Learning Modern Geography Through Learning Activities: A Case Study of Ban Pong Chet School, Ban Kha District, Ratchaburi Province, Thailand
Keywords:
Geography learning, Activity-based learning, Participation, Learning by doingAbstract
This study aimed to examine and experiment with the process of transferring modern geographical knowledge through the integration of technology and participatory learning among students, teachers, undergraduate students, and instructors. An action research approach was employed to develop a collaborative learning management model. Five geography-based learning stations were designed, including regional geography of Thailand, cloud and weather studies, soil characteristics, drone and surveying technologies, and map reading and orientation. Instructors and undergraduate students served as facilitators, delivering knowledge to school students and teachers. Data were collected through interviews and satisfaction questionnaires administered after the completion of the activities. The results indicated that more than 50% of participants perceived the activities as appropriate, effective in promoting hands-on learning, and applicable to real-world contexts. Additionally, undergraduate students demonstrated improvement in knowledge transfer skills and the ability to organize active learning activities. Overall participant satisfaction was rated at a mean score of 4.61, representing the highest level. The highest-rated aspect was the development of public-mindedness, followed by personal development and the suitability of the activity format. Overall, the findings reflect the effectiveness of participatory, technology-enhanced learning activities in promoting meaningful geography learning outcomes.
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เนื้อหาและข้อมูลในบทความที่ตีพิมพ์ในวารสารครุศาสตร์ มหาวิทยาลัยราชภัฏเลย ถือเป็นความคิดเห็นและความรับผิดชอบของผู้เขียนบทความโดยตรง กองบรรณาธิการวารสารไม่มีส่วนในความคิดเห็นและความรับผิดชอบใดที่เกี่ยวข้องกับบทความดังกล่าว ทั้งนี้ บทความที่ได้รับการตีพิมพ์ในวารสาร ฯ ถือเป็นลิขสิทธิ์ของวารสาร
