Participatory Action Learning of Pre-Service Teachers to Develop Learning Materials with Plastic Recycling for Primary School Students in Central Thailand
Pourquoi ce travail est dans la base
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Notice bibliographique
Résumé
The research aimed 1) to study the need in developing learning materials with plastic recycling for primary school students in Central Thailand, 2) to develop learning materials with plastic recycling for primary school students in Central Thailand based on action learning of pre-service teachers and 3) to distill the lesson learned from developing learning materials with plastic recycling for primary school students in Central Thailand based on participatory action learning of pre-service teachers. Participatory Action Research (PAR) was used. The sample in the research consisted of (1) school administrators, teachers, staff of teachers, and student representatives, accounting for 30 people; 2) experts in learning management, accounting for 9 people; and 3) pre-service teachers, accounting for 100 people, coming with a total of 139 people. The instrument used in the research consisted of 1) unstructured interview forms, 2) assessment forms of learning materials, and 3) recording forms of focus group discussion. Qualitative data was analyzed based on content analysis and the presentation was in the form of descriptive analysis. The study results revealed that: 1) Regarding the need for developing learning materials with plastic recycling for primary school students in Central Thailand, it was found that recycling is suitable for being developed as learning materials for students due to utilizing recycled materials worthily. Moreover, durable learning materials can be built as well and can be used for a longer period of time. This does not increase the budget burden of schools and is consistent with the concept of education for sustainable development. The researchers have synthesized the obtained data to be the participatory action approach for developing learning materials or 4P consisting of (1) Plan, (2) Process, (3) Present and (4) Practice. 2) Regarding developing learning materials with plastic recycling for primary school students in Central Thailand based on action learning of pre-service teachers, it was found that the pre-service teachers were able to design and develop learning materials from plastic recycling creatively and to use them in schooling management efficiently. 3) Regarding distilling the lesson learned from developing materials with plastic recycling for primary school students in Central Thailand based on participatory action learning of pre-service teachers, the competency of being professional teachers important of pre-service teachers in 4 aspects or so-called LISA consisting of (1) Learning Management, (2) Innovation (3) Self-development and (4) Assessment of Learning This helps promote the competency of earning a living of the pre-service teachers to be more efficiently.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle