การพัฒนาแนวทางการพัฒนาครูในการจัดการเรียนรู้โดยใช้สมองเป็นฐานสำหรับสถานศึกษา สังกัดสำนักงานเขตพื้นที่การศึกษาประถมศึกษาบึงกาฬ

Abstract

              This study aimed 1) to study the elements and the indicators of learning management by using BBL in schools under the jurisdiction of Bueng Kan Primary Educational Service Area Office, 2) to study the current condition and the desirable condition of learning management by using BBL in schools under the jurisdiction of  Bueng Kan Primary Educational Service Area Office and 3) to study the development of guideline for developed teachers on learning management by using BBL in schools under the jurisdiction of  Bueng Kan Primary Educational Service Area Office.

              The data were collected from 335 samples who are the teachers in schools under the jurisdiction of Bueng Kan Primary Educational Service Area Office. The research instruments included a questionnaire asking about learning management by using BBL of teachers and the evaluation of the development of guideline for developing teachers on learning management by using BBL in schools under the jurisdiction of Bueng Kan Primary Educational Service Area Office.

            The results were as follows.

            1. The elements and the indicators of learning management by using BBL consisted of  6 core elements and 24 indicators, including, 1) the preparation stage: there were 4 indicators including teachers arranging  body movements or stretching activity, talking or asking what students had learned, making an agreement on    learning activity management and asking thought-provoking questions to lead students into the lesson, 2) the new knowledge presentation stage: there were 4 indicators, including teachers presenting lessons learned by teaching the concepts to students, presenting  knowledge with the use of real teaching materials  that students can see and touch and using a variety of interesting teaching methods, 3) the skill training stage:  there were 3 indicators, including teachers providing students with hands-on practice, students having chances to participate in learning activities and students doing activities individually and in group, 4) the knowledge exchange stage: there were 6 indicators, including students having interactions and giving feedback, arranging students to work in pairs, small group, big group and individual, presenting assignments in both individual and group to the class, allowing students to share their learning experiences and perspectives with each other, students working in group to study on the topic that they were  interested in and  brainstorm and share their knowledge,  5)   the knowledge use and integration stage: there were 3 indicators, including teacher creating  situations or problems similar to everyday life and having students play the roles, students trained to solve problems and make decisions,  arranging learning in  real places or situations and environment and 6) the summary of knowledge stage: there were 4  indicators, including teachers and students  summarizing knowledge, students doing the exercises individually, grouping students to summarize  knowledge in the form of  chart, or mind map by using colorful drawings or cartoons and putting the knowledge chart on the wall for sharing knowledge.       

            2.  The current condition and the desirable condition of learning management by using BBL in schools under the jurisdiction of Bueng Kan Primary Educational Service Area Office: the current condition of learning management by using BBL in schools under the jurisdiction of Bueng Kan Primary Educational Service Area Office was at a high level.  When considering in each aspect, it was found that the knowledge use and integration stage was at a moderate level. For the desirable condition, the overall of learning management by using BBL was at the highest level.  When considering in each aspect, it was found that every stage was in the highest level. The needs which were   sorted by descending level were the knowledge use and integration stage, the skill training stage, the new knowledge presentation stage, the knowledge exchange stage, the summary of knowledge stage and the preparation stage, respectively.

            3.  The development of guideline for developed teachers on learning management by using BBL in schools under the jurisdiction of Bueng Kan Primary Educational Service Area Office and the results of the evaluation of the appropriateness and the possibility of the development of guideline for developed teachers on learning management by using BBL in schools under the jurisdiction of Bueng Kan Primary Educational Service Area Office: the appropriateness of the development of guideline for developed teachers on learning management by using BBL in schools under the jurisdiction of Bueng Kan Primary Educational Service Area Office was at the highest level.  When considering in each aspect, it was found that there was one stage that the appropriateness was in the highest level which was stage No. 6. The evaluation of the possibility of the development of guideline for developed teachers on learning management by using BBL was at the highest level and when considering in each aspect, it was revealed that the possibility of every stage was at the highest level.