Project teaching on River conservation

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4037475 SIIEDA{ : MAIOR : ENVIRONMENTAL EDUCATION ; M.Ed.
(EN\{IRONMENTAL EDUCATION)
KEY
WORDS
: PROJECT
TEACHING / RIVER CONSERVATTON
NIMIT CHAIPANNA: PROJECT TEACHING ON ..RMER
coNSERvATIo\P'. THESIS ADVISORS : wASIN PLUMCHAROEN
M.Ed.,
]EMDUANG
RATANATHUSNEE B.Sc.,
CHAITEERANUWATSIRI Ed.D.,
t
144
p.
M.A.,
MANEE
ISBN 974-04-26tt-5
The research object was to study the project teaching result on river conservation.
The study was done on the sample group of 9 students at lower secondary school
level. The assessment was done according to the atbibutes
of teaching contents,
knowledge,
attitude and practice. The summative evaluation was complied from assessment of teaching
contents, knowledge, attitude and pmctice. The instrument was
a questionnaire that
assessed
knowledge achievement, attitude and practice.
The result were that teaching content for every student was at a very good level.
Most of the sample group had higher post-test knowledge scores than pre-test. The students
h
who had a positive post-test attitude higher than the pretest were equal to the others who had
similar attituds in both pre-test and post-test since they may have had prior positive attitude
before leaming. Most of them had befier post-test practice rhan pre-tesl The summative
evaluation was formd that every student had leaming results atavery good level.
Recommendations from the study are that firttrer research should be tried out on
the other target groups by using the teaching method of river conservation project via adjusting
the
conten8 and activities so they are appropriate to the target group. Moreover, it should be
tried out
in the
school system by modiffing the contents and activities so they are relevant to
the existing environmental situation of each local community.
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(Inductive
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t
riEfi ninsrdo uutinsrdu!fi na
ns.!. (drurndsuf,nur)
dtarfr lfrrladu,(2s38).nr:f,
I sz
nurriliuurfi uilrlndilqnr'hr{nr:lisurmsrnnnst-
uisdqurndoil roqri'nr5uudufiruuf,nsrfl d r luisrdrn!flnsr rrnnr:auu
Jng
if; finsrdrrrod*rrndor,fiorfiufrunr:aounrr,dfisn g. ?muru'ilu f,iliqru.t
n15flnuru?rttist'n'st, r.Tarfisr?nurdu !firinura'uatuoFuvr:?I:sl il:cdrurJ'sr:.
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Barelson, B,. & steiner, G.A. (1964). Human Behavior. New yorlc Harcourl
t
Benjamin S. Bloom, J. Thomas Hasting and George F. Madaus. (1971). Hand Book
on Formative
and Summative Evaluation of Student Leaming. New
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Company.
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Encyclopaedia Britannica (197 4).
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Hosley, Edward
w. (1970). " A Comparison of the Methods of Instruction in Environmental
Education." Dissertation Abstracts International. 36(6):
g3g}-g3g3|
John W. Thomas. A Review ofResearch on Project-Base Learning:
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ul|nt
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Executive
srunry / 130
EXECUTTVE ST]MMARY
MItltrT CHAIPANNA t4037475 SHEDA4
ENVIRONMENTAL EDUCATION ; M.Ed.
(ENVIRONMENTAL EDUCATION)
TEACHING
TOPIC : PROJECT
THESIS
F
ON
"RIVER CONSERVATIONI'.
ADVISORS : WASIN PLUMCHAROEN,
RATANATHUSNEE. B.Sc.n M.A.,
MAME
PART
M.Ed.,
TEMDUANG
CHAITEERANTIWATSIRI, Ed.D.,
I
INTRODUCTION
1.1
Background and Statement of Problem
Thailan4
the quality of
water
of various rivers in had
thereforeitshould be not proper for drinking and using.
It
been mostly at the
level4
needed special treatnent process
to reach appropriate requirement before use. The qualrty of river water at the level 5 was forbidden
to use or not be suitable for consumption
The causesofdegradationof river water were the massive waste dumping and
wastewater drainage from industrial
factories, households, communities, including the toxic
substance from agricultural activities.
Wastewater problem solving
stakeholders
of
river,
of both govemmental and private
Environmental Education was an imporhnt tool
it
needed
the corroboration of
sectors, particularly,
for
public
different
participation.
environmental problem solving and
environmental improvement for long ternr.
The teaching-learning management emphasizing
on
learner-centered
was
an
essential method to create and develop the learner to have the required atfributes. To educate about
f
I
risr
;ru.u. fdgnndoriinur) I t r t
{inin sds rtrlrin srdsru'Ra
environmeng
it
had numerous ways
of
teachinglearning managernent for teachers to apply
properly for leamer attributes, learning objectives, and diverse learning contents.
In this sdy, the
researcher used the technique of teaching-learning management
emphasizing on experiences for teaching-leaming implementation. The sample group was students
at lower secondary school level on the topic "The River Conservation" through project method.
The researcher would like to know that the method via using social experience was whether or not
to raise awaf,eness, creating the relationship between environment and locality, promoting
the
problem solving by searching the real issue, and promoting people to protect and to improve their
environments. The teaching results would make the learners to gain more knowledge and to raise
l
a\rareness, and to practioe or not
1.2 Research Objectlve
To study the project teaching result on river conservation.
1.3 Research Problem
Teaching result on river conservation project, after learning the knowledge attitude,
and practice of learners were in which level.
1.4 Research Boundary
This research boundary was the contents that covered the content of the cause
of
river dirty, the relationship between river and lining creatures, guideline for solving the dirty of
river. Establishment
of the
project
for river conservation was evaluated
contents,knowledge,attitude,and practiceon
river
conservation issue
on the teaching of the
for both pretestand
posttest Teaching method was employed was emphasizing the learner on the self-learning through
problem base oriente4 and the teacher would simulate the situation for leaming.
1.5 Operational Definition ln the Research
1.5.1 Project Teaching referred the teaching method
of allowing
the students to do
by themselves on the qtrastion or problem bases, including promoting the leamer to search the way
to solve the problem, to make decision, and to search the facts by themselves.
lr
;
ueJ
Executive summary
uunt ltunulul
1.5.2 Teachlng Result referred to results
attitude,
and practice on river consewation
of
of
change
in the
/
132
asp€cts ofknowledge,
learners after tearning by the project teaching
method1.5.3 Knowledge referred
to knowledge the
facts
of river conservation of leamer
covering 6 levels of knowledge that were knowledge, memorizing, understanding, usirlB,
analyang,synthesizing and evaluating.
l.S.4Attituderefenedto feeling, ttrinking toward the river conservationforbotrh
positive and negative direction.
1.5.5 Pracfice referred to any actions that act for river conservation.
t
1.5.6 River Conservafron referred to caring and conserving the river water situation
not being degraded-
1.6 Research Contributions
Project teaching method would make the learner to have an opportunity
of
1.6.1Todevelop thes:lfaotential to share their feeling, opinion, andexchange
experiences each others.
l.6.2To use the previous eaming
experience
for searchingtheanswerfromthe
problem issue, the result of answer were diverse according to existing knowledge and experiences
of leamer.
1.6.3 The learners were interested in leaming lesson increasingly because the lea:ner
would know before leaming since the teacher would assign them to do what activities.
1.6.4 The learners would have good collaboration because they must help each other
to do the assigned activities to achieve the target.
1.6.5 The leamers received direct experiences
in
searching the problem, causes,
analysis, and the guideline to solve the problem by themselves.
1.6.6 The leamers were able
to bring the knowledge
and experience to disfribute
to others in their families, communities to raise awareness of river conservation.
1.6.7 Besides, the institutes were able to use the
for
teaching-learning
environment.
in both formal and non-fomral
project teaching method to apply
education
for
the youth to conserve
f
nrs.r. (dur2ndeuflnul) / 133
riEfi ninords uu rinardsuiiaa
PART TI
LITERATTJRE REVIEW
2.1 Concept of Teaching
Teaching was activity arrangement to make the leamer
to gain
knowledge. The
components of teaching in the teaching-leaming system were composed of the followings:
1.
Input was the component that feeds to the
system such as teachers, leamers,
school, teaching materials, and so on.
I
2. Process
in order
\ras teachinglearning process that the input would be fed to process
to produce the output
3. Output was the outcome occurring
of teaching-leaming
aims that were
in the process, and it was terminal target
process. The requiredoutcome was the change of leamers to the intended
the good development
of 3
domains as cognitive domain, affective domain,
and psychomotordomain
Teaching-leaming process was able
to classiS to
different t'?es, but the one
was congruent to this research were categorized into 4 t5rpes as follows:
l.
Teaching-leaming process as the teacher centered.
2. Teaching-leaming process as learner-centered or student-centered.
3. Teaching-learning process as having the activities together.
4. Teaching-leaming process by using special equipment.
2.2 Teaching-learning process as learner-centered
It arrange the opportunity for student to study and to search in order to create the new
knowledge
by
themselves
by using compiledprocessfromthelearningofdifferentactivities,in
addition to systemizing knowledge. Therefore they can summaxize to have
a body
of knowledge
by themselves, consequently, it assisted the learner to know and understand gradually. The gaining
knowledge will be existed longer. In this type
of
process, the learnerc played the major role in the
ilunr ata
lsonutul
Executive summary
process. The teachers changed their roles of teaching
or tansferring knowledge
/
134
to being
faciliator for student to create a body of knowledge by self-centered.
To desigu the teaching-learning proce!$ as learner-centered must be as folloua:
l.It was the activity
as body, intelligence, emotion,
and
that provides the leamer to participate all aspects
society.
The arranged activity should
such
be contained
the following attributes.
1.1
It facilitated the leamer to move in any attribute for any period, it
was proper to the age and interest of learner.
1.2 There was the challenged issues
not to
for leamer to
difficult but it was appropriate to the capasity of leamer in order
think" and it was
to stimulate the learner
to think and act on any issue.
1.3
It
assisted the learner
to learn from other
persons or
surrounding environment.
l.4lt
affected
to emotion,feeling, andlifeof leamer, experience
and facts of life of leamer.
2.The group was held
as important source of knowledge.
3.Recovering by oneself was the important method4. It was emphasiing on process as well as worting results.
5.
It was emphasizing on bringing knowledge
for application, and for using in
daily life.
2.3 Project Teaching
Project teaching was the teaching attribute that allowed the student doing,
it was multidiscipline on the base
search the
of question and problem,
and
it
promoted the leamer to
guideline for problem solving, decision makinB, and searching the fact by oneself.
It gave an opportunity for leamerto leam freely, and the time was not limited, finally, the fact
was recovered. The teacher
role was changed from teaching to be facilihfug, and
educational target clearly. The important attribute
process that emphasized
of
it
had the
teaching-learning process must be the
on selFlearning, and working together as a group, and working by
-l
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riorql'nin srds ttil rtfl orfrsuu
n
nu.u. (dunndslf,nu'r)
n
l rs
following the step as the advanced plan, and the results of leaming were working process and
working result.
Step of Project Teaching
1. Step
ofPreparation
It was the step that the teacher prepares the basic knowledge
for
learner as
knowledge aspect and basic skill, thoroughly, the steps of working, including preparing
different equipment and media for leamer.
2. Step of
.l
Work assignment
This was the step of learner to understand the working method
3. Step of Implantation.
This step the leamer implemented by himself freely, and teacher
will
be an advisor.
4. Step of Evaluation
It
assessed the result
ofworking in order to evaluate
as objectives.
2.4 Learning Measurement and Evaluation
I-earning measurement and evaluation were
leaming process
to identiff
the
incessant process
of
teaching-
the success of teaching-learning management that had continuous
relation in the cycle educational managernent zuch as curriculum, objective, teaching-learning, and
evaluation.
2.5 Authentic Assessment
Authentic assessment was the evaluation that aimed to collect data that how the
learner constructed knowledge more than
to allow the
teacher gave to construct the new knowledge
former knowledge, and the knowledge
student to bring the knowledge that the
but the constructed knowledge must connect to the
in others subjects,
thoroughly, the real experience of life.
Authentic assessment was observation, interview, and record from the involved persons, and
authentic test
+
fil'nr lrurTuf,ur
Executive surunary
I
136
2.6 Measurement and Evaluation of Knowledge, Atdtuder and Practice
Coguitive Ilomain Measurement
Knowledge measurement must cover 6 aspects of knowledge, comprehensiono
application, analysis, synthesis, and evaluation
Method of knowledge measurement was using test fomr, intenriew, conversation,
asking, and training
to
practice,
checking working result, and observation. The
researcher
employed knowledge test for measurement.
Attifude Measurement
f
Attitude measurement, there were diverse forms such
and reflective picture
measurement.
This
study,
as questionnaire,
the Likert Scale
interview,
measurement was used to
measure.
The attitude measurement according to Likert Scale defined the length of feeling into
5 length
of 5 levels that were strongly
agree,men! agreement indifferen! disagree, and strongly
disagree.
Practlce measurement
The accuracy of practice measurement was observation in the real situation but in
this
I
research
the researcher could not obsene the
practice
of
sample Foup, therefore
the questionnaire was employed for measuring practice.
2.7 Grading
Grading was teaching-learning evaluation
in order to know
the capacity level
of
leamer as imFortant point, and use to explain the work of that penion. The result of evaluation was
able to use for comparison, classification, group arrangemento or ordering axrangement
This researcher gradedthe
of
learner.
score bysystemofdifferentlevelsasstandardcriteria
that divided into 5 levels were as follows:
Excellent for the leamer who had leaming achievement at the highest
level of target, they would received 4 scores level.
High satisfaction for the leamer who had leaming achievement at the
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u8|$n2n0ln0 lt|l?t|omo!iln0
crs.!. (dlrindouilnur) I ttz
high level of target they would received
3 scores level.
Satisfaction for the leamer who had learning achievement
at
the
moderate level of target, they would received 2 scores level.
Poor for the leamer who had learning achievement at the low level of
target, they would received
I
score level.
Unsatisfaction for the leamer who had leaming achievement at the
lowest level of target they would received 0 score level.
t'
The criteria were used to just were equal orup80percentageasexcellent,T0-79
percentage were equal to high satisfaction, 60-69 percentage as satisfaction, 50-59 percentage as
poor, and lower than 50 percentage as Unsatisfaction.
2.8 Environmental Education
Environmenbl education rilas process
to grve loowledge to
people about the
relationship between human and his environment,anditmadehumantoleam,andtodevelop
attitude and behavior to be able to live together with the environment by not destroying each other,
including expressing permanent behavior forever. It consisted of followings:
l.
Man was acquired to learn and to express behavior.
2. Process caused learning.
I
3. Attitude and behavior to environment was required to leam.
2.9 River
Conselation
River conservation was keeping the river situation to have good quality water, and
not to cause the wastewater occurring.
River conservation needed the collaboration of
stakeholders among people,
households, communities, govemmental and private offices, involving agencies both govemment
and private, particularly, caring and conserving the river flowing through community. The people
in communities must assist, and it needed the supporting of govemment and private agencies.
l
l
urnt iraltoltulul
Execudve summary
/
138
Method of River Conselvation
1.
Working places had
wastes such as industry, agricultures before dumping in to
rivers and canals, it should be treated to decrease toxic subsances.
2. Stop dumping wastes and draining wastewater from households.
3. Decrease the amount of waste.
4.
Avoid to use chemical
substances
if it
needed to use, it should be used as least as
possible.
5. Get rid
of the toxic waste by burying
instead of throwing or washing into rivers or
canals.
l
6. Do
not go to stool, and pass urine into rivers or canals. Households at bank of
rivers or canals should have toilets.
7.
Help to watch, advise, warn, and inhibit the dropper not drop garbage or waste
into rivers or canals.
8. Help to take care quality of water at water sources.
9. Help
to collect
garbage, carcass,
and rveeds from rivers or canals,
use the
river
water economically.
10. Decrease water consumption and wastewater occurring.
11. Help to make public relation on information of water quality, and hold carrpaign
to persuade everyone to assist in problem solving of degradation of river water.
l2.Bea
good model
of river
awareness raising, and behavior changing
and canal conservation throughgvingknowledge,
of child
and farnily members to conserye rivers and
canals.
2.10 The youth in Community at the Back of Wat Thongpumpuang
The youth lived in community at the back of Wat Thongpumpuang, there were some
was working! some was learning in the educational institute in Saraburi Province boundary, few
of
them had no worlc
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rlEm'ninsldo uurin ordotfr no
2.11 The Related Research
To study the related literatures about teaching-leaming of project teaching was done,
and teaching-learning emphasizing on learning method at out
classroom and natural arean and
teaching-learning process that makes learner to participate in activity of teaching-learning to try
out by themselves by teacher conholling and supporting the leamer to study freely but it made
leamer
to gain knowledge and
understanding, and have good attitude to natural environment
better.
PART
t
III
REASERCH METHODOLOGY
3.1 Studying Area
Studying area \llas the bank ofriver at the back ofWat Thongpumpaung in Muang
Saraburi municipality, Arrphur Muang, and Saraburi Province.
3.2 Studying Target Group
Sample group
and the third year
(in
of this
study was the students who were leaming in the second year
academic yeaf, 2544) of lower secondary school level of school that located
in Muang Saraburi municipality, Amphur Muang, and Saraburi Province. They were 9 snrdents
and it was sampled by voluntary method"
33 Model of Content and Teaching-learnlng
Attributesofcontent and teaching-leaming activity,defined the contentsthatwere
compatible with lifestyle of local people through emphasizing on relation between living creature
and environment systernically.
It
promoted the participation of environmental consenration.
Teaching-leaming activrty was designed through holding principle of design of teaching-lea:ning
as student-centered. Defending the details contents and activity were done step by step. It was a
basic knowledge preparation about river conservation, simultaneously, analysis and problem
solving. It was assigned to arrange, to implement, and to evaluate project
D
urn: aoJ
tT0nu8u1
3.4 Research
Erecutive sunrury / l4t)
Instrument
Research instnrment composed
it
and practice measuremen! and
constnrction
of questionnaire for
of
knowledge measurement attitude measurement,
process
of
instrumental
measuring knowledge, attitude, and practice
by
covering the
was constructed according
to
required contents and objectives, afterward it was examined by the thesis committee and experts.
Finally,
it
was tried out. subsequently arnlyzng and improving quality to be appropriately for
using.
t
3.5 Research evaluation
Research evaluation was divided into two parts that were evaluating according to the
athibutes
of teaching content,
knowledge, attitude, and practice, and evaluating teaching results as
a whole.
PART
IV
RESEARCH RESTJLTS
4.1 Personal Data of Sample Group
4.1.1 Characteristics of Sample Group
The sample group was the youth who were leaming in the second year and the third
yeax
(in
academic year2544)
of lower
secondary school level
of schoolthatlocates inMuang
Sarabr:ri municipality. They were 9 students, 3 male, and 6 female, they lived at the bank of Pasak
river at the back of Wat ThongpumFaung
in Muang Saraburi municipality, Amphur
Muang, and
Saraburi Province. Most of them lived with parents in family that had 7 persons in aaverage.
A.l.zUtility of Pasak River
Most
of
sample group did bring the water of Pasak river for utilization because they
lived in municipal area that provided facilitation ofpipe waster for every household.
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a
4.2 Result of Content of Project Teaching Resulb
(dunndouilnur) i t4r
on River Conservation
Summative teaching results, it was found that every students of sample group had the
teaming results at the very good level.
4.3 Result of Knowledge Measurement on River Conservation through Project Teaching on
River Conservation
It
was found that most of them had knowledge scores about river conservation for
posttest higher than pretest, consequently, the other sample goup, knowledge scores of pretest and
t
posttest were equal, but no one showed that the posttest score lesser than pretest
4.4 Result
of Attltude Measurement on River Conservation through Project Teaching on
River Conseration
The shrdents
who had the post-test attitude in the positive direction more than the
pretest were equal to the others
who had similar direction of attitude in both pretest
and posttest
since they migbt had prior positive attitude before learning. Few of them had post-test of attitude
score
lesserthant:,*
4.5 Result
of Practice Measurement on River Conservation through
ProJect Teachlng on
River Conservation
It was found that most of them had practice scores about river conservation for
posttest higher than pretest, consequently, practice scores ofpretest and posttest were indifferent,
but no one showed that the posttest score lesser than pretesl
4.6 Summative Teaching Result of Teaching Project on River Conservafion
Summative teaching results,
it
was found that everyone ofsample group hadvery
good leaming results in all aspects such as leaming content, and activity, posttest knowledge,
posttest attitude, and posttest practice.
r
+
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I
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utlot tt0nutul
Exefltivesunmary/
142
PART V
DISCUSSIONS
Summative teaching results
of
project teaching result on river conservation,
evaluation of teaching results of measurement of content, knowledge, attitude, and practice, it was
found that everyone of sample group were at very good level since majority of the content setting,
activity designing were relevant to atfibutes of sample group such
as age, educational level,
shelter, and lifestyle, even though, some activity of teaching-leaming was difficult for them since
t
they lacked of skills and experiences, but it was not the obstacles for teaching-learning process.
Therefore the process of teaching-learning went smoothly, including times and places selecting for
activity implementation in order to facilitate for participation to teaching-leaming activity. It was a
factor that assisted the sarnple group to be able to leam in order to achieve the setting objective.
Domlnaffon of ProJect Teaching on River Conservaffon
l. Teaching-learning process was congruent with teaching-learning as
learner
centered.
2.Teachet had self-development by changing from the style of teaching or
lecturing to simulate the situation for student to achieve the newknowledge.
3. Leamer had searched the knowledge by himself, and had a change to pmctice, and
to receive direct experience from teachingleering activity, and practioe to express his opinion, and
work together with others.
4.The received experience,the learner was able to developmethodforproblem
solving in daily life of himself, his family, and his community.
5. Teaching-leaming process made teacher and leamer to have close relationship and
to be hust each others as well.
Demerit of Project Teaching on River Conservation
l.
Teacher must observe and record
after &em carefully therefore
if
to
assess the learner
all the time, and must look
the great number of stude,nts, it would be difficult to look after.
+
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rIEfi ntn urds utrinordouu'n s
2. Teachingleaming activity must be interesting and stimulating learner to be eager
to do activity on the content uniting that bored them.
3. Learner
still lacked of skills and
experiences to write the projec! to implemenq
and to evaluate.
4. Teaching-leaming activity,
was brought
to
implement,
it
defined the leamer
to write
project Aeely and
and some project consumed a lot of time before
it
it
could be
concluded. Moreover some project was able to r.un v/ith no time limitation so defining the period
for project termination was uncertain.
t
PART VI
CONCLUSION AND RECOMMEIYDATION
6.l Conclusions
6.1.1 Teaching result,
it
was found that sample group had the learning result at very
good level. It was obviously seen that the teaching-learning activity arrangement in each content
as the researcher had designed were appropriate to samFle group so they can learn
6.1.2 Teaching result
in the aspects
effectively.
ofknowledge, attitude, and practice of posttest
score, majority were higher than pretest, so the sample group were able to gain more knowledge,
attitude, and practice correctly.
6.1.3 Summative teaching result were at very good level, therefore it was obviously
seen that project teaching method
is proper for teaching model
to activate the leamer as learner
centered.
6.2 Recommendation for tr'urther Research
6.2.1 Research results found that sample group had learning result at very good level
so teacher should introduce project teaching method by trying with the youth at the middle and
last stage in order to adapt properly for the age oflearner.
6.2.2It should be intoduced project teaching method to people in community in
order to make them to participate in community problem solving by increasing the implementation
time longer, it must be followed closely by teacher.
Exeodvesmry/
fiiinr lcsfufur
6.2.3lt should
144
have projeot t@ching method in school teaching leaming system by
modi$ing the content to be relwant to affibute of community problem.
L
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Project teaching on River conservation

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