Community-Based Learning Management Model to Promote Local Heritage Awareness of Laplae City's History for Upper Secondary School Students in Secondary Schools of Laplae District, Uttaradit Province

Abstract

The objectives of this research are 1) to study the current conditions and problems in the teaching and learning of the history of Laplae Town among upper secondary school students in Laplae District, Uttaradit Province, and 2) to develop a community-based learning model to foster local pride and historical awareness of Laplae Town among these students. The primary informants included : (1) three social studies teachers with at least two years of experience teaching history at public secondary schools in Laplae District, (2) two local historians or community experts with knowledge and experience in Laplae Town history, (3) fifteen Grade 10 students from a secondary school in Laplae District during the second semester of the 2024 academic year, and (4) seventeen Grade 10 students from Dan Mae Khamman Pittayakhom School, also located in Laplae District. This research was conducted in Laplae District, Uttaradit Province. The study found that a suitable community-based learning model to promote local consciousness and historical awareness among upper secondary school students in Laplae is the "Rak (Rup) Lae Learning Model." This model consists of three core stages: Rup – Refers to being open to new knowledge through experiences and fresh perspectives for both teachers and students. This stage is grounded in two key concepts: Open Eye emphasizes observation, questioning, and recognizing the value of local history without being constrained by conventional thinking. Open Mind highlights the importance of adjusting one’s attitude, embracing diverse ideas, beliefs, and values present in local history, and continuously developing oneself. Lae – Involves recognizing the importance of studying Laplae’s local history based on current conditions and challenges. This leads to learning management guidelines in six areas: teachers, students, content, instructional media, learning process, and assessment. These culminate in five structured learning activities: (1) Discovering Laplae Beyond Legends, (2) Key Events That Shaped Laplae, (3) Tracing the History of Laplae, (4) Interpreting Evidence Through Laplae, and (5) Continuing the Legacy of Laplae's History. Rak – Refers to fostering love and pride in one's local roots through participatory learning in the previous two stages. This nurtures local awareness, historical understanding, and the ability to adapt as a community member—laying the foundation for global citizenship and developing global thinking in the future.