Program for proactive teaching competency enhancement in using boardgames for social studies teachers under the Office of Mahasarakham Primary Educational Service Area 3
Keywords:
proactive teaching competency, boardgamesAbstract
This research aimed 1) to study a current condition, a desirable condition, and the need for using boardgames in proactive teaching for the social studies teachers under the Office of Mahasarakham Primary Educational Service Area 3 and 2) to design and develop the program for proactive teaching competency enhancement in using boardgames for the social studies teachers under the Office of Mahasarakham Primary Educational Service Area 3. The sample group was consisted of 263 social studies teachers under the Office of Mahasarakham Primary Educational Service Area 3. The research was performed in 2 phases as follows. Phase 1: The current condition, the desirable condition, and the need for using boardgames in proactive teaching for the social studies teachers under the Office of Mahasarakham Primary Educational Service Area 3 were studied and, there were 5 experts to approve research equipment. The research tool was a questionnaire. The statistics used in the quantitative data analysis were mean and standard deviation. Phrase 2: The design and development of program for proactive teaching competency enhancement in using boardgames for social studies teachers under the Office of Mahasarakham Primary Educational Service Area 3 was studied. There were 5 specialists to assess the program. The research tool an appropriateness and feasibility evaluation scale. The statistics used in the quantitative data analysis were mean and standard deviation.
The results were as follows:
The current conditions of using boardgames in proactive teaching for the social studies teachers under the Office of Mahasarakham Primary Educational Service Area 3 was overall at moderate level. The desirable condition of using boardgames in proactive teaching for the social studies teachers under the Office of Mahasarakham Primary Educational Service Area 3 was overall at utmost level. Program for proactive teaching competency enhancement in using boardgames for social studies teachers under the Office of Mahasarakham Primary Educational Service Area 3 consisted of 3 components: 1) principle, 2) purpose and, 3) content, consisting of 4 modules, namely, 1) The design to use boardgames in proactive teaching, 2) conducting proactive learning by using boardgames, 3) The usage and development of boardgames in proactive teaching and, 4) the learning evaluation of using boardgames in proactive teaching. Moreover, the results of assessing the appropriateness and feasibility of the program were at high level.
References
Boone, E.I. (1992). Developing Programmer in Adult Education. New Jersey : Practice Hall.
Buasri, T. (1999). Curriculum theory: design and development. Bangkok: Pattana Suksa.
Chaimongkol, S. et al. (2013). Competency development strategy. Active learning management for primary school teachers in highland areas. SWU Educational Adminitration Journal, 10(18), Abstract.
Chanintharphum, E. (2016). A study of learning management methods according to the concept of creating new knowledge using educational games. Journal of Education, Silpakorn University, 14(1), 58.
Chanthet, C. (2019). Board game design to promote learning. English vocabulary on careers (JOBS) for junior high school students. Bangkok : Thammasat University.
Charney, C. and Conway, K. (2005). The trainer's tool kit. New York : AMACOM.
Charoenchanakij, N. & Bunyanan, S. (2022). Guidelines for designing board games to promote Ability to design effective STEAM learning and educational game board design planning tools.
Journal of Education Chulalongkorn University, 50(4), 9/14.
Chomhongpipat, Y. (2010). Development of a program to develop teachers who lead learning management according to Guidelines for basic education reform. Sakon Nakhon : Sakon Nakhon Rajabhat University.
Darling-Hammond, L. & Baratz-Snowden, J. (2005). A good teacher in every classroom: Preparing the highly qualified teachers our children deserve. San Francisco, CA: John Wiley & Sons.
Felder, R. & Brent, R. (1996). Navigating the Bumpy Road to Student-Centered Instruction. Journal of College Teaching. 44(2), 43-47.
Kongsuk, J. (2011). Development of educational programs for parents. in promoting development Physically of preschool children With the model of allowing rural people to participate in solving problems. Bangkok : Chulalongkorn University.
Krejcie, R. V. & Morgan, D. W. (1970). Determining Sample Size for Research Activities. Educational and Psychological Measurement, 30(3), pp. 608-609.
Limpremwattana, W. & Thamwattana, K. (2017). Behavior in playing board games and components of factors affecting the effects of playing games among teenagers. In the Bangkok area. Journal of Social Research. 40(2), 114.
Mei Andini, Tri Nova Hasti Yunianta. (2018). The Development of Borad game “The Adventure Of Algebra” in The Senior High School Mathematics Learning. 9(2), 95.
Ministry of Education. (2008). Basic Education Core Curriculum 2008. Bangkok: Ministry of Education.
Ministry of Education. (2021). National Education Plan 2017 - 2036. Bangkok: Phrikwan Graphics Co., Ltd.
Noppakhun, A. et al. (2018). Developing teacher competency in educational institutions. Under the jurisdiction of the Nakhon Ratchasima Primary Educational Service Area Office. RRU Community Research Journal, 12(3): 232.
Office of the National Education Commission. (2002). National Education Act, B.E. 2542 and its amendments (No. 2) B.E. 2002. Bangkok: Phrikwan Graphics Co., Ltd.
Panitchaplinchai, C. & Thanapatchotiwat, S. (2016). Study of competencies in learning management in the 21st century of undergraduate students in the Faculty of Education, Naresuan University. The Golden Teak : Humanity and Social Science Journal (THMS), 22(2), 25.
Petchtai, C. & Chansirisir, P. (2020). Development of a program to enhance learning management competencies of primary teachers under the Office of the Basic Education Commission. Journal of Social Science and Buddhistic Anthropology, 5(11), 179.
Phongsathorn, S. (2007). Summary of the curriculum. Catholic Educational Council of Thailand. 2(79), 15-23.
Phuthawang, P. (2022). Development of a program to enhance the competency of active learning management of primary school teachers. Under the Office of the Basic Education Commission. Maha Sarakham : Maha Sarakham University.
Ruchirat, S. (2015). Empowerment to develop teachers' learning management competencies that promote happy learning of students. Journal of Education, Silpakorn University, 13(1), 109.
Stacy Zeiger. (2015). English Education. Miami State: Miami University.
Supanyabut, C. & Thammatasananon, S. (2019). Development of a program to strengthen teachers' competency in active learning management. Under the jurisdiction of the Secondary Educational Service Area Office, Area 24. Academic Journal of Mahamakut Buddhist University Isan Campus, 16(2), 266-267.
Suwannasap, C. (2012). Teaching and learning. Bangkok: Chandrakasem Rajabhat University.
Tangpakdee, R. (2022). Development of a model for creating board games for education in Thailand. STOU Education journal, 15(2), 119.
Wangmeechongmee, C. & Naipat, O. (2017). Competencies of Thai teachers in the 21st century: Adjust learning, change competencies. Journal of HRintelligence : HRi, 12(2), 47.
Zaack Hiwiller. (2016). Players Making Decisions: Game Design Essentials and the Art of Understanding Your Players. New Riders.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 ธีระวุฒิ ศรีมังคละ, ธรินธร นามวรรณ
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Articles that are published are copyrighted by the authors of the articles
