This study aims to: (1) a design for design thinking learning model on digital workspace for sustainable products and services to enhance digital entrepreneurs; and (2) evaluate the design thinking learning model on digital workspace for sustainable products and services to enhance digital entrepreneurs. The sample is made up of ten specialists who were chosen using purposive sampling. The instrument used in the study was an evaluation form of the leaning model. The arithmetic mean and standard deviation were employed in the investigation. The results show that: (1) the design thinking learning model on digital workspace for sustainable products and services to enhance digital entrepreneurs consists of four key components: 1) Design thinking process, 2) Digital Workspace, 3) Design thinking tools and 4) Sustainability metrics. (2) All ten specialists agreed that the design thinking learning model on digital workspace for sustainable products and services to enhance digital entrepreneurs designed through this study shows the highest level of appropriateness.
{"title":"Design Thinking Learning Model on Digital Workspace for Sustainable Products and Services to Enhance Digital Entrepreneurs (DTLDW-SPSEDE Model)","authors":"Kitsadaporn Jantakun, Thiti Jantakun, Siranan Boonyapalanant, S. Channgam, Kanokrat Jirasatjanukul, Ekkharin Srilaphat, Thada Jantakoon","doi":"10.5296/jei.v9i1.20713","DOIUrl":"https://doi.org/10.5296/jei.v9i1.20713","url":null,"abstract":"This study aims to: (1) a design for design thinking learning model on digital workspace for sustainable products and services to enhance digital entrepreneurs; and (2) evaluate the design thinking learning model on digital workspace for sustainable products and services to enhance digital entrepreneurs. The sample is made up of ten specialists who were chosen using purposive sampling. The instrument used in the study was an evaluation form of the leaning model. The arithmetic mean and standard deviation were employed in the investigation. The results show that: (1) the design thinking learning model on digital workspace for sustainable products and services to enhance digital entrepreneurs consists of four key components: 1) Design thinking process, 2) Digital Workspace, 3) Design thinking tools and 4) Sustainability metrics. (2) All ten specialists agreed that the design thinking learning model on digital workspace for sustainable products and services to enhance digital entrepreneurs designed through this study shows the highest level of appropriateness.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131638478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Piyada Kulapian, Titiworada Polyiem, Thatchai Chittranun
This study aimed to investigate the effect of the 5Es model on grade 6 students’ learning achievement and satisfaction with this teaching approach. The study included 37 grade 6 students from a public school in Thailand, who were selected using purposive sampling based on their educational path and learning conditions. The research instruments included a learning management plan based on the 5Es model of inquiry-based learning, a learning achievement test, and a semi-structured interview. Data analysis involved the use of mean scores, standard deviations, percentages, and paired samples t-tests, and the interview data were analyzed using thematic analysis. The results of the study showed that the participants’ science learning achievement improved on the concept of rocks and fossils after implementing a learning management plan based on the 5Es model, and this approach also led to an increase in participants’ learning satisfaction.
{"title":"Using the 5Es Model on Inquiry-Based Learning to Develop Grade 6 Student Science Learning","authors":"Piyada Kulapian, Titiworada Polyiem, Thatchai Chittranun","doi":"10.5296/jei.v9i1.20613","DOIUrl":"https://doi.org/10.5296/jei.v9i1.20613","url":null,"abstract":"This study aimed to investigate the effect of the 5Es model on grade 6 students’ learning achievement and satisfaction with this teaching approach. The study included 37 grade 6 students from a public school in Thailand, who were selected using purposive sampling based on their educational path and learning conditions. The research instruments included a learning management plan based on the 5Es model of inquiry-based learning, a learning achievement test, and a semi-structured interview. Data analysis involved the use of mean scores, standard deviations, percentages, and paired samples t-tests, and the interview data were analyzed using thematic analysis. The results of the study showed that the participants’ science learning achievement improved on the concept of rocks and fossils after implementing a learning management plan based on the 5Es model, and this approach also led to an increase in participants’ learning satisfaction.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"173 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131062446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study is to examine the students’ opinions on the power exercised by their teachers in the EFL classes in Türkiye. The participants of the study, which was designed as a survey method, consisted of 243 university students. To collect the data, the “Teacher Power Use Scale” was developed. The scale was developed in three stages. The results obtained supported a five-factor structure consisting of 36 items. The factors were named as “expert power”, “reward power”, “referent power”, “coercive power” and “legitimate power”, respectively. Descriptive statistics were computed to display the students’ overall responses to the Teacher Power Use Scale. T-test was conducted to determine whether there were any significant differences in gender variable. One-way ANOVA was conducted to investigate whether there were any differences in the opinions of students on the teacher power exercises in terms of attending office hours, and accessibility of EFL teachers variables. It was obtained that teachers exercised expert power, referent power at high level while they exercised reward power, coercive power and legitimate power at moderate level. There was a significant difference in the coercive power dimension in terms of students’ opinions on the power exercises in the classroom in favor of male students. Attending office hour was not a significant variable in terms of students’ opinions on the power exercised by their teachers. Finally, the scores obtained from the scale differed significantly in the dimensions of the scale except for the coercive power and legitimate power according to the accessibility level of EFL teachers.
{"title":"Investigation of University Students’ Opinions on the Power Exercised by Teachers in EFL Classes: The Case of Türkiye","authors":"B. Karafi̇l, Osman Özdemi̇r","doi":"10.5296/jei.v9i1.20662","DOIUrl":"https://doi.org/10.5296/jei.v9i1.20662","url":null,"abstract":"The aim of this study is to examine the students’ opinions on the power exercised by their teachers in the EFL classes in Türkiye. The participants of the study, which was designed as a survey method, consisted of 243 university students. To collect the data, the “Teacher Power Use Scale” was developed. The scale was developed in three stages. The results obtained supported a five-factor structure consisting of 36 items. The factors were named as “expert power”, “reward power”, “referent power”, “coercive power” and “legitimate power”, respectively. Descriptive statistics were computed to display the students’ overall responses to the Teacher Power Use Scale. T-test was conducted to determine whether there were any significant differences in gender variable. One-way ANOVA was conducted to investigate whether there were any differences in the opinions of students on the teacher power exercises in terms of attending office hours, and accessibility of EFL teachers variables. It was obtained that teachers exercised expert power, referent power at high level while they exercised reward power, coercive power and legitimate power at moderate level. There was a significant difference in the coercive power dimension in terms of students’ opinions on the power exercises in the classroom in favor of male students. Attending office hour was not a significant variable in terms of students’ opinions on the power exercised by their teachers. Finally, the scores obtained from the scale differed significantly in the dimensions of the scale except for the coercive power and legitimate power according to the accessibility level of EFL teachers.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130580624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Good teaching is crucial for implementing the school curriculum and is taken seriously by teacher training institutions. Pre-service teachers of various colleges of education are taken through multiple assessment strategies to obtain information for improving teacher training curricula to achieve the aim of training quality teachers for effective curriculum implementation. One of the ways of sourcing information for fine-tuning teacher training is the assessment of pre-service teachers’ self-efficacy beliefs. Sourcing information on pre-service teachers’ self-efficacy beliefs helps to determine their readiness to implement the school curriculum after their training. This study aimed to assess the self-efficacy beliefs of pre-service economics teachers at the University of Cape Coast using a quality teaching model as a framework. All 77 final-year pre-service economics teachers at the University of Cape Coast were included in the study. A questionnaire aimed at measuring the self-efficacy beliefs of pre-service economics teachers were used to collect data. Data were analysed using thematic analysis, descriptive and inferential statistics. The study’s key findings were that pre-service economics teachers were highly self-efficacious in teaching economics; male pre-service economics teachers had a higher self-efficacy belief than their female counterparts; and there was a weak, insignificant positive relationship between self-efficacy belief and pre-service economics teachers’ performance in off-campus teaching practice. It was recommended that female pre-service economics teachers should be encouraged more by their lecturers to help them improve their self-efficacy beliefs in teaching senior high school economics.
{"title":"Self-Efficacy Beliefs and Performance of Pre-Service Economics Teachers: Implications for Teacher Training","authors":"Bernard Yaw Sekyi Acquah, P. A. Partey","doi":"10.5296/jei.v9i1.16324","DOIUrl":"https://doi.org/10.5296/jei.v9i1.16324","url":null,"abstract":"Good teaching is crucial for implementing the school curriculum and is taken seriously by teacher training institutions. Pre-service teachers of various colleges of education are taken through multiple assessment strategies to obtain information for improving teacher training curricula to achieve the aim of training quality teachers for effective curriculum implementation. One of the ways of sourcing information for fine-tuning teacher training is the assessment of pre-service teachers’ self-efficacy beliefs. Sourcing information on pre-service teachers’ self-efficacy beliefs helps to determine their readiness to implement the school curriculum after their training. This study aimed to assess the self-efficacy beliefs of pre-service economics teachers at the University of Cape Coast using a quality teaching model as a framework. All 77 final-year pre-service economics teachers at the University of Cape Coast were included in the study. A questionnaire aimed at measuring the self-efficacy beliefs of pre-service economics teachers were used to collect data. Data were analysed using thematic analysis, descriptive and inferential statistics. The study’s key findings were that pre-service economics teachers were highly self-efficacious in teaching economics; male pre-service economics teachers had a higher self-efficacy belief than their female counterparts; and there was a weak, insignificant positive relationship between self-efficacy belief and pre-service economics teachers’ performance in off-campus teaching practice. It was recommended that female pre-service economics teachers should be encouraged more by their lecturers to help them improve their self-efficacy beliefs in teaching senior high school economics.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132371592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Scientific thinking is considered to be an important factor influenced the scientific learning achievements and the goal of providing the thinking skills. Therefore, the purpose of this research was attempted to develop the scientific thinking for 4th Grade students using Predict-Observe-Present-Explain (POPE) activity management to achieve the 70% criteria. The target group was 6 students of 4th Grade students at a primary school, Ban Don Santi School, Maha Sarakham Province, Northeastern Thailand. The participants chosen by the purposive sampling was studying in the second semester of the academic year 2021. The research instruments were 1) the twelve lesson plans for Predict-Observe-Present-Explain (POPE) activity, 2) the multiple choices test for the scientific thinking and 3) the observation form of scientific thinking. Data were analyzed and expressed as mean, percentage and standard deviation. The findings demonstrate that the percentage score of students’ scientific thinking was 65% for the first learning cycle and 79.45% for the second learning cycle that using the developed POPE activityThe obtained results from this research indicate that predict-observe-present-explain (POPE) activity management is a learning strategy that can be used for developing the scientific thinking to achieve the 70% of the scientific thinking criteria and applied for developing other scientific performances.
科学思维被认为是影响科学学习成果和提供思维技能目标的重要因素。因此，本研究的目的是试图通过预测-观察-现在-解释(POPE)活动管理来培养四年级学生的科学思维，以达到70%的标准。研究对象是泰国东北部马哈萨拉卡姆省Ban Don Santi小学的6名四年级学生。目的抽样选择的参与者是在2021学年第二学期学习。研究工具为:1)预测-观察-现在-解释(POPE)活动的十二个教案;2)科学思维的多项选择测验;3)科学思维的观察形式。对数据进行分析，并以平均值、百分比和标准差表示。研究结果表明，使用已开发的POPE活动，学生在第一个学习周期的科学思维百分比得分为65%，在第二个学习周期的科学思维百分比得分为79.45%。研究结果表明，预测-观察-解释(POPE)活动管理是一种可以用于发展科学思维达到70%的科学思维标准的学习策略，并可用于发展其他科学思维表演。
{"title":"Development of Scientific Thinking for 4th Grade Students Based on Predict-Observe-Present-Explain (POPE) Activity Management","authors":"Jiraporn Wilajan, B. Yongkhamcha, P. Atichart","doi":"10.5296/jei.v9i1.20637","DOIUrl":"https://doi.org/10.5296/jei.v9i1.20637","url":null,"abstract":"Scientific thinking is considered to be an important factor influenced the scientific learning achievements and the goal of providing the thinking skills. Therefore, the purpose of this research was attempted to develop the scientific thinking for 4th Grade students using Predict-Observe-Present-Explain (POPE) activity management to achieve the 70% criteria. The target group was 6 students of 4th Grade students at a primary school, Ban Don Santi School, Maha Sarakham Province, Northeastern Thailand. The participants chosen by the purposive sampling was studying in the second semester of the academic year 2021. The research instruments were 1) the twelve lesson plans for Predict-Observe-Present-Explain (POPE) activity, 2) the multiple choices test for the scientific thinking and 3) the observation form of scientific thinking. Data were analyzed and expressed as mean, percentage and standard deviation. The findings demonstrate that the percentage score of students’ scientific thinking was 65% for the first learning cycle and 79.45% for the second learning cycle that using the developed POPE activityThe obtained results from this research indicate that predict-observe-present-explain (POPE) activity management is a learning strategy that can be used for developing the scientific thinking to achieve the 70% of the scientific thinking criteria and applied for developing other scientific performances.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130130166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The research aimed to report the ARCS model for promoting pre-service mathematics teachers’ critical information retrieval skills for research. The purposes of the study on ARCS for critical information retrieval skills were to (1) investigate the conditions of critical information retrieval skills for research of pre-service mathematics teachers on the ARCS model in learning activities, (2) evaluate the development of critical information retrieval skill for research of pre-service mathematics teachers after using the ARCS model, and (3) evaluate the pre-service mathematics teachers’ satisfaction. Forty-nine pre-service mathematics teachers who enrolled in the subject of research for learning development were purposefully selected as the research cohort. The research tools were a questionnaire that could be used to measure critical information retrieval skills for research with contextual accuracy and confidence (IOC = 0.66-1.00, α = .834). The research found that the critical information retrieval skill for the research samples prior to using the ARCS model in learning activities was extremely high; evaluating the development of the research cohort’s critical information retrieval skills after using the ARCS model in learning activities with relative gain scores, overall, the average was very high; and pre-service mathematics teachers’ satisfaction is high. The result revealed that pre-service mathematics teachers could explain the method of searching, extracting, and selecting information, evaluating the quality of information, and effectively making decisions in accepting information.
{"title":"Improving the Skills of Critical Information Retrieval for Research through Learning Activities ARCS Model","authors":"Supot Duangnet, Wannatida Yonwilad, Amorn Malasri, Yaovared Rattanatratong, P. Khansila, Parichart Prasertsang","doi":"10.5296/jei.v9i1.20644","DOIUrl":"https://doi.org/10.5296/jei.v9i1.20644","url":null,"abstract":"The research aimed to report the ARCS model for promoting pre-service mathematics teachers’ critical information retrieval skills for research. The purposes of the study on ARCS for critical information retrieval skills were to (1) investigate the conditions of critical information retrieval skills for research of pre-service mathematics teachers on the ARCS model in learning activities, (2) evaluate the development of critical information retrieval skill for research of pre-service mathematics teachers after using the ARCS model, and (3) evaluate the pre-service mathematics teachers’ satisfaction. Forty-nine pre-service mathematics teachers who enrolled in the subject of research for learning development were purposefully selected as the research cohort. The research tools were a questionnaire that could be used to measure critical information retrieval skills for research with contextual accuracy and confidence (IOC = 0.66-1.00, α = .834). The research found that the critical information retrieval skill for the research samples prior to using the ARCS model in learning activities was extremely high; evaluating the development of the research cohort’s critical information retrieval skills after using the ARCS model in learning activities with relative gain scores, overall, the average was very high; and pre-service mathematics teachers’ satisfaction is high. The result revealed that pre-service mathematics teachers could explain the method of searching, extracting, and selecting information, evaluating the quality of information, and effectively making decisions in accepting information.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"19 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121007808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aimed to develop the moral responsibility of Grade 9 students through active learning on an online platform to achieve the requirement for at least 70% of the standard. The students who participated in this research were thirty-two students of Grade 9 students who were studying in the second semester of the academic year 2021 from a secondary school, Chaingyuen Pittayokhom School, in Maha Sarakham Province, Thailand. Eight lesson plans for active learning in the context of genetic inheritance for a total of 12 h were employed. Four aspects of moral responsibility, specific responsibility towards oneself, responsibility for performing duties and assigned tasks, responsibility for their actions, and responsibility towards others were evaluated using the observation and interview approach according to the standard IOC.The research findings revealed that over all, the moral responsibility of the students was at a moderate level with a total average score of 38.69, representing 64.48% for the first spiral of learning organization and at a moderately high level with the total average score of 49.31, representing 82.19% for the second spiral of the learning organization.The results obtained from this research obviously indicate that the active learning on the online platform is a suitable format to develop the moral responsibility of the students with a satisfactory achievement and can be applied to other learning managements.
{"title":"Developing Moral Responsibility of Grade 9 Students Through an Active Learning on an Online Platform","authors":"Pitsamai Seeponsaen, B. Yongkhamcha, P. Atichart","doi":"10.5296/jei.v9i1.20638","DOIUrl":"https://doi.org/10.5296/jei.v9i1.20638","url":null,"abstract":"This research aimed to develop the moral responsibility of Grade 9 students through active learning on an online platform to achieve the requirement for at least 70% of the standard. The students who participated in this research were thirty-two students of Grade 9 students who were studying in the second semester of the academic year 2021 from a secondary school, Chaingyuen Pittayokhom School, in Maha Sarakham Province, Thailand. Eight lesson plans for active learning in the context of genetic inheritance for a total of 12 h were employed. Four aspects of moral responsibility, specific responsibility towards oneself, responsibility for performing duties and assigned tasks, responsibility for their actions, and responsibility towards others were evaluated using the observation and interview approach according to the standard IOC.The research findings revealed that over all, the moral responsibility of the students was at a moderate level with a total average score of 38.69, representing 64.48% for the first spiral of learning organization and at a moderately high level with the total average score of 49.31, representing 82.19% for the second spiral of the learning organization.The results obtained from this research obviously indicate that the active learning on the online platform is a suitable format to develop the moral responsibility of the students with a satisfactory achievement and can be applied to other learning managements.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117138988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The primary research goals, as set forth by the Office of the Basic Education Commission, were to 1) examine the elements and indicators of secondary school teachers’ innovative talents. 2) To examine the requirement for secondary school teacher innovation skills development within the Office of the Basic Education Commission. The findings were validated and confirmed by nine specialists. In the northeastern zone of the Office of the Basic Education Commission, 540 school principals and teachers were selected as the sampling group using a multi-stage random sampling process. Mean, standard deviation, and the Priority Needs Index were used to analyze the data. The findings indicated that school teachers’ innovator skills consist of 5 celements, including initiative skills with five indicators, questioning skills with 6 indicators, observation skills with 6 indicators, experimental skills with 6 indicators, and 5) networking skills with 5 indicators. The degree of appropriateness for the components and indicators is quite high. Need assessment for building teacher innovators’ skills revealed that the aspect with the greatest demand was questioning skills, with initiative skills, observation skills, experimental skills, and networking skills coming in second and third, respectively. The overall state of the Office of the Basic Education Commission’s secondary school teachers’ innovative skills is currently at a medium level; the component with the highest average score was networking skills, followed by trial skills, initiative skills, questioning skills, and observation skills, in that order. The aspect with the highest average score was trial skills, followed by questioning skills, initiative skills, observation skills, and networking skills in that order, which are all at the highest degree of desired condition.
{"title":"The Need Assessment in Developing Teacher Innovator’s Skills under the Office of the Basic Education Commission","authors":"Koson Pusri, Pacharawit Chansirisira","doi":"10.5296/jei.v9i1.20474","DOIUrl":"https://doi.org/10.5296/jei.v9i1.20474","url":null,"abstract":"The primary research goals, as set forth by the Office of the Basic Education Commission, were to 1) examine the elements and indicators of secondary school teachers’ innovative talents. 2) To examine the requirement for secondary school teacher innovation skills development within the Office of the Basic Education Commission. The findings were validated and confirmed by nine specialists. In the northeastern zone of the Office of the Basic Education Commission, 540 school principals and teachers were selected as the sampling group using a multi-stage random sampling process. Mean, standard deviation, and the Priority Needs Index were used to analyze the data. The findings indicated that school teachers’ innovator skills consist of 5 celements, including initiative skills with five indicators, questioning skills with 6 indicators, observation skills with 6 indicators, experimental skills with 6 indicators, and 5) networking skills with 5 indicators. The degree of appropriateness for the components and indicators is quite high. Need assessment for building teacher innovators’ skills revealed that the aspect with the greatest demand was questioning skills, with initiative skills, observation skills, experimental skills, and networking skills coming in second and third, respectively. The overall state of the Office of the Basic Education Commission’s secondary school teachers’ innovative skills is currently at a medium level; the component with the highest average score was networking skills, followed by trial skills, initiative skills, questioning skills, and observation skills, in that order. The aspect with the highest average score was trial skills, followed by questioning skills, initiative skills, observation skills, and networking skills in that order, which are all at the highest degree of desired condition.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132488381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of the research was to develop scientific problem-solving thinking skills in fifth-grade pupils by using problem-based learning (PBL). The target group was 21 pupils attending a primary school located in Sakon Nakhon province, northeast Thailand. Data were collected twice (first and second cycle) in substance change learning unit in the second semester of 2021 academic year. Three types of research tools were the following: six PBL plans within 12 hours (pupils experienced 3 plans in each cycle and 2 hours for each plan), scientific problem-solving thinking skill test (SPSTST), and observation of scientific problem-solving behavior (OSPSB). A minimum criterion was 70% of mean score in SPSTST and SPSBO, and at least 70% of the pupils reached that. The results in the 1st cycle showed that pupils had 67.46% in SPSTST and 57.14% of them passed the minimum criterion. They had 65.85% in SPSBO and 57.14% of them passed the minimum criterion. In the 2nd cycle, pupils had 91.67% in SPSTST and 90.48% of them met the minimum criterion. They had 87.58% in SPSBO and 90.48% of them met the minimum criterion.
{"title":"Development of Scientific Problem-Solving Skills in 5th Grader Using Problem-Based Learning","authors":"Pimporn Pinyo, Chaiphat Plybour, Orrasa Prasitnok","doi":"10.5296/jei.v9i1.20603","DOIUrl":"https://doi.org/10.5296/jei.v9i1.20603","url":null,"abstract":"The purpose of the research was to develop scientific problem-solving thinking skills in fifth-grade pupils by using problem-based learning (PBL). The target group was 21 pupils attending a primary school located in Sakon Nakhon province, northeast Thailand. Data were collected twice (first and second cycle) in substance change learning unit in the second semester of 2021 academic year. Three types of research tools were the following: six PBL plans within 12 hours (pupils experienced 3 plans in each cycle and 2 hours for each plan), scientific problem-solving thinking skill test (SPSTST), and observation of scientific problem-solving behavior (OSPSB). A minimum criterion was 70% of mean score in SPSTST and SPSBO, and at least 70% of the pupils reached that. The results in the 1st cycle showed that pupils had 67.46% in SPSTST and 57.14% of them passed the minimum criterion. They had 65.85% in SPSBO and 57.14% of them passed the minimum criterion. In the 2nd cycle, pupils had 91.67% in SPSTST and 90.48% of them met the minimum criterion. They had 87.58% in SPSBO and 90.48% of them met the minimum criterion.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134297910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The qualitative research methodology was applied in this investigation. The study’s objective was to investigate Yi folk song knowledge and development in Guizhou, China. The contemporary status of the Yi Folk Song is examined. The fieldwork methodology is mostly used for data collection, together with information from the document, using literature and interview methods. Interviews and observation are the primary research tools. To collect study data, we created a questionnaire, an interview, and an observation form based on the research objective. The study results confirmed: There are now around 350 songs recorded in the Guizhou Yi area, with 40 of them being the most popular. A group of 16 people are the inheritors of Yi folk tunes. There are eight recognized inheritors from Guizhou Province and eight recognized inheritors from Guizhou City among them. The number of Yi inheritors in Guizhou is currently small in proportion to the overall Yi population. The decrease in inheritance venues and the use of inheritance venues both have an impact on song inheritance. Yi folk songs have now become the key presentation and inheritance settings for festivals. There are five basic inheritance approaches proposed: 1) Educational institution inheritance 2) Society and community inheritance 3) family inheritance 4) social media inheritance; and 5) socialization and government participation inheritance.
{"title":"An Investigation of Yi Folk Song Knowledge and Development in Guizhou, China","authors":"Ye Tian, Narongruch Woramitmaitree","doi":"10.5296/jei.v9i1.20663","DOIUrl":"https://doi.org/10.5296/jei.v9i1.20663","url":null,"abstract":"The qualitative research methodology was applied in this investigation. The study’s objective was to investigate Yi folk song knowledge and development in Guizhou, China. The contemporary status of the Yi Folk Song is examined. The fieldwork methodology is mostly used for data collection, together with information from the document, using literature and interview methods. Interviews and observation are the primary research tools. To collect study data, we created a questionnaire, an interview, and an observation form based on the research objective. The study results confirmed: There are now around 350 songs recorded in the Guizhou Yi area, with 40 of them being the most popular. A group of 16 people are the inheritors of Yi folk tunes. There are eight recognized inheritors from Guizhou Province and eight recognized inheritors from Guizhou City among them. The number of Yi inheritors in Guizhou is currently small in proportion to the overall Yi population. The decrease in inheritance venues and the use of inheritance venues both have an impact on song inheritance. Yi folk songs have now become the key presentation and inheritance settings for festivals. There are five basic inheritance approaches proposed: 1) Educational institution inheritance 2) Society and community inheritance 3) family inheritance 4) social media inheritance; and 5) socialization and government participation inheritance.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115658433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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