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The study aims to develop a curriculum based on authentic instruction to enhance teacher students’ ability to carry out environmental education instruction. The objectives of this study are particularly as follows: 1) to study basic information necessary to the development of curriculum; 2) to create and inspect the curriculum; 3) to try implementing the curriculum; and 4) to evaluate the curriculum. This study followed the Research and Development paradigm, which was consisted of 4 steps. The first step was to study basic information necessary to the curriculum development by interviewing 7 experts and to study the problems in relation to environmental education instruction of teacher students in Rajabhat University by using focus group discussion participated by 26 students who were taking courses in Bachelor of Education and those who went on pre-service teacher's training. The second step included developing the curriculum; having 9 experts evaluate the curriculum and related documents; and carrying out a pilot study on the implementation of the curriculum. The third step was to implement the curriculum with 30 fourth-year teacher students who majored in General Science at the Faculty of Education, Phetchabun Rajabhat University. The fourth step was to evaluate the curriculum by eliciting teacher student's opinions towards the curriculum and the student's attitudes towards the environment. The study found that:
1. The result of study basic information necessary to the curriculum development; teacher's competencies that were essential in carrying out environmental education instruction were as
the followings: awareness and sensitivity to environmental problems, knowledge and understanding about environmental education instruction, and ability to carry out environmental education instruction by using authentic instruction.
2. The result of create and inspect the curriculum; the developed curriculum was Environment Education Instruction subject curriculum (EDSC304) consisted of 10 components as the following: rationale, course objectives, objectives of course development, course descriptions, number of credits, number of teaching hours, learning outcomes, content structure, duration and authentic instruction activities, instructional media and learning resources, as well as measurement and evaluation. Which raise teacher student’s awareness and sensitivity to environmental problems before improving their ability to carry out environmental education instruction that represents the context as authentically as possible. The instructor facilitated the learner’s eagerness to think, practice, perform an experiment, and develop their own knowledge. There were exchanges of knowledge and collaborations between instructor and learner and among learners themselves. Learners presented their knowledge or work. The result of curriculum quality inspected by the experts revealed high level of the curriculum’s suitability. The result from the pilot study also indicated that the curriculum was potentially practical.
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