Factors influencing science and environmental education learning of blind students: A case of primary school for the blind in Thailand
Issued Date
2023-01-01
Resource Type
ISSN
23116897
eISSN
23103868
Scopus ID
2-s2.0-85156274677
Journal Title
International Journal of Education and Practice
Volume
11
Issue
2
Start Page
295
End Page
307
Rights Holder(s)
SCOPUS
Bibliographic Citation
International Journal of Education and Practice Vol.11 No.2 (2023) , 295-307
Suggested Citation
Prasertpong P., Charmondusit K., Taecharungroj V., Rawang W., Suwan S., Woraphong S. Factors influencing science and environmental education learning of blind students: A case of primary school for the blind in Thailand. International Journal of Education and Practice Vol.11 No.2 (2023) , 295-307. 307. doi:10.18488/61.v11i2.3338 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/82260
Title
Factors influencing science and environmental education learning of blind students: A case of primary school for the blind in Thailand
Other Contributor(s)
Abstract
The main objective of this research was to study the factors influencing the science and environment of education program for blind students at the elementary level. This research used mixed methods (quantitative and qualitative approaches), specifically a questionnaire survey was conducted to better understand the current situation on Science and Environmental Education Learning among 192 blind students in 14 primary schools for the blind in Thailand and in-depth interviews with the directors, science and Environmental teachers, and students’ parents, 30 interviewees in total. The data were collected and analyzed into frequency and percentage (and K-means clustering) using SPSS software. The research findings from data collection from 192 blind students illustrated that the importance of facilitator that involve teaching materials (43%) was support appropriate to Science and Environmental Education teaching materials for blind students, 34% students had a good relationship with their classmates and teachers. A total of (32%) were provided more Braille textbooks for Science and Environmental Education teaching. K-means cluster analysis showed four clusters of science and environmental education learning blind students. The study concluded that the factors influencing effectiveness of science and environmental education learning of blind students consisted of facilitators, the creation of scientific learning processes, media and technology as the medium for communicating scientific knowledge, appropriate curriculum for blind students, and cognitive abilities of blind students in physical, mental, intelligence, and emotion terms.
