Developing reflective thinking instructional model for enhancing students desirable learning outcomes

This work aims to investigate the reflective thinking instructional model for enhancing empowerment of pre-service and in-service educational students in Roi-Et Rajabhat University, Thailand. In this research, qualitative methods, observation, interview, short note, and group discussion were used to indicate students’ desirable learning outcomes, teaching and learning targets, social system relationships, indirect and direct specifications, performances, and specifications. Students’ reflections are related to the social system and conceptualizations affecting students’ activities. Persuasive thinking and experience reinforce the experimental exchanged report and reflections scales. Students’ behaviours and recalling thinking of their experimentation toward their learning outcomes were found. Specification problems with their decision and belief positions on empirical data were satisfied. Students were able to select and presume the positions of the management existing evidence that solved their problems and developments. Students’ skills and strategies of their reflective thinking involve increasing desirable outcomes purposeful and solving problems, formulating inferences, calculating likelihoods, and making decisions thoughtful and effectively in a particular context.