The State of Learning in Science for Quality of Life Course, General Education  

Oleh:

Buachoon, Napattaorn

Jenis: Article from Proceeding
Dalam koleksi: The International Symposium on Social Sciences (TISSS) and Hong Kong International Conference on Education, Psychology and Society (HKICEPS) at Hongkong, December 2013, page 1062-1066.
Topik: State of Learning; Science for Quality of Life; General Education
Fulltext: Hong Kong-Conference 193.pdf (319.64KB)

Isi artikel

The purpose of this research was: 1. To study the state learning in Science for Quality of Life Course, General Education. 2. To offer the ways to improve learning and teaching Science for Quality of Life. The target was the 3 students enrolled Science for Quality of Life (9000302) in semester 1 /2555 and the 5 teachers taught teaching Science for Quality of Life by using methods of qualitative research based on the interview and the conversation with a focus group, after that to present the results of analysis of the descriptive analysis. The results of the study showed: 1. Most common problems of students were poor, no aptitude, not interesting in learning. They were unable to apply knowledge to solve the problems. They often absented and came to class late. They disliked science and didn’t do exercises by themselves. The confusion was very difficult to remember. The contents of science were tedious, very difficult and boring. 2. The problems of learning and teaching were that the teachers were the most stringent. The environment in learning was stressful. They taught without the medium of teaching, very quickly, not interesting. The tests were very difficult. 3. The results from conversation with the teachers taught teaching Science for Quality of Life. Issues and difficulties in the course were the audio portion, computers and projectors. Whereas the problems of learning and teaching were the students were poor. The teaching time was limited. There were many contents in the course and so many students that the teachers couldn’t take care of them. 4. To develop guidelines should provide remedial course once a week, adjustment of curriculum and the requirement in each faculty into practice. Checking the equipments before classes begin.

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