Abstract
This study focuses on identifying the barriers and obstruction factors of Research-Based Learning (RBL) which was implemented in the schools under “Pohpanpanya” Youth Researcher Development Research Program. RBL consists of three domains: Contemplative Education (CE), System Thinking (ST) and Professional Learning Community (PLC). Those are processes of coaching and mentoring master teachers (MTs) to coach and facilitate their students for RBL. This research program was implemented in ten volunteering schools which were substantially improving the learning outcomes of their students. However, being a relatively new mode of teaching the management of the teaching and learning processes remains a challenge especially with the four main barriers; 1) teacher mindset 2) teaching methodology 3) curriculum design, and 4) academic leadership.
Highlights
The Research-Based Learning (RBL) pedagogy was developed under Pohpunpanya Project (Young Researcher Development) research program (Prasertsan, 2013)
It is evident that the researcher can implement RBL research programs to positively impact student achievements (Rattanaprom, 2017; Rattanaprom, Songsawat, & Phongsuwan, 2017)
This does not seem to be true among all schools due to multiple barriers experienced by principles and master teacher
Summary
The Research-Based Learning (RBL) pedagogy was developed under Pohpunpanya Project (Young Researcher Development) research program (Prasertsan, 2013). It was conducted with ten volunteering secondary schools in Surat Thani (7 schools) and Nakhon Si Thammarat (3 schools) Province, Thailand. It has been implemented in 2013 to present. It was focused on systematic thinking skill development of secondary school students who were coached by their master teacher. The RBL activities were conducted by the master teachers They promoted their students to produce ten research-based projects beneath a single local theme related to the context of each school
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