A STUDY OF CRITICAL THINKING ABILITY USING SCAFFOLDING OF TEACHERS AND GRADE 1–3 STUDENTS IN NAKHON RATCHASIMA PROVINCE
DOI:
https://doi.org/10.14456/nrru-rdi.2021.42Keywords:
Critical thinking ability, Scaffolding, Techniques for developing scaffolding ability of teachersAbstract
The purposes of this research were to: 1) develop scaffolding ability of Thai teachers, mathematics teachers and science teachers under Nakhon Ratchasima Primary Educational Service Area Office 1 and Office of the Private Education Commission and 2) develop critical thinking ability of grade 1-3 students under Nakhon Ratchasima Primary Educational Service Area Office 1 and Office of the Private Education Commission using scaffolding. The 20 teachers and 335 students from Nakhon Ratchasima Primary Educational Service Area Office 1 and 5 teachers and 175 students from Office of the Private Education Commission were selected to be sample by purposive sampling. The research tools were guidebook for teacher and set of innovations for teachers. Tools used for data collection were evaluation of critical ability (28-item multiple-choice test) and an evaluation form for giving scaffolding by teachers (scoring rubric), which has passed the quality of the tool with an IOC value of 1.00. Data were analyzed using percentage, , S.D. and content analysis.
The finding revealed that 1) teachers had moderate ability to provide scaffolding, 64.00 and high ability to provide scaffolding, 36.00 respectively and 2) grade 1-3 students had moderate critical ability, 44.90 percent; high critical ability, 39.61 and low critical ability, 15.49 respectively.
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