การพัฒนากิจกรรมแนะแนวโดยใช้แนวคิดเชิงออกแบบ เพื่อส่งเสริมทักษะ 4Cs สำหรับนักเรียนในระดับประถมศึกษา

Abstract

The objectives of this research were (1) to analyze the problems of 4Cs skills of primary school students (2) to develop the guidance activities based on design thinking approach to enhance 4Cs skills for primary school students (3) to study the result of using the guidance activities based on design thinking approach to enhance 4Cs skills for primary school students in pre-test, post-test, and follow-up. The sample was 15 consisted of administrators, teachers and advisors from schools under Chiang Mai primary educational service area office 3 and the students were 33 in grade 4-6 from Banmaesoonnoi school Fang, Chiang Mai by purposive sampling. This research is a pre-experimental design with one group pretest-posttest design. The research instruments consisted of (1) key informant interview (2) 4Cs skills questionnaire (3) guidance activities package based on design thinking approach to enhance 4Cs skills for primary school students and (4) satisfaction questionnaire for guidance activities package. The data were analyzed by average, standard deviation, content analysis, and one-way repeated measurement MANOVA. The research finding were as follows: 1. The 4cs skills problems of primary school students consisted of 1.1 Critical Thinking: students lack observation skills, thinking skills, unable to plan and solve the problems correctly. 1.2 Communication: students used inappropriate language and improper to communicate, lack of accurate speech, writing essays and reports correctly, the incorrect interpretation, misuse of communications technology. 1.3 Collaboration: students lack plans or agreements to work together, lack of accepting the opinions and abilities of others, ideas stick, inability to adjust to peers from language and race diverse backgrounds, and lack of teamwork skills. 1.4 Creativity: students believed that disabilities, don't dare to think outside the box, lack of confidence in creative new things, Listen and order from teachers rather than think for themselves, lack seeking for new methods, fear of mistake, and avoid problems rather than solving. 2. The development of the guidance activities based on design thinking approach to enhance 4Cs skills for primary school students consisted of 14 activities had an average scores of over 4.50 was the most propriety level. The sum of the average scores of all activities was the most propriety level ( X = 4.71, S.D. = 0.05). The highest average scores in the 3 levels, namely the activities focus on students’ participation ( X = 4.80, S.D. = 0.00), media stimulating the interest of the students ( X = 4.79, S.D. = 0.05), and the material up to date, interesting and useful to the students, the activities had easy to understand and procedure clearly ( X = 4.77, S.D. = 0.07) respectively. 3. The result of using the guidance activities based on design thinking approach to enhance 4Cs skills for primary school students revealed that the students who participated in the guidance activities had a post-test ( X =3.68, S.D.= 0.29) and follow up scores ( X = 3.54, S.D.= 0.24) of 4Cs skills higher than pre-test ( X = 2.97, S.D.= 0.54). In addition, the compare with one-way repeated measurement MANOVA showed that the average scores had a statistically significant difference at the .05 level between the pre-test and post-test scores of 4Cs skills and no differences between the follow-up and post-test scores of 4Cs skills. The students has satisfaction towards the use of the guidance activities packet in very high level ( X = 4.61, S.D. = 0.59).