Academic and Research Journal of Liberal Arts (Online)

The Development of Training Curriculum to Promote Creative Media Creation Skills from Local Cultural Capital of Bang Sao Thong District, Samut Prakan Province

2025-03-21T10:31:48+07:00

The purpose of this research was to 1) develop a training curriculum to promote creative media creation skills based on the local cultural capital of Bang Sao Thong, Samut Prakan, and 2) examine the implementation outcomes of the curriculum and present the curriculum to stakeholders. The research was conducted in two phases. Phase 1 involved interviews with school directors and surveying the curriculum development needs of teachers from the Bang Sao Thong group. The data collected were analyzed and synthesized to develop the training curriculum. Phase 2 focused on evaluating the curriculum implementation with 29 lower secondary school students from the Bang Sao Thong group. The curriculum was subsequently presented to stakeholders for review. The results of Phase 1 indicated that school directors expressed a need for a curriculum emphasizing the learning of art, culture, local wisdom, and traditional practices, with an emphasis on hands-on student engagement. Teachers in the Bang Sao Thong group suggested that the curriculum’s objectives should foster students’ pride, knowledge, and participation in preserving Bang Sao Thong’s cultural heritage. Based on these insights, the curriculum was designed and structured to include key components such as the conceptual framework, learning objectives, content, learning activities, instructional media, and assessment and evaluation methods. The curriculum was developed under the concept of "Creative Media from Cultural Capital," which focuses on integrating the local wisdom of Bang Sao Thong into media and product creation. This approach seeks to add value to cultural capital in innovative ways, aligning with the context of the digital creative economy. The curriculum’s learning objectives were set to promote positive attitudes and equip students with creative media production skills grounded in cultural capital. The curriculum comprised 10 learning activities, each lasting three hours, totaling 30 hours. These activities allowed students to explore both tangible and intangible cultural capital in Bang Sao Thong, develop entrepreneurial skills related to cultural capital, and practice creative media production. Subsequently, the curriculum was submitted for evaluation by three experts, who assessed its appropriateness. The Index of Item-Objective Congruence (IOC) ranged from 0.60 to 1.00, indicating an acceptable level of alignment between the curriculum components and objectives. The results of Phase 2, which involved the implementation of the curriculum with 29 lower secondary school students from the Bang Sao Thong group, demonstrated that students successfully created various forms of creative media products, including digital print media, videos, logos, patterns, and culture-based products. The overall assessment of students’ attitudes toward their local community after participating in the training was at the highest level ( = 4.23). Moreover, the evaluation of students' creative media production skills and outputs was rated at the highest level ( = 4.68). The curriculum was then presented to stakeholders, and the evaluation of the curriculum’s suitability for sustainable implementation was rated at the highest level ( = 4.85). Furthermore, the satisfaction level regarding the feedback session on curriculum implementation was also rated at the highest level ( = 4.90), with all individual evaluation items scoring at the highest level.

Developing and Upgrading Cultural Capital Datasets in the Digitalization and Virtual Platforms of Three Samut Prakan Province Communities: “Bang Sao Thong, Bang Pla, Bang Chalong”

2025-03-25T10:08:29+07:00

This research aims to: 1) explore the cultural capital data of the Sam Bang area (comprising Bang Sao Thong District, Bang Pla Subdistrict, and Bang Chalong Subdistrict of Bang Phli District) in Samut Prakan Province; 2) study the historical roots of the Sam Bang area along both sides of the canal in Samut Prakan; and 3) develop cultural capital data in digital format and create a virtual platform using participatory action research processes.

The study employed purposive sampling to engage local scholars, cultural capital entrepreneurs, cultural wisdom inheritors, representatives from local administrative organizations, religious and spiritual leaders, community leaders, teachers, and educational personnel. Research methods included surveys, in-depth interviews, participatory observation, focus group discussions, and the development of a virtual platform.Research findings revealed that:

The cultural capital data of the Sam Bang area comprises 153 items:
- Bang Sao Thong District: 49 items (21 tangible and 28 intangible cultural heritage items)
- Bang Chalong Subdistrict: 34 items (7 tangible and 27 intangible cultural heritage items)
- Bang Pla Subdistrict: 43 items (8 tangible and 35 intangible cultural heritage items)
An in-depth historical study analyzed changes in the Sam Bang area along both sides of the canal, documenting both positive and negative developments. Significant cultural heritage data was obtained from two major communities: the Muslim community of Darul Ameen Mosque and the old market community along the Samrong Canal, including Pueng Tao Gong Shrine and Thapthim Shrine. These findings were presented as a motion graphic series titled "Development of the Sam Bang Area along Both Sides of the Canal in Samut Prakan."
A comprehensive cultural map was created, incorporating tangible and intangible cultural heritage with photographs, videos, and geographical coordinates. This information is accessible through:
- Website: https://dp.culturalmapthailand.info/GL
- Facebook: facebook.com/สุขไม่จางที่บางเสาธง-สมุทรปราการ-100731384802383 (6,475 followers)
- YouTube: youtube.com/@ที่นี่สามบางสองฝั่งคลองสมุทรปราการ
- Online exhibition through Spatial Metaverse: Happiness3bangsSamut-Prakan

Problems in the Development of Thai Language Skills among Youth Guides for Communicating Cultural Identity and Promoting Cultural Tourism: A Case Study of Wat Bua Roi School

2025-05-01T15:22:31+07:00

This research article aims to study the problems in developing the Thai language skills of young tour guides in communicating identity and promoting cultural tourism, as well as a case study of Wat Bua Roi School. It also proposes guidelines for developing Thai language skills to enhance the effectiveness of conveying cultural stories to tourists. This research is qualitative. The sample group consisted of 20 fifth-grade Wat Bua Roy School students who had previously undergone tour guide training. Interviews were conducted with 3 teachers at Wat Bua Roy School and 7 relevant individuals in the community. In this research, the researchers used observation, questioning, and interview methods, collecting data for six months after the tour guide training. The study found that the main problems faced by young tour guides include: (1) a lack of in-depth understanding of local identity, leading to inaccurate and uninteresting cultural information dissemination; (2) Thai language skills that are not aligned with tour guiding, such as incorrect vocabulary usage and an inability to tell engaging stories; (3) a lack of confidence and public speaking skills, resulting in less fluent presentations; (4) insufficient skills in responding and problem-solving when faced with diverse questions from tourists; (5) limitations in information sources and teaching materials, as training resources for young tour guides may be unclear, incomplete, inadequate, or outdated; and (6) a lack of opportunities for real-life practice, preventing young tour guides from effectively applying their learned skills. The proposed solutions for developing Thai language skills among young tour guides include: enhancing knowledge and understanding of local identity through the development of effective learning content; improving Thai language communication techniques, particularly public speaking and listening skills, strengthening response and problem-solving skills; providing modern and accessible information resources; and increasing opportunities for practical experience through creating or arranging hands-on activities that closely simulate real-world scenarios.

The Sri Ayutthaya Female Detective: The Heroine of Investigation and the Man in Shadow

2025-02-21T08:54:33+07:00

This research article analyzes the roles of supporting characters who assist the female protagonist’s transformation into the heroine in the series of historical detective novels called The Sri Ayutthaya Female Detective. The research finds two types of supportive characters, as follows. 1) The male character who expands the potential and abilities of the female protagonist. He has a higher social rank than the protagonist; holds a firm profession; and is a specialist, having more knowledge and experience than the protagonist. These characteristics increase the status and capability of the protagonist. 2) The female supporting character typically occupies a lower social or economic status than the female protagonist. Traditional gender norms do not bind her and operate beyond conventional expectations of femininity. Her personality often starkly contrasts with the protagonist's, and her role is to provide support by undertaking actions or responsibilities that the protagonist is unable or unwilling to perform. Through these supporting characters, the series reveals an underlying message that females are dependent on males. To be successful, they must overcome the social limitations imposed on them.

Teaching Competency of Pre-Service Teachers in Computer Education and Digital Technology for Education Programs, Faculty of Technical Education, Rajamangala University of Technology Thanyaburi

2025-03-27T19:19:01+07:00

This qualitative research collected data through in-depth interviews with pre-service teachers in professional training. The objectives were to: 1) examine the teaching competencies of pre-service teachers majoring in Computer Education and Digital Technology for Education at the Faculty of Technical Education, Rajamangala University of Technology Thanyaburi, and 2) propose instructional strategies aimed at developing pre-service teachers’ teaching skills and fostering 21st-century skills. The research findings revealed that the critical teaching competencies comprise 11 aspects, namely: 1) preparing for learning, 2) articulating learning objectives, 3) reviewing prior content, 4) employing diverse teaching strategies, formats, and methods, 5) activating learners’ prior knowledge, 6) applying theory to practice, 7) incorporating diverse activities into instructional management, 8) providing feedback, 9) summarizing and reviewing content, 10) assessing and evaluating outcomes, and 11) implementing remedial teaching. Furthermore, the research proposed instructional management strategies to develop teaching skills aligned with 21^st-century skills, including: 1) effective lesson introduction, 2) applying appropriate teaching strategies, formats, and methods, 3) activating learners’ prior knowledge, 4) integrating theory into practice, 5) designing engaging learning activities, 6) providing constructive feedback, 7) systematically summarizing learning outcomes, 8) evaluating learning outcomes, and 9) leveraging information technology to enhance instruction.

Analysis of the Presentation Techniques of Bangkok’s History in the Bangkok Knowledge: Old Quarter Stories Book for Learners of Thai as a Foreign Language

2025-03-02T10:06:16+07:00

This article analyzes the presentation techniques used to depict the history of Bangkok in the book Bangkok Knowledge: Old Quarter Stories for learners of Thai as a foreign language. The study found that the book employs key ten presentation techniques: (1) use of illustrations, including photographs, drawings, and maps; (2) explanatory methods, including explaining with short texts and explaining with examples; (3) question-and-answer methods, including using questions as headings and embedding questions within the content; (4) character creation; (5) chronological storytelling; (6) insertion of interesting facts; (7) use of dialogue; (8) comparative techniques; (9) diverse source referencing; and (10) use of idioms. These techniques help present the complex and multifaceted history of Bangkok in an engaging and comprehensible manner. However, these techniques make the content more accessible and easier to understand. They not only facilitate understanding but also capture learners’ interest, making the book suitable for studying history, society, and culture within the context of learning Thai as a foreign language, these methods contribute to more effective Thai language learning.

The Development of an Instructional Model by Applying Brain-Based Learning Integrated with Task-Based Learning to Enhance Reading Comprehension Abilities and Teamwork Abilities of First Grade Students

2025-04-08T08:26:43+07:00

This research aims to: 1) develop an instructional model integrating brain-based learning and task-based learning to enhance reading comprehension and teamwork abilities of Grade 1 students, and 2) examine the effectiveness of the developed model by considering students' reading comprehension before and after instruction, their development in teamwork skills, and their opinions toward the model. The sample consisted of 37 Grade 1 students from the Demonstration School of Silpakorn University (Early Childhood and Primary Section), selected using classroom-based random sampling. Data analysis tools included percentage, mean, standard deviation, dependent t-test, content analysis, and repeated measures ANOVA. The findings indicate that the "Lee Model" comprises five key components and three instructional steps: collaborative learning, hands-on task-based experiences, and knowledge exchange through reading comprehension. The model was found to be highly appropriate (M = 4.61, SD = 0.42). Furthermore, students' reading comprehension and teamwork abilities significantly improved at the .05 level, and their opinions toward the model were rated at a high level.

Aesthetics in Literary Sentiments from the Prose Poetry "Phaew Phan Than Nam Lai” by Naowarat Pongpaiboon

2025-04-04T09:44:09+07:00

This research article aimed to study rhetoric, figures of speech, and literary sentiments in the prose poetry "Phaew Phan Than Nam Lai” (Whispering Through Flowing Streams) by Naowarat Pongpaiboon, which consists of 36 chapters. This research applied theories of rhetoric, figures of speech, and literary sentiments to synthesize criteria for the study. The results showed that the prose includes five types of rhetoric: narrative rhetoric, descriptive rhetoric, didactic rhetoric, exemplification rhetoric, and comparative rhetoric. There are 11 types of figures of speech: simile, rhetorical question, metaphor, personification, suppositional statement, symbolism, implication, allusion, parallelism, paradox, and allegory. The work has eight literary sentiments (Rasa): Santa, Karuna, Vira, Adbhuta, Bhayanaka, Bibhatsa, Raudra, and Shringara. The aesthetic elements that appear in the composition contribute to the prose poetry's valuable creative language.