The guideline of developing a teacher development program in science educational learning design for students’ self discovery learning for schools in nakhon phanom primary educational service area office 2

Abstract

The purposes of this study were (1) to examine the components and the indicators in science educational learning design for students’ self-discovery learning, (2) to examine the current states and the desired states in science educational learning design for students’ self-discovery learning for schools, and (3) to develop a teacher development program in science educational learning design for students’ self-discovery learning for schools under Nakhon Phanom Primary Educational Service Area Office. The participants of this study were 5 experts by the Purposive Sampling, 127 science teachers from schools under Nakhon Phanom Primary Educational Service Area Office 2 by the multi stage sampling, and 5 teachers from best practice school by the Purposive Sampling. The instruments were the questionnaire to investigate the current states and desired states, structured interview, and appropriateness evaluation form. The statistics used in this study was Percentage, Mean, and Standard Deviation.

The results are (1) The study of the components and the indicators in science educational learning design for students’ self-discovery learning, as as whole, was at the high level. It is found that there were 7 components and 47 indicators. (2) The current state in science educational learning design for students’ self-discovery learning for schools in Nakhon Phanom Primary Educational Service Area Office 2, as a whole, was at the low level, and The desired state in science educational learning design for students’ self-discovery learning for schools under Nakhon Phanom Primary Educational Service Area Office 2, as a whole, was at the high level. (3) Teacher development program in science educational learning design for students’ self-discovery learning for schools under Nakhon Phanom Primary Educational Service Area Office 2 comprised of 6 components. They were: 1) studying students’ problems/needs, 2) identifying objectives, 3) determining content/main point, 4) determining strategies, 5) learning activities, 6) determining evaluation and assessment, and 7) taking feedback to improve. The program assessed by the experts was usefulness at the highest, possibility and reasonability were at the high level.