摘要：The purposes of this research were to develop Pre-service Science Teachers’ (PSTs) understanding and attitude towards science by teaching management through service learning. The participants of this study were 9 volunteer PSTs who enrolled in 15-week Science and Technology Project in School course in the universities in Bangkok. This course focused on PSTs’ application of knowledge about science project to solve problem via doing community service. The researcher gathered data from observation, journal entries, and artifacts in the first semester of academic year 2015. Moreover, informal interviews were used for clarification. For data analysis, the researchers analyzed data with descriptive statistics and content analysis. Findings showed that most PSTs had increased understanding in doing a science project in aspects of integration to other learning disciplines, role of students, and role of advisors. Moreover, PSTs also increased their attitude towards a science project due to the construction of knowledge by themselves, development of many skills, and generation of societal benefits. These findings were considered in terms of further designing other courses activities.
其他摘要：The purposes of this research were to develop Pre-service Science Teachers’ (PSTs) understanding and attitude towards science by teaching management through service learning. The participants of this study were 9 volunteer PSTs who enrolled in 15-week Science and Technology Project in School course in the universities in Bangkok. This course focused on PSTs’ application of knowledge about science project to solve problem via doing community service. The researcher gathered data from observation, journal entries, and artifacts in the first semester of academic year 2015. Moreover, informal interviews were used for clarification. For data analysis, the researchers analyzed data with descriptive statistics and content analysis. Findings showed that most PSTs had increased understanding in doing a science project in aspects of integration to other learning disciplines, role of students, and role of advisors. Moreover, PSTs also increased their attitude towards a science project due to the construction of knowledge by themselves, development of many skills, and generation of societal benefits. These findings were considered in terms of further designing other courses activities.
