Development of a science teacher professional development model to enhance ability in Contexual-based instruction

Abstract

The objectives of this research were (1) to develop a context-based learning management competence promotion model for science teachers and (2) to study the effects of using a context-based science teacher learning management competence promotion model. The case study research was the research method used in this research. The target group consists of science teachers, Chiang Mai Primary Educational Service Area 1, totaling 15 people, collecting and analyzing data by assessing the quality of the ability to design instructional management using context-based from the synthesis of relevant research theoretical documents, class observation, and interview. Quantitative and qualitative data analysis, Statistics used in data analysis consisted of mean, percentage, and frequency. The research results showed that 1) The results of the development of a model for promoting the teaching and learning ability of science teachers using context-based. The following processes: (1) Study of basic information and pilot study information by synthesis of theories related to professional development. Contextual learning and facilitation of learning (2) a study of data from group discussions with teachers and students; (3) a study of theoretical concepts into practice. (4) a pilot study with an experimental group to develop an appropriate model; (5) validation of the suitability and feasibility of the model implementation by focus group discussion with experts; From the development, there are 3 steps of instructional management, namely 1) Preparations. At this stage, teachers, students, and contents (Context & Content) should be known at this stage. 2) Facilitative Learning, namely: 2.1) Building a relationship Create an agreement (Connect & Contract) 2.2) Communication & Conversation 2.3 ) Learning together and check the answer (Collaborations & Check) 3) Closing summary and reflection 3.1) Summarize what was gained from the discussion. Share things that will be used in real life (Commit & Conclude) 3.2) Challenging the development of creative work (Challenge & Creative). 2) The effect of using a context-based learning management competence promotion model for science teachers the researcher has trained teachers in professional development for the target group in order to design learning and prepare teaching and learning plans. Then there is supervision and follow-up on the teaching and learning management of the target group. The results showed that 2.1) The design of the teaching and learning management plan for the target group consisted of 2 types: 1) Individual teaching design 2) Team teaching design which applies the following format (1) personal context Context & Content preparation stage by studying the teacher's context students and content (2) socio-cultural context, opening stage (2.1) Connect & Contract, building relationships Teachers and students work together to build agreements through a variety of activities. Teaching (Facilitative Learning) (2.2) Communication & Conversation Teachers communicate by asking questions and discussing. Connect & Contract and Collaboration & Check are also used in every plan. During opening and teaching (2.3) The physical context (Personal Context) Reflective Close uses Commit & Conclude teachers together with students summarize the lesson content. The work is presented in front of the class. Which is still using Communication & Conversation continuously and cooperative learning and verification, Collaboration & Check. The Challenge & Creative level provides opportunities to encourage learners to challenge themselves to be creative. 2.2) Teachers' teaching performance in the classroom. It was found that teachers analyzed the context-based conceptual elements, which consisted of 3 contexts: 1. Personal Context 2. Sociocultural Context 3. Physical Context, which is compared to the 3 steps of context-based teaching. Including 1) Preparation, consisting of the first pair of C, which is Context & Content 2) Teaching to facilitate learning will consist of pairs of C 2-4, which are Connect & Contract, Communication & Conversation, and Collaboration & Check. It is found that these 3 pairs of C can be interchanged, with any pair of C coming up first or it can happen again. It doesn't have to be in order but can flow freely during the teaching process. Comments and conclusions will consist of pairs of C 5-6, which are Commit & Conclude and Challenge & Creative 3) Summary (Reflective Close) 2.3) Reflections on the use of the model are: 1. Developing students to have higher efficiency in science learning 2. Being a coach and director of learning to adapt to students 3. Get to know new teaching processes that are effective and diverse. 4. Obtained teaching techniques to be applied to teaching and learning management. 5. Obtained context-based teaching and learning guidelines for science teachers. 2.4) The results of improving the model with 3 contexts, consisting of 1) Preparation, consisting of 1 pair of C, which is Context & Content 2) Teaching to facilitate learning will consist of pairs of C 2-4, which are Connect &Contract, Communication& Conversation, and Collaboration &Check. These 3 pairs of C can be interchanged with any pair of C coming up first or it can happen again. It doesn't have to be in order but can flow freely during the teaching process. And the conclusion will consist of pairs of C 5-6, which are Commit &Conclude and Challenge & Creative 3) Summary (Reflective Close).