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Problem statement: The research problem of education came from school teachers who emphasized high grade-point average. The immediate social, Cultural aspects were overlooked. Students were drawn to consume media, internet and individual person to a greater extent. By taking up foreign culture. The students forgot, if not, ignored their own historical root. The purpose of the study was to study the learning activities historical to students and the changes brought to students and teachers from the learning activities historical. Approach: The research aimed to examine students'-based learning on local history. Twenty secondary schools were chosen for this qualitative research using related research literature and field study. Eight-Five samples included 40 students (boys and girls), 20 teachers, 20 village-teachers and 5 villages-teacher historians. The study was presented in the form of descriptive. Results: The study found 4 Students'-based learning models: Learning from real experiences; happy learning; cooperative happy learning and self-help learning. Due to the study, the students were proud of themselves; the people generated their own local development process keeping up with changes brought by globalization; the young people were good, happy, cooperative , supportive, skill full thinking and analyzing; they were good members of the Thai society. Conclusion: The research project benefited the participant students directly especially their conscience and pride in their community. It was believed that the research results satisfied the government educational policy of 2001 and the 2008 central core curriculum that our society needed good and responsible citizens; the citizens that were happy, loved their community and its members. They themselves were the nation's valuable human resources.

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In the spring of 2001, the San Diego City Schools (SDCS) initiated a science reform program that involved several significant changes. The first was to resequence the science courses to have students take physics first (in ninth grade), followed by chemistry, then biology. Second was a change in the students' high school graduation requirement to specifically name physics, chemistry, and biology as being required. Physics is now required for all freshmen in 18 SDCS high schools. These new regulations align with the University of California's recommendation of three years of laboratory science for freshman admission. To accommodate the dramatic increase in physics enrollment that resulted from these changes, SDCS needed to augment its existing physics faculty. The only option was to ask approximately 40 “out-of-discipline” (credentialed in science but not in physics) teachers from the district to teach ninth-grade physics.

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