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Asia-Pacific Forum
on Science Learning and Teaching, Volume 14, Issue 2, Article 1 (Dec., 2013) |
Thai pre-service science teachers' practice of science communication in communities
Sasithep PITIPORNTAPIN
Division of Science Education, Department of Education
Faculty of Education, Kasetsart University
Bangkok, THAILANDE-mail: fedustp@ku.ac.th
Received 5 Aug., 2013
Revised 19 Dec., 2013
Contents
- Abstract
- Introduction
- Purpose of the Study
- Methodology
- 1. Research Design
- 2. Research Participants
- 3. Context of the Study
- 4. Research Methods
- 5. Data Collection
- 6. Data Analysis
- Research Findings
- Using wording appropriate to personal prior knowledge or background
- Providing reasonable and sufficient explanations to change the viewpoint and behavior of people in communities
- Telling the truth about bad experiences with propaganda to promote people's critical thinking
- Discussion and Conclusion
- Recommendations
- References
The objective of this research is to follow up the practice of three Thai pre-service teachers in science communication within communities. These teachers had taken a science communication course in one of the universities in Bangkok. They then practiced science communication in their communities in the second semester of the academic year 2012. The researcher gathered the information in semi-structured interviews in which the participants answered questions about their practice of science communication. In addition, the researcher collected documents that the participants used in conducting activities. They were asked to write journal entries about their practice of science communication in community. Moreover, informal interviews were used for clarification. These collected data were analyzed using within-case and cross-case analyses. The findings showed that the pre-service science teachers were able to use wording appropriate to personal prior knowledge and background. They provided reasonable and sufficient explanations for changing the viewpoints and behavior of people in community. Furthermore, they told the truth about bad experiences of propaganda used to promote people's critical thinking. They also used more than one communication technique in science communication to promote people's understanding of science. These findings were considered in terms of further professional development.
Keywords: pre-service science teachers, science communication, community
