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

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.