Curriculum Development to Enhance Learning Management Ability for Non-Science Education Graduates in Elementary School

Abstract

The objectives of this research were (1) to study the needs and requirements in curriculum development, (2) to develop a curriculum to enhance the ability to manage a learning management process for non-science education graduates in elementary school, (3) to test the capability of the curriculum and (4) to evaluate the curriculum. There were 4 phases according to the process of research and development, which were. - Phase 1: a study of the need for curriculum development by 5 school administrators, 250 science teachers in elementary school, and 5 educational supervisors. Phase 2: curriculum development involving drafting and evaluating the curriculum by teachers, education supervisors and science teaching experts in measurement and evaluation. Phase 3: curriculum trial by using the curriculum with 30 science teachers. Phase 4: assessment of curriculum development which is based on the Stuffelbeam Curriculum Assessment Model (CIPP Model). It was found that. 1. Most teachers were inaccurate in basic science content, lacked activity design for students to conduct experiments, were unable to adapt equipment for experiments and lacked confidence in teaching and lecturing. 2. The curriculum has 6 components: 1) curriculum principles 2) objectives 3) four learning units 4) teaching and learning activities based on participatory learning workshops (participatory learning) by using a group process to study knowledge documents and exchange knowledge. 5) media and equipment 6) measurement and evaluation. The results of the curriculum quality inspection by experts found that the developed curriculum’s consistency, helpfulness, feasibility, suitability, and accuracy is at the highest level. 3. The results for the curriculum found that teachers had higher knowledge of basic scientific content and better lesson plans management after using the curriculum; teachers’ teaching and learning science activities at the primary level was at a good level and the satisfaction in the curriculum was at the highest level. 4. The results of the evaluation of developing the curriculum found that the sample group wanted to develop a curriculum to enhance the ability to manage the learning management process for non-science education graduates. The curriculum adaptation was appropriate, consistent and created more networks with universities and educational organizations.