Best Management Practice for Understanding Learning in Sustainable Water Resource Management (WRM) for Secondary Science Teachers in Thailand

Autor/in	Chunrasaksakun, Chunwadee
Titel	Best Management Practice for Understanding Learning in Sustainable Water Resource Management (WRM) for Secondary Science Teachers in Thailand
Quelle	In: Educational Research and Reviews, 10 (2015) 22, S.2839-2845 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Foreign Countries; Secondary School Teachers; Science Teachers; Water; Natural Resources; Science Instruction; Sustainability; Natural Disasters; Inservice Teacher Education; Pretests Posttests; Lesson Plans; Teacher Education Curriculum; Efficiency; Interviews; Units of Study; Secondary School Science; Instructional Effectiveness; Statistical Analysis; Secondary School Students; Science Achievement; Experimental Groups; Control Groups; Thailand + Suchen Sie Ihr Suchwort? Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Wasser; Natural Ressource; Natürliche Ressource; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Nachhaltigkeit; Natural disaster; Naturkatastrophe; Lehrerfortbildung; Lesson planning; Unterrichtsplanung; Effectiveness; Effektivität; Wirkungsgrad; Interviewing; Interviewtechnik; Lerneinheit; Unterrichtserfolg; Statistische Analyse; Sekundarschüler
Abstract	The aim of this study is to investigate the effects of training teachers to enhance their students' achievements in water resource and disaster course and to compare the effects of using the curriculum framework between training teachers or using curriculum framework in the secondary schools in Khon Kaen Province of Thailand. It was found that the 28-science teachers were able to manage their learning units and lesson plans on WRD. Statistically significance was differentiated between participating teachers and non participating teachers at 0.01 confidence levels (? < 0.01). Significant differences in students' achievements between the controlled and experimental groups were found. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01