Using A Case-Based Learning as Teaching Methods to Develop Students’ Thinking Skills: A Classroom Research of The School Leadership Preparation Program

การสอนโดยใช้กรณีศึกษาเพื่อพัฒนาทักษะการคิดของผู้เรียน : การวิจัยในชั้นเรียนของหลักสูตรการเตรียมผู้บริหารสถานศึกษา

Abstract

Preparing school administrations for the 21^st century is required an appropriate teaching and learning model responding to socially changing contexts and today’s educational system. This classroom action research, using a case-based learning as teaching methods, aimed (1) to analyze the content of case studies written by the school administrator preparation program’s students who were also serving as school teachers and educational personnel;  and (2) to analyze the level of questions raised by the students during the classroom discussion. The framework of this study relied on Bolman and Deal’s (2013) multiple frame thinking for organizational analysis and Krathwohl and Anderson’s (2009) Bloom’s Revised Taxonomy. The collected data were 36 case studies and 84 case-relevant questions collected from the assignment of Theories and Processes in Educational Administration course teaching by the researcher in the first semester of 2019 academic year. The data were analyzed by calculating frequency and percentage, and also using a content analysis. The findings had shown/were found that the case contents relevant to the multiple framework for organizational analysis were mostly related to political perspectives (41.67 %). In addition, the applied-level question (35.72 %) was often raised by the students during discussion and reflection activities. These research findings emphasize that using a case study as one of learning activities would promote prospective school administrators’ higher-order thinking skills preparing them to encounter unpredictably social and natural changes.