The Development of a Learning Management Model Based on the Phenomenon-Based Learning Approach to Enhance Problem-Solving and Innovation Competencies of Teachers in Rayong Province

Abstract

This research aims to develop an instructional model based on the Phenomenon-Based Learning approach to enhance teachers’ problem-solving and innovation competencies in Rayong Province, and to study the outcomes of its implementation. The research was conducted in five phases: (1) preparation for model development, (2) model development, (3) meetings and training workshops, (4) innovation development, and (5) dissemination to communities or educational institutions. The target group comprised 103 teachers and school administrators from 12 pilot schools in the Rayong Education Innovation Area. The results were as follows:

1. The developed Phenomenon-Based Learning instructional model was of high quality. It consisted of principles, objectives, and a six-step learning process: (1) Perception and Understanding, (2) Analysis, (3) Proposing Solutions, (4) Selecting Methods, (5) Action Planning, and (6) Creating and Applying Innovation. Measurement and evaluation included: (1) assessing knowledge and understanding, (2) evaluating innovation quality in three dimensions—innovativeness, the innovation development process, and the value and usefulness of the innovation, and (3) assessing desirable characteristics.


2. The implementation of the developed model revealed that teachers’ knowledge and understanding of Phenomenon-Based Learning for enhancing problem-solving and innovation competencies were at a good level. Their problem-solving and innovation-creating skills and abilities were also at a good level, while their attributes related to Phenomenon-Based Learning management for developing problem-solving and innovation competencies were at an excellent level.