Miller’s Model for Developing Critical Thinking Skill of Pre-Service Teachers at Suan Sunandha Rajabhat University
Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 33122
Miller’s Model for Developing Critical Thinking Skill of Pre-Service Teachers at Suan Sunandha Rajabhat University

Authors: Suttipong Boonphadung, Thassanant Unnanantn

Abstract:

This research focused on comparing the critical thinking of the teacher students before and after using Miller’s Model learning activities and investigating their opinions. The sampling groups were (1) fourth year 33 student teachers majoring in Early Childhood Education and enrolling in semester 1 of academic year 2013 (2) third year 28 student teachers majoring in English and enrolling in semester 2 of academic year 2013 and (3) third year 22 student teachers majoring in Thai and enrolling in semester 2 of academic year 2013. The research instruments were (1) lesson plans where the learning activities were settled based on Miller’s Model (2) critical thinking assessment criteria and (3) a questionnaire on opinions towards Miller’s Model based learning activities. The statistical treatment was mean, deviation, different scores and T-test. The result unfolded that (1) the critical thinking of the students after the assigned activities was better than before and (2) the students’ opinions towards the critical thinking improvement activities based on Miller’s Model ranged from the level of high to highest.

Keywords: Critical thinking, Miller’s model, Opinions.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1099432

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 2073

References:


[1] N. Ramasut, and B. Rohitsathien, Office of the Minister Newsline 212/2013. Retrieved on 3 July 2013 from http://www.moe.go.th/websm/2013/jul/212.html
[2] A. Aypay, “Teachers’ Evaluation of Their Pre-Service Teacher Training”, Educational Sciences: Theory and Practice, 2009, 9(3), pp. 1113-1123.
[3] E. J. Klein, and M. Riordan, Wearing the “Student Hat” Experiential Professional Development in Expeditionary Learning Schools”, Journal of Experiential Education, 2011, 34(1), pp 35-54.
[4] S. Boonphadung, “Developing Student Teachers to be Professional Teachers”, International Journal of Social, Management, Economics and Business Engineering, 2013, 7 (1), pp. 19-25.
[5] J. Y. Fandiño, “Research as a Mean of Empowering Teachers in the 21st Century”, Educ. 2010, 13(1), pp. 109-124.
[6] A. A. Ifanti, and S. K. Fotopoulou, “Undergraduate Students’ and Teachers’ Perceptions of Professional Development and Identity Formation: A Case Study in Greece”, Journal of Educational Policy, 2010, 7(1), pp. 157-174.
[7] L. Lucilio, “What Secondary Teachers Needs in Professional Development”, A Journal of Inquiry and Practice, 2009, 12(1), pp. 53- 75.
[8] Office of the Higher Education Commission. Higher Education Development Plan Version 11, (2012-2016). Chulalongkorn University Printing House. 1st ed, 2013, pp. 1-80.
[9] G. L. Geissler, S. W. Edison, and J. P. Wayland, “Improving students’ critical thinking, creativity, and communication skills”, Journal of Instructional Pedagogies, 2012, pp. 1-11.
[10] J. R. Reid, and P. R. Anderson, “Critical Thinking in the Business Classroom”, Journal of Education for Business, 2012, 88, pp. 52-59.
[11] A. Ahern, T. O. Connor, G. McRuairc, M. McNamara, and D. O’Donnell, “Critical Thinking in TheUniversity Curriculum- The Impact on Engineering Education”, European Journal of Engineering Education, 2012, 37(2), pp. 125-132.
[12] A. Trirat, Handbook for Teaching Critical Thinking, KhonKaen University, 2nd edition, 2006.
[13] C. D. DoĞan, “A Modeling Study about the Factors Affecting Assessment Preferences of Pre-service Teachers”, Educational Sciences: Theory & Practice, 2013, 13(3), pp. 1621-1627.
[14] T. Jiriyasin, Critical Thinking Skill in The 21st Century, Translation from the Material of Prof. Dr. Park, Jin Whan, 2013.
[15] Partnership for 21st Century Skills, P21 framework definitions. Retrieved from http://www.p21.org/documents/P21_Framework_Definitions.pdf
[16] D. L. Hatcher, “Which Test? Whose Scores? Comparing Standardized Critical Thinking Tests New Directions for Instructional Research, no. 149”, Wiley Periodicals Inc., 2011.
[17] M. Fahim, and M. Pezeshki, “Manipulating Critical Thinking Skills in Test Taking”, International Journal of Education, 2012, 4(1), pp. 153- 160.
[18] M. Kaddoura, “New Graduate Nurses’ Perceived Definition of Critical Thinking during Their First Nursing Experience”, Educational Research Quarterly, 2013.
[19] H. J. Carmel, and J. E. Yezierski, “Are We Keeping the Promise? Investigation of Students’ Critical Thinking Growth”, Research and Teacher, 2013, 42(5), pp. 71-81.
[20] L. Incikabi, A. Tuna, and C. A. Biber, “An Analysis Of Mathematics Teacher Candidates’ Critical Thinking Dispositions And Their Logical Thinking Skills”, Journal of International Education Research, 2013, 9(3), pp. 257-266.
[21] J. W. Mulnix, “Thinking Critically about Critical Thinking”, Educational Philosophy and Theory, 2012, 44(5), pp. 464-479.
[22] G. E. Miller, “The assessment of clinical skills/ competence/ performance”, Academic Medicine, 1990, 65(9), pp. s63-s67.
[23] L. Allery, “How to Teach Practical Skills”,Education for Primary Care, 2009, 20, pp. 58-60.
[24] K. Boursicot, L. Etheridge, Z. Setna, A. Sturrock, J. Ker, S. Smee. , and E. Sambandam, “Performance in assessment: Consensus statement and recommendations from the Ottawa conference”, Medical Teacher, 2011, 33, pp. 370-383.
[25] The National Training Laboratories, Bethel, Maine, Retrieve from http://rising.blackstar.com/dont-just-talk-to-your-audience-engageit. html
[26] H. Anderson, Dale’s Cone of Experience, 2004, Retrieved from http://www.etsu.edu/uged/etsu1000/documents/Dales_Cone_of_Experie nce.pdf accessed on 2013-06-20
[27] J. Hall, Teaching Methods and Retention, 2012, Retrieved from http://www.simulations.co.uk/pyramid.htm