Development of Learning Unit Integrated the King's Philosophy on Lifestyle and Sustainability of Natural Resources and Environment in Thakhantho District Context to Promote Effective Communication and Scientific Minds in Biology Subject for Mathayomsuksa 6 Students

Abstract

          The development of learning unit integrated the king's philosophy on lifestyle and sustainability of natural resources and environment in Thakhantho district context to promote effective communication and scientific minds in biology subject for mathayomsuksa 6 Students. The purposes of this research were to 1) study to the context, the needs, and guidelines for the development of learning unit integrated the King's philosophy 2) to develop learning unit integrated the king's philosophy and 3) to study the results of using the learning unit integrated the king's philosophy. The sample group in the study was 34 students in Mathayomsuksa 6/4, 2^nd semester of Academic Year 2020, obtained by simple random sampling; using the classroom as a random unit. The research tools were 1) the learning unit integrating the king's philosophy on lifestyle and sustainability of natural resources and environment in Thakhantho district context to promote effective  communication and scientific minds in biology subject for mathayomsuksa 6 Students 2)effective communication evaluation form with oral presentation 3) evaluation form for effective communication by writing, and 4) scientific minds evaluation form. The statistics used in the data analysis were mean and standard deviation.
          The research findings were:
          1. Students agreed and wanted a learning unit integrated the king's philosophy on lifestyle and sustainability of natural resources and environment. Experts agreed with the guidelines for organizing learning activities that allowed students to learn the king's philosophy. They had actively visited the area to learn about local resources A variety of activities were provided to help students practice effective communication in diverse of ways and to continuously assess their communication development.
          2. The developed learning unit was appropriate at a high level ( =4.40 : S.D.=0.55) and was effective in promoting effective communication at the high level ( =3.28 : S.D.=0.12), scientific minds at the highest ( =3.55 : S.D.=0.53)
          3. The results of using learning units revealed that the students were able to attain effective communication at a high level ( =3.45 : S.D.=0.10) and had a scientific minds at a high level ( =3.34 : S.D.=0.16).