SENIOR EDUCATIONAL STUDENTS’ PERCEPTIONS OF THEIR MASTER SCIENCE TRAINEE EDUCATIONAL TEACHING INTERNSHIPS IN PHYSICS FOR IMPROVING AND CREATING ATTITUDE SKILLS FOR SUSTAINABLE DEVELOPMENTS IN THAILAND

Abstract

To investigate of students' perceptions of their physics classroom learning environments with the instructional internships in teaching physics of the master science trainee educational students for improving and creating scientific attitude skills toward physics in upper secondary educational students in Thailand. Associations between these perceptions and students' attitudes toward physics were determined. The learning environment perceptions were obtained using the 35-item Physics Laboratory Environment Inventory (PLEI), the 25-item Individualized Classroom Environment Questionnaire (ICEQ), the 48-item Questionnaires on Teacher Interaction (QTI), and with the Test Of Physics-Related Attitude (TOPRA) were assessed which convention on individualized open and inquiry-based education, teacher-student interactions, and students’ creating science attitude skills. Both these questionnaires have an Actual Form and a Preferred Form. The questionnaires were administered in three phases with the Custer Random Sampling technique to a sample consisted of 989 students in 28 physics classes from 10 schools at the grade 10-12 levels in the Secondary Educational Service Area 26 and Area 27. Statistically significant differences between students' perceptions of actual-1, actual-2 and preferred environments of their physics laboratory, distinguish individualized classrooms, and teacher interpersonal behaviours with their improving and creating attitudes skills’ sustainable development were also found. Predictions of the monitoring and evaluation of master science trainee educational students of their internships; students’ skills developments of their physics achievements’ sustainable for the set of actual and preferred environments as a whole and physics related attitudes also were correlated. The R2 values indicate that 58%, 67%, and 84% of the variances in students’ attitudes to their actuale-1, actual-2 and preferred for the PLEI; 42%, 63%, and 72% for the ICEQ, and 38%, 59%, and 68% for the QTI in physics classes were attributable to their perceptions of their actual-1, actual-2 and preferred environments and their developing creative science skills’ sustainable toward physics, consequently.

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