Universal Journal of Educational Research Vol. 4(4), pp. 842 - 848
DOI: 10.13189/ujer.2016.040421
Reprint (PDF) (686Kb)


Preliminary Results of Professional Development Program for School Science Research


Sura Wuttiprom 1,2,*, Karntarat Wuttisela 1,2, Sonthi Phonchaiya 3, Wanwalai Athiwaspong 2, Ratchapak Chitaree 4, Manjula Devi Sharma 5
1 Faculty of Science, Ubon Ratchathani University, Thailand
2 Research and Innovation in Science Education Center, Ubon Ratchathani University, Thailand
3 The Institute for the Promotion of Teaching Science and Technology (IPST), Thailand
4 Faculty of Science, Mahidol University, Thailand
5 School of Physics, University of Sydney, Australia

ABSTRACT

Teachers need to design their courses to be as similar to real-life situations as possible as genuine learning emerges in real life as opposed to studying in class. Research-based learning is an innovative approach exploring many critical strategies for success in the twenty-first century. In it, students drive their own learning through inquiry, research, and projects that reflect their knowledge. This study aimed to compare research skills resulting from self-evaluations and from tests before and after a training program. The participants included 71 science teachers from the lower north-eastern part of Thailand who attended the Professional Development Program for School Science Research. The results from the self-evaluations indicated that the knowledge levels of research skills were highly relevant to the knowledge levels of research skills shown in the completion of the tests.

KEYWORDS
Professional Development Program, Research Skill, Research-based Learning

Cite this paper
Sura Wuttiprom , Karntarat Wuttisela , Sonthi Phonchaiya , Wanwalai Athiwaspong , Ratchapak Chitaree , Manjula Devi Sharma . "Preliminary Results of Professional Development Program for School Science Research." Universal Journal of Educational Research 4.4 (2016) 842 - 848. doi: 10.13189/ujer.2016.040421.