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 หัวเรื่อง:ทิศทางการผลิตครูวิทยาศาสตร์ในช่วง 15 ปี (พ.ศ. 2545-2559) ผู้เขียน: รัชนี ศิลปบรรเลง,  ดร.วรรณทิพา รอดแรงค้า, ศาสตราจารย์ , พรทิพย์ ไชยโส, ดร.นฤมล ยุตาคม, ผู้ช่วยศาสตราจารย์ , Kantimanee Phanwichien สื่อสิ่งพิมพ์:pdf AbstractThe objectives of the study were to analyze the production of first degree level science teachers by
teacher institutions starting from the period of the Third National Educational Development Plan (BE 2515-
2519) to that of the Eighth Plan (BE 2540-2544), and to synthesize trends of pre-service science teacher
education in the fifteen years period. The population understudied were 250 pieces of related documents on
the production of science teachers from the period of the Third National Educational Development Plan (BE
2515-2519) till that of the Eighth Plan (BE 2540-2544); and four groups of experts related to the production
and development of science teachers, altogether 48 persons. The research instruments were data recording
sheets and open-ended questionnaires inquiring opinions of experts in teacher production about the draft trend
of teacher production in the fifteen years period. Tools for analyzing the collected information included a
content analysis technique, average and percentage. Results of the study revealed that science teacher
production during the periods of the Third to the Eighth Plans was based on the philosophy orientating towards
output and process rather than giving due importance to recruiting the able and moral students into the teaching
profession. The 48 teacher institutions produced general science teachers the most and had the tendency to
produce fewer teachers in biology. There was actually a mismatch between output and demand, lower than
the target set forth in the Plans. In particular, there was a shortage of science teachers at the primary education
level. In addition, teachers' knowledge, teaching techniques and their scientific procedural skills were rated
low. Further, it was found that the production trend in fifteen years was as follows: the philosophy focus
on producing science teachers possessing critical thinking skills, ability to apply techniques and methods
appropriate to scientific contents as well as to communicate effectively, and literacy in computer and
technology. In addition, policy had to emphasize building up faith in the profession, setting up selection criteria
for recruiting entrants having an average in science subjects not lower than 2.75, giving science teacher
graduates higher monthly salary than those in science, reforming science education curriculum and improving
the quality of the faculty members. In relation to curriculum it was gear towards the 5-year degree program
or the 5-year study in which students took double majors leading to two degrees (B.Sc. and B.Ed.), in which
students either take it in parallel or top up one another by means of taking double majors general science
and another major subject. In addition, intuitions should increase graduate production in Earth Science,
Environmental Science and Biology as well as offer science teacher program for primary school that
corresponds with the basic education curriculum of B.E. 2544, in particular the science learning core program.
In term of output, there was decreasing rate of growth in science teacher production approximately at 1,800
and 1,600 per year for primary and secondary education levels respectively. In addition, it was required that
science teacher needed to have the following attributes, i.e., having good understanding of the content of
science, mastery of scientific procedural skills, scientific minded and being able to construct school-based
curriculum. As a result, the trend of pre-service science teacher education in the fifteen years period, related
to its philosophy, policy, curriculum and fields, is that there will be sufficient qualified science teachers. |
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หัวเรื่อง:ไม่มีชื่อไทย (ชื่ออังกฤษ : Fifth Year Pre-service Science Teachers? Struggles with and Learning About Teaching Science Through a-Year-Long Field Experience) ผู้เขียน:ชาตรี ฝ่ายคำตา สื่อสิ่งพิมพ์:pdf AbstractField experiences are components of any teacher education program in which pre-service teachers learn how to teach in real situations. This study sought an understanding of 33 fifth year pre-service science teachers? struggles with and learning about teaching science during their one-year field experience. This qualitative study based on an interpretative paradigm was drew upon written reflections, focus group interviews and observations of seminar sessions. Data analysis was inductive involving categorical aggregation, followed by a search for data correspondence and patterns to bring it to conclusion. Problematic issues for most of pre-service science teachers were unclear learning outcomes in lesson plans, rarely probing students? prior knowledge, classroom management, and misconception in science concepts. Despite the struggles they experienced, pre-service science teachers had learned and broaden their pedagogical content knowledge. The recognitions of patterns of pre-service science teachers? struggles and learning could be seen to be a basis for reflecting on and rethinking about the components of science teacher preparation program. |
ที่มา:Kasetsart Journal (Social Sciences)(วารสารวิทยาสารเกษตรศาสตร์ สาขาสังคมศาสตร์)หัวเรื่อง:การไตร่ตรองกระบวนการสอนของนิสิตผ่านวิธีสัมภาษณ์ในระหว่างฝึกประสบการณ์วิชาชีพครูวิทยาศาสตร์
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หัวเรื่อง:ไม่มีชื่อไทย (ชื่ออังกฤษ : Reflection on the Teaching Process Through Interviews of Pre-Service Science Teachers During Student Teaching) ผู้เขียน:Savittree Rochanasmita Arnold, นางบุปผชาติ ทัฬหิกรณ์, รองศาสตราจารย์ สื่อสิ่งพิมพ์:pdf AbstractScience teacher preparation is an important process to produce and develop competent and capable Thai citizens in the appropriate use of science and technology in society. Reflection is one of the effective processes to develop reflective thinking in science teachers. This study aimed to investigate the reflection on the teaching process of 4 pre-service science teachers through interviews and their opinion on the reflection during their student teaching in the 2006 academic year in Bangkok, Thailand. The researcher used semistructure interviews to collect data. Coding was used in the process of data analysis. The results revealed that there was a change in the reflection on the teaching process of pre-service science teachers through interviews. Pre-service science teachers presented their reflective thinking on planning, teaching, and student learning. Moreover, pre-service science teachers proposed that the reflective interviews helped them develop their abilities to plan and teach in the next period by revising their own thinking about what happened in the classroom, problems and the causes of the problems, and effects and the cause of effects. The results from this study suggested integrating reflective interviews into student teaching experiences together with traditional methods which include journal writing and teacher notes. |
ที่มา:Kasetsart Journal (Social Sci.)หัวเรื่อง:การสำรวจความรู้ในเนื้อหาวิชาเคมีของนิสิตครูวิทยาศาสตร์ |
ที่มา:Kasetsart Journal (Social Sci.)หัวเรื่อง:ทิศทางการผลิตครูวิทยาศาสตร์ในช่วง 15 ปี (พ.ศ.2545-2559) |
หัวเรื่อง:การสำรวจความรู้ในเนื้อหาวิชาเคมีของนิสิตครูวิทยาศาสตร์ ผู้เขียน:ชาตรี ฝ่ายคำตา, ดร.เพ็ญศรี บุญสวรรค์ส่ง, อาจารย์ , ดร.วรรณทิพา รอดแรงค้า, ศาสตราจารย์ สื่อสิ่งพิมพ์:pdf AbstractThe purpose of this descriptive study was to explore content knowledge in chemistry of pre-service science teachers. The Chemistry Concept Test (CCT) was developed to investigate chemistry concepts in the following areas; atomic mass and mass of 1 atom, conservation of atom, burning, chemical bonding, dissolution, and chemical equilibrium. The CCT was administered to twenty-nine university pre-service science teachers during professional experience training. The study revealed that pre-service science teachers held misconceptions of all concepts, especially in atomic mass and mass of 1 atom, burning, dissolution, and chemical equilibrium. The results showed that most pre-service science teachers depended on memorization of the concepts without meaningful understanding, used everyday language to explain changes of matter, and failed to explain the particulate nature of particle in microscopic level. Institutions responsible for preparing science teachers are recommended to strengthen the content knowledge of pre-service science teachers before professional experience training. |
ที่มา:US-China Education Review Bหัวเรื่อง:The Current Situation of Field Experience in a Five-Year Science Teacher Education Program in Thailand |
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