Research Article
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Year 2019, Volume: 7 Issue: 3, 409 - 419, 15.09.2019
https://doi.org/10.17478/jegys.570748

Abstract

References

  • Amarakoon, U., Weerawardena, J., & Verreynne, M. L. (2018). Learning capabilities, human resource management innovation and competitive advantage. The International Journal of Human Resource Management, 29(10), 1736-1766.
  • Australia Government. (2009). Developing innovation skills: A guide for trainers and assessors to foster the innovation skills of learners through professional practice. Melbourne: Australia.
  • Barkley, E. F., Cross, K. P., & Major, C. H. (2014). Collaborative learning techniques: A handbook for college faculty. John Wiley & Sons.
  • Bellanca, J. A. (2010). 21st century skills: Rethinking how students learn. United States: Solution Tree Press.
  • Bender, W. N. (2012). Project-based learning: Differentiating instruction for the 21st century. Corwin Press.
  • Burnard, P., & Younker, B. A. (2004). Problem-solving and creativity: Insights from students’ individual composing pathways. international Journal of Music education, 22(1), 59-76.
  • Collins, A., & Halverson, R. (2018). Rethinking education in the age of technology: The digital revolution and schooling in America. Teachers College Press.
  • Coffman, T. (2017). Inquiry-based learning: Designing instruction to promote higher level thinking. Rowman & Littlefield.
  • Craft, A., Cremin, T., Burnard, P., & Chappell, K. (2007). Teacher stance in creative learning: A study of progression. Thinking Skills and Creativity, 2(2), 136-147.
  • Cremin, T., Burnard, P., & Craft, A. (2006). Pedagogy and possibility thinking in the early years. Thinking skills and creativity, 1(2), 108-119.
  • Edwards, A. (Ed.). (2012). New technology and education. A&C Black.
  • Ekanem, A. (2016). The A to Z of internet marketing. Anthony Ekanem.
  • Ennis, R. P., Lane, K. L., & Oakes, W. P. (2018). Empowering teachers with low-intensity strategies to support instruction: Self-monitoring in an elementary resource classroom. Preventing School Failure: Alternative Education for Children and Youth, 62(3), 176-189.
  • Garrison, D. R. (2015). Thinking collaboratively: Learning in a community of inquiry. Routledge.
  • Hart, M. (2013). Thematization of power, the search for common interests, and self-reflection: Towards a comprehensive concept of emancipatory education. In From Adult Education to the Learning Society (pp. 45-63). Routledge.
  • Klaeijsen, A., Vermeulen, M., & Martens, R. (2018). Teachers’ innovative behaviour: The importance of basic psychological need satisfaction, intrinsic motivation, and occupational self-efficacy. Scandinavian Journal of Educational Research, 62(5), 769-782.
  • Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.
  • Lee, C., & Benza, R. (2015). Teaching innovation skills: Application of design thinking in a graduate marketing course. Business Education Innovation Journal, 7(1), 43-50.
  • McCormack, V. (2019). Creating sustainable project-based learning through teacher professional development. In Handbook of Research on Educator Preparation and Professional Learning (pp. 378-389). IGI Global.
  • McNeil, J., & Borg, M. (2018). Learning spaces and pedagogy: Towards the development of a shared understanding. Innovations in Education and Teaching International, 55(2), 228-238.
  • Ministry of Education. (2018). Thai educational standard. Bangkok: Prime Minister's Office.
  • Mouw, J. M., Saab, N., Janssen, J., & Vedder, P. (2018). Quality of group interaction, ethnic group composition, and individual mathematical learning gains. Social Psychology of Education, 1-22.
  • Nuangchalerm, P., & El Islami, R. A. Z. (2018). Comparative study between Indonesian and Thai novice science teacher students in content of science. Journal for the Education of Gifted Young Scientists, 6(2), 23-29.
  • Nuangchalerm, P. (2014). Inquiry-based learning in China: Lesson learned for school science practices. Asian Social Science, 10(13), 64-71.
  • Nussbaum-Beach, S., & Hall, L.R. (2012). The connected educator: Learning and leading in a digital age. Bloomington, IN: Solution Tree.
  • Obeng, B. A. (2019). Strategic networking and small firm growth in an emerging economy. Journal of Small Business and Enterprise Development, 26(1), 43-66.
  • Pearlman, B. (2010). Designing new learning environments to support 21st century skills. 21st Century Skills: Rethinking how Students Learn, 116-147.
  • Prachagool, V., Nuangchalerm, P., Subramaniam, G., & Dostál, J. (2016). Pedagogical decision making through the lens of teacher preparation program. Journal for the Education of Gifted Young Scientists, 4(1), 41-52.
  • Roberts, T. S. (Ed.). (2004). Online collaborative learning: Theory and practice. IGI Global.
  • Sampson, D., Ifenthaler, D., Spector, J. M., & Isaías, P. (Eds.). (2018). Digital technologies: sustainable innovations for improving teaching and learning. Cham: Springer.
  • Shekar, A. (2014). Project-based learning in engineering design education: sharing best practices. In ASEE Annual Conference and Exposition, Conference Proceeding (pp. 1-18).
  • Simmie, G. M., & Lang, M. (Eds.). (2012). What’s worth aiming for in educational innovation and change?: Democratic mentoring as a deliberative border crossing discourse for teacher education in Austria, Czech Republic, Denmark, Germany, Ireland and Spain. Waxmann Verlag.
  • Suryawati, E., & Osman, K. (2018). Contextual learning: Innovative approach towards the development of students’ scientific attitude and natural science performance. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 61-76.
  • Warnock, C., & Duncan, J. (2019). Project-based learning in initial teacher training curricula: Incorporating a visual method to enhance student agency and reflexive engagement in the learning process. Journal of the European Teacher Education Network, 14, 64-75.
  • Wechsler, S. M., Saiz, C., Rivas, S. F., Vendramini, C. M. M., Almeida, L. S., Mundim, M. C., & Franco, A. (2018). Creative and critical thinking: Independent or overlapping components?. Thinking Skills and Creativity, 27, 114-122.
  • Weiss, D. S., & Legrand, C. (2011). Innovative intelligence: The art and practice of leading sustainable innovation in your organization. John Wiley & Sons.
  • Wheeler, G. (2006). Ten years of science education standards and the roadmap to success. School Science and Mathematics, 106(4), 169-173.
  • Williams, P. J. (Ed.). (2013). Technology education for teachers. Springer Science & Business Media.
  • Wisetsat, C. (2019). Developing of learning model to enhance innovative thinking skills of pre-service teachers. Ph.D. dissertation. Mahasarakham University, Mahasarakham: Thailand.
  • Wu, M., Siswanto, I., Suyanto, W., Sampurno, Y. G., & Tan, W. (2018). Creative thinking curriculum infusion for students of teachers’ education program. Jurnal Pendidikan Teknologi dan Kejuruan, 24(1), 1-12.
  • Wu, X., Anderson, R. C., Nguyen-Jahiel, K., & Miller, B. (2013). Enhancing motivation and engagement through collaborative discussion. Journal of Educational Psychology, 105(3), 622.
  • Zidulka, A., & Kajzer Mitchell, I. (2018). Creativity or cooptation? Thinking beyond instrumentalism when teaching design thinking. Journal of Management Education, 42(6), 749-760.

Enhancing Innovative Thinking of Thai Pre-service Teachers through Multi-educational Innovations

Year 2019, Volume: 7 Issue: 3, 409 - 419, 15.09.2019
https://doi.org/10.17478/jegys.570748

Abstract

Disruption education is now affecting to
learning environments and its changes make education reforming. Learning
competency in this era should be enhanced in thinking skills and creating
innovation to society. This research aims
to enhance innovative thinking of Thai pre-service
teachers.
Participants were 128 pre-service teachers who enrolled in
the second semester in the academic year 2018 from a university in the
northeast of Thailand.
Research tools consisted of observation form, interviewing form, and open-ended
questionnaires
. Participants were
divided into 3 groups
by large, small, and individual learning. Data were
collected and analyzed by qualitative and quantitative explanations and some
remarks in the implementation period.
Six steps
of learning activities consisted of
setting goals, brainstorming,
innovation design, 4 reflection,
teaching strategies, and
evaluation
. Also,
educational
innovation had 5 components: instructional media, guideline, online
link
, application technology, and lesson plans. Instructional media were pop-up, paper mace, slide
car
d,
learning cycle, digital media and electronic
book.
The innovative thinking of large group learning showed the highest score,
pop-up
fit to small group learning, and digital
media
was suitable for individual learning.

References

  • Amarakoon, U., Weerawardena, J., & Verreynne, M. L. (2018). Learning capabilities, human resource management innovation and competitive advantage. The International Journal of Human Resource Management, 29(10), 1736-1766.
  • Australia Government. (2009). Developing innovation skills: A guide for trainers and assessors to foster the innovation skills of learners through professional practice. Melbourne: Australia.
  • Barkley, E. F., Cross, K. P., & Major, C. H. (2014). Collaborative learning techniques: A handbook for college faculty. John Wiley & Sons.
  • Bellanca, J. A. (2010). 21st century skills: Rethinking how students learn. United States: Solution Tree Press.
  • Bender, W. N. (2012). Project-based learning: Differentiating instruction for the 21st century. Corwin Press.
  • Burnard, P., & Younker, B. A. (2004). Problem-solving and creativity: Insights from students’ individual composing pathways. international Journal of Music education, 22(1), 59-76.
  • Collins, A., & Halverson, R. (2018). Rethinking education in the age of technology: The digital revolution and schooling in America. Teachers College Press.
  • Coffman, T. (2017). Inquiry-based learning: Designing instruction to promote higher level thinking. Rowman & Littlefield.
  • Craft, A., Cremin, T., Burnard, P., & Chappell, K. (2007). Teacher stance in creative learning: A study of progression. Thinking Skills and Creativity, 2(2), 136-147.
  • Cremin, T., Burnard, P., & Craft, A. (2006). Pedagogy and possibility thinking in the early years. Thinking skills and creativity, 1(2), 108-119.
  • Edwards, A. (Ed.). (2012). New technology and education. A&C Black.
  • Ekanem, A. (2016). The A to Z of internet marketing. Anthony Ekanem.
  • Ennis, R. P., Lane, K. L., & Oakes, W. P. (2018). Empowering teachers with low-intensity strategies to support instruction: Self-monitoring in an elementary resource classroom. Preventing School Failure: Alternative Education for Children and Youth, 62(3), 176-189.
  • Garrison, D. R. (2015). Thinking collaboratively: Learning in a community of inquiry. Routledge.
  • Hart, M. (2013). Thematization of power, the search for common interests, and self-reflection: Towards a comprehensive concept of emancipatory education. In From Adult Education to the Learning Society (pp. 45-63). Routledge.
  • Klaeijsen, A., Vermeulen, M., & Martens, R. (2018). Teachers’ innovative behaviour: The importance of basic psychological need satisfaction, intrinsic motivation, and occupational self-efficacy. Scandinavian Journal of Educational Research, 62(5), 769-782.
  • Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.
  • Lee, C., & Benza, R. (2015). Teaching innovation skills: Application of design thinking in a graduate marketing course. Business Education Innovation Journal, 7(1), 43-50.
  • McCormack, V. (2019). Creating sustainable project-based learning through teacher professional development. In Handbook of Research on Educator Preparation and Professional Learning (pp. 378-389). IGI Global.
  • McNeil, J., & Borg, M. (2018). Learning spaces and pedagogy: Towards the development of a shared understanding. Innovations in Education and Teaching International, 55(2), 228-238.
  • Ministry of Education. (2018). Thai educational standard. Bangkok: Prime Minister's Office.
  • Mouw, J. M., Saab, N., Janssen, J., & Vedder, P. (2018). Quality of group interaction, ethnic group composition, and individual mathematical learning gains. Social Psychology of Education, 1-22.
  • Nuangchalerm, P., & El Islami, R. A. Z. (2018). Comparative study between Indonesian and Thai novice science teacher students in content of science. Journal for the Education of Gifted Young Scientists, 6(2), 23-29.
  • Nuangchalerm, P. (2014). Inquiry-based learning in China: Lesson learned for school science practices. Asian Social Science, 10(13), 64-71.
  • Nussbaum-Beach, S., & Hall, L.R. (2012). The connected educator: Learning and leading in a digital age. Bloomington, IN: Solution Tree.
  • Obeng, B. A. (2019). Strategic networking and small firm growth in an emerging economy. Journal of Small Business and Enterprise Development, 26(1), 43-66.
  • Pearlman, B. (2010). Designing new learning environments to support 21st century skills. 21st Century Skills: Rethinking how Students Learn, 116-147.
  • Prachagool, V., Nuangchalerm, P., Subramaniam, G., & Dostál, J. (2016). Pedagogical decision making through the lens of teacher preparation program. Journal for the Education of Gifted Young Scientists, 4(1), 41-52.
  • Roberts, T. S. (Ed.). (2004). Online collaborative learning: Theory and practice. IGI Global.
  • Sampson, D., Ifenthaler, D., Spector, J. M., & Isaías, P. (Eds.). (2018). Digital technologies: sustainable innovations for improving teaching and learning. Cham: Springer.
  • Shekar, A. (2014). Project-based learning in engineering design education: sharing best practices. In ASEE Annual Conference and Exposition, Conference Proceeding (pp. 1-18).
  • Simmie, G. M., & Lang, M. (Eds.). (2012). What’s worth aiming for in educational innovation and change?: Democratic mentoring as a deliberative border crossing discourse for teacher education in Austria, Czech Republic, Denmark, Germany, Ireland and Spain. Waxmann Verlag.
  • Suryawati, E., & Osman, K. (2018). Contextual learning: Innovative approach towards the development of students’ scientific attitude and natural science performance. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 61-76.
  • Warnock, C., & Duncan, J. (2019). Project-based learning in initial teacher training curricula: Incorporating a visual method to enhance student agency and reflexive engagement in the learning process. Journal of the European Teacher Education Network, 14, 64-75.
  • Wechsler, S. M., Saiz, C., Rivas, S. F., Vendramini, C. M. M., Almeida, L. S., Mundim, M. C., & Franco, A. (2018). Creative and critical thinking: Independent or overlapping components?. Thinking Skills and Creativity, 27, 114-122.
  • Weiss, D. S., & Legrand, C. (2011). Innovative intelligence: The art and practice of leading sustainable innovation in your organization. John Wiley & Sons.
  • Wheeler, G. (2006). Ten years of science education standards and the roadmap to success. School Science and Mathematics, 106(4), 169-173.
  • Williams, P. J. (Ed.). (2013). Technology education for teachers. Springer Science & Business Media.
  • Wisetsat, C. (2019). Developing of learning model to enhance innovative thinking skills of pre-service teachers. Ph.D. dissertation. Mahasarakham University, Mahasarakham: Thailand.
  • Wu, M., Siswanto, I., Suyanto, W., Sampurno, Y. G., & Tan, W. (2018). Creative thinking curriculum infusion for students of teachers’ education program. Jurnal Pendidikan Teknologi dan Kejuruan, 24(1), 1-12.
  • Wu, X., Anderson, R. C., Nguyen-Jahiel, K., & Miller, B. (2013). Enhancing motivation and engagement through collaborative discussion. Journal of Educational Psychology, 105(3), 622.
  • Zidulka, A., & Kajzer Mitchell, I. (2018). Creativity or cooptation? Thinking beyond instrumentalism when teaching design thinking. Journal of Management Education, 42(6), 749-760.
There are 42 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Thinking Skills
Authors

Chanarong Wisetsat 0000-0001-9316-7181

Prasart Nuangchalerm 0000-0002-5361-0377

Publication Date September 15, 2019
Published in Issue Year 2019 Volume: 7 Issue: 3

Cite

APA Wisetsat, C., & Nuangchalerm, P. (2019). Enhancing Innovative Thinking of Thai Pre-service Teachers through Multi-educational Innovations. Journal for the Education of Gifted Young Scientists, 7(3), 409-419. https://doi.org/10.17478/jegys.570748
AMA Wisetsat C, Nuangchalerm P. Enhancing Innovative Thinking of Thai Pre-service Teachers through Multi-educational Innovations. JEGYS. September 2019;7(3):409-419. doi:10.17478/jegys.570748
Chicago Wisetsat, Chanarong, and Prasart Nuangchalerm. “Enhancing Innovative Thinking of Thai Pre-Service Teachers through Multi-Educational Innovations”. Journal for the Education of Gifted Young Scientists 7, no. 3 (September 2019): 409-19. https://doi.org/10.17478/jegys.570748.
EndNote Wisetsat C, Nuangchalerm P (September 1, 2019) Enhancing Innovative Thinking of Thai Pre-service Teachers through Multi-educational Innovations. Journal for the Education of Gifted Young Scientists 7 3 409–419.
IEEE C. Wisetsat and P. Nuangchalerm, “Enhancing Innovative Thinking of Thai Pre-service Teachers through Multi-educational Innovations”, JEGYS, vol. 7, no. 3, pp. 409–419, 2019, doi: 10.17478/jegys.570748.
ISNAD Wisetsat, Chanarong - Nuangchalerm, Prasart. “Enhancing Innovative Thinking of Thai Pre-Service Teachers through Multi-Educational Innovations”. Journal for the Education of Gifted Young Scientists 7/3 (September 2019), 409-419. https://doi.org/10.17478/jegys.570748.
JAMA Wisetsat C, Nuangchalerm P. Enhancing Innovative Thinking of Thai Pre-service Teachers through Multi-educational Innovations. JEGYS. 2019;7:409–419.
MLA Wisetsat, Chanarong and Prasart Nuangchalerm. “Enhancing Innovative Thinking of Thai Pre-Service Teachers through Multi-Educational Innovations”. Journal for the Education of Gifted Young Scientists, vol. 7, no. 3, 2019, pp. 409-1, doi:10.17478/jegys.570748.
Vancouver Wisetsat C, Nuangchalerm P. Enhancing Innovative Thinking of Thai Pre-service Teachers through Multi-educational Innovations. JEGYS. 2019;7(3):409-1.

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By introducing the concept of the "Gifted Young Scientist," JEGYS has initiated a new research trend at the intersection of science-field education and gifted education.