The Profession Learning Community Integrating Action Research in Classroom by Phenomenon-Based Learning in Biology Subject of Grade 10th Students in Mahasarakham University Demonstration School (Secondary)

Abstract

The Developing a professional learning community that integrates action research Using the Phenomenon-Based learning in Biology of Grade 10th students at Mahasarakham University Demonstration School (Secondary) has aim to 1) Create a learning community development process integrated with classroom action research 2) compare the thinking and reflection skills of students and 3) compare the knowledge and the development of students' self-learning  from Phenomenon-Base learning activity. The sample was 70 grade 10th students. The research tool was the professional learning community assessment according to the Teachers Council guidelines, assessment of thinking and reflection skills, students self-assessment and a Biology comprehensive knowledge test. The statistic used t-test (independent). The results found that the development of learning communities occurred by planning teachers' learning management together and classes are held to reflect on academic results together and the Maha Sarakham University Demonstration School (Secondary Division) has the majority of PLCs at the highest level. The average comparison results the thinking and reflection skills of students in Group 1 and Group 2 were not different. The average comparison results of Biology comprehensive test scores found that student's knowledge of biology were differences statistically significant at the .05 level, with students in Group 1 having a moderate level and students in Group 2 having a high level of knowledge and average comparison results there was no difference in the development of self-learning of students in Group 1 and Group 2.