Design of Tailor-made Growth Mindset Learning Activities by using Experiential Learning Theory : Case Study of Students, Graduate Students and Adult Learners
Conference proceedings article
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Publication Details
Author list: จารุพักตร์ เทพแก้ว, ปาณิศา เลิศทหาร และ เอกวัฒน์ นิธิไชโย
Publication year: 2024
Title of series: Innovation Enhanced Learning for Sustainable Development Society
Start page: 434
End page: 443
Number of pages: 10
URL: https://iclist.fiet.kmutt.ac.th/iclist2024/
Abstract
For development of learning innovation in digital age towards learners to have knowledge and skills that correspond to technology disruption, growth mindset of learners should enhance accordingly. Learners who have a growth mindset believe that their abilities are not set in stone. They can practice and their skills can improve over time by putting their efforts and getting more experiences. The existing researches focus on development of learning activities to promote growth mindset of teachers, undergraduate students and students. However, those learning activities took a long period of time. This is the main reason why it cannot be expanded widely. Therefore, researchers would like to develop a learning process to enhance growth mindset of learners for a shorter time by using experiential learning theory of four steps including concrete experience, reflective observation, abstract conceptualization and active experimentation. The proposed process was then conducted with three sample groups who were 35 of junior high school students, 22 of graduate students and 14 of adult learners. The learning process was re-considered and re-designed for each sample group. The proposed program spent 2-3 hours. Self-assessment by learners and observation by researchers were then collected. It was found that the proposed learning process could enhance growth mindset of all sample groups. The junior high school students had fun with the activities and they reflected that they were more confident as well as had courage to do new things. The graduate students who had mediocre scores of growth mindset could gain the level of “very good” after participating in the proposed learning process. In addition, they scored the highest level of satisfaction. After participation, the adult learners could develop their growth mindset with statistically significance at .05.
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