การพัฒนารูปแบบการเรียนรู้ร่วมกับการศึกษาที่อิงสถานที่ เพื่อส่งเสริมการอ่านอย่างมีวิจารณญาณของนักเรียนชั้นมัธยมศึกษาปีที่ 1
DOI:
https://doi.org/10.64769/rdj.v29i2.283159บทคัดย่อ
โลกยุคปัจจุบันที่เต็มไปด้วยข้อมูลต่าง ๆ การอ่านอย่างมีวิจารณญาณมีความสำคัญสำหรับพลเมืองทุกคนในการทำความเข้าใจ ประเมินความน่าเชื่อ และตัดสินใจเกี่ยวกับข้อมูลที่ตนเองได้รับอยู่เสมอ ด้วยเหตุนี้ นักเรียนจึงต้องพัฒนาความสามารถในการอ่านอย่างมีวิจาณญาณ การวิจัยนี้มีวัตถุประสงค์เพื่อพัฒนารูปแบบการเรียนรู้ที่มีชื่อว่า 3Rs ร่วมกับหลักการของการศึกษาเชิงสถานที่เพื่อส่งเสริมการอ่านอย่างมีวิจารณญาณของนักเรียน ในการบรรลุเป้าหมายนี้ ผู้เชี่ยวชาญด้านต่าง ๆ จำนวน 3 ท่าน ตรวจสอบรูปแบบการเรียนรู้ “3Rs” และแบบทดสอบการอ่านอย่างมีวิจารณญาณ ซึ่งประกอบด้วยคำถามแบบเลือกตอบ จำนวน 15 ข้อ จากนั้น นักเรียนชั้นมัธยมศึกษาปีที่ 1 จำนวน 24 คน ทำแบบทดสอบนี้ก่อนและหลังการมีส่วนร่วมในกิจกรรมการเรียนรู้ตามรูปแบบนี้เป็นเวลา 9 คาบ คาบละ 50 นาที การเปรียบเทียบคะแนนก่อนและหลังเรียนด้วยการทดสอบลำดับที่โดยเครื่องหมายของวิลค็อกซันเปิดเผยว่า นักเรียนทำคะแนนได้สูงขึ้นกว่าเดิมอย่างมีนัยสำคัญ โดยขนาดของผลจากการคำนวณค่าสัมประสิทธิ์สหสัมพันธ์แบบจุดแบบไบซีเรียลเท่ากับ 0.49 ผลการวิจัยเหล่านี้บ่งชี้ว่า รูปแบบการเรียนรู้ “3Rs” ร่วมกับการศึกษาที่อิงสถานที่สามารถการส่งเสริมความสามารถในการอ่านอย่างมีวิจารณญาณของนักเรียนได้
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Thongngam, K., & Lowriendee, W. (2014). The development of English reading instructional model-based on interactive reading approach to enhance critical reading abilities for eleventh grade students. Silpakorn Educational Research Journal, 6(2), 67-79. (In Thai)
Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for academic purposes (EAP). Thinking Skills and Creativity, 22, 256-265.
Wolf, W., King, M., & Huck, C. S. (1968). Teaching critical reading to elementary school children. Reading Research Quarterly, 3(4), 435-498.
Yodta, C. (2018). The development of SQ4R learning management to support reading comprehension ability for Grade 7 student (Unpublished master’s thesis). Rajabhat Maha Sarakham University, Thailand. (In Thai)
s, 174, 1560-1566.
Facione, P. A. (2023). Critical thinking: What it is and why it counts. Retrieved from https://insightassessment.com/iaresource/critical-thinking-what-it-is-and-why-it-counts.
Follman, J., & Lowe, A. J. (1972). Empirical examination of critical reading and critical thinking-overview. Journal of Reading Behavior, 5(3), 159-168.
Freire, P. (1983). The importance of the act of Reading. Journal of Education, 165(1), 5-11.
Goss-Sampson, M. A. (2020). Statistical analysis in JASP: A guide for students. Retrieved from https://jasp-stats.org/wp-content/uploads/2020/11/Statistical-Analysis-in-JASP-A-Students-Guide-v14-Nov2020.pdf
Gruenewald, D. A. (2003). Foundations of place: A multidisciplinary framework for place-conscious education. American Educational Research Journal, 40(3), 619-654.
Ha, T. A., & Huertas-Abril, C. A. (2024). Teaching critical reading in higher education: A literature review and pedagogical framework proposal. Thinking Skills and Creativity, 53, 101599.
Ivey, G., & Broaddus, K. (2001). “Just plain reading”: A survey of what makes students want to read in middle school classrooms. Reading Research Quarterly, 36(4), 350-377.
Jaiuey, C. (2021). Establishing professional learning community for Thai teachers to improve achievement learning, directed reading and higher-level thinking for Mathayomsuksa 3 (Unpublished master’s dissertation). Silpakorn University, Thailand.
Jatuporn, O., & Watthathorn, A. (2015). Place-based education: The development of good citizenship in youth based on community contexts. Prince of Songkla University Journal of Social Sciences and Humanities, 21(1), 81-112. (in Thai).
Kaiyawong, S. (2017). Effect size: The most important product of hypothesis testing. Panyapiwat Journal, 9(1), 276-287. (in Thai).
Kanjanawasee, S. (2016). Research and development for Thai education. Silpakorn Educational Research Journal, 8(2), 1-18. (in Thai).
Marschall, S. & Davis, C. (2012). A conceptual framework for teaching critical reading to adult college students. Adult Learning, 23(2), 63-68.
Nu-on, P., Suwankitti, S., & Saengloetuthai, J. (2023). The development of critical reading ability of Grade 6 students by START strategy together with small group discussion technique. Journal of Kanchanaburi Rajabhat University, 12(2), 14-25.
Organisation for Economic Co-operation and Development. (2019). PISA 2018 assessment and analytical framework. Paris: OECD Publishing.
Organisation for Economic Co-operation and Development. (2023a). PISA 2022 results (volume I): The state of learning and equity in education. Paris: OECD Publishing.
Organisation for Economic Co-operation and Development. (2023b). PISA 2022 results (volume I and II) – country notes: Thailand. Retrieved from https://www.oecd.org/en/publications/pisa-2022-results-volume-i-and-ii-country-notes_ed6fbcc5-en/thailand_6138f4af-en.html.
Patphol, M. (2020). Research and development for innovative curriculum and instruction. Silpakorn Educational Research Journal, 12(1), 1-16. (in Thai).
Phutongnak, K., Tummawad, J., & Auntaya, S. (2013). Applying the six thinking hats technique to develop upper secondary school students’ critical reading achievement. Rajabhat Maha Sarakham University Journal (Humanities and Social Sciences), 7(3), 49-58. (in Thai).
Rueangnarong, P. (2013). Mali Sri Trang: Documentary from the south (second edition). Bangkok: Satapornbooks Press. (in Thai).
Russell, D. H. (1963). The prerequisite: Knowing how to read critically. Elementary English, 40(6), 579-582, 597.
Sirimangkalavanit, S., Vanichwatanavorachai, S., & Songserm, U. (2023). Learning model based on self-regulation strategies to enhance critical reading abilities. Silpakorn University Journal, 43(4), 90-100. (in Thai).
Smith, G. A. (2002). Place-based education: Learning to be where we are. The Phi Delta Kappan, 83(3), 584-594.
Tabtimchan, R. (2022). The creation of skills exercise by using the SQ5R teaching method to improve critical reading judgement for Mathayom Suksa 5 students (Unpublished master’s dissertation). Naresuan University, Thailand.
Tanvichien, A. (2020). The development of the professional learning community for Mathayomsuksa 4 Thai teachers to develop critical reading abilities from online teaching materials using the 7E learning cycle learning model (Unpublished master’s dissertation). Silpakorn University, Thailand.
Thongngam, K., & Lowriendee, W. (2014). The development of English reading instructional model-based on interactive reading approach to enhance critical reading abilities for eleventh grade students. Silpakorn Educational Research Journal, 6(2), 67-79. (in Thai).
Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for academic purposes (EAP). Thinking Skills and Creativity, 22, 256-265.
Wolf, W., King, M., & Huck, C. S. (1968). Teaching critical reading to elementary school children. Reading Research Quarterly, 3(4), 435-498.
Yodta, C. (2018). The development of SQ4R learning management to support reading comprehension ability for Grade 7 student (Unpublished master’s dissertation). Rajabhat Maha Sarakham University, Thailand.
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