2012 年 3 巻 2 号 p. 38-42
It is stated in the National Education Act of Thailand that there shall be the application of local knowledge in teaching-learning process of academic subjects in various educational levels. In order to assess a suitable pro-cedure on how to integrate local knowledge into teaching-learning activities of ag-ricultural subjects in primary education, this research was conducted by collecting data from teachers, students, administrators and community leaders in Khon Kaen Province, Thailand, through survey, case studies, training and seminars. It was summarized that there should be four stages in integrating local knowledge into the educational process of agricultural subjects. These included: 1) raising awareness on the importance of local knowledge and building cooperation among relevant persons, such as educational administrators, community leaders, local intellectuals, students and parents; 2) preparing a lesson plan with suitable contents, materials and resources; 3) conducting teaching-learning and evaluation activities; and 4) disseminating the outputs from teaching-learning activities to the public. Agriculture teachers had a prominent role in all four stages and their du-ties on studying, selecting, integrating and disseminating local knowledge were de-fined.
