The Development of Local History Curriculum Based on Place-Based Education Approach for Primary School Students


The main objective of this paper is to describe the process of developing the local history curriculum based on place-based education approach for primary school students in the area of upper Chao Phraya river community, Nakhon Sawan Province, Thailand. The sub-objectives aimed to 1) study the local history contents and locally-related contexts for defining the local history curriculum framework and 2) develop the local history curriculum based on place-based education approach for grades 4 to 6 primary students. The development of curriculum followed the research and development (R & D) model. The research phase was conducted by using qualitative methods. In-depth interview was employed to collect local history contents, locally-related contexts and local history teaching and learning strategies from local historians, knowledgeable people and experienced social studies or history teachers. The additional information for designing the curriculum was obtained from the thorough analysis of locally-related historical documents. The development phase was characterized by defining curriculum framework including scope and sequence of the local history curriculum and developing the prototype of curriculum. The prototype of curriculum was assessed by 7 specialists including local history educators, curriculum and instructional academics and experienced social studies or history teachers. The revised version of the curriculum was implemented in 3 primary schools in Nakhon Sawan province. The result shows that the prototype of curriculum was given a good score by the teachers. It can increase the students’ knowledge of local history, develop local historical research skills and improve sense of community and belonging.

Author Information
Omsin Jatuporn, Naresuan University, Thailand
Amornrat Wattanatorn, Naresuan University, Thailand

Paper Information
Conference: ECE2015
Stream: Curriculum research and development

This paper is part of the ECE2015 Conference Proceedings (View)
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Posted by James Alexander Gordon