The development of a science learning management model for students in the highlands of the northern region

Main Article Content

Uraiwan Hanwong

Abstract

The objectives of this study are as follows: 1. to study the conditions, problems, and context of science learning management for students in the northern highlands students; 2. to develop a science learning management model using the scientific inquiry concept and the spatial identity to promote scientific process skills and communicative competency for students in the northern highlands; 3. to study the model application’s results; and 4. to evaluate the model development through research and development. The sample group consisted of 48 elementary students from grades four to six of Ban U Tum School. The research instruments included a document analysis form, a questionnaire, an assessment form, an interview form, a record form, a learning management model manual, and an observation form. The data was analyzed by mean and standard deviation. The results revealed that 1. the highland students were ethnic groups who communicated daily in their own dialect and used central Thai as a second language. Most of the teachers were outsiders who had less than five years of teaching experience and communicated in the central Thai language. The science learning management approaches should mainly integrate students’ life experiences, their environment as well as their social contexts to design essential and beneficial learning management in daily life, 2. the learning management model consisted of six components: 1) principles, concepts and theories, 2) objectives of the model, 3) content, 4) learning management process, 5) roles of students and teachers, and 6) contributing factors. Moreover, there were five steps of learning management process: 1) participation in questions 2) collecting evidence 3) explaining what was studied 4) connecting what was studied to what others studied 5) communicating and justifying the research appropriately, 3. the result of using the model revealed that the students had a high level of scientific process skills and a good level of communicative competency, and 4. the evaluation results of the model development were at a good level.

Downloads

Download data is not yet available.

Article Details

Section
บทความวิจัย (Research Articles)

References

Ausubel, D. P. (1963). The Psychology of Meaningful Verbal Learning. New York: Gruner & Stratton.

Bruner, J. (1963). The Process of Education. New York: Alfred A. Knopf, Inc. and Random House.

Buranachat, Santi. (2019). A Model of Educational Management in Basic Educational Schools on The Basic of Multiethnic Groups Culture (รูปแบบการจัดการศึกษาของสถานศึกษาขั้นพื้นฐาน บนฐานความหลากหลายทางวัฒนธรรมของกลุ่มชาติพันธุ์). Doctoral dissertation, Naresuan University, Pitsanulok, Thailand.

Bybee, R. W., Taylor, J. A., Gardner, A., Scotter, P. V., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications. [Online]. Retrieved January 21, 2018 from https://www.bates.edu/research/files/2018/07/BSCS_5E_Executive_Summary.pdf

Chiang Mai Primary Educational Service Area Office 5. (2020). Annual Action Plan, Fiscal Year 2018 (แผนปฏิบัติการประจำปีงบประมาณ พ.ศ. 2561). Chiang Mai: Policy and Planning Group, Chiang Mai Primary Educational Service Area Office 5.

Hall, S., & Du Gay, P. (1996). Questions of Cultural Identity. London: SAGE Publications.

Hanwong, Uraiwan. (2008). Development of a Local Environment Curriculum Integrating Process - Oriented Teaching Methods for Students Studying in a Multi-Grade Group. Chiang Mai: Chiang Mai University.

Hanwong, Uraiwan. (2012). Organization of Extra Curriculum Activities Supplementing Elementary School Environment Related Science (การจัดกิจกรรมเสริมหลักสูตรวิทยาศาสตร์สิ่งแวดล้อมในโรงเรียนประถมศึกษา). Chiang Mai: Chiang Mai University.

Inborisut, Suwimon, & Udjam, Angsana. (2012). Learning System in Modern Society (ระบบการเรียนรู้ในสังคมยุคใหม่). [Online]. Retrieved January 8, 2020 from https://www.gotoknow.org/posts/475603?fbclid=IwAR3wTftMsXu6_KDPgp3Igd5KgvtMyG9x0GYliH4BW3-XJA81rskYM8jbCKw

Jenkins, R. (2000). Categorization: Identity, Social Process and Epistemology. Current Sociology, 48(3): 7-25.

Kalandides, A. (2011). The Problem with Spatial Identity: Revisiting the ‘sense of place’. Journal of Place Management and Development, 4(1): 28-39.

Kruse, K. (2011). Introduction to Instructional Design and the ADDIE Model. [Online]. Retrieved January 16, 2018 from https://portal.ct.gov/-/media/CTDN/TtT2015/ttt2015module5IntroInstDesignADDIEpdf.pdf

Ministry of Education. (2008). Indicators and Core Contents of Science Learning Group According to Basic Education Curriculum, B.E. 2551 (ตัวชี้วัดและสาระแกนกลางกลุ่มสาระเรียนรู้วิทยาศาสตร์ตามหลักสูตรการศึกษาขั้นพื้นฐานพุทธศักราช 2551). Bangkok: Agricultural Cooperative Association of Thailand Printing House Co., Ltd.

Neill, W. J. V. (2004). Urban Planning and Cultural Identity. London, UK: Routledge.

Pimthong, Pattamaporn. (2018). Management of Science Learning at Elementary Level According to STEM Education Euidelines (การจัดการเรียนรู้วิทยาศาสตร์ระดับประถมศึกษาตามแนวทาง STEM Education). Bangkok: Vista Interprint Co., Ltd.

Porteous, J. D. (1977). Environment and Behaviour: Planning and Everyday Urban Life. Reading, MA: Addison-Wesley.

Sajjasin, Rawinun, & Samahito, Chalatip. (2019). The Effects of Phenomenon-Based Learning Experience Provision Through Media Simulation Creation on the Spatial Ability for Young Children (ผลการจัดประสบการณ์การเรียนรู้โดยใช้ปรากฏการณ์เป็นฐานผ่านการสร้างสื่อจำลอง ที่มีต่อความสามารถด้านมิติสัมพันธ์สำหรับเด็กปฐมวัย). Social Sciences Research and Academic Journal, 14(2): 111-124.

Thailand Science Research and Innovation (TSRI)(2021). Ethnic Groups in Thailand: Research and Challenges (กลุ่มชาติพันธุ์ในประเทศไทย:งานวิจัยและความท้าทาย). [Online]. Retrieved December 25, 2021 from https://www.tsri.or.th/dl/548/ethnicgroups%20in%20Thailand-Research%20and%20Challenges

Thanak, Ekarat. (2020). Teaching to Think Like a Scientist (สอนคิดแบบนักวิทยาศาสตร์). Bangkok: Cyberprint Group Co., Ltd.

The Institute for the Promotion of Teaching Science and Technology (IPST). (2019). Science Fundamentals Manual Science Learning Subject Group Elementary School (Revised Edition B.E. 2560) According to the Core Curriculum of Basic Education B.E. 2551 (คู่มือการใชัหลักสูตรรายวิชาพื้นฐานวิทยาศาสตร์ กลุ่มสาระการเรียนรู้วิทยาศาสตร์ ระดับประถมศึกษา (ฉบับปรับปรุง พ.ศ. 2560) ตามหลักสูตรแกนกลางการศึกษาขั้นพื้นฐานพุทธศักราช 2551). [Online]. Retrieved December 9, 2020 from https://www.scimath.org/e-books/8922/flippingbook/index.html

Tongkow, Kla. (2015). Area - Based Educational Management : Concept, Guideline and Case Study (การจัดการศึกษาแบบยึดพื้นที่เป็นฐาน : แนวคิด แนวทาง และกรณีศึกษา). Suratthani Rajabhat Journal, 2(2): 23-40.

UNICEF Thailand. (2021). Bringing Schools to All Children, Providing Education for Disadvantaged Children in “Schools in Educational Areas”, Mae Hong Son Province (การนําโรงเรียนไปสู่เด็กทุกคนการจัดการศึกษาสําหรับเด็กด้อยโอกาสใน “โรงเรียนเขตพื้นที่การศึกษา” จังหวัดแม่ฮ่องสอน). Bangkok: United Nations Children’s Fund (UNICEF).

Vygotsky, L. (1978). Problems of Method in Mind in Society. Cambridge, MA: Harvard University Press.

Wilson, J. W., Fernandez, M. L., & Hadaway, N. (1993). Mathematical Problem Solving. In P. S. Wilson (Ed.), Research Ideas for the Classroom: High School Mathematics. New York: MacMillan.

Wu, H., & Hsieh, C. (2006). Developing Sixth Graders’ Inquiry Skills to Construct Explanations in Inquiry-based Learning Environments. International Journal of Science Education, 28(11): 1289-1313.