The present study aimed to develop a strategy for the instructional of teachers in small-sized schools. The objectives of this study were to enhance learners’ scientific competencies through a professional learning community and to synthesize teachers’ strategies regarding instructional. The practical action research methodology was implemented as the framework of this study. The scope of this research was within schools under the Bureau of Educational Area for the primary level in Phetchabun Province. The pilot study was conducted at four schools located in the research area. The participants comprised four school directors, eight science teachers, and ten students. In the research operational phrase, two schools in the research area were selected. The participants included two school directors, six science teachers, and thirty students. The research instruments consisted of an in-depth questionnaire, an observation form of teachers’ instructional, and an observation form of students’ learning performance and content analysis. This research study found that 1) there were improvements of teachers from small-sized schools in their instructional to develop students’ scientific competencies in terms of the language aspect, activity engagement, and social participation 2) the instructional strategies to develop students’ scientific competencies consisted of three sets, including inquiry method strategy, stimulating thought strategy and situations in daily life strategy.
Arthitaya Khaopraay, Phetchabun Rajabhat University, Thailand
Stream: Teaching Experiences
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