Teacher Development Strategies for Developing Advanced Scientific Process Skills at Banlatwittaya School, Phetchaburi Province

Strategy, Teacher Development, Advanced Scientific Process Skills

The objectives of this research were to create a teacher development strategy for the development of advanced scientific process skills at Banlatwittaya School, Phetchaburi province, consisting with 4 steps : 1) Environmental analysis 2) Strategy formulation 3) Strategy Implementation and 4) Strategy controlling & Evaluation. The study aimcd at a group of 6 science teachers and 79 Mathayomsuksa 4 students in the semester 1 of the 2020 academic year at Banlatwittaya School, Phetchaburi province. The research instruments consisted of the environment analysis form, the semi-structured interview, the strategic Plan, the advanced scientific process skills test, the teaching assessment form and the learning management plan assessment form, each of which has an item-objective congruence Index between 0.66-1.00. The statistics used were mean, wilcoxon-signed rank test and t-test.
The research results were as follows :
Teacher development strategies for developing advanced scientific process skills at Banlatwittaya School, Phetchaburi province, consisting with 4 steps were as follows :1) Environmental analysis by SWOT Matrix found that the strengths and opportunities have a high average score; 2) Strategy formulation has a strategic plan that includes vision, mission, goals, proactive strategies and projects; 3) Strategy Implementation, consisting of 4 strategies, namely, Training workshop strategies, Supervision strategy, Network connecting strategy and Knowledge transfer strategies, by implementing 5 projects, including an Advanced scientific process skills training workshop project, The 5Es of Inquiry-Based learning training workshop project, Supervision project, Brainstorming project and Teaching supplementary students project; 4) Strategy controlling and Evaluation found that (1) The teachers had average scores before and after the advanced science process skills training workshop. There was a statistically significant difference at the .05 level, and teachers had written the 5Es of Inquiry-Based learning plans, average score for supervision of learning management, brainstorming for learning management preparation classified by projects which higher than the specified criterion. (2) The students had average scores Advanced scientific process skills before and after the implementation of the teaching upplementary. There was a statistically significant difference at the .01 level.

Thesis · Educational Administration

Meta Kunngern

Phetchaburi Rajabhat University

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TH-M.EA-001

TH

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