Abstract
Both globalization and Westernization have influenced the Thai education system and have led to educational reforms. This chapter begins with a brief overview of the science educational reforms that have occurred in Thailand since 1868. Based on empirical research and our personal perspectives and experiences as Thai science educators, we go on to provide a synopsis of the status of the current educational context, including the aims of science education, student performance, and teacher preparation and development. In the main body of the chapter, we discuss the challenges and complexities of helping Thai students achieve scientific literacy and encouraging science teachers to shift their traditional teaching style to a constructivist-based approach. We then describe the process of moving Thai science education through crisis to opportunity and of creating a balance between sociocultural factors and the needs of today’s knowledge-based society.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Abell, S. K., Appleton, K., & Hanuscin, D. L. (2009). Designing and teaching the elementary science methods course. New York: Routledge.
American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press.
Amornvivat, S. (2002). Learning process reform of the pilot schools: The selected models. Bangkok: Office of the National Education Commission.
Bell, B. (1993). Children’s science, constructivism and learning in science. Australia: Deakin University Press.
Boontim, S. (2004). Evaluation of school curriculum management, basic education, education region 6. In Bureau of inspection and evaluation, office of the permanent secretary (Ed.), Report for education evaluation and development (B.E. 2541–2546). Bangkok: The Express Transportation Organization of Thailand.
Buaraphan, K. (2010). Pre-service and in-service science teachers’ conceptions of the nature of science. Science Educator, 19(2), 35–47.
Capobianco, B. M., & Feldman, A. (2010). Repositioning teacher action research in science teacher education. Journal of Science Teacher Education, 21(8), 909–915.
Chuleekan, V. (2006). Research summary: Evaluation of school curriculum management, Education region 1–12. Retrieved November 13, 2006, from http://www.inspect6.moe.go.th/curriculum/ vijai.htm
Coble, C. R., & Koballa, T. R. (1996). Science education. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 459–484). New York: Macmillan.
Coll, R., Dahsah, C., & Faikhamta, C. (2010). The influence of educational context on science learning: A cross-national analysis of PISA. Research in Science & Technological Education., 28(1), 3–24.
Corcoran, T. (2015). Improving science teaching in Thailand. Retrieved September 28, 2015, from http://en.qlf.or.th/843
Dangyai, N. (2004). Factors that effect to school curriculum of school in education region 1. In Bureau of inspection and evaluation, office of the permanent secretary (Ed.), Report for education evaluation and development (B.E. 2541–2546). Bangkok: The Express Transportation Organization of Thailand.
Faikhamta, C. (2013). The development of in-service science teachers’ understandings of and orientations to teaching the nature of science within a PCK-based NOS course. Research in Science Education, 43(2), 847–869.
Faikhamta, C., & Roadrangka, V. (2005). Problems in professional experience training of student teachers in the project for the promotion of science and mathematics talented teachers (PSMT). Songklanakarin Journal of Social Sciences and Humanities, 11(2), 151–164.
Fry, G. W. (2002). Synthesis report: From crisis to opportunity, the challenges of educational reform in Thailand. Paper prepared for the Office of the National Education Commission and the Asian Development Bank as Part of TA 3583-THA.
Hallinger, P., & Kantamara, P. (2001). Exploring the cultural context of school improvement in Thailand. School Effectiveness and School Improvement, 12(4), 385–408.
Institute for the Promotion of Teaching Science and Technology (IPST). (2002). Thai science teachers standards. Bangkok: The Institute of Promotion of Science and Technology Teaching.
Institute for the Promotion of Teaching Science and Technology (IPST). (2008). Science instruction: Basic education curriculum. http://www.ipst.ac.th/sci_curriculum. Accessed January 12, 2014
Tobin, K. D. Tippins, J., & Gallard, A. J. (1994). Research on instructional strategies for teaching science. In. D. L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 45–93). New York: Macmillan.
Kanklang, V. (2005). Research report: A study of perceptions of education administrators on trend of effectiveness of education management according to the 2001 Basic Education Curriculum. Bangkok: Bureau of Academic and Educational Standard Office, Office of the Basic Education Commission, Ministry of Education.
Ketsing, J., & Roadrangka, V. (2010). A case study of science teachers’ understanding and practice of inquiry-based instruction. Kasetsart Journal: Social Sciences, 31(1), 1–16.
Ladachart, L., & Suttakun, L. (2012). Exploring and developing tenth-grade students’ understandings of nature of science. Princess of Naradhiwas University Journal, 4(2), 73–90.
Ladachart, L., Suttakun, L., & Faikhamta, C. (2013). A critical difference between the promotion of “Nature of Science” instruction outside and inside Thailand. Kasetsart Journal: Social Sciences, 34(2), 269–282.
Ladachart, L., & Yuenyong, C. (2015). Scientific inquiry as a means to develop teachers’ and supervisors’ scientific literacy. International Journal of Science Educators and Teachers, 1(1), 60–73.
Mahalee, K., & Faikhamta, C. (2010). Seventh grade students’ understandings of nature of science. Songklanakarin Journal of Social Sciences and Humanities, 16(5), 795–809.
McComas, W. F., Clough, M. P., & Almazroa, H. (1998). The role and character of the nature of science in science education. In W. F. McComas (Ed.), The nature of science in science education: Rationales and strategies (pp. 3–39). The Netherlands: Kluwer Academic Publishers.
Narot, P. (2004). A synthesis of education research and trends of future research. Consulting report prepared for office of the National Education Commission. Bangkok: ONEC.
National Economic and Social Development Board (NESDB). (2002). The ninth national economic and social development plan. Bangkok: SuksapanPanitch.
National Institute of Educational Testing Service (NIETS). (2012). Research: ONET. http://www.niets.or.th/index.php/research_th/view/8 Accessed February 21, 2014
OECD. (2014). PISA 2012 in focus: What 15-year olds know and what they can do with what they know. http://www.oecd.org/pisa/keyfindings/pisa-2012-results.htm. Accessed June 12, 2014
Office of the Education Council (2004). Education in Thailand 2004. Bangkok: Amarin Printing and Publishing.
Office of the National Education Commission. (1999). National education act 1999. Bangkok: Office of National Education Commission.
Office of the National Education Commission. (2001). Report of research and development of science education reform in Thailand. Bangkok: Office of the National Education Commission.
Pillay, H. (2002). Teacher development for quality learning: The Thailand education reform project. Bangkok: ONEC.
Roadrangka, V., Yutakom, N., & Tippins, D. (2010). Thai science educators’ visions of reform: Personal journeys. In Y. J. Lee (Ed.), World of science education: Science education research in Asia (pp. 103–120). The Netherlands: Sense Publishers.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
Silpabanlaeng, R., Roadrangka, V., Chaiso, P., Yutakom, N., & Phanwichien, K. (2006). The trend of pre-service science teacher education in the fifth years period (2002–2016). Kasetsart Journal (Social Sciences), 27(1), 39–50.
Suttakun, L., Yutakom, N., & Vajarasathira, B. (2011). A case study of understanding of the nature of science by elementary teachers and their teaching practices. Kasetsart Journal: Social Sciences, 32(3), 458–469.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer Science+Business Media Singapore
About this chapter
Cite this chapter
Faikhamta, C., Ladachart, L. (2016). Science Education in Thailand: Moving Through Crisis to Opportunity. In: Chiu, MH. (eds) Science Education Research and Practice in Asia. Springer, Singapore. https://doi.org/10.1007/978-981-10-0847-4_11
Download citation
DOI: https://doi.org/10.1007/978-981-10-0847-4_11
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-10-0845-0
Online ISBN: 978-981-10-0847-4
eBook Packages: EducationEducation (R0)