The Development Of Teaching Science Innovation In Improving Learning Achievement In The Topic The Result Of Creativity Learning To Solve Science Problems Of Matthayomsuksa 6 Students Of Numpongsuksa School Under Secondary Educational Service Area Office 25.

Abstract

An approach to the management of the National Education Act of 2542 , as amended (on the second) Act 2545 , Section 22 principles that all learners are able to learn and develop themselves and considered learners are the most important. The educational management process must encourage learners to develop naturally. In Article 24, education must provide organizing the learning process, must practice the thinking process, situation management skills, application of knowledge to prevent and solve problems. The teaching processes organize activities for learners to learn From real experience Practice to be able to think and act. The current problem of science teaching and learning is inconsistent with the rapidly advancing evolution of science and technology because of the instruction based on the teacher manual that requires students only come to the correct conclusion. Teachers also focus on the ability to convey the content to be memorized for the exam, not focusing on the process for learners to develop thinking, analyze, and synthesis. I don't like reading and don't know how to learn. The academic achievement in science was not satisfactory (Jiraporn Siritawatt , 2541: 37) and the assessment of the Department of Academic Affairs (Rungkaewdang , 2003: 9 -11) found that the students' grades Secondary school year 6, academic year 2002, with a percentage average score in science courses 45.1 And from the scientific and technology competency ranking report in In 2002, a total of 47 countries by the International Institute for Management Development (IMD) appeared that Thailand was ranked at 33rd and ranked as the country's competitiveness. Thailand science and technology country ranked at 47th (Office of Science and Technology Development National Technology, 2003: 7-8). Therefore, the management of science teaching needs to change the learning behavior. There is a need for both teachers and students to reduce the role of teachers from being a teller, lecture, demonstration, to plan activities for students to learn and emphasize the process for students to think, practice, study and research in a systematic way with a variety of activities, including field activities, observation, survey, examination. laboratory experiments searching for educational project data from local learning sources with regard to maturity different experiences, environments and cultures that students have come to know before entering the classroom. One of the ideas currently available as an alternative to science teaching activities is the concept of knowledge creation (Constructivism).