Tuesday Onsite Presentation Session 1 Educational Research, Development, Publishing & Curriculum Design

Session Chair: Brian Moore

09:30-09:55

68543 | Development of a Series of Streaming Educational Activities Utilizing Local Intelligence to Promote and Improve the Performance of Elementary School

Phatcharida Inthama, Srinakharinwirot University, Thailand

Suwicha Wansudon, Srinakharinwirot University, Thailand

Trai Unyapoti, Srinakharinwirot University, Thailand

Rungtiwa Yamrung, Srinakharinwirot University, Thailand

Progress in science and technology has changed so rapidly that the lives of Thai people in society have changed so much that most people in society are not able to adjust themselves. Researchers acknowledge the importance of local wisdom and the potential of hereditary villagers to solve problems, adapt to changing environments, learn, and pass on their knowledge to future generations. Currently, the card game is used as a tool in the process of developing the learning management activity set. Seniors’ students in Thailand's elementary schools who are familiar with the country's traditional handicrafts can benefit from STEAM's use of local wisdom to learn efficiency indicators. Small group students in grades 6 concluded that their peers were able to understand how to share cultural traditions and indigenous knowledge. to the community members and younger generation who are interested in understanding the nature and significance of wisdom, as well as its management, protection, education, sharing, and development. Local wisdom is sustainable.

09:55-10:20

69031 | Give Them a Peace of Mind. Innovative Way of Teaching Future Teachers About Peace and Values

Jakub Adamczewski, Adam Mickiewicz University & University of Cambridge, Poland

Education

The current global situation is uneasy and tense in terms of peace and environmental situation, which forces us to search for new solutions to prevent it. Herbert G. Wells once said, "if we don't end wars, war will end us" and it seems like the world has forgotten what war means. Education alone will not achieve the changes necessary for peace, but it can prepare learners to strive for a peaceful future. My presentation aims to share an original project for "Peace and Values Education", which was designed to increase non-violence, empathy and raise socially responsible future teachers during primary school teachers' training at university. My research investigates the use of the "Peace and Values Education" curriculum for instructional approaches toward enhancing the quality and well-being of children, educators, and education systems. The syllabus was created during my research scholarship at the University of Cambridge, where it was consulted with experts. The speech takes the form of a "recipe" for how a course like this can help students teach about values and become school peacemakers. For now, it's just a concept that course participants in the upcoming academic year will evaluate.

10:20-10:45

69508

Wanida

| The Development of a Local Curriculum on Bamboo Wicker for Primary Students

Sarati, Mubanchombueng Rajabhad University, Thailand

The purpose of this study was to develop a local curriculum on bamboo wicker for grade 6 students at Klumnakkhawying 2 school (Ban Bowee). The sample consisted of 20 grade 6 students at Klumnakkhawying 2 school (Ban Bowee). The research instruments consisted of 1) curriculum conformity assessment form, 2) knowledge test about bamboo and bamboo wicker for students, 3) bamboo wicker making skill form for students, 4) opinion questionnaire for the curriculum, and 5) attitude measurement form for bamboo wicker for students. The statistics used for data analysis were mean (x), standard deviation (S.D.), t-test, and content analysis. The findings found that curriculum consists of importance/background, objective, principle, content, structure and learning time, learning activity, learning material/ learning resource, measurement and evaluation, the expected benefit, and lesson plan. The quality of the curriculum found that the consistency index was 0.81. The results of the curriculum trial showed that the scores on bamboo knowledge, bamboo wicker, bamboo wicker skills, and attitude towards bamboo wicker after using the curriculum were significantly higher than before using that at level 0.05. In addition, opinions towards local courses on bamboo wicker of students, the average was at a high level.

10:45-11:10

67123

Brian

| Inadvertent Frontline Mental Health Providers: Should Pre-service Teacher Training Address This “Hidden” Teacher Role?

Moore, Charles Sturt University, Australia

Psychological wellbeing and mental health are increasingly recognised as essential for individual health and community productivity. In Australia, an estimated one in seven (or 560,000) Australian youth experience mental health disorders. However, only 30% of Australian youth report using mental health services. This is concerning given the importance of early intervention to minimise the effects of mental illness across the lifespan. It has been suggested that this might be addressed using school systems, which provide a natural and accessible way to address the mental health issues of youth. Schools often provide the only source of mental health care for 70% to 80% of children and adolescents, with the consequence that teachers and school staff frequently assume frontline mental health provider roles. Given that many teachers and school support staff report low confidence to carry out roles in mental health care, this is a concern. This presentation considers evidence from a scoping review regarding mental health curriculum that is delivered to pre-service teachers. It is proposed that educational psychology subjects delivered to pre-service teachers should be redesigned to meet workforce needs, especially regarding teacher knowledge of student mental health and wellbeing issues. Development of an empirically based suite of subjects is anticipated, which will be based on a planned study measuring teacher perceptions of whether or not educational psychology subjects adequately prepared them for school-based mental health issues. Cautions regarding the implementation of this curriculum will also be discussed.