Ethics teaching techniques for Chiang Mai University students

• Main Authors: ChiangMai N., Boonyuen W., Pruenglampoo D.
• Format: Journal
• Published: 2017
• Online Access: https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=84991071121&origin=inward; http://cmuir.cmu.ac.th/jspui/handle/6653943832/42305
• Institution: Chiang Mai University

This research paper focuses on five objectives of study: to know what techniques of ethics teaching are being used by the instructors, to know what techniques the student union use for organizing activity to develop students' morals, to know the characteristics of courses concerning ethics, to develop model for ethics teaching techniques, and to be able to apply the suitable model techniques for teaching ethics in classroom. The conceptual framework of this study was determined by activity-organizing technique, teaching techniques in the forms of: formal teaching for specific ethics course and informal teaching included in contents of any courses. Participatory and Action Research Approach (PAR) was employed for this study. The data were collected by the following tools: Brainstroming: debate, opinion survey; In-depth interview; and Questionnaires of 1,139, surveying the opinions of administrators, lecturers, students and officers at Chiang Mai University during the first semester of 2003. The results of the study indicate that teaching ethics are included in classroom and activities the most. In addition, there is no specific form of inclusion in the content, depending on how the teacher can evaluate when students are ready by appropriate observation. Therefore, the teachers can teach ethics at any time and on any occasion. Forty-four point eight percent of teaching techniques use case study, 44.8 percent telling tale and raising news issues from newspaper and TV, 26.9 percent are lecturing by guest speakers and 19.2 percent are analyzing the real situation. Most respondents included ethics issues in classroom teaching. With respect to teaching style, 63.1 percent taught ethics informally. 47.8 percent suggested that ethics class should not be required for all major, 25.3 percent was evaluated at the end of semester and 70.1 percent were lectured participation activity techniques by union. The suggestions to university's administrators and faculty level: CMU's administrators should set up policy of informal ethics teaching techniques by inclusion in any subjects and activities. Finally, The ethics workbook teaching techniques should be able to apply the suitable model techniques for teaching in classroom at Chiang Mai University.