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Development of an Instructional Model based on the Theoretical Cognitive Process of Visualization for Enhancing Spatial Thinking Skills of Preservice Teachers |
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| รหัสดีโอไอ | |
| Creator | Sirisak Thipthaweecharn |
| Title | Development of an Instructional Model based on the Theoretical Cognitive Process of Visualization for Enhancing Spatial Thinking Skills of Preservice Teachers |
| Contributor | Aumporn Makanong, Wichai Sawekngam |
| Publisher | บริษัท เอเชีย ดิจิตอลการพิมพ์ จำกัด |
| Publication Year | 2565 |
| Journal Title | Journal of Rangsit University: Teaching & Learning |
| Journal Vol. | 16 |
| Journal No. | 1 |
| Page no. | 169-183 |
| Keyword | development of an instructional model, spatial thinking, visualization |
| URL Website | https://jrtl.rsu.ac.th/volume/16/number/1/article/310 |
| Website title | วารสารพัฒนาการเรียนการสอน มหาวิทยาลัยรังสิต |
| ISSN | 1905-7881(Print);2651-1584(Online) |
| Abstract | The purposes of this research were 1) to develop an instructional model based on the theoretical cognitive process of visualization and 2) to assess the quality of the instructional model developed. This research methodology was research and development. The sample group was 27 pre-service teachers who were the first year students in social studies program in the faculty of Education in Chantha Buri, in the second semester of academic year 2020, selected by purposive sampling. The experiment lasted 15 weeks and was divided into two phases: 1) the development of an instructional model and instruments for assessing spatial thinking skills and 2) the experiment of the instructional model developed. The research instruments were a spatial thinking skills evaluation form and a spatial thinking skills observation form. The data were analyzed by arithmetic mean, standard deviation and t-test. The findings were as follows: 1. The instructional model based on the theoretical cognitive process of visualization consisted of five steps: 1) visual preparation, 2) visualization and relation, 3) raising visual issues and hypotheses, 4) using cognitive processes, and 5) visual knowledge reflection. The results of the validation of the instruments, objective items and subjective items, were as follows: the objective items had a difficulty between 0.26 and 0.74 and a discrimination between 0.25 and 0.50; the subjective items were validated by using Inter-rater Reliability test (IRR) and the Intraclass Correlation Coefficient (ICC) had a value of 0.895. 2. For the quality of the instructional model developed, it was found that: 1) after the experiment, the level of the spatial thinking skills of the pre-service teachers was higher than before at the .05 level of statistical significance overall and in all aspects and 2) the spatial thinking skills of the pre-service teachers had improved dramatically overall and in all aspects. The pre-service teachers’ skills had developed dramatically overall from the beginning to the end of the experiment. Moreover, considering each individual aspect, it was found that they could make their best progress starting from the middle of the experiment period in the representation aspect. In the aspect of spatial dimension knowledge and the aspect of reasoning process, their progress got better continuously from the beginning to the end of the experiment. |
