THE DEVELOPMENT OF LOCAL EARTHQUAKE DISASTER CURRICULUM FOR SCHOOLS IN THE EARTHQUAKE RISK ZONES THROUGH KNOWLEDGE MANAGEMENT การพัฒนาหลักสูตรภัยพิบัติท้องถิ่นแผ่นดินไหวสำหรับโรงเรียนในพื้นที่เสี่ยงภัยแผ่นดินไหว ด้วยการจัดการความรู้

Main Article Content

Jakkrit Jantakoon

Abstract

This research aims to 1) study the current conditions, problems and needs related to develop a local earthquake disaster curriculum, 2) develop and assess the quality of the training curriculum to enhance teacher’s ability to develop a local earthquake disaster curriculum for schools, 3) implement the local earthquake disaster curriculum for schools in the earthquake risk zones through knowledge management, and 4) evaluate of the local earthquake disaster curriculum for schools in the earthquake risk zones through knowledge management. Target group included teachers and students selected from 5 schools in the earthquake risk zones. This study was conducted through research and development methodology. Data were analyzed using mean, standard deviation, dependent sample t-test and content analysis. The research findings revealed that:
1. The school teachers in the earthquake risk zones have not concretely integrated the issue of earthquake disaster into the instruction or additional course curriculum administrators and teachers have not yet seen any importance of the issue. The teachers need to know the guidelines for integrating and the earthquake curriculum model that is suitable for the school context as well as concrete guidelines for organizing interesting earthquake learning activities.
2. The training curriculum to enhance teacher’s ability in developing local earthquake disasters curriculum had 4 unit plans: 1) disaster education, 2) the development of local earthquake disasters curriculum, 3) verifying the local earthquake disasters curriculum quality, and 4) Implementing and Evaluating the local earthquake disasters curriculum. Applying Tuna knowledge management model to train the teachers. There were 3 steps in teachers development process. Step 1 setting curriculum objectives together with administrators and teachers (knowledge vision). Step 2 sharing the knowledge in curriculum development and earthquake instruction both within and outside the schools (knowledge sharing). Step 3 knowledge asset was searching for good practices from each school by lessons learned process. The study was conducted 2 cycles. The results for the overall curriculum verify revealed that the curriculum was at the high level of appropriate. After that, schools got local earthquake disasters curriculum which it can be used as an additional course curriculum, extra curriculum in activities, and moderate class more knowledge period.
3. Results of curriculum Implementation were: 1) teacher’s knowledge in developing local curriculum on earthquake disaster after participating in the project was statistically higher than before at the significant level of .05. They have skills in developing local earthquake disaster curriculum in the overall at good level and teachers have awareness of prepared on earthquake disaster at the highest level. 2) Student’s knowledge on how to survive an earthquake after using the local earthquake disaster curriculum shown a statistically higher than before at the significant level of .05 come up with survival skills such as drop, cover, and hold on, first aid skills. For earthquake evacuation practice, they have an awareness of disaster preparedness which were revealed at highest in the overall.
4. Results of curriculum evaluation found that the succeeded of the schools that participated in the project was they got an appropriate local earthquake disaster curriculum which suitable for their context. There are 2 schools with had an excellent performance level that were Maelao Wittayakhom School and Sanjumpa School which nowadays they were both popular accepted as a learning centers for earthquake curriculum and instruction in the country. A key success factor was due to the vision and leadership of the school administration and the academic team, awareness, growth mindset, collaboration, empowerment, and coaching duty from researcher.

Downloads

Download data is not yet available.

Article Details

How to Cite
Jantakoon, J. (2021). THE DEVELOPMENT OF LOCAL EARTHQUAKE DISASTER CURRICULUM FOR SCHOOLS IN THE EARTHQUAKE RISK ZONES THROUGH KNOWLEDGE MANAGEMENT: การพัฒนาหลักสูตรภัยพิบัติท้องถิ่นแผ่นดินไหวสำหรับโรงเรียนในพื้นที่เสี่ยงภัยแผ่นดินไหว ด้วยการจัดการความรู้. JOURNAL OF EDUCATION NARESUAN UNIVERSITY, 23(1), 384-398. Retrieved from https://so06.tci-thaijo.org/index.php/edujournal_nu/article/view/245535
Section
Research Articles

References

Collins, A. E. (2009). Disaster and development. Padstow, Cornwall: T. J. International.
Consortium for Disaster Education Indonesia. (2011). A framework of school-based disaster preparedness. Retrieved December 10, 2014, from http://www.preventionweb.net/.../26013_26008aframeworkofschool
Chatwirot, B. (2013). The Development of a training course for teachers by knowledge management process to enhance English writing teaching skill for primary education level. The Golden Teak: Research Journal, 15(1), 33-49. [in Thai]
International Federation of Red Cross and Red Crescent Societies. (2010). Children in disasters-games and guidelines to engage youth in risk reduction. Retrieved July 29, 2011, from http://www.preventionweb.net/.../16726_16726childrenindisa
Jantakoon, J. (2015). Disaster education: Learning approach to disaster preparedness activities (part 1). Journal of Education Naresuan University, 17(4), 188-201. [in Thai]
Jantakoon, J., Wattanatorn, A., Kaewurai, W., & Lincharearn, A. (2015). The development of curriculum to enhance consciousness on disaster preparedness based on contemplative education approach for lower secondary students. Journal of Education Naresuan University, 17(1), 1-13. [in Thai]
Koson, C., Wattanatorn, A., Keawurai, W., & Onthanee, A. (2013). Training curriculum development with knowledge management for teachers of English on the competence of constructing local youth-guide curriculum. Journal of Education Naresuan University, 15(4), 33-44. [in Thai]
MacDonalda, E., Johnsonb, V., Gilliesa, M., & Johnstonb, D. (2017). The impact of a museum-based hazard education program on students, teachers, and parents. International Journal of Disaster Risk Reduction, 21, 360-366.
Oreta, A., & Winston, C. (2010). Guidance notes school emergency and disaster preparedness. Retrieved October 14, 2011, from https://www.unisdr.org/.../15655_1msshguidenotesprefinal031
Panich, V. (2016). New horizon in knowledge management. Bangkok: Parbpim Printing. [in Thai]
Phasukyued, P. (2007). Knowledge management (KM): LO powered edition (2nd ed). Bangkok: Yaimai Publisher. [in Thai]
Rattanathammethee, S. (2010). The development of teacher training curriculum based on knowledge management to enhance local culture media competency. Surin: Surindra Rajabhat University. [in Thai]
Reyes, L. M., et al. (2011). Disaster resilience with the young: Mainstreaming disaster risk reduction in the school curriculum. Indonesia: ASEAN-UNISDR Technical Cooperation.
Seismological Bureau. (2014). Chiang Rai earthquake report. Retrieved July 10, 2014, from http://www.seismology.tmd.go.th/.../seismo-doc-140470345 [in Thai]
Sugeng, W., Bujan, R., & Abdurrahman, A. (2018). The exploration of history, potential and management of earthquake in the context of mapping and empowerment of learning community. Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018).
Taba, H. (1962). Curriculum development theory and practice. New York: Harcourt, Brace and Word.
Thammasarot, S. (2010). Omens of earthquake. Retrieved May 5, 2010, from http://www.thaipost.net/sunday/110410/20661. [in Thai]
Wisner, B. (2006). Let our children Teach Us! a review of the role of education and knowledge in disaster risk reduction. Retrieved June 9, 2011, from http://www.unisdr.org/files/609_10030.pdf