The Development of History Learning Management Model Based on Historical Method and Project-Based Learning to Enhance Team Learning Skills of Junior High School Students

Abstract

This study aimed to 1) develop a history learning management model based on the historical method integrated with project-based learning, and 2) examine the effects of the developed learning management model on team learning skills among lower secondary school students. The research employed a research and development approach using primarily qualitative research methods. The study was conducted in four phases: studying related concepts and theories, developing the learning management model, implementing the model, and revising the model after implementation. The key informants consisted of 40 Grade 8 students from a school in Bangkok and three experts who evaluated the appropriateness of the developed learning management model. The research instruments included the learning management model, lesson plans, an expert evaluation form, and semi-structured interview protocols. Data were analyzed using content analysis. The findings revealed that: 1) the developed learning management model consisted of five learning steps, namely formulating questions and planning projects, searching for and collecting evidence, analyzing and evaluating evidence, interpreting historical events, and synthesizing knowledge and presenting project outcomes; and 2) the implementation of the model effectively enhanced students’ team learning skills, including communication, collaborative decision-making, role allocation, responsibility, reasoned discussion, and collaborative knowledge construction. In the fourth phase, the researcher refined the learning activities and assessment guidelines for team learning skills to improve the clarity and effectiveness of the final model.