Development of an instructional model by integrating phenomenon-based learning and logical framework to promote systematic thinking skill and innovative teacherness for pre-service teachers

Abstract

The purposes of this research and development were to develop and study the effects of implementing an instructional model by integrating phenomenon-based learning and logical framework to promote systematic thinking skill and innovative teacherness for pre-service teachers. The researcher proceeded according to the research and development methodology in 4 processes consist of: 1) Studying relevant data for designing and developing the instructional model 2) Designing the instructional model. The target group who evaluated the quality of model was 5 qualified experts. Research tools were the assessment form of quality testing of the instructional model. Data were analyzed by using mean and standard deviation 3) Implementing the instructional model with sample group of 33 second year undergraduate students from elementary education who enrolled in EED 4223 Developing Thinking Skills course. They were chosen by cluster random sampling. The research tools were the systematic thinking skills assessment form and innovative teacherness assessment form. The gathered data were analyzed by using mean, standard deviation and mean difference tests with statistical t-test at the significance level of .05 4) Evaluating the instructional model. The data were compared before and after learning at the .05 level of significance. Research findings revealed that 1. The instructional model developed by the researcher consisted of 7 compositions including 1) principles of the instructional model 2) purposes of the instructional model 3) instructional management procedures in 6 steps - considering phenomenon (CP), analyzing related contents (AC), synthesizing the system thinking (SST), creating the innovation (CI), implementing the innovation (II), and evaluating and criticizing the innovation (ECI) 4) role of the learners 5) role of the instructors 6) instructional media and learning resources and 7) evaluation. The overall assessment of quality test of the curriculum was at the highest level of accuracy and propriety (mean 4.78). 2. Results of instructional model implementation revealed that after learning the systematic thinking skills and innovative teacherness were higher than prior to learning. It was statistically significant at the .05 level.