ผลของการพัฒนาศักยภาพครูในพื้นที่สามจังหวัดชายแดนภาคใต้ให้มีสมรรถนะของครูยุคใหม่พร้อมต่อการจัดการเรียนรู้ในศตวรรษที่ 21 ตามกรอบการประเมินของ PISA กลุ่มสาระการเรียนรู้วิทยาศาสตร์

Abstract

The purpose of this research were to study the effects of developing teachers potentiality in three southern border provinces to have the competency of modern teachers ready for 21^st century learning according to the PISA assessment framework, science department. This research used quasi-experimental research design. The participants of this research were sixty science teachers in three southern border provinces, which selected by using random sampling, while the participants for case studying open class of teachers in three southern border provinces were two science teachers, , which selected by using purposive sampling, The research tools included; 1) the science competency according to the PISA assessment framework, and 2) the observation form of the science competency according to the PISA assessment framework. The data were statistically analyzed by using percentage, mean, standard deviation, and t-test for one sample. The results revealed that were;

1) After joining the project, science teachers had  science competencies according to the PISA assessment framework achievement, mean score higher than criteria significantly at a .05 level of signicance.

2) The science competencies regarding to the PISA assessment framework, science learning area in case studying open class of teachers in three southern border provinces found that; PISA science compitacies of science teachers in this science learning activities, there were in data interpretation and evidence scientifically of PISA scientific competacies. In science competencies indicators, there were threes science competencies included; science competency indicator 1 (C1) : transform data from one representation to another, science competency indicator 2 (C2) : analyze and interpret data and draw approprite conclusions., and science competency indicator 4 (C4) : distinguish between arguments that are based on scientific evidence and theory and those based on another considerations.