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|Title:||การพัฒนาแผนการเรียนรู้แบบโครงงาน เรื่อง สิ่งประดิษฐ์จากกระดาษรีไซเคิลสำหรับนักเรียน ชั้นประถมศึกษาปีที่ 6|
|Other Titles:||Development of Project-based Learning Plans on Recycle Paper Artifacts for Prathom Suksa 6 Students|
|Publisher:||เชียงใหม่ : บัณฑิตวิทยาลัย มหาวิทยาลัยเชียงใหม่|
|Abstract:||This study was to develop the project-based learning plans on the topic of recycle paper artifacts for Prathom Suksa 6 students and to study the result of using the learning plans. The target group used in this study included 31 Prathom Suksa 6 students enrolled in the 1st semester of 2014 academic year, at Chiang Mai Tzu chi School, Fang District, Chiang Mai Province. The instruments used included 1) 6 learning plans on the invention using recycled paper taking 18 hours of teaching time, 2) the test on the student’s knowledge and understanding after studying through the plans, 3) skills evaluation form on performing skills and assignment wooks,4) students opinion questionnaire. The data were analyzed in term of percentage, mean and to compare with 70% set criterion and presented in tables with description. The data from the student’s opinion questionnaire were summarized and descriptively preseutecl. As a result of the study, there were 6 learning plans on the recycle paper artifacts for Prathom Suksa 6 taking 18 at teaching time hours which could develop student’s knowledge and competency, and it was found that that the average percentage of the students’ and understanding, performing skills, and the assignment works at 80.32% which was higher than the set criterion of 70.00%. Moreover, concerning the student’s opinion on the study using the project-based instruction, it was found that the student had knowledge and understanding on recycle paper artifact and the paper usage, the project-based learning, and the project performance, and they need further learning on the contents concerning the new paper, its dying, and paper decoration. The students had participated in the activities, and had the ability to correctly follow the procedural steps of making paper. They liked the project-based learning as they had knowledge and understanding, they had participated in the activities, they could be ask to create variety of artifacts, and could apply for being of their career.|
|Appears in Collections:||EDU: Independent Study (IS)|
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