THE GUIDELINES FOR THE DEVELOPMENT OF SCIENCE INSTRUCTION WITH LEARNER-CENTERED METHOD IN ACCORDANCE WITH THE FOUR NOBLE TRUTHS OF TEACHERS UNDER THE OFFICE OF SECONDARY EDUCATIONAL SERVICE AREAS 3, PHRA NAKHON SI AYAUTTHAYA PROVINCE

Abstract

The objectives of this research were: 1) to study the state of science instruction with learner-centered method, 2) to study development method of science instruction management with learner-centered method based on the principles of the Four Noble Truths, and 3) to propose guidelines for development of science instruction management with learner-centered method based on the principles of the Four Noble Truths of teachers under Office of Secondary Educational Service Area 3, Phra Nakhon Si Ayutthaya province. Mixed methods research was used for the study. 1) Quantitative research, questionnaires was used to collect data from 357 samples, and data were analyzed by descriptive statistics consisted of percentage, mean and standard deviation. 2) Qualitative research, data was collected by interviews with 5 key informants and data was analyzed by content analysis. Results of the study found that: 1) the state of science instruction with learner-centered method in 5 steps was at a high level overall; in paying attention, explanation and conclusion, evaluation, search and research, and knowledge expansion. 2) The development method of science instruction management with learner-centered method based on the principles of the Four Noble Truths consists of; (1) identify and scope the problem (Dukkha) that come from science studies, (2) set a hypothesis, (Samudaya)by setting collaborative learning, (3) data collection and experiment (Magga) by using teaching and learning media, and (4) analysis and conclusion (Nirodha) by setting self-directed learning. 3) Guidelines for development of science instruction management with learner-centered method based on the principles of the Four Noble Truths of teachers are as follows: (1) Dukkha, identify and scope the problem from the instruction, (2) Samudaya, set a hypothesis, applied innovation and technology in teaching, (3) Magga, experiment and data collection, using teamwork and recording,  and (4) Nirodha, analysis and conclusion including pre-test, formative and summative assessment with authentic assessment.