THE LEARNING MANAGEMENT BASED ON ACTIVE LEARNING WITH THE CONTEMPLATIVE EDUCATION TO ENHANCE INSTRUCTIONAL DESIGN ABILITY OF STUDENT TEACHERS FACULTY OF EDUCATION, RATTANAKOSIN RAJABHAT UNIVERSITY GROUP

Abstract

               The purposes of this research were to study and analze the foundation on developing organization to enhance instructional design ability of student teachers, to design and development learning process, to implement a organization based on Active learning and the Contemplative Education, and evaluate the effectiveness of this learing process, empioying the R&D research method .in the process of impiementing in the classroom, The research was devided into 4 steps: analyzing the foundation; developing the process of learning; implementing the process of learning; evaluating the process of learning. The sample of this study were 25 forth year student teachers, in General Science Education program, the faculty of Education, Suan Sunandha Rajabhat University. The research instruments were 1) the teachers’ manual and lesson plans 1) evaluation form for varied and systematically instructional design ability, 2) evaluation form for lesson plan writing ability, 3) evaluation form for organization learning activities ability, and evaluation form of students’ satisfaction toward the learninn prosess. The data were analyzed by using arithmetic means, percentage, standard deviation, t–test dependent and content analysis.
               The research finding were as follows:
               1. The foundation analysis results were crucial as they would be used to develop students’ instructional design ability, mercifulness, pubic-mindedness, and problem solving.
               2. The developed learning process organization, based on Active Learning and the Contemplative Education,consisted of 4 steps: Analysis of foundation;design and delopment; construction of experience; and reflection. The learning process implementation in the classroom consisted of 6 steps 1) spark provocative ideas. 2) planing a lesson plan. 3) microteaching. 4) Reflecting with instructor and other students teachers. 5) Summary of learning. 6) revising the lesson plans
               3. After implementing the developed learning process organization, instructional design ability of student teachers were significantly higher than this before learning by using developed learning process organization at .05 level of significantly. In adding, student teacher have developed the ability to problem solving, and work together. Therefore, the learning process is based on Active Learning Learning Study Approach and the Contemplative Education was qualified to enhance instructional design ability of student teachers