In-depth study of geology teachers' teaching practices in the upper secondary levels under the Bangkok Educational Services, area 2

Abstract

This research is an interpretive study which aims to determine in-depth understanding of geology teachers' teaching practices in the upper secondary levels. Three teachers from three different public schools participated in the study. Data were gathered from semi-structured interviews, classroom observations, and other related documents. Inductive analysis was utilized to manipulate empirical data and categorized into significant themes. Findings revealed that teachers were more likely to rely on lectures, using worksheets, and searching for information for classroom presentations, but less likely to use hands-on experiments. Teachers used a variety of teaching and learning materials depending on time and facilities. Moreover, they assessed and evaluated students' learning using several methods. Concerning the integrated curriculum, teachers usually interconnected geology contents with other disciplines while integration within science disciplines was barely used in the classroom. The findings are available for use for designing professional development through collaborative action research in order to promote teachers' teaching practices.