Enhancing teachers’ integrating micro:bit in their teaching through professional development program within the urban vegetable garden context
Issued Date
2024-10-01
Resource Type
eISSN
24523151
Scopus ID
2-s2.0-85215012983
Journal Title
Kasetsart Journal of Social Sciences
Volume
45
Issue
4
Start Page
1141
End Page
1150
Rights Holder(s)
SCOPUS
Bibliographic Citation
Kasetsart Journal of Social Sciences Vol.45 No.4 (2024) , 1141-1150
Suggested Citation
Precharattana M., Pitiporntapin S., Sanium S., Kitrungloadjanaporn P., Phengpom T. Enhancing teachers’ integrating micro:bit in their teaching through professional development program within the urban vegetable garden context. Kasetsart Journal of Social Sciences Vol.45 No.4 (2024) , 1141-1150. 1150. doi:10.34044/j.kjss.2024.45.4.08 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/102930
Title
Enhancing teachers’ integrating micro:bit in their teaching through professional development program within the urban vegetable garden context
Author's Affiliation
Corresponding Author(s)
Other Contributor(s)
Abstract
In this research, we proposed a professional development (PD) program on teaching micro:bit within the context of an urban vegetable garden. The study aimed to: (1) investigate teachers’ confidence in integrating micro:bit in their teaching as the result of participating in the PD program; (2) investigate teachers’ integrating micro:bit in their teaching; and (3) identify the factors that affected their application of micro:bit in their teaching. Thirty-three teachers, who teach in a school under the Bangkok metropolitan administration, participated in this study. Three of them were selected as case studies based on their confidence levels in applying micro:bit to their students i.e., high confidence, moderate confidence, and low confidence, respectively. Data were collected using questionnaires, semi-structured interviews, and classroom observations. For the quantitative data, the researchers employed means, standard deviation (SD), and dependent t-test. For the qualitative data, thematic analysis was used. The findings revealed that most teachers had confidence in integrating micro:bit into their teaching from low (M = 2.52, SD = 0.86) to high levels (M = 3.65, SD = 0.51) after participating in the PD program. For integrating micro:bit into their teaching, all cases challenged their students to create a project with the micro:bit to tackle issues in an urban vegetable garden. They promoted students to apply knowledge about micro:bit to new situations. Furthermore, three key factors affecting the teachers’ use of micro:bit in their teaching were identified: teachers’ background knowledge of micro:bit, school support, and students’ awareness of the benefit of micro:bit.