THE DEVELOPMENT OF A CURRICULUM TO ENHANCE NATURAL DISASTER SURVIVAL SKILLS: A CASE OF THUM LUANG CAVE, CHIANG RAI PROVINCE BY USING COACHING PROCESS การพัฒนาหลักสูตรเสริมสร้างทักษะเอาชีวิตรอดจากภัยพิบัติธรรมชาติ: กรณีศึกษาถ้ำหลวง จังหวัดเชียงราย ด้วยกระบวนการโค้ช

Main Article Content

Jakkrit Jantakoon

Abstract

The purposes of this research were to research and develop a curriculum for natural disaster survival skills enhancing, a case of Tham Luang cave, Chiang Rai province using the coaching process. Four steps were executed and these were the following 1) Identify the contents of the curriculum by in-depth interviewing and documentary analysis, 2) construct curriculum and verify curriculum quality which started from developing the training curriculum for teachers using the coaching process to develop the Tham Luang Khun Nam Nang Non curriculum, 3) implement the Tham Luang Cave curriculum with the target group of 30 Prathomsuksa 6 students, selected by purposive selection and 20-hour taking, and 4) evaluate the curriculum by interviewing stakeholders. Data were analyzed using percentage, mean, standard deviation, dependent sample t-test, and content analysis. The result of the research revealed that;
1. The natural disaster survival curriculum contents are an interdisciplinary integration field of all 8 learning areas. Especially it emphasizes the learning area of social studies (beliefs and Tham Luang cave history, Tham Luang heroes, the power of compassion, the benefits of meditation, and values of humanity). In addition, the curriculum focuses on the learning area of science and technology (Thum Luang Cave geology, the innovations in Tum Luang cave rescue), and health and physical education that is also necessary for the development of the learner’s survival skills (risk assessment and survival in a cave).
2. The training curriculum for teachers using the coaching process to enhance them in developing the Tham Luang Khun Nam Nang Non curriculum had 4 unit plans; 1) Valuable lessons from the Tham Luang cave rescue, 2) Tham Luang lesson learnt became a local curriculum, 3) Bringing the Tham Luang Khun Nam Nang Non curriculum to the classroom, and 4) The sustainability of the Tham Luang Khun Nam Nang Non curriculum. The curriculum quality revealed at the highest level. There were 3 parts of the teacher training using Team Coaching; 1) Open, 2) Facilitated Learning, and 3) Closed including GROW Model.
3. Students’ knowledge after being involved in the curriculum had shown statistically higher than before at the significant level of .05. Students’ ability of natural disaster survival skills was at a good level, and students’ awareness of natural disaster preparedness was at the highest level.
4. The school had an innovative curriculum developed from Tham Luang rescue that was significant to the locals and is beneficial to the community. The coaching process enabled teachers to collaborate and truly develop the curriculum. The students realized the value of the lesson learnt from the Tham Luang rescue. They were inspired by the Tham Luang heroes and wanted to participate in the conservation of Tham Luang Khun Nam Nang Non.

Downloads

Download data is not yet available.

Article Details

How to Cite
Jantakoon, J. (2021). THE DEVELOPMENT OF A CURRICULUM TO ENHANCE NATURAL DISASTER SURVIVAL SKILLS: A CASE OF THUM LUANG CAVE, CHIANG RAI PROVINCE BY USING COACHING PROCESS: การพัฒนาหลักสูตรเสริมสร้างทักษะเอาชีวิตรอดจากภัยพิบัติธรรมชาติ: กรณีศึกษาถ้ำหลวง จังหวัดเชียงราย ด้วยกระบวนการโค้ช. JOURNAL OF EDUCATION NARESUAN UNIVERSITY, 23(2), 375-390. Retrieved from https://so06.tci-thaijo.org/index.php/edujournal_nu/article/view/247154
Section
Research Articles

References

Anunthavorasakul, A. (2018). Disaster survival curriculum to help children for emergencies. Retrieved August 5, 2018, from https://news.thaipbs.or.th/content/273324 [in Thai]
Boonyanuwat, R. (2018). Lesson learned from Tham Luang cave rescue. Retrieved August 9, 2018, from https://www.matichon.co.th/news-monitor/news_1534402 [in Thai]
Bentri, A. (2017). A model of local content disaster-based curriculum at elementary schools. International Journal of GEOMATE, 13(40), 140-147. https://www.geomatejournal.com/node/860
Chen, Yung-Fang & Adefila, Arinola. (2019). Enhancing school safety through university engagement in DRR education. International Journal of Disaster Risk Reduction, 44, 101386. 10.1016/j.ijdrr.2019.101386.
Collins, A. E. (2018). Advancing the disaster and development paradigm. Int J Disaster Risk Sci, 9, 486–495. https://www.link.springer.com/article/10.1007/s13753-018-0206-5
Chondekar, N. R. (2018). Role of Teachers in Disaster Management. International Journal of Science and Research (IJSR), 8(8), 2294-2296.
Dufty, N. (2018). A new approach to disaster education. Retrieved March 4, 2019, from http://www.researchgate.net/publication/329105392
Emily, Y. Y. C., Kelvin, W. K. L., Carman, K. M. M., & Sida, L. (2015). Train-the-trainer approach for improving school teachers' disaster risk literacy. Retrieved March 4, 2020, from http://www.hub.ccouc.cuhk.edu.hk/disaster-publications
English, S. Sabatine, M. J., & Brownell, P. (2019). Professional coaching: Principle and practice. New York: Springer Publishing.
Fox, M. (2018). Some spiritual lessons from the rescue of the soccer boys from the Thai cave. Retrieved April 20, 2018, From https://www.matthewfox.org/blog/some-spiritual-lessons-from-the-rescue-of-the-soccer-boys-from-the-thai-cave
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, fromhttp://www.resourcecentre.savethechildren.net/node/12335/pdf
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. (2021). The development of local earthquake disaster curriculum for school in the earthquake risk zone through knowledge management. Journal of Education Naresuan University, 23(1), 384-398. [in Thai]
Jarusombut, T. (2018). Coaching and facilitation for success and fulfillment. Bangkok: Print City. [in Thai]
Jitradab, S. (2018). Moopa Team Lesson Learned: Adapting curriculum to enhance life skill. Retrieved October 15, 2018, from https://www.mcot.net/view/5b46dbdde3f8e4f601861301. [in Thai]
Lowriendee, W. (2013). science of teaching supervision and coaching: Professional development theory, strategy to practice (12th ed). Nakhorn Prathom: Faculty of Education, Silapakorn University. [in Thai]
Machida, R. (2020). Development of the disaster prevention and minimization educational program for reconstruction after the Kumamoto Earthquake. International Journal of GEOMATE, 19(71), 28–35. https://www.geomatejournal.com/sites/default/files/articles/28-35-9190-Reiko-July-2020-71.pdf
McNeill, M., & Ronan, R. (2017). Children in disasters: the role of household preparedness. Nat Hazards (89), 1239–1254. https://www.link.springer.com/article/10.1007/s11069-017-3019-8
Miller, S. D., & Rivera, D. J. (2016). Comparative emergency management: Examining global and regional responses to disasters. New York: CRC Press.
Munoz, V. A, Carby, B., Abella, E. C., Cardona, O. D., Lopez-Marrero, T., Marchezini, V., Meyreles, L., Olivato, D., Trajber, R., & Wisner, B. (2020). Success, innovation and challenge: School safety and disaster education in South America and the Caribbean. International Journal of Disaster Risk Reduction, 44, 1-13. http://www.elsevier.com/locate/ijdrr
Pascapurnama, D. N., Murakami, A., Chagan-Yasutan, H., Hattori, T., Sasaki, H., & Egawa, S. (2018). Integrated health education in disaster risk reduction: Lesson learned from disease outbreak following natural disasters in Indonesia. International Journal of Disaster Risk Reduction, 29, 94-102. https://doi.org/10.1016/j.ijdrr.2017.07.013.
Musacchio, G., Falsaperla, S., Bernhardsdottir, A., Ferreira, M., Sousa, M., Carvalho, A., & G., Zonno. (2015). Education: Can a bottom-up strategy help for earthquake disaster prevention? Bulletin of Earthquake Engineering, 14. 10.1007/s10518-015-9779-1.
Oliva, P. F. (2009). Developing the curriculum (7th ed.). New York: Harper Collins.
Preston, J. (2012). Disaster education race, equity and pedagogy. Retrieved January 14, 2015, from https://www.sensepublishers.com/.../267-disaster-education
Reyes, L. M., et al. (2011). Disaster resilience with the young: Mainstreaming disaster risk reduction in the school curriculum. Indonesia: ASEAN-UNISDR Technical Cooperation.
Rhengrasamee, R. (2017). Coaching equation. Bangkok: Grande Point. [in Thai]
Seyle, C. D., Widyatmoko, S. C., & Silver, C. R. (2013). Coping with natural disasters in Yogyakarta, Indonesia: A study of elementary school teachers. School Psychology International, 34(4), 387–404.
Taba, H. (1962). Curriculum development theory and practice. New York: Harcourt, Brace and Word.
Thongtheaw, S. (2002). Principle and guideline for school-based curriculum development: A case study of 7 science subject in primary education level. Bangkok: Faculty of Education, Chulalongkorn University. [in Thai]
Uttharanun, S. (1989). Basic and curriculum development principle. Bangkok: Center Publication. [in Thai]