Research Article
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School Agricultural Learning Center for Sustainable Agricultural Learning

Year 2019, Volume: 7 Issue: 3, 389 - 407, 15.09.2019
https://doi.org/10.17478/jegys.582993

Abstract

Agricultural education based on active learning
(learning by doing) is an essential part of the daily school life which may
promote the acquisition of knowledge and skills related to the ecological and
social dimensions of sustainability. The purpose of this study was to compare
the learning achievements and skills in agricultural practices between students
who learned through the School Agricultural Learning Center (SALC) and those
who learned in the normal classroom. Participants were 150 Thai high school
students in grade 12 recruited by purposive sampling. The study included three
steps: 1) Investigation of basic data for developing the SALC, 2) Establishment
and development of the SALC, and 3) Use of the SALC for learning: Facebook and
Line were employed as the channels for knowledge exchange, communication on
learning activities holding and activities transfer. A posttest-only control
group design was employed. The results revealed that the students who learned
through the SALC exhibited significantly (p < 0.01) higher learning
achievements and skills in agricultural practices than those who learned in the
normal classroom. Our findings suggest that the SALC is pivotal for improving
the students’ learning achievements and skills in agriculture and should be
promoted to become a natural part of sustainable agriculture education. 

Supporting Institution

Graduate School of King Mongkut’s Institute of Technology Ladkrabang (KMITL)

References

  • Chang, C. C., Kuo, C. G., & Chang, Y. H. (2018). An assessment tool predicts learning effectiveness for project-based learning in enhancing education of sustainability. Sustainability. 10, 3595.
  • Chatiyanon, B., Punsawai, P., & Jermtaisong, R. (2018). Project–based learning management affecting the achievement in studying medicinal plants for third year high school student of the Demonstration School Silpakorn University. Veridian E-Journal. 11, 1807-1820.
  • Department of Curriculum and Instruction Development, Ministry of Education. (2012). A Learning Facilitation Manual: Occupation Learning Content and Technology Group. Bangkok: Goods and Parcel Delivery Organization Printing.
  • Dewey, J. (1958). Experience and Nature. Dover Publications: New York, NY, USA.
  • Educational Testing Center. (2016). A Guideline for Ability Development in Creation of Performance Assessment Tool. Office of the Basic Education Commission, Ministry of Education. Thailand.
  • Government Gazette: National Education Act, 2002. (2002). Bangkok: Office of National Education Committee, Thailand.
  • Hannafin, R.D. & Howord, J.S. (1995). Learner control in full and learn CAI program. ETR&D. 43, 19-30.
  • Ivanov, O. A., Ivanova, V. V., & Saltan, A. A. (2018). Likert-scale questionnaires as an educational tool in teaching discrete mathematics. International Journal of Mathematical Education in Science and Technology, 49, 1110-1118.
  • Laonet, P. & Laonet, N. (2011). The Process of Holistic Learning Integration. Bangkok: Ben Pasa and Sillapa.
  • Leekitwattana, P. (2012). Educational Research Methodology. 8th ed. Faculty of Industrial Education and Technology, King Mungkut’s Institute of Technology Ladkrabang, Bangkok: Mean Service Supply Ltd. Partnership.
  • Lytras, M. D., Visvizi A., Daniela L., Sarirete, A., & Pablos, P.O. (2018). Social networks research for sustainable smart education. Sustainability. 10: 2974.Moonkham, S., & Moonkham O. (2002). Method of Learning Facilitation. Bangkok: Duangkamonsamai.
  • Muangma, O. (2011). The Development of An Instructional Model Bases on Active Learning Approach in a Business subject for secondary Students. CMU Journal of Education. 37(2), 50-61.
  • Office of the Education Council. (2010). Learning Facilitation from Learning Sources. Bangkok: Agricultural Cooperative Club of Thailand.
  • Owoeye, J. S. & Yara, P. O. (2011). School facilities and academic achievement of secondary school agricultural science in Ekiti State, Nigeria. Asian Social Science. 7, 64-74.
  • Phonpakdee, R. (2013). School Administration and Management on Agricultural Education. Bangkok: Mean Service Supply Ltd. Partnership.
  • Poungsuk, P. (2013). Philosophy of Sufficiency Economy and Agricultural Career Promotion. 3rd ed. Bangkok: Mean Service Supply Ltd. Partnership.
  • Poungsuk, P. (2017). Agricultural Education. Faculty of Industrial Education and Technology, King Mungkut’s Institute of Technology Ladkrabang, Bangkok: Mean Service Supply Ltd. Partnership.
  • Poungsuk, P. (2018). The Agricultural Learning Center and Transition to the Digital Society. Journal of Industrial Education, 17(3), 1-7.
  • Promwong, C. (2008). Distance Education and Human Resource Development. Nonthaburi: Education Division, Sukhothai Thammathirat Open University.
  • Roy, J.J. (2005). Growing a future crop of aquaculturists: creating an urban aquaculture education programme in New Haven, Connecticut, USA. In Urban Aquaculture; Costa-Pierce, B., Desbonnet, A., Edwards, P., & Baker, D. Eds.; CABI Publishing. 223-231.
  • Saduak, A., Poungsuk, P. & Pourpan, P. (2017). Model for development of agricultural skills under Occupation and Technology Subject (Agriculture) of third year lower secondary school students using the School Agricultural Learning Center, Praibuengwittayakom School, Srisaket Province, Thailand.
  • International Journal of Agricultural Technology. 13, 1849-1855.
  • Sewilam, H., McCormack, O., Mader, M., & Abdel, R. M. (2015). Introducing education for sustainable development into Egyptian schools. Environment, Development and Sustainability. 17, 221-238.
  • Siradej, C. (2002). A Manual of Teaching Plan Writing Focusing on Learner-Centered. Bangkok: Physics Center Limited Partnership.
  • Siriwan, N. (2014). Miscellaneous that Education in Agriculture: Important Issues to be Revised, 2nd ed. Bangkok: Mean Service Supply Ltd. Partnership.
  • Srisuantaeng, S. (2013). Learning Facilitation by Using Agricultural Garden. Nakhon Prathom: Phetkasem Printing, Thailand.
  • Thanapanyaratchawong, J. (1988). Principles of Agricultural Education. Agricultural Development Department, Prince of Songkla University. Songkhla: PSU Press.
  • Thiangtrong, S. (2014). Agricultural Work. Bangkok: Empan.
  • Udomsin, P. (1999). Teaching Material for Agricultural Education and Extension. Nonthaburi: Sukhothai Thammathirat Open University.
Year 2019, Volume: 7 Issue: 3, 389 - 407, 15.09.2019
https://doi.org/10.17478/jegys.582993

Abstract

References

  • Chang, C. C., Kuo, C. G., & Chang, Y. H. (2018). An assessment tool predicts learning effectiveness for project-based learning in enhancing education of sustainability. Sustainability. 10, 3595.
  • Chatiyanon, B., Punsawai, P., & Jermtaisong, R. (2018). Project–based learning management affecting the achievement in studying medicinal plants for third year high school student of the Demonstration School Silpakorn University. Veridian E-Journal. 11, 1807-1820.
  • Department of Curriculum and Instruction Development, Ministry of Education. (2012). A Learning Facilitation Manual: Occupation Learning Content and Technology Group. Bangkok: Goods and Parcel Delivery Organization Printing.
  • Dewey, J. (1958). Experience and Nature. Dover Publications: New York, NY, USA.
  • Educational Testing Center. (2016). A Guideline for Ability Development in Creation of Performance Assessment Tool. Office of the Basic Education Commission, Ministry of Education. Thailand.
  • Government Gazette: National Education Act, 2002. (2002). Bangkok: Office of National Education Committee, Thailand.
  • Hannafin, R.D. & Howord, J.S. (1995). Learner control in full and learn CAI program. ETR&D. 43, 19-30.
  • Ivanov, O. A., Ivanova, V. V., & Saltan, A. A. (2018). Likert-scale questionnaires as an educational tool in teaching discrete mathematics. International Journal of Mathematical Education in Science and Technology, 49, 1110-1118.
  • Laonet, P. & Laonet, N. (2011). The Process of Holistic Learning Integration. Bangkok: Ben Pasa and Sillapa.
  • Leekitwattana, P. (2012). Educational Research Methodology. 8th ed. Faculty of Industrial Education and Technology, King Mungkut’s Institute of Technology Ladkrabang, Bangkok: Mean Service Supply Ltd. Partnership.
  • Lytras, M. D., Visvizi A., Daniela L., Sarirete, A., & Pablos, P.O. (2018). Social networks research for sustainable smart education. Sustainability. 10: 2974.Moonkham, S., & Moonkham O. (2002). Method of Learning Facilitation. Bangkok: Duangkamonsamai.
  • Muangma, O. (2011). The Development of An Instructional Model Bases on Active Learning Approach in a Business subject for secondary Students. CMU Journal of Education. 37(2), 50-61.
  • Office of the Education Council. (2010). Learning Facilitation from Learning Sources. Bangkok: Agricultural Cooperative Club of Thailand.
  • Owoeye, J. S. & Yara, P. O. (2011). School facilities and academic achievement of secondary school agricultural science in Ekiti State, Nigeria. Asian Social Science. 7, 64-74.
  • Phonpakdee, R. (2013). School Administration and Management on Agricultural Education. Bangkok: Mean Service Supply Ltd. Partnership.
  • Poungsuk, P. (2013). Philosophy of Sufficiency Economy and Agricultural Career Promotion. 3rd ed. Bangkok: Mean Service Supply Ltd. Partnership.
  • Poungsuk, P. (2017). Agricultural Education. Faculty of Industrial Education and Technology, King Mungkut’s Institute of Technology Ladkrabang, Bangkok: Mean Service Supply Ltd. Partnership.
  • Poungsuk, P. (2018). The Agricultural Learning Center and Transition to the Digital Society. Journal of Industrial Education, 17(3), 1-7.
  • Promwong, C. (2008). Distance Education and Human Resource Development. Nonthaburi: Education Division, Sukhothai Thammathirat Open University.
  • Roy, J.J. (2005). Growing a future crop of aquaculturists: creating an urban aquaculture education programme in New Haven, Connecticut, USA. In Urban Aquaculture; Costa-Pierce, B., Desbonnet, A., Edwards, P., & Baker, D. Eds.; CABI Publishing. 223-231.
  • Saduak, A., Poungsuk, P. & Pourpan, P. (2017). Model for development of agricultural skills under Occupation and Technology Subject (Agriculture) of third year lower secondary school students using the School Agricultural Learning Center, Praibuengwittayakom School, Srisaket Province, Thailand.
  • International Journal of Agricultural Technology. 13, 1849-1855.
  • Sewilam, H., McCormack, O., Mader, M., & Abdel, R. M. (2015). Introducing education for sustainable development into Egyptian schools. Environment, Development and Sustainability. 17, 221-238.
  • Siradej, C. (2002). A Manual of Teaching Plan Writing Focusing on Learner-Centered. Bangkok: Physics Center Limited Partnership.
  • Siriwan, N. (2014). Miscellaneous that Education in Agriculture: Important Issues to be Revised, 2nd ed. Bangkok: Mean Service Supply Ltd. Partnership.
  • Srisuantaeng, S. (2013). Learning Facilitation by Using Agricultural Garden. Nakhon Prathom: Phetkasem Printing, Thailand.
  • Thanapanyaratchawong, J. (1988). Principles of Agricultural Education. Agricultural Development Department, Prince of Songkla University. Songkhla: PSU Press.
  • Thiangtrong, S. (2014). Agricultural Work. Bangkok: Empan.
  • Udomsin, P. (1999). Teaching Material for Agricultural Education and Extension. Nonthaburi: Sukhothai Thammathirat Open University.
There are 29 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Differentiated Instruction
Authors

Wattana Saduak This is me

Pakkapong Poungsuk 0000-0002-6876-7318

Ratchadakorn Phonpakdee

Sataporn Deeyıng This is me

Publication Date September 15, 2019
Published in Issue Year 2019 Volume: 7 Issue: 3

Cite

APA Saduak, W., Poungsuk, P., Phonpakdee, R., Deeyıng, S. (2019). School Agricultural Learning Center for Sustainable Agricultural Learning. Journal for the Education of Gifted Young Scientists, 7(3), 389-407. https://doi.org/10.17478/jegys.582993
AMA Saduak W, Poungsuk P, Phonpakdee R, Deeyıng S. School Agricultural Learning Center for Sustainable Agricultural Learning. JEGYS. September 2019;7(3):389-407. doi:10.17478/jegys.582993
Chicago Saduak, Wattana, Pakkapong Poungsuk, Ratchadakorn Phonpakdee, and Sataporn Deeyıng. “School Agricultural Learning Center for Sustainable Agricultural Learning”. Journal for the Education of Gifted Young Scientists 7, no. 3 (September 2019): 389-407. https://doi.org/10.17478/jegys.582993.
EndNote Saduak W, Poungsuk P, Phonpakdee R, Deeyıng S (September 1, 2019) School Agricultural Learning Center for Sustainable Agricultural Learning. Journal for the Education of Gifted Young Scientists 7 3 389–407.
IEEE W. Saduak, P. Poungsuk, R. Phonpakdee, and S. Deeyıng, “School Agricultural Learning Center for Sustainable Agricultural Learning”, JEGYS, vol. 7, no. 3, pp. 389–407, 2019, doi: 10.17478/jegys.582993.
ISNAD Saduak, Wattana et al. “School Agricultural Learning Center for Sustainable Agricultural Learning”. Journal for the Education of Gifted Young Scientists 7/3 (September 2019), 389-407. https://doi.org/10.17478/jegys.582993.
JAMA Saduak W, Poungsuk P, Phonpakdee R, Deeyıng S. School Agricultural Learning Center for Sustainable Agricultural Learning. JEGYS. 2019;7:389–407.
MLA Saduak, Wattana et al. “School Agricultural Learning Center for Sustainable Agricultural Learning”. Journal for the Education of Gifted Young Scientists, vol. 7, no. 3, 2019, pp. 389-07, doi:10.17478/jegys.582993.
Vancouver Saduak W, Poungsuk P, Phonpakdee R, Deeyıng S. School Agricultural Learning Center for Sustainable Agricultural Learning. JEGYS. 2019;7(3):389-407.
By introducing the concept of the "Gifted Young Scientist," JEGYS has initiated a new research trend at the intersection of science-field education and gifted education.