Participatory Action Learning of Pre-Service Teachers to Develop Learning Materials with Plastic Recycling for Primary School Students in Central Thailand
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
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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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it