Science teachers' instruction management competency development for promoting students' scientific literacy

การพัฒนาสมรรถนะครูวิทยาศาสตร์ในการจัดการเรียนการสอนเพื่อส่งเสริมการรู้เรื่องวิทยาศาสตร์ของนักเรียน

Name: Surasak Maotheuak

ThaSH: Teachers

Classification :.DDC: 371.1

ThaSH: Science -- Study and teaching

Abstract: The purposes of this research and development were to 1) to analyze the factors and indicators of science teachers’ instruction management competency for promoting students’ scientific literacy. 2) to develop the model of science teachers’ instruction management competency development for promoting students’ scientific literacy. 3)to study the results of the use of model of science teachers’ instruction management competency development for promoting students’ scientific literacy. The research methods included 3 steps as follows: Step 1 analyzing the factors and indicators of science teachers’ instruction management competency for promoting students’ scientific literacy. The sample consisted of 17 experts and 523 science teachers. The instruments to gather the data consisted of 2 questionnaires including 1) Questionnaire asking the opinion of the experts about the content validity checking the appropriateness and possibility of the competency indicators. 2) Questionnaire asking opinions about the indicators of science teachers’ instruction management competency for promoting students’ scientific literacy. The questionnaires were sent to them by mail and the data were analyzed by content analysis, means, standard deviation and the exploratory factors analysis. Step 2: Developing the model of science teachers’ competency. The target group were 36 luminaries , 7 experts. 3) The target groups for the pilot study were 2 science teachers, 1 Head of Science Learning Group and 1Administrator. The 5 instruments to gather the data consisted of: 1) Questionnaire asking the opinion to make the draft of model of science teachers’ competency. 2) The Quality Assessment Form to assess the competency development model. 3) The science teachers’ competency assessment form. 4) Students questionnaire. 5) The test of science literacy. The data were analyzed by content analysis and means, standard deviation and t-test and Step 3 Study the result of the trial of model to develop science teachers’ competency. The target groups included science teachers from 2 schools, 2 teachers from the first school and 4 teachers from the second school. The 2 administrators were from each school. The instruments consisted of 4 items: 1) science teachers’ competency assessment form. 2) students’ questionnaire. 3) The test of science literacy. 4) questionnaire to ask the satisfactory towards the development model. The data were analyzed by analysis of means, standard deviation and t-test. The results revealed the following: (1) There were 39 indicators of Science Teachers competency in the instructional management to promote science literacy of the students. Factor 1: Competency to design the teaching and evaluation to promote science literacy of the students included 11 indicators. Factor 2: Competency to support science literacy of the students included 9 indicators. Factor 3: Competency to create learning atmosphere that promote the science literacy of the students included 9 indicators. Factors 4: Competency in measuring, checking and evaluating the science literacy of the students included 7 indicators. Factor 5: Competency, Knowledge, Understanding of teachers about science literacy included 3 indicators which all the variance of the factors could explain the indicators at 69.809 per cent. (2) Models of science teachers’ instruction management competency development for promoting students’ scientific literacy consisted of 4 steps as follows: Step 1: Raising the awareness and set up the goals together. Step 2: Fill in the clear knowledge. Step 3: Develop the instruction by reflective thinking. Step 4: Follow up the development by the assessment of the result. (3) The result of the trial the competency development model was found that in the aspect of science teachers’ instruction management competency development forpromoting students’ scientific literacy was found that after the use of the model the competency were higher than before the trial in every component. After the trial, the competency to design the teaching and evaluation to promote science literacy of the students , competency to support science literacy of the students , competency to create learning atmosphere that promote the science literacy of the students and competency in measuring, checking and evaluating the science literacy of the students was found that after the learning was higher than before the learning, overall was at the good level. The science literacy of the students and the science teachers were statistical significant higher than before the learning at the 0.01 and the satisfaction towards the development model overall was at the high level.

Chiang Mai University Library

Address: CHIANG MAI

Email: cmulibref@cmu.ac.th

Name: Uthen Panyo)

Role: Chairman

Name: Somsak Phuvipadawat)

Role: Member

Name: Kiatsuda Srisuk

Role: Member

Name: Nampueng Intanate

Role: Member

Name: Uraiwan Hanwong

Role: Member

Created: 2015

Modified: 2017-09-18

Issued: 2017-09-18

วิทยานิพนธ์/Thesis

application/pdf

CallNumber: Th 371.1 S961S

eng

DegreeName: Doctor of Philosophy

Level: Doctoral Degree

Descipline: Research and Development in Education

Grantor: Chiang Mai University

©copyrights Chiang Mai University

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