’s Instruction of critical thinking in student and section 3: the problem of instructional model of critical. The data of research were statistically analyzed by descriptive statistic and inferential statistics.
The result of this study revealed that most of teachers use lecture method followed by group activities, demonstrations and discussion. Moreover, the result of analyzing revealed that 1) The comparison of instructional model classified by the teaching experience and teaching subjects; was found that there was non-difference. 2) The comparison of learning management classified by the teaching experience; was found that there was non-difference and the comparison of learning management classified by the teaching subjects; was found that there was difference. 3) The different of teaching experience will be the different of problems in instructional model of critical thinking in terms of knowledge, study environment and attitude for learning. 4) The comparison of problems in instructional model classified by the teaching subjects; was found that there was non-difference