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

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.