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Community-based collaborative research in the process of curriculum development : a case study of curriculum in economics at the elementary educational level, Bann Thawai, Chiang Mai Province

Name: ÍÁÃÃѵ¹ì ÇѲ¹Ò¸Ã

ThaSH: àÈÃÉ°ÈÒʵÃì -- ËÅÑ¡Êٵà -- ä·Â

ThaSH: àÈÃÉ°ÈÒʵÃì -- ¡ÒÃÈÖ¡ÉÒáÅСÒÃÊ͹ (»ÃжÁÈÖ¡ÉÒ)

ThaSH: ¡ÒÃÇҧἹËÅÑ¡Êٵà -- ¡ÒÃÁÕÊèǹÃèÇÁ¢Í§»ÃЪҪ¹

ThaSH: ËÅÑ¡Êٵ÷éͧ¶Ôè¹ -- ä·Â -- àªÕ§ãËÁè

Abstract: ¡ÒÃÇԨѤÃÑ駹×éà»ç¹¡ÒÃÇÔ¨ÑÂÀҤʹÒÁ·ÕèÁÕÇѵ¶Ø»ÃÐʧ¤ìà¾×èÍÈÖ¡ÉÒ¡Ãкǹ¡ÒÃÃèÇÁÁ×͡ѹ¢Í§ªØÁª¹ã¹â¤Ã§¡ÒÃÇÔ¨ÑÂáÅÐà¾×è;Ѳ¹ÒËÅÑ¡ÊÙµÃàÈÃÉ°ÈÒʵÃì·éͧ¶Ôè¹â´Â¹ÓàÍÒºÃÔº··Ò§Êѧ¤Á¢Í§·éͧ¶Ôè¹´éÒ¹¡Ò÷ӧҹäÁéá¡ÐÊÅÑ¡ÁÒãªéà»ç¹¢éÍÁÙž×鹰ҹ㹡Ãкǹ¡ÒþѲ¹Ò ËÅÑ¡Êٵà ¡ÅØèÁà»éÒËÁÒÂä´éá¡è¼ÙéãËé¤ÇÒÁÃèÇÁÁ×ͪÒǺéÒ¹¶ÇÒ¨ӹǹ 9 ¤¹ áÅÐáç§Ò¹¨Ò¡ªÒǺéÒ¹à¡éÒËÁÙèºéÒ¹ã¡Åéà¤Õ§ºéÒ¹¶ÇÒ ¨Ó¹Ç¹ 47 ¤¹«Öè§ä´éÁÒ¨Ò¡¡ÒÃàÅ×͡Ẻà¨ÒШ§µÒÁ ÇÔ¸Õ¡ÒÃËÅÑ¡·Õèã«é㹡ÒÃà¡çºÃǺÃÇÁ¢éÍÁÙÅä´éá¡è¡ÒÃÊѧࡵÍÂèÒ§ÁÕÊèǹÃèÇÁ ¡ÒÃÊÑÁÀÒɳìÍÂèÒ§äÁèà»ç¹·Ò§¡Òà ¡ÒÃÊÑÁÀÒɳì¡ÅØèÁáÅСÒÃʹ·¹Ò¡ÅØèÁ ¼ÙéÇÔ¨ÑÂãªéÇÔ¸Õ¡ÒõÃǨÊͺ¢éÍÁÙÅ·ÕèÃǺÃÇÁ¨Ò¡ËÅÒÂáËÅè§â´ÂãªéÇÔ¸Õ¡ÒõÃǨÊͺÅÒÁàÊéÒáÅÐÇÔà¤ÃÒÐËì¢éÍÁÙÅÀÒÂãµé¡Ãͺ·¶ÙɯշҧÊѧ¤ÁÇÔ·ÂÒáÅзҧ¡ÒÃÈÖ¡ÉÒ ¼Å¡ÒÃÇԨѾºÇèÒÁմѧ¹Õé ¡ÒÃÃèÇÁÁ×͡ѹ¢Í§ªÒǺéÒ¹ºéÒ¹¶ÇÒÂã¹â¤Ã§¡ÒÃÇÔ¨ÑÂà¾×èÍ¡ÒþѲ¹ÒËÅÑ¡ÊÙµÃàÈÃÉ°ÈÒʵÃì·éͧ¶Ôè¹ ÁÕÅѡɳТͧ¡ÒÃÃèÇÁÁ×͡ѹ 2 ÅѡɳРä´éá¡è ¡ÒÃÃèÇÁÁ×͡ѹÃÐËÇèÒ§ªÒǺéÒ¹¡Ñº¼ÙéÇÔ¨ÑÂáÅСÒÃÃèÇÁÁ×͡ѹÃÐËÇèÒ§ªÒǺéÒ¹¡ÑºªÒǺéÒ¹ ¡ÒÃÃèÇÁÁ×͡ѹ·Ñé§ÊͧÅѡɳйÕ龺ÇèÒ à¡Ô´¢Öé¹ã¹ 2 ÃÐÂÐ ÃÐÂзÕè 1 㹪èǧ¡ÒÃÈÖ¡ÉÒËÒ¢éÍÁÙÅàÈÃÉ°ÈÒʵÃì¡ÒûÃСͺÍÒªÕ¾äÁéá¡ÐÊÅÑ¡ã¹·éͧ¶Ôè¹ áÅÐÃÐÂзÕè 2 㹪èǧ¢Í§¡ÒþѲ¹ÒËÅÑ¡ÊÙµÃàÈÃÉ°ÈÒʵÃì·éͧ¶Ôè¹ã¹ÃÐÂзÕè 1 ¡ÒÃÃèÇÁÁ×͡ѹ¢Í§ªÒǺéÒ¹¡Ñº¼ÙéÇÔ¨ÑÂà¡Ô´¢Öé¹àÁ×èͪÒǺéÒ¹¡Ñº¼ÙéÇԨѪèÇ¡ѹ¤é¹ËÒ¢éÍÁÙÅà¡ÕèÂǡѺàÈÃÉ°ÈÒʵÃì¡Ò÷ӧҹäÁéá¡ÐÊÅÑ¡ Êèǹ¡ÒÃÃèÇÁÁ×ͧ͢ªÒǺéÒ¹´éÇ¡ѹàͧà¡Ô´¢Öé¹àÁ×èͪÒǺéÒ¹¾ÂÒÂÒÁ·Õè¨Ð·Ó¤ÇÒÁà¢éÒã¨áÅÐÊзé͹ÊÀÒ¾¡Ò÷ӧҹäÁéá¡ÐÊÅÑ¡·Õèà¡Ô´µÒÁÊÀÒ¾·Õèà¡Ô´¢Ö鹨ÃÔ§ã¹ËÁÙèºéÒ¹ ã¹ÃÐÂзÕè 2 ¡ÒÃÃèÇÁÁ×ÍÃÐËÇèÒ§¼ÙéÇԨѡѺªÒÇ»éÒ¹à¡Ô´¢Öé¹àÁ×èͪÒǺéÒ¹¡Ñº¼ÙéÇԨѪèÇ¡ѹµÃǨÊͺ¢éÍÁÙÅà¾×èͨйÓÁҨѴ·Óà»ç¹à¹×éÍËÒàÈÃÉ°ÈÒʵÃì Êèǹ¡ÒÃÃèÇÁÁ×ÍÃÐËÇèÒ§ªÒǺéÒ¹´éÇ¡ѹàͧà¡Ô´¢Öé¹àÁ×èÍ¡ÅØèÁ¼Ùé¹ÓªØÁª¹áÅЪÒǺéÒ¹¡ÃеØ鹡ѹàͧãËéà¡Ô´¡ÒùÓàÍÒËÅÑ¡ÊÙµÃä»ãªé

Abstract: à¹×éÍËÒËÅÑ¡ÊÙµÃàÈÃÉ°ÈÒʵÃì·éͧ¶Ôè¹·Õè¾Ñ²¹Ò¢Öé¹»ÃСͺ´éÇÂÁâ¹·Ñȹì·Ò§àÈÃÉ°ÈÒʵÃì 12 Áâ¹·Ñȹì ä´éá¡è ¤ÇÒÁªÓ¹Ò­¾ÔàÈÉ¡ÒÃáºè§§Ò¹¡Ñ¹·ÓµÒÁ¤ÇÒÁªÓ¹Ò­ ¡ÒõѴÊÔ¹ã¨áÅÐáçÊ٧㨠¡ÒÃŧ·Ø¹áÊмšÓäà ¡ÒÃáÅ¡à»ÅÕè¹â´Â¤ÇÒÁÊÁѤÃ㨠ÍØ»·Ò¹áÅÐÍػʧ¤ì Íػʧ¤ìáÅÐÍØ»·Ò¹ ¡ÒÃá¢è§¢Ñ¹¡Ñ¹¢Ò ¡ÒáÃШÒÂÊÔ¹¤éÒ ¡ÒÃÁÕÍÍÂÙèÍÂèÒ§¨Ó¡Ñ´¢Í§·ÃѾÂÒ¡Ã ¡ÒáÓ˹´ÃÒ¤Ò áÅÐʶҺѹ·Ò§¡ÒÃà§Ô¹ Áâ¹·ÑȹìàÈÃÉ°ÈÒʵÃì·Ñé§ 12 Áâ¹·Ñȹì¨Ñ´à»ç¹ 4 ˹èÇ¡ÒÃàÃÕ¹¼Ùé ä´éá¡è àÍ¡Åѡɳì¢Í§ÀÙÁԻѭ­Ò·éͧ¶Ô蹡Ѻ¡ÒüÅÔµ§Ò¹ÈÔÅ»Ëѵ¶¡ÃÃÁºéÒ¹¶ÇÒ¤ÇÒÁàÍ×éÍÍҷâͧ¼Ùé¢ÒÂáÅСÓä÷Õèä´éÃѺ ¡ÒÃÃèÇÁã¨ÃèÇÁáçÊÃéÒ§¤ÇÒÁà¢éÁá¢ç§ãËé¡ÑºªØÁª¹ áÅСÒüÅÔµäÁéá¡ÐÊÅÑ¡º¹°Ò¹¡ÒþѲ¹Ò·ÕèÂÑè§Â×¹ »ÃÐà´ç¹ËÅÑ¡¢Í§¤ÇÒÁᵡµèÒ§ÃÐËÇèÒ§ËÅÑ¡ÊÙµÃàÈÃÉ°ÈÒʵÃì·éͧ¶Ôè¹·Õè¾Ñ²¹Ò¢Ö鹡ѺËÅÑ¡ÊÙµÃàÈÃÉ°ÈÒʵÃìáÁ躷ÍÂÙè·Õèà¹×éÍËÒÊÓËÃѺ¡ÒÃàÃÕ¹¼Ùéã¹ËÅÑ¡Êٵà à¹×éÍËÒàÈÃÉ°ÈÒʵÃì·éͧ¶Ôè¹ã¹ËÅÑ¡Êٵ÷Õè¾Ñ²¹Ò¢Öé¹ä´éÁÒ¨Ò¡¡ÒûÃÐÊÁ»ÃÐÊÒ¹ãËéà¡Ô´¤ÇÒÁ¾Í´ÕÃÐËÇèÒ§ËÅÑ¡¡Ò÷Õèà»ç¹àÈÃÉ°ÈÒʵÃìÊÒ¡Åá¹Ç·Ø¹¹ÔÂÁ¡ÑºÇѲ¹¸ÃÃÁáÅÐÀÙÁԻѭ­Ò·éͧ¶Ôè¹ áÅÐà¹×éÍËÒàÈÃÉ°ÈÒʵÃì·éͧ¶Ôè¹á¹Ç»ÃÐÊÁ»ÃÐÊÒ¹ã¹ËÅÑ¡Êٵ÷Õè¾Ñ²¹Ò¢Öé¹¹Õé¨Ð·Ø¡¹ÓÁÒºÙóҡÒáѺà¹×éÍËÒÃÒÂÇÔªÒÍ×è¹·Õèà¡ÕèÂÇ¢éͧ áÅéǨѴ·Óà»ç¹Ë¹èÇ¡ÒÃàÃÕ¹ÃÙé¢Öé¹ 4 ˹èÇ 㹢³Ð·Õèà¹×éÍËÒÁâ¹·ÑȹìàÈÃÉ°ÈÒʵÃìËÅÑ¡ÊÙµÃáÁ躷ÁÕà¹×éÍËÒ·ÕèÁÒ¨Ò¡ËÅÑ¡¡ÒÃàÈÃÉ°ÈÒʵÃìÊÒ¡Åá¹Ç·Ø¹¹ÔÂÁà¾Õ§ÍÂèÒ§à´ÕÂÇ ´Ñ§¹Ñ鹡ÒùÓËÅÑ¡Êٵà àÈÃÉ°ÈÒʵÃìáÁ躷ä»ãªéã¹âçàÃÕ¹ âçàÃÕ¹¨Óà»ç¹àµéͧºÙóҡÒÃà¹×éÍËÒÃÒÂÇÔªÒÍ×è¹à¢éҡѺÁҵðҹàÈÃÉ°ÈÒʵÃìà¾×èͨѴ·Óà»ç¹Ë¹èÇ¡ÒÃàÃÕ¹ÃÙé¢Öé¹ Êèǹ¡ÒÃãªéËÅÑ¡ÊÙµÃàÈÃÉ°ÈÒʵÃì·Õè¾Ñ²¹Ò¢Öé¹¹ÕéâçàÃÕ¹ÊÒÁÒö¹ÓàÍÒº·àÃÕ¹µÒÁá¹Ç·Ò§·Õè¨Ñ´äÇéãËéáÅéÇã¹ËÅÑ¡ÊÙµÃä»äªéä´éàÅÂ

Abstract: The purposes of this study were to investigate the process of collaboration of the villagers in the research project and to develop the local economics curriculum using wood handicraft context of Bann Thawai as the foundation for the local economics curriculum. The target groups were comprised of 9 Thawai villagers and other 47 villagers from the nine villages in the vicinity, selected by purposive sampling technique. Field research study, which primarily based on participant observation and informal interview, including group interview and focus group, were conducted throughout the study. Triangulation technique was used to check the validity of the collected data The verified data were then interpreted according to the theoretical framework in Social Sciences and educational theories Research findings were as follows: The collaboration of the villagers in the research project regarding curriculum development emerged in two characteristics: the collaboration between the villagers and the researcher and the collaboration among villagers themselves. Both types of collaboration occurred during the two phases of research procedure; the first occurred during the stage of searching for the wood handicraft economics data and the second occurred during the stage of curriculum development. At the first stage, the collaboration between the villagers and the researcher occurred when the villagers and the researcher helped each other search for the wood handicraft economics data. The collaboration among the villagers occurred when they tried to understand and reflect authentic wood handicraft situation in the village. At the second stage, the collaboration between the villagers and the researcher occurred when helping each other validate data to form economics content. The collaboration among the villagers occurred when the community leaders and other villagers encouraged one another to reach the curriculum utilization stage. Theÿdeveloped contentsÿinÿtheÿlocal economicsÿcurriculumÿconsistedÿofÿ12 economics concepts.ÿThese concepts were; specialization, divisionÿofÿlabor. decision making andÿincentives.ÿinvestment and profit.ÿtheÿvoluntary exchange, supply and demand, demand and supply,ÿtheÿsale competition,ÿtheÿallocationÿofÿgoods, scarcity, price determination and financialÿinstitution.ÿThey were groupedÿinto 4 unitsÿofÿlearning; "Theÿidentityÿofÿlocal wisdom and wood handicraftÿinÿtheÿproductionÿofÿBann Thawai", "Local consideration and cash, profit making. "Building up community strength through collaboration among villagers" and "Wood handicraft production and sustainableÿdevelopment”.ÿTheÿmajor difference betweenÿtheÿdeveloped local economicsÿcurriculumÿandÿtheÿeconomics fromÿtheÿnationalÿcurriculumÿwasÿinÿtermsÿofÿits learning content.ÿTheÿdeveloped local economics content was derived from mediating betweenÿtheÿprincipleÿofÿglobal capitalism andÿtheÿlocal culture and wisdom.ÿInÿaddition,ÿtheÿmediated contentÿinÿtheÿdeveloped localÿcurriculumÿhad beenÿintegrated withÿtheÿrelevant subjects to form four unitsÿofÿlearning whileÿtheÿeconomics conceptsÿinÿtheÿnationalÿcurriculumÿhad been solely drawn fromÿtheÿprincipleÿofÿtheÿglobal capitalism. As a consequence, a school implementingÿtheÿnationalÿcurriculumÿneeded toÿintegrate other subjects withÿtheÿeconomics standards to formÿtheir own learning units whileÿtheÿschool utilizesÿtheÿdevelopedÿcurriculumÿcan launchÿtheÿlessons followingÿtheÿprovided guideline.

¨ØÌÒŧ¡Ã³ìÁËÒÇÔ·ÂÒÅÑÂ. Êӹѡ§Ò¹ÇԷ·ÃѾÂÒ¡Ã

Address: ¡Ãا෾ÁËÒ¹¤Ã

Email: cuir@car.chula.ac.th

Name: ÊÓÅÕ ·Í§¸ÔÇ

Role: ·Õè»ÃÖ¡ÉÒ

Name: Bloch Marianne N.

Role: ·Õè»ÃÖ¡ÉÒÃèÇÁ

Modified: 2564-09-05

Issued: 2564-05-29

ÇÔ·ÂÒ¹Ô¾¹¸ì/Thesis

application/pdf

URL: http://cuir.car.chula.ac.th/handle/123456789/64314

tha

Spatial: ä·Â

Spatial: ä·Â àªÕ§ãËÁè

DegreeName: ¤ÃØÈÒʵôØɮպѳ±Ôµ

Level: »ÃÔ­­ÒàÍ¡

Descipline: ËÅÑ¡ÊÙµÃáÅСÒÃÊ͹

Grantor: ¨ØÌÒŧ¡Ã³ìÁËÒÇÔ·ÂÒÅÑÂ

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