The 21st century demands educational practices that foster critical thinking, creativity, collaboration, and communication skills essential for thriving in a rapidly evolving, interconnected world. Social studies education, with its focus on civic responsibility and global awareness, offers unique opportunities to integrate these competencies into meaningful learning experiences. However, traditional teaching methods often fall short in promoting active engagement and the real-world application needed to cultivate 21st-century skills. This study explores the transformative potential of community-driven education in social studies, emphasizing the (...) integration of local resources, cultural heritage, and real-world issues into the curriculum. Grounded in constructivist and experiential learning theories, this approach aligns with active and project-based learning paradigms, fostering critical thinking, adaptability, and collaboration among students. By connecting classroom content to community contexts, learners develop a deeper understanding of societal dynamics while gaining transferable skills for lifelong success. Qualitative findings demonstrate the effectiveness of community-driven methods in enhancing student engagement and skill development, with teachers reporting increased student motivation, ownership of learning, and practical application of knowledge. Successful projects, such as environmental initiatives and cultural documentation, illustrate the value of these approaches in bridging the gap between academic learning and real-world challenges. Despite logistical and resource-related challenges, the study highlights actionable strategies for integrating community-driven education into social studies curricula, emphasizing the importance of teacher training, collaborative partnerships, and reflective practices. These findings underscore the need for innovative, contextually grounded pedagogies that prepare students for active citizenship and global challenges. The research contributes to the global discourse on sustainable and inclusive education, providing a replicable framework for educators and policymakers to adapt across diverse contexts. (shrink)

Social studies education is critical in preparing students for active citizenship and addressing the demands of a rapidly evolving, globalized world. However, small schools, particularly in rural or under-resourced areas, face significant challenges in delivering effective social studies curricula. These challenges include resource limitations, multi-grade classrooms, and a shortage of qualified educators trained in 21st-century pedagogies. Traditional methods of instruction, such as rote memorization, often fail to engage students or equip them with essential skills like critical thinking, collaboration, and creativity. (...) This study explores innovative solutions, including problem-based learning (PBL), community-based learning (CBL), and the integration of localized content and digital technologies, to address these issues. Key findings highlight the transformative potential of these approaches in overcoming systemic barriers while fostering 21st-century skills. PBL and CBL empower students to engage with real-world problems, enhancing their understanding of social studies concepts while cultivating critical thinking and collaboration. Technology, such as virtual field trips and digital storytelling, bridges resource gaps and creates immersive learning experiences, ensuring equitable access to quality education. Community involvement emerges as a pivotal factor, allowing small schools to leverage local expertise and foster culturally relevant learning. The study underscores the need for targeted teacher training, increased resource allocation, and flexible curriculum frameworks to support the implementation of innovative methods. Recommendations include investing in professional development, strengthening community partnerships, and integrating adaptive technologies to create dynamic and inclusive social studies programs. These strategies aim to empower educators and students in small schools, equipping them with the tools needed to succeed in a complex and interconnected world. Future research should focus on longitudinal impacts, cross-cultural comparisons, and scalable, cost-effective solutions to further advance social studies education in diverse contexts. (shrink)

The goal of this research paper is to create model schools for managing learning in the 21st century by combining the Visible Learning method with Professional Learning Communities (PLC) of teachers in the Songkhla Primary Educational Service Area 1. The goal is to enhance the quality of education by preparing students for a rapidly changing, technology-driven society through the development of essential skills such as critical thinking, creativity, collaboration, and communication. In Thailand, educational reform is necessary to equip students with (...) 21st-century skills. This study integrated John Hattie’s Visible Learning model, emphasizing clear and measurable learning processes, with PLC to support teacher development and enhance student engagement. This study had five steps: looking at the needs and starting points of the case study schools; creating a framework and research tools with the help of experts; checking to see if the framework and tools were useful and workable; creating model schools by setting up PLCs and encouraging learning activities that focus on 21st-century skills; and finally, reviewing and judging the results. The findings revealed that developing model schools for 21st-century learning management using the Visible Learning approach combined with PLC significantly improved both the teaching quality of teachers and the learning outcomes of students. The study showed that students learned 21st-century skills like analytical thinking, teamwork, and problem-solving, and they also did better in school, with O-NET scores in Science and English going up by 12.15 and 21.23%, respectively. School administrators identified student engagement, community support, and effective resource management as key factors in the success of educational transformation. This model demonstrates the potential for sustainable improvement in education quality across diverse contexts. (shrink)

This study examines how model schools in the "Thai Teachers for Students in the 21st Century" initiative use John Hattie's Visible Learning framework. Visible learning emphasizes evidence-based teacher methods that improve learning outcomes through transparency and quantifiable progress. The research emphasizes the fundamental components of visible learning, such as effective feedback, explicit instruction, student self-evaluation, and well-defined learning objectives. Thai educational institutions have integrated these components through teacher professional development, action research, and Professional Learning Communities. The study's three main objectives (...) are to (1) learn from model schools that use visible learning, (2) design a training program to improve Thai teachers' educational management, and (3) create 21st-century model schools that use student-centered learning. The investigation examined how visible learning enhanced student engagement, analytical thinking, and educational equity, with a specific focus on its impact on teaching and learning in the five southern border provinces of Thailand. The findings indicate that visible learning improves academic performance, promotes teacher collaboration, and reduces educational inequalities. The teacher training program demonstrated impressive participant satisfaction, accompanied by notable enhancements in knowledge and teaching methodologies. The study concludes with suggestions for the Ministry of Education, school leaders, and policymakers to more extensively incorporate visible learning into the Thai education system to equip students for the challenges of the 21st century. (shrink)

This research focused on creating an instructional model for social studies that combines problem-based learning with community-based learning to enhance 21st-century skills in students attending small schools. The study analyzed the effects of implementing this integrated instructional model on developing skills within the target student group. The results indicated the following points: The teaching model combines problem-solving and community involvement and has four main parts: (1) learning actively and on your own; (2) hands-on experiences connected to civic duty, culture, and (...) social life; (3) working together to share ideas; and (4) using what you've learned in real-life situations outside of school. The model consists of a five-step instructional process: (1) encountering a social studies situation, (2) integrating social studies thinking, (3) producing social studies work, (4) disseminating social studies outcomes, and (5) consolidating reflective social studies evaluation. The experimental group showed a much better improvement in 21st-century skills after the intervention compared to the control group, with results that are statistically significant at the .05 level. The experimental group demonstrated significantly greater academic achievement in social studies compared to the control group at the .05 level. The overall satisfaction of students was at its highest level with the social studies instructional model that integrates problem-based and community-based learning. (shrink)

This study focused on designing a management approach for social studies instruction that incorporates problem-based learning alongside community-based learning. Additionally, examine the outcomes of instructing social studies through the integration of problem-based learning alongside community-based learning. This study employs an experimental design featuring a one-group pretest-posttest approach, involving students from five small schools located in the Hat Yai District, under the jurisdiction of the Office of the Primary Educational Service Area of Songkhla, Area 2. During the initial semester of the (...) 2024 academic year, a total of 89 individuals were examined. The instruments utilized in the study included a teaching plan for social studies that incorporated problem-based learning alongside community-based learning, as well as an assessment form for 21st-century learner skills. Assessment of the Social Studies Achievement Test and the evaluation form regarding student satisfaction with instructional methods, utilizing the specified model, among other considerations. The analysis of the data involved the application of fundamental statistical methods, specifically percentage, mean, and standard deviation. The findings indicated that social studies instruction was structured through the integration of problem-based learning alongside community-based learning. Comprising four learning management plans, one six-week period, totaling 16 hours, the learning management process unfolds in five steps: Step 1: Addressing social studies scenarios, Step 2: Incorporating Concepts from Social Studies, Step 3: Creation of social studies project, Step 4: Sharing findings from social studies research, and Step 5: Finalizing the Social Studies Audit. The findings from the implementation of problem-based learning alongside community-based learning in social studies revealed that learners are developing essential skills for the 21st century. The post-test scores of the students showed a significant increase compared to their pre-test scores, achieving a statistical significance level of .01. Additionally, the students' social studies achievement after their study period was notably higher than their performance prior to studying, also at the .01 level. The findings from the investigation into students' satisfaction with the teaching and learning process revealed that the students reported the highest overall satisfaction (M = 4.58, SD = 0.24). (shrink)

In the 21st century, the educational landscape has been substantially altered by the rapid advancements in technology, globalization, and the changing demands of the workforce. An increasing number of people believe that the traditional educational paradigms, which place a strong emphasis on rote memorization and standardized testing, fall short of adequately educating pupils for the complexity of today's society. The 21st-century education model emphasizes the pursuit of communication, collaboration, creativity, and critical reasoning. The purpose of this investigation is to investigate (...) the incorporation of Professional Learning Communities (PLCs) and John Hattie's Visible Learning principles in the establishment of a 21st-century, model school. Visible Learning emphasizes the transparency and quantifiability of student learning processes, whereas PLCs cultivate an environment of ongoing professional development and improvement among educators. The results indicate that the combined approach fosters a supportive, data-driven, and student-centered learning environment, as well as improves student engagement, critical thinking, and academic performance. Increased job satisfaction, professional development, and structured collaboration are advantages that teachers experience. Despite the necessity of ongoing professional development and resistance to change, this integrated model is a scalable and replicable framework for educational excellence that addresses the imperative need for educational reform and prepares students for the 21st century. (shrink)

This study aims to 1) establish a community-focused learning framework for social studies that incorporates project-based learning; and 2) evaluate the outcomes of this instructional approach. The research utilizes a onegroup pretest-post-test experimental design, involving 67 students from six small schools in the Hat Yai District, administered by the Primary Educational Service Area of Songkhla, Area 2, during the first semester of the 2024 academic year. The research instruments comprised a social studies lesson plan incorporating community-based and project-based learning, a (...) social studies achievement assessment, a behavioral evaluation of students' responsibility towards their studies, and a satisfaction survey gauging students’ perception of the teaching model. We conducted data analysis employing essential statistical methods including percentage, mean, and standard deviation. The research results indicate that: The community-based, project-based learning methodology for social studies comprises four instructional plans, each spanning 16 weeks and totaling 16 hours, executed in five phases: Phase 1 encompasses brainstorming and selecting social studies topics; Phase 2 entails executing the social studies project; Phase 3 emphasizes reflecting on the project process; Phase 4 involves presenting the social studies project to the community; and Phase 5 focuses on evaluating the project’s effectiveness. The application of this method revealed a substantial enhancement in students' disciplined behavior regarding their learning responsibilities following the intervention, achieving statistical significance at the .01 level. Furthermore, students' social studies achievement scores were markedly elevated following the learning period, also at the .01 significance level. The evaluation of student satisfaction with this instructional model indicated a generally elevated level of satisfaction (M = 4.61, SD = 0.26). (shrink)

This study explores the implementation of John Hattie’s Visible Learning framework in Thai model schools, aimed at enhancing educational quality and preparing learners for the 21st century. The research identifies four critical elements of the framework: data-driven instruction, clear learning goals, effective teacher-student interactions, and fostering a culture of self-improvement. These components, when applied in Thai schools, have led to significant improvements in student outcomes, critical thinking, and engagement by making the learning process more transparent and measurable. The framework promotes (...) continuous reflection, active learning, and self-assessment, equipping students with essential skills for lifelong learning. Additionally, the study emphasizes the need for tailored feedback, professional development for teachers, and the integration of modern technology to enhance classroom learning experiences. Recommendations are made for expanding the framework’s adoption to address educational challenges in Thailand, such as unequal access to quality education and inconsistent teaching standards. The findings suggest that the broader application of Visible Learning could improve both educational equity and student preparedness for future success. Future research should focus on long-term impacts, comparative analysis, and the role of community and administrative support in sustaining the framework. (shrink)

The concept of Visible Learning, introduced by John Hattie, focuses on understanding what works best in education by synthesizing over 800 meta-analyses related to student achievement. This manuscript examines the application of Visible Learning in school settings, evaluating its theoretical underpinnings, practical applications, and outcomes. Visible Learning aims to make the learning process visible to both teachers and students, promoting self-regulation, feedback, and a focus on effective instructional strategies. Our study employs a qualitative approach, integrating a comprehensive review of existing (...) literature and case studies on the application of Visible Learning in various educational settings. Data were collected through an extensive review of scholarly articles, books, and reports, along with in-depth interviews with 18 experts. The findings indicate significant improvements in student engagement, academic performance, and teacher effectiveness. Visible Learning strategies, such as formative assessments and metacognitive strategies, increase student participation, motivation, and self-regulation. Academic performance showed substantial improvement, with higher standardized test scores and reduced achievement gaps, particularly benefiting underperforming students. Teachers reported enhanced instructional practices, professional development, and collaborative teaching environments. The study underscores the transformative potential of Visible Learning strategies in creating transparent, accountable, and effective educational environments. Despite the challenges in consistent application and resource allocation, the benefits highlight the importance of clear learning intentions, success criteria, and formative feedback. This manuscript advocates for the widespread adoption of Visible Learning strategies to improve educational outcomes and foster a more engaging and effective learning experience for all students. (shrink)

The purpose of this paper is to investigate the development and execution of a training package that is designed to provide Thai educators with the necessary skills and knowledge to effectively implement the principles of Visible Learning. This framework, which was developed by John Hattie, emphasizes the transparency and quantifiability of student learning in order to improve educational outcomes. By incorporating Visible Learning principles, the training program endeavors to address the distinctive challenges encountered by Thai educators and enhance student engagement (...) and achievement by implementing evidence-based instruction, reflective teaching practices, and effective feedback mechanisms. The program is also in accordance with the educational requirements of the 21st century, emphasizing critical thinking, creativity, collaboration, and communication skills (4Cs), and is specifically designed to accommodate the cultural, social, and educational contexts of Thailand. The manuscript aims to enhance the quality of education in Thailand, equipping students with the skills necessary to succeed in a multifaceted, interconnected world. (shrink)

The objectives of this research were 1) to analyze of a geography instructional model based on constructivist theory to enhance learning abilities for elementary school students and 2) to evaluate the use of the development of a geography instructional model based on constructivist theory to enhance learning abilities for elementary school students. The sample group was elementary 3 students of Ban Nam Kra Chai School and Ban Klang School, Mueang Songkhla District, Songkhla Province who studied the Social Studies, Religion and (...) Culture subject group in the second semester of the academic year 2022. There were 2 classrooms, 30 students each Data were analyzed using mean values, standard deviation and T-test independent. The research findings were as follows: 1) Geography instructional model based on constructivist theory consisted of (1) principles; (2) objectives; and (3) 5-step learning process, namely Determine the problem of geography, Learn and practice geography, Reflection of geographic ideas, Create knowledge and Present geographic work, Evaluation of geography and (4) conditions for applying the model. And 2) the effectiveness of the model, it was found that (1) students who receive geography instruction based on constructivist theory Efficiency was 82.84/84.08 percent which is by the specified criteria; (2) the students receiving geography instruction based on constructivist theory and normal instruction differed at statistically significant difference at the .05 level. higher than normal students; and (3) students were satisfied with teaching and learning using the model at the highest level. (shrink)

This research aimed to develop and evaluate a training kit for Thai teachers in the 21st century, utilizing the Visible Learning concept to improve the quality of educational management in schools across the five southern border provinces of Thailand. The study focused on three areas: the efficiency of the training kit, comparative achievement of participants before and after training, and the satisfaction of teachers and educational personnel with the training program. The training kit was designed to help teachers implement the (...) Visible Learning framework,asizing student-centered learning, effective teaching strategies, and continuous assessment. The results of the efficiency test showed that the training kit achieved an efficiency value of 84.54/87.33, exceeding the standard criteria, demonstrating its effectiveness in enhancing teachers' competencies. Comparative achievement analysis between pre-test and post-test scores indicated significant improvement (value = 19.745, p < 0.001), confirming that the training had a positive impact on teachers' skills in educational management. Additionally, the satisfaction survey revealed that teachers and educational personnel were highly satisfied with the training, especially in areas related to content clarity, participation, and post-training support. In conclusion, the study found that the training kit based on the Visible Learning concept was effective in improving teacher skills and educational management in schools. The kit holds potential as a valuable tool for teacher development, particularly in the southern border provinces of Thailand, and could contribute to educational reform efforts in the country. (shrink)

Community-Based Learning is learning management aimed at developing learners to use creative problem-solving processes, searching for knowledge, skills, processes, and attitudes from the local community under the participation of teachers, learners, and people in the community as a learning partnership and exchange of knowledge together like true friend. The process consists of 4 steps as follows: Step 1: Community analysis, Step 2: Community planning, Step 3: Community visiting, and Step 4 Community reflection. Each step encourages learners to work together as (...) a team, having responsible for society, environment, morality, and create love, pride in their locality as well as being a citizen who can live happily with others in society. (shrink)

Education is the key to national development and a cornerstone in the development of perfect human, particularly in a changing and dynamic world of the 21st century. Therefore, it is the duty of teachers, especially in the social studies learning subject, to provide assistance to the learners to be able live as an individual and the co-existence in the society. In the learning process, the teachers must undergo the following procedures: 1. Preparation stage, 2.Putting the learning process into practice, and (...) 3.Evaluation. The procedures are operated by raising awareness of the importance and role of citizenship in a democratic society, including knowledge, skills and attitudes of individuals in functioning as a good citizen through the democratic approach. (shrink)

This research paper was a pretest and posttest single-group experimental research. (One Group Pretest-Posttest Design). The purposes of this research were 1) to design a learning management system based on the concept of active learning and 2) to study the results of learning management based on the concept of active learning. There are students from small schools Mueang Songkhla District Under the office of Songkhla Primary Educational Service Area Office 1, 8 schools in the first semester of the academic year (...) 2022 had 75 students. The research tools consisted of management plan based on the concept of active learning. History achievement test: A test to measure Higher-order thinking skills in history subjects and questionnaires of teachers in small schools. Data were analyzed using basic statistics, namely percentage, mean and standard deviation. The results showed that learning management based on active learning Concepts It consists of 6 learning management plans, 16 weeks, 16 hours, and implements learning management in 5 steps. Step 1 Understanding the situation. Step 2 Gather relevant evidence. Step 3 Data consideration and interpretation; Step 4 Conclusion decision making; and Step 5 Discuss information together 2) The results of learning management according to the proactive learning concept found that the students' learning achievement in history subjects after learning was significantly higher than before learning. 05. Higher-order thinking skills of students after school were significantly higher than before.05. And the results of the study of teachers' opinions towards learning management revealed that teachers had overall opinions at a high level (M = 4.35, S.D. = 0.12). (shrink)

The purposes of this study were 1) to develop an instructional model based on active learning concept to enhance ability of social studies learning management design for student teachers and 2) to study the effectiveness of an instructional model by the target group, 29 undergraduate students of social studies, faculty of Education at Thaksin University who have enrolled in a specific teaching course for Semester 1, Academic Year 2020, as 1 classroom. Research instruments included 1) learning management plan based on (...) active learning concept 2) knowledge and understanding test of specific teaching 3) ability assessment of social studies learning management design and 4) student satisfaction assessment towards instructional model. Data were analyzed by using mean score, standard deviation and independent t-test. The findings were as follows: 1) the instructional model based on active learning concept consisted of (1) principles, (2) objectives, (3) 6 stages of instructional procedures including, stimulate social studies learning management, learn how to design social studies learning management, brainstorm the design of the social studies learning process, disclose the design of the social studies learning process, improve the design of the social studies learning process and evaluate of the design of the social studies learning process; and (4) conditions of model implementation. 2) The effectiveness of instructional model revealed that (1) students have more knowledge and understanding after studying, (2) students have ability of thinking, designing, and managing social studies learning management higher than the criterion 3.90%, (3) students have ability of writing social studies learning management plan higher than the criterion 1.37% and (4) students have satisfaction towards instructional model at the highest level. (shrink)

Visible Learning, introduced by John Hattie, is a comprehensive approach to teaching and learning that emphasizes making learning processes visible, quantifiable, and impactful. This paper explores strategies to enhance teachers’ ability to practice Visible Learning, focusing on evidence-based techniques and professional development methods. It reviews key principles such as feedback, teacher-student relationships, and instructional strategies, emphasizing their role in improving student outcomes. The abstract highlights the significance of ongoing teacher training, collaborative learning communities, and a supportive school environment in fostering (...) Visible Learning practices. By synthesizing existing literature and empirical studies, this paper provides valuable insights for educators and policymakers aiming to implement Visible Learning effectively in educational settings. (shrink)

Education serves as a tool for the improvement of quality of people and education. These are two most important factors in developing the country. The global community has recognized the importance of the advancement of technology as part of everyday life. This forces teachers in the 21st century to adapt themselves to keep up with the fast current learning which has been changing all the time. To promote the skills of the students, such as. Flexibility and Adaptability, Initative and Self-Direction, (...) Communication and Collection, Leadership and Responsibility, Life and Career Skill, Collaboration, Productivity and Accountability, Critical Thinking and Problem Solving, Social and Cross-Cultural Skills, Creativity and innovation, Information, Media and Technology Skills. Which can be defined as a process of learning include. 1. Present knowledge 2. Analytical Thinking 3. Examination and 4. Measurement and Evaluation and so on. There is a need for defining the attributes of the people of the 21st century and creating guidelines for the development of teachers and learners to enhance their skills in accordance with Thai social contexts, which has adopted the philosophy of sufficiency economy advocated by His Majesty the King Bhumibol Adulyadej. The practice has been applied for a balanced and sustainable development for the coming changes all aspects. (shrink)

Active learning of social studies teachers in Thailand 4.0 era is a learning process the new information. Learn more alert and lively. The learners have continued to initiate and focus on the content. From the creation of knowledge Interacting together. Act on your own. The teacher is to facilitate learning. Which can be applied in learning management in social studies courses. There are 4 steps as follows :Step 1Confrontation with social studies problems. Step 2 Identifying the causes of social studies (...) problems. Step 3 Finding methods for proving the truth of social studies and steps 4 Summary of social studies findings. From the above steps can be used to improve learning through social studies activities effectively. (shrink)

Learning management for social studies to reinforce ethics and the 12 national core values in schools are important foundations of national development. In order to provide education that meets the needs of society, there is a need to define the objectives of the basic education curriculum. The aim is to develop learners and Thai citizens to become a complete, with being a good and intelligent person and able to live happily in society on the basis of Thai-ness. Thus, the learning (...) activities for effective development of learners requires the cooperation of all sectors of society including teachers, students, parents and communities in the participate process. This article focuses on the awareness of teachers of social studies in the use of the learning management guidelines for reinforcing ethics and the 12 national core values in the schools. (shrink)

This study explores the implementation and effectiveness of Visible Learning strategies in primary schools, focusing on understanding how these strategies work to enhance student learning outcomes. Visible Learning, as proposed by Hattie (2009), emphasizes making learning processes explicit and visible to students, enabling them to engage in their learning journey actively. The study investigates the practical application of Visible Learning techniques in primary school classrooms, examining the impact on student achievement, motivation, and teacher-student interactions. The findings highlight the importance of (...) feedback, clear learning intentions, and teacher-student dialogue in creating a conducive learning environment. This study contributes valuable insights into the practical implementation of Visible Learning strategies, providing a roadmap for educators aiming to enhance the educational experience in primary schools. (shrink)

The findings were as followed: 1. There were no differences between the undergraduate students taught by inductive with deductive based instruction. 2. The undergraduate students taught by inductive based instruction gained higher posttest achievement on social studies seminar than in pretest criterion at the 0.01 level of significance. 3. The undergraduate students taught by deductive based instruction gained higher posttest achievement on social studies seminar than in pretest criterion at the 0.01 level of significance. 4. There were no differences in (...) analytical thinking ability between the undergraduate students taught by inductive and deductive based instruction. 5. The undergraduate students taught by inductive based instruction gained higher analytical thinking ability in posttest than in pretest criterion at the 0.01 level of significance. 6. The undergraduate students taught by deductive based instruction gained higher analytical thinking ability in posttest than in pretest criterion at the 0.01 level of significance. (shrink)

Brain Based Learning or BBL is a process of learning management that focuses on students as important as the brain principles and learning. The teacher can knowledge to teaching and learning. To promote critical thinking skills problem solving skills and creative skills for learners which can be applied to social studies learning. There are 5 steps include Step 1 Presentation of problems. Step 2 Setting up issues in groups. Step 3 Information seeking. Step 4 Presentation. and Step 5 Concluding. Which (...) social studies teachers need to use a variety of strategies and techniques. To stimulate the brain of the learner. which leads to more effective learning. (shrink)

The objective of this study. To develop a learning management model based on Buddhist principles. To promote teamwork and problem solving skills. And study the results of use learning management model based on Buddhist principles. To promote teamwork and problem solving skills. The results found that: A form of learning by Buddhist. To promote skills, teamwork and problem solving skills for undergraduate students elements : 1) Systematic learning management, 2) Students do activities according to the steps, 3) Self-knowledge, 4) Students (...) work in teams and solve problems and things which the learning management model developed has a 5step learning management process : 1) Build trust, 2) To investigate rationalizing, 3) Searched premise, 4) Analyze reality check, and 5) Judging goodness. The result of the model showed: 1) After studying according to the format, students experimental and control groups have knowledge and understanding in the course. The truth of life leads the teacher higher than before learning at the statistical significance level of .05. 2) After studying according to the students experimental and control groups, the result of teamwork skill evaluation was higher than before learning at the statistical significance level of .05. 3) After the studying, according to the students experimental and control groups, the results of problem solving skills evaluation were higher than before learning at the statistical significance level of .05. 4) Students experimental and control groups are satisfied with the learning management model according to Buddhism. To promote teamwork and problem solving skills for undergraduate students is at the highest level. (shrink)

The purposes of this research were 1) to design geography learning management based on knowledge generation theory and 2) to study the results of geography learning management based on knowledge generation theory. This research was a pre-test and post-test trial research. (One Group Pretest-Posttest Design) There are students from 6 elementary schools under the Education Network of Muang Mai Pattana, Songkhla Province. In the first semester of the academic year 2022, there were 145 students. The research tools consisted of a (...) learning management plan based on knowledge generation theory. Learning Ability Test and a satisfaction questionnaire. Data were analyzed using basic statistics, namely percentage, mean and standard deviation. The results showed that learning management according to the theory of knowledge creation It consists of 6 learning management plans, 20 weeks, 20 hours, and implements learning management in 5 steps. Step 1 presents environmental problem situations, Step 2 explores and collects data, Step 3 reflects on what happened, Step 4 builds knowledge by oneself, and Step 5 measures and evaluates learning outcomes. 2) The results of learning management according to the theory of knowledge formation revealed that the learning outcomes of students in learning ability after school were higher than before and statistically significant .05 And the results of the study of student satisfaction towards learning management revealed that the overall satisfaction of students was at a high level. (mean = 4.41, S.D. = 0.23). (shrink)

Guidelines for learning management in social studies, as historical substance in creating Thai-ness consciousness require teachers to promote the skills needed in managing learning historical substance where learners gain knowledge, process skill, positive attitudes and good values. In order to achieve these aims, the teacher must serve to stimulate learning in the students to practice on their own in the pursuit of knowledge. Teachers are only required to give advice in organizing learning activities. This can be conducted by the historical (...) method in order for students to gather information, search for data, make connection, analyze, synthesize and interpret, describe and outline the knowledge acquired from activities interested by students. Activities organized include exhibition of student’s work, writing about the process concept and results of the project or piece of work for others to understand. The teachers need to promote desirable characteristics of the learners by making them appreciate the values of and cooperation in the conservation of wisdom, cultural and local traditional heritage, as well as linking the knowledge gained and utilizing historical study methods in their daily life with sustainable stability. (shrink)

In the era where every corner of the world is connected as one by technology as well as the impact from the wave of capitalism, media is the main and powerful tool that is largely used by children and youth to experience this cutting tool. As a result, this use by the young generation might not be with media and information literacy to develop active citizens in this new world. Therefore, social studies teachers play important roles and need to be (...) equipped with knowledge, skills and attitudes towards media and information literacy in order to apply this in social studies class. To do so, there are 4 steps: 1. searching for problems in Social Studies 2. observing the problems in Social Studies 3. analyzing and presenting examples of social studies media, and creating social studies content and media. In each step, the teachers should encourage learners to safely select the media that is useful to their future effectively. (shrink)

Organizing learning activities that meet the needs and identity of the community is considered as knowledge management for the environment or resources in the community of learners. The ultimate aim is to be able to promote the sharing and exchange of knowledge, skills and direct experience of the people in order to find best practices about “how to organize learning activities in social studies using local wisdom, or the management of the integrated teaching with culture in learners, such as community (...) creating learning and increasing body of knowledge in further studying and conserving environment in the community. In this matter, there is a need for the teachers to development in the process of quality teaching to the students, where teachers gather knowledge on issues related to the studies and the synthesis of knowledge from various resources related to liberal art and culture in the locality and from core subjects taught by social studies teachers. Each course content differs based on the content taught but The organization of earning activities for social studies using local wisdom, remains the same. This normally focuses on 1. Raise Awareness of Local 2. Local Gather Culture 3. Planning for Conserving and Searching Thai Local Wisdom 4. Follow the Set Plan and 5. Evaluate, Assess, and Apply obtained from the use of content and the topics to be taught as an integration and linkage involving local communities. Moreover the participation of parents, community, schools and stakeholders in the management of education with support and the utilization of learning resources and local wisdom are included to help the students understand the contents. Consequently, students are able to use of the resources in their everyday life. Learners’ community can be conserved and led teachers to become effective. (shrink)

Phenomenon-based learning is learning activities management processes that Connected to Transdisciplinary in The Classroom of Social Studies Teachers by encouraging learners to collaboratively observe interesting phenomena and can be found in the real-world on interdisciplinary to lead the group discussion in a wider perspective as well as to inform learners about attention issues, problems, and questioning under the context of observable phenomena that consist of 6 steps as follows: Step 1: Choose an interesting social phenomenon; Step 2: Observe social phenomena (...) together; Step 3: Search for information on social phenomena; Step 4: Implementation as planned; Step 5: Present and reflect the idea, and Step 6: Assess based on an actual condition. In each step can encourage learners to interact among learners in groups, hands-on, and learning together that lead to building on explicit knowledge and applying it to the daily life of each learner more effectively. (shrink)

This study investigates the implementation of a learning ecosystem within classrooms to enhance pedagogy through the lens of Visible Learning. Grounded in Hattie's (2009) framework, which emphasizes the importance of making learning visible and impactful, this research explores integrating diverse educational elements into the classroom environment. The study examines how a dynamic learning ecosystem, comprising interactive technologies, collaborative activities, formative assessments, and targeted feedback mechanisms, supports effective teaching methods. By utilizing Hattie's principles, this research aims to unveil the nuances of (...) Visible Learning within this ecosystem, shedding light on its impact on student engagement, understanding, and achievement. The findings not only contribute to the theoretical understanding of Visible Learning but also offer practical implications for educators striving to create optimal learning environments. (shrink)

Guidelines for learning management in social studies serve as a tool in the development of critical thinking skills among 21st century learners. The guidelines play a key role in the development of learners and educational development, which is regarded as essential for the country development. It is a cornerstone in the development of human resources to be equipped with the knowledge, skills and attitude toward working and living happily with others. The following are the management guidelines: 1. Training on the (...) process to generate knowledge for concept development; 2. Training on the process of practices to develop skills in observation, comparative thinking, classification and reasoning skills, and 3. Training on the process value creation to develop applications to situations in today’s society. Today’s society worldwide is exposed to the fast-pace changes in the social, cultural, political, economic and technological dimensions. This results in diverse ways of life of the people ultimately leading to a multicultural society. Therefore, it is essential to accelerate the development of learners and teachers to be able to adapt themselves and cope up with the fast changing world. There is a need for the learning management so that learners are prepared with new and ever-increasing knowledge and information. Manpower development is required so that people are able to catch up with current social trends in all dimensions and with the future’s changing trends, with quality and sustainability performance. (shrink)

Guidelines for enhancing the management of learning of social studies serve as a tool for coexistence in a multicultural society for teachers in the 21st century. The guidelines must focus on enabling students to perform their duty in line with the life in the globalized society based on diversity. This could be achieved by learning to live with others and learning to advance to higher level thinking processes, learning exchange skills, and possessing social skills. Ultimately learners maintain desirableperformance attributes advocated (...) by the teachers as learning goals through various means in the integration of a social studies course material with a local community context where students live. The aim was created a sense of awareness in the diversity of local cultures, recognizing the cultural identity of one-self and others, and an acceptance of the culture in a broader sense. This approach would help the students with the learning process and a person of learning to live together in a multicultural society more effectively. (shrink)

Economic crisis in Thailand had affected the populace at all levels in Thailand for a long time. His Majesty King Bhumibbol Adulyadej bestowed the suggestions to Thai people the lifestyle based on sufficiency philosophy by not taking advantages from other people and not being self- indulgent. His Majesty bestowed the guidelines for people to create the balanced and sustainable development path under the globalization. The three essential components of the Philosophy are moderation, reasonableness, and self-immunity. Besides these components, there are (...) two vital conditions to make the Philosophy work: knowledge and ethics based on Thai traditional lifestyle. Therefore, the indoctrination and learning management in schools can elevate learners in terms of learning, problem-solving, managing and adapting their lifestyle in each local resident. The activities provided for children and juvenile are expected them to learn the importance and the value of being Thai and Thai identity which are the roots of knowledge. Besides, to remind them the wisdom of ancient along with having consciousness in local wisdom conservation and helping the society to have a balanced and sustainable development path. (shrink)

The influence of the 21st century technology plays an important role in determining human behavior to the extent of instilling materialism and consumerism in mankind. Such behaviors will only lead to the behavior that deviates from the social norms, causing social disorder and lack of moral and ethical responsibility in performing duty for oneself and forothers in society. Therefore, it is the essential task of social studies teachers in instilling and enhancing the good qualities in the learners by way of (...) providing diverse approaches in learning management for learners. Students are encouraged to practice on their own by following the procedures: 1) Interest in Accountability;2) Endorsement Accountability 3) In Quest of Accountability 4) Exhibition of Accountability and 5) Inference of Accountability, in order for the learners to behave in a socially responsible manner. (shrink)

The findings of the research revealed the following: 1. The development of learning process local studies model to enhance conservative behavior of local wisdom for undergraduate students consisted of three elements: 1) principles of the learning management model; 2) objectives of the learning management model; 3) learning management process; and 4) conditions for implementing the learning management model, which consisted of principles and responses, social system, and supportive elements. Developed learning management model involved five stages of learning management: 1. Raise (...) Awareness of Local, 2. Gather Culture Local, 3. Plan for Conserving and Searching Thai Local Wisdom, 4. Follow the Set Plan, and 5. Evaluate and Apply. 2. For the effectiveness of the model, it was found that: 2.1) After learning with the model, students showed a higher level of knowledge and understanding of Local Wisdom Education than before learning with model at the .05 level of significance. 2.2) Students evaluation result a high conservative behavior of local wisdom up from the level of perceived value to the level of perceived value. 2.3) Students’ satisfaction toward the model was at higher level most. (shrink)

The objectives of the research were to 1) design the learning management based on the Buddhist way and 2) study the learning achievement based on the Buddhist way. This research is preliminary experimental research using the One-Shot Case Study. The target group consisted of 55 undergraduate students from all faculties, every level at Thaksin University who enrolled in the course Truth of Life for teachers during the second semester of the 2019 academic year. The instruments used for the study consisted (...) of Lesson plans based on Buddhist ways, the knowledge and comprehension test form, the teamwork skills evaluation form, and the student’s satisfaction questionnaire. The data were analyzed by using percentage, arithmetic mean, and Standard Deviation. The results revealed that; 1) the learning management based on the Buddhist way consisted of a 4 lesson plan, lasting for 16 weeks, a total of 64 hours. The learning activities were managed through five steps, namely; Step 1: Value Awareness of Students’ religion, Step 2: Searching and Identifying for causes, Step 3: Formulating hypothesis, Step 4: Data analysis, and Step 5: Learning evaluation. 2) The findings of the learning management based on the Buddhist way indicated that 45 students or 81.81 percent of the students passed the set criteria and with an average score of 30.42 or 76.05 percent whiwasere higher than the defined criteria. The overall results of students’ learning regarding Teamwork skills were at a very good level (x ????= 3.58, S.D. = 0.34) and the student’s satisfaction regarding learning management overall was at the highest level (mean = 4.54, S.D. = 0.41). (shrink)

Learning management guidelines for social studies in geography strand serve to promote awareness of environmental protection in today's era for challenging education in the future. This can be achieved by injecting all contents of social studies into the learning process in order to find answers about the environment, to seek proper learning and teaching for maximum results and to make the education system achieve the expectations of society. Learning management guidelines should be made to be consistent with the role of (...) the learners as producers and consumers of products, having behaviors appropriate to the environment around them and the decision making primarily focusing on social responsibility. Students are encouraged to put their skills into practice with enthusiasm and creativity, such as the development of awareness and consciousness of environmental concern and understanding about the principles of ecology. Students are immersed with the consciousness in appreciating the serious environmental issues in order to achieve the sustainable and highest quality education. (shrink)

This research aims to develop growth mindset indicators and scales for Thai children in five southern border provinces, the procedures are as follows; step 1 Determine indicators for the growth mindset of Thai children in the five southern border provinces, step 2: Examination of indicators of a growth mindset of Thai children in the five southern border provinces, step 3: Examination of measurement models and second-order confirmatory factor analysis of the growth mindset of Thai children, and step 4: Creating norms (...) for measuring the growth mindset of Thai children in the five southern border provinces. The samples were 900 grade 6 students from five southern border provinces. The results showed that Growth mindset indicators of Thai children in the five southern border provinces by grouping together relevant events and synthesizing findings from conceptual studies, theories, and related research have indicators of Growth Mindset 3 components as follows: 1) Effort and Challenge management, 2) Growth from Failure, and 3) self-efficacy. The growth mindset of Thai children in the five southern border provinces has a total of 9 items, (the discrimination index (t value) ranging from 2.86 - 12.08 with statistical significance at the .01 level, reliability (Cronbach coefficient were .726, .742, and .728 respectively). The results of the second-order confirmatory factor analysis of the growth mindset of Thai children showed that the model fit with the empirical data. (shrink)

Social studies subject in economics learning group help students to understand or can make a decision about activities as systematic, know how to use resources to manage the defined target as well as help to understand the economic situation of the country and methods of government solutions. Therefore, social studies teachers play a very important role in learning management and transfer that knowledge, especially students at elementary education who are learners in the first stage which have to learn and understand (...) deeply for learning in the next level. The process has 6 steps as follows: Step 1: Review of economic knowledge, Step 2: Exchange of economic knowledge, Step 3: Create economic knowledge together, Step 4 Present economic knowledge, Step 5: Economic action, and Step 6: Economic evaluation, by each step can encourage learners to understand human behavior in the use of limited resources to maximize benefits. (shrink)

The key mechanism in the development of human being is education, which is essential to human life in making their own decision appropriate with changes in the 21st century society. In this era, social studies is a subject that plays an important role in the development of human thought in planning, decision making, and solving the problem by thorough assessing the situations. All of these behaviors enable the learners to make reasonable prediction and they can be applied in everyday life. (...) Therefore, social studies teachers need to learn and adapt themselves to cope with the media information and the social dynamics by applying the process of learning management for problem solving thinking for learners of the 21st century, focusing on the systematic discovery, problem solving approach with actual self-practice and the scientific method. (shrink)

The results of this study indicated that. 1. The students approached by Cippa model with four noble truths model had achievement on social studies, religion and culture was not different. 2. The students approached by Cippa model had their higher Post-Test achievement on social studies, religion and culture than pre-test criterion at the 0.01 level of significance. 3. The students approached by Four noble truths model had their higher Post-Test achievement on social studies, religion and culture than pre-test criterion at (...) the 0.01 level of significance. 4. The students approached by Cippa model with Four noble truths model had problem solving ability was not different. 5. The students approached by Cippa model had problem solving ability higher Post-Test than pre-test criterion at the 0.01 level of significance. 6. The students approached by Four noble truths model had problem solving ability higher Post-Test than pre-test criterion at the 0.01 level of significance. (shrink)

Brain Based Learning or BBL is a process of learning management that focuses on students as important as the brain principles and learning. The teacher can knowledge to teaching and learning. To promote critical thinking skills problem solving skills and creative skills for learners which can be applied to social studies learning. There are 5 steps include Step 1 Presentation of problems. Step 2 Setting up issues in groups. Step 3 Information seeking. Step 4 Presentation. and Step 5 Concluding. Which (...) social studies teachers need to use a variety of strategies and techniques. To stimulate the brain of the learner. which leads to more effective learning. (shrink)

Innovative educators play a pivotal role as change agents in driving the quality of In the realm of education, innovative educators stand as pivotal change agents, driving the transformation of educational practices and the enhancement of educational quality. This study delves into the dynamic roles undertaken by innovative educators, examining their progressive teaching methodologies, integration of cutting-edge technologies, and their impact on student engagement and learning outcomes. Through qualitative analysis, this research explores the multifaceted strategies these educators employ to create (...) vibrant and compelling learning environments. Their influence extends beyond the classroom, shaping institutional policies and fostering a culture of continuous improvement. By investigating the strategies, challenges, and successes of innovative educators, this study provides valuable insights into the critical role they play in shaping the future of education. Their leadership and dedication to continuous improvement have a profound impact on students' learning outcomes and experiences. This study highlights the vital role of innovative educators in advancing the field of education, emphasizing the need for recognition and support to sustain the momentum of educational progress. (shrink)

In today's global society, learners are shifting their roles from passive recipients of knowledge to active participants in creating knowledge themselves. This necessitates that teachers encourage students to engage in higher-order thinking, discussions, interactions, and hands-on activities according to individual differences. Therefore, proactive learning materials in social studies are crucial guidelines that teachers can use to align with 21st-century classrooms. This approach aims to develop students' knowledge, skills, and attitudes for happy learning while solving problems when facing real-life situations.

The second revised edition of the book "Active Learning in Social Studies" is prepared with the aim of providing social studies teachers, students, and those interested with a tool to enhance their knowledge and understanding in their work. It includes detailed descriptions of various learning management methods related to active learning, as well as graphic techniques to ensure easy understanding and application in social studies education to achieve the set learning objectives. The authors sincerely hope that this book on active (...) learning in social studies will serve as an effective and accurate tool for practical use. (shrink)

The purpose of this was to find the studying mathayomsuksa I students' achievement in social studies, religion and culture, and ability in solving problems with the instructional methods based on Cippa and the Four Noble Truths. The sample of the study were 90 students of Mathayomsuksa I of Sinakharinwirot University Laboratory School during the second semester of the 2010 academic year. They were randomly selected by using the cluster random sampling method and assigned to two groups, with 45 students in (...) each. The first experimental group was taught through learning using Cippa, whereas the second was taught through learning using Four Noble Truths. I took 18 teaching periods for each group. The research design of this study was a randomized group pretest-posttest. The 1-test Independent sample and t-test for dependent sample (Different score) was used for data analysis The results of this study indicated that 1. The students approached by Cippe model with Four noble truths model had achievement on social studies religion and culture that was not different 2. The students approached by Cippa model had higher Post-Test achievement on social studies religion and culture than pre-test 3. The students approached by Four noble truths model had higher Post-Test achievement on social studies religion and culture than pre-test 4. The students approached by Cippa model with Four noble truths model had problem solving ability was not different 6. The students approached by Cippa model had problem solving ability higher Post-Test than pre-test. (shrink)

The research findings were as follows: 1. The local studies learning management model to enhance conservative behavior of local wisdom for undergraduate students consisted of 4 elements: 1) principles of the learning management model; 2) objectives of the learning management model; 3) learning management process; and 4) conditions for implementing the learning management model consisted of principles and responses, social system, and supportive elements. Developed learning management model involved five stages of learning management: 1) Raising Awareness of Local, 2) Gathering (...) Local Culture, 3) Planning for Conserving and Searching Thai Local Wisdom, 4) Following the Set Plan, and 5) Evaluating and Applying. 2. The effectiveness of the model was found that 2.1) Students’ knowledge and understanding after using the model was higher than before using at the statistical significance of .05, 2.2) Students’ conservative behavior of local wisdom after using the model was higher than before using at the statistical significance of .05, the level of perceived value reaching the level of organization, and 2.3) Students’ satisfaction toward learning management model to enhance conservative behavior of local wisdom was at the most. 3. The results of model extension showed that 3.1) Students knowledge and understanding after using the model were higher than before using at the statistical significance of .05, 3.2) Students’ conservative behavior of local wisdom after using the model was higher than before using at the statistical significance of .05, the level of perceived value reaching the level of organization of the value system, and 3.3) Students’ satisfaction toward learning management model to enhance conservative behavior of local wisdom was at the most. (shrink)

Today's world has advanced in technology and communication, becoming increasingly complex, allowing humans to access information rapidly. Therefore, educators must adapt their teaching methods to keep up with these changes, focusing on equipping learners with the skills necessary for the 21st century, which everyone must learn throughout their lives. However, the book "Teaching Social Studies in the 21st Century" includes guidelines, activities, media, and assessment methods. The author sincerely hopes that this book will benefit educators at the primary, secondary, and (...) higher education levels, as well as students, teachers, and the general public, and be implemented effectively. (shrink)

Today's world is experiencing increasingly complex advancements in technology and communication, allowing humans to access information rapidly. Therefore, educators must adapt their teaching methods to keep up with these changes, emphasizing the development of 21st-century skills that everyone must learn throughout their lives. However, the book on managing social studies education in the 21st century includes guidelines for learning management, activities, media, and assessment. The author sincerely hopes that this book will be beneficial for social studies teachers at the elementary, (...) secondary, and higher education levels, as well as for students, teachers, and the general public, to implement effectively. (shrink)