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Development of environmental education volunteer network through PAIC process

หน่วยงาน ฐานข้อมูลโครงสร้างพื้นฐานภาครัฐด้านวิทยาศาสตร์และเทคโนโลยี กระทรวงวิทยาศาสตร์และเทคโนโลยี

รายละเอียด

ชื่อเรื่อง : Development of environmental education volunteer network through PAIC process
นักวิจัย : นงนภัส เที่ยงกมล
คำค้น : -
หน่วยงาน : ฐานข้อมูลโครงสร้างพื้นฐานภาครัฐด้านวิทยาศาสตร์และเทคโนโลยี กระทรวงวิทยาศาสตร์และเทคโนโลยี
ผู้ร่วมงาน : -
ปีพิมพ์ : 2554
อ้างอิง : -
ที่มา : -
ความเชี่ยวชาญ : -
ความสัมพันธ์ : -
ขอบเขตของเนื้อหา : -
บทคัดย่อ/คำอธิบาย :

     Environmental education increases people's knowledge and awareness about the environmental challenges, develops the necessary skills and expertise to emphasize the challenges, and fosters attitudes, motivations, and commitments to make informed decisions and take responsible action. Environment education volunteer inspires himself/herself, friends, family, and society through his/her public mind activity by collaborating with network implementation. The network covers shared vision, organization, management, knowledge transferring, action, budget, participation and communication. The network will be crated with the Participatory Appreciate-Influence- Control technique (PAIC) and Multi-Level Management Linkage (MML). Since environmental education process is an effective instrument to raise the human's awareness, attitude, and behavioral change in daily life activities for environmental conservation including providing public consciousness. The objective of this research was to develop a network of environmental education volunteer for secondary school. The test, questionnaire and evaluation forms were be used as tool for data collection and the sample was be selected by purposive sampling technique for Participatory Appreciate-Influence-Control technique (PAIC) training process. PAIC training was be integrated with SWOT Analysis in the training process. Three Dimensional Evaluation (TDE) covers self-evaluation, friendevaluation, and facilitator evaluation. PAIC was implemented to create action plans for implementing program by students. One -Way-ANOVA and t-test were be used for data analysis. The first level, after PAIC process implemented, the findings revealed the mean scores of posttest of of EEV characteristics, environmental knowledge, trainer characteristics, and training achievement were higher than pretest with statistical significance (p<.01, p<.01 and p<.01). Three Dimensional Evaluations were employed for determination the perceptions of 40 secondary school students in three aspect evaluation composed of Self-evaluation, Friend-evaluation, and Facilitator-evaluation by using Oneway ANOVA to investigate the mean scores difference of three groups. The results of Oneway ANOVA showed that there were no difference of mean scores about participation in training process with statistical significance (p>.05). Furthermore, FDE was used for trainer role play evaluation it illustrated that Trainer Self-Evaluation, Audience Evaluation, Trainer Friend-Evaluation and Expert Trainer-Evaluation of the selected 10 students with top ten highest scores to be trainer. One-way ANOVA was used to investigate the mean score difference of four groups. The results of One-way ANOVA showed that there were no difference of mean scores on role play as a trainer evaluation (p>.05). The 10 trained students would be able to be trainers and the left participants would be facilitators for the second level and they acted as steering committee to organize the second level training with the aid of researchers. The second level training with PAIC, after PAIC process implemented, the findings revealed that the mean scores of posttest of EEV characteristics, environmental knowledge, trainer characteristics, and training achievement were higher than pretest with statistical significance (p<.01, p<.01 and p<.01). Three Dimensional Evaluations were employed for determination the perceptions of 45 secondary school students in three aspect evaluation composed of Self-evaluation, Friend-evaluation, and Facilitator-evaluation by using Oneway ANOVA to investigate the mean scores difference of three groups. The results of Oneway ANOVA showed that there were no difference of mean scores about participation in training with statistical significance (p>.05). Moreover, FDE was used for trainer role play evaluation; it illustrated that Trainer Self-Evaluation, Audience Evaluation, Trainer Friend- Evaluation and Expert Trainer-Evaluation of the selected 10 students with top ten highest scores to be trainers. One-way ANOVA was used to investigate the mean scores difference of four groups. The results of One-way ANOVA showed that there were no difference of mean scores on role play as a trainer evaluation (p>.05). The 10 student trained trainer would be trainer and the left participants would be facilitators for the third level and they acted as steering committee to organize the third level training with the aid of researchers and the aids of first level participants. The third level training with PAIC, after PAIC process implemented, the findings revealed that the mean scores of posttest of EEV characteristics, environmental knowledge, trainer characteristics, and training achievement were higher than pretest with statistical significance (p<.01, p<.01 and p<.01). Three Dimensional Evaluations were employed for determination the perceptions of 50 secondary school students in three aspect evaluation composed of Self-evaluation, Friend-evaluation, and Facilitator-evaluation by using Oneway ANOVA to investigate the mean scores difference of three groups. The results of Oneway ANOVA showed that there were no difference of mean scores about participation in training process with statistical significance (p>.05). Additionally, FDE was used for trainer role play evaluation; it illustrated that Trainer Self-Evaluation, Audience Evaluation, Trainer Friend-Evaluation and Expert Trainer-Evaluation of the selected 10 students with top ten highest scores to be trainers. One-way ANOVA was used investigate the mean score difference of four groups. The results of One-way ANOVA showed that there were difference of mean scores on role play as a trainer in training process (p>.05). The 10 student trained trainer would be trainers and the left participants would be facilitators for the other groups training in the same school and for the other schools in the same subdistrict and they acted as steering committee to organize the next training for the other groups in the same school and for the other schools in the same sub-district with the aid of the first and second levels trainers and facilitators Finally, it would be a large network of student members in the same school and others schools in the same sub-district, district until in the same province with the same shared vision of natural and environment conservation that would lead to be a genuine sustainable development based on environmental education principle. © EuroJournals Publishing, Inc. 2012.

บรรณานุกรม :
นงนภัส เที่ยงกมล . (2554). Development of environmental education volunteer network through PAIC process.
    กรุงเทพมหานคร : ฐานข้อมูลโครงสร้างพื้นฐานภาครัฐด้านวิทยาศาสตร์และเทคโนโลยี กระทรวงวิทยาศาสตร์และเทคโนโลยี.
นงนภัส เที่ยงกมล . 2554. "Development of environmental education volunteer network through PAIC process".
    กรุงเทพมหานคร : ฐานข้อมูลโครงสร้างพื้นฐานภาครัฐด้านวิทยาศาสตร์และเทคโนโลยี กระทรวงวิทยาศาสตร์และเทคโนโลยี.
นงนภัส เที่ยงกมล . "Development of environmental education volunteer network through PAIC process."
    กรุงเทพมหานคร : ฐานข้อมูลโครงสร้างพื้นฐานภาครัฐด้านวิทยาศาสตร์และเทคโนโลยี กระทรวงวิทยาศาสตร์และเทคโนโลยี, 2554. Print.
นงนภัส เที่ยงกมล . Development of environmental education volunteer network through PAIC process. กรุงเทพมหานคร : ฐานข้อมูลโครงสร้างพื้นฐานภาครัฐด้านวิทยาศาสตร์และเทคโนโลยี กระทรวงวิทยาศาสตร์และเทคโนโลยี; 2554.