Teaching by Emphasizing in the Reflective Thinking to Enhance the Classroom action Research of Undergraduate Students, Bunditpatanasilpa Institute

Abstract

The purpose of this study was to investigate research-related classroom learning by understanding the opinions of learners after teaching activities, and focusing on reflective thinking, to enhancing their ability The research results showed that: 1. The research ability in the classroom after the teaching, focusing on reflective thinking ,most of learners (90.91%) passed criteria. 2. Regarding the opinion of the learners about their classroom research ability, in the pre-teaching class they were at the lowest level but after teaching they had a high level of research ability in class. The opinions about reflective thinking behavior after teaching were as the follows: It was found that the constant thinking about what was learned, what it was for, and the content lead to making conclusions and better understanding. It is important to review how events are learned and link knowledge to each other frequently. The opinions about journal writing and learning logs after the use of teaching these benefits found that students strongly agreed with their writing skills and had better decision-making skills. It is helpful to make a positive and negative review of the learning experiences. Understand one’s thoughts and feelings can increase responsibility. The barriers to journal writing were moderately agreed on. Having limited time to learn was a drawback. Being unfamiliar with journal writing was another learning barrier. Finding a learning point does not hinder journal writing. But too little explanation can result in poor writing. Regarding level of reflective thinking, most students had a level in describing their feelings.