A Model of Science Teaching Reinforcement Management for Basic Education of Secondary Educational Office Bangkok

Main Article Content

Nonlanee Chernviriyakul
Sansanee Jasuwan


This research paper aims to 1) study the conditions of science learning 2) study the factors which affect the science learning and skills development 3) offer guidelines for science learning and skills development. Quantitative research methods using a total of 205 schools, including 410 instruments to collect data from questionnaires and interviews.             The findings were:            1. Operational conditions of teaching and learning science. A performance-based concept of the learning and teaching of science and 12 sectors of operational issues, such as current in all aspects of teaching and learning science, the format of the activities for learning, the role of school administrators ,the Learning Resources and the measurement and evaluation and others, respectively.            2. Factors that influence the skills development for teaching science has found that four factors: 1) The factor of teaching and learning of science, 2) factors of class 3) educational factors, and 4) variable factor is the skill of scientific thinking skills to solve problems.            3. Development of skills for teaching science that has been a key executive is must be promoted the science’s activities. Teachers should focus on the questions to encourage thought processes. Offer students the practical. To bring the attitude for science’s skill to the student can more focusing on the benefits of learning. Furthermore, the student must be applied the knowledge through analysis combining to create new applications that look different from the original.


Download data is not yet available.

Article Details

How to Cite
Chernviriyakul, N., & Jasuwan, S. (2019). A Model of Science Teaching Reinforcement Management for Basic Education of Secondary Educational Office Bangkok. Journal of MCU Peace Studies, 7(6), 1700-1715. Retrieved from https://so03.tci-thaijo.org/index.php/journal-peace/article/view/208296
Research Articles


Baylor, Samsonov & Smith. (1999). Constructivism Theory, Retrieved January 31, 2014, from https://kwamwang.files.wordpress.com/2012/01/constructivism.doc.
Boonlar T. (2002). Educational Quality Criteria for Excellence Operations 2002: "Vision to Build the World" Increase Productivity. Published in Magazine, King Mongkut's Institute of Technology North Bangkok. Year 40, 3 (17-22).
Dechakhupt P. (2007). Teaching-centered learners. Bangkok: The Master Group, Towermount.
Deenonpho S. (2011). The Causal Factors Influencing Science Learning Achievement of
Matthayomsueksa 3 Students Secondary Educational Service Area Office 30, Chaiyaphum Rajabhat University.
Drucker, P. F. (1993). Post-capitalist society. New York: Harper Business. Environmental Science. (Lord, T.R., 1999: p 22), Indiana University of Pennsylvania Indiana, PA.
Elen H., Ed.D. (1997). Using constructivist teaching strategies in high school. Science Classrooms to cultivate positive attitudes toward science, University of Nevada, Reno.
Institute for the Promotion of Teaching Science and Technology, Ministry of Education. (1996). Annual Report 1996 Institute for the Promotion of Teaching Science and Technology (IPST). Bangkok: Institute for the Promotion of Teaching Science and Technology Ministry of Education.
Jamornmann U. (2000). A Research and Development of Indicators, Criteria and Techniques for IInternal and External Assessment in Thai Universities. Bangkok: Funny Publishing.
Koh K. & Lee A. (2007). The Quality of Teachers’ Assessment Tasks and Student Work in the Singapore Science Classrooms. Singapore: Nanyang Technological University.
Kaewurai W. (1998). The Development of the Instructional Model for General Methods of Teaching
Subject Emphasizing Cases to Enhance Teacher Students’ Reflective Thinking Ability in the Science of Teaching. Bangkok: Chulalongkorn University.
Lord,T.R. (1999). A Comparison Between Traditional and Constructivist Teaching in Pak Tee Ng. (2007). February 2008, Volume 7, Issue 1, pp 5-15. Ministry of Education, Singapore.
Ministry of Education, Department of Academic Resources. (2008). Core Education Curriculum.
Phramaha Boonserm Thammamintino (Thongsri). (2011). Factors and effectiveness of academic
Administration Nakornratchasathanon Fort School, under the Office of Samutprakarn Educational Area 1 Department of Educational Administration, Mahachulalongkornrajavidyalaya University.
Petchkaew R. (2002). Development of a teacher empowerment model for educational institutions transferred from the Office of the Basic Education Commission to Local Administration Organizations. Bangkok: Chulalongkorn University.
Sanchez G. Art Home Online. How is science important to this life?, Retrieved June 30, 2018, from https://arthomeonline.org/category/A7.html.
Siripunkaw P. translated and adapted from Bronoski (1972), Diederich (1967), Whaley & Surratt (1967). 20 scientific attitudes, The Kansas School Naturalist, Vol.35, No. 4, April 1989.
TCIJ. Fiscal year Accelerate teacher reform - teaching system. Retrieved September 4, 2013, from https://www.tcijthai.com/news/2013/04/scoop/3036.
Thongchumnum P. (2004). Elementary science teaching. Bangkok: Odeonstore.
Wongboonsin P. (2006). Comparative research on education reform of ASEAN countries. Research report of the Secretariat, Bangkok.
Udom P. (2010). Evaluation of science teacher standards in basic education institutions in Songkla Province. Prince of Songkla University, Pattani Campus. (1), 65-77.