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The aim of this study is to investigate the effects of training teachers to enhance their students’ achievements in water resource and disaster course and to compare the effects of using the curriculum framework between training teachers or using curriculum framework in the secondary schools in Khon Kaen Province of Thailand. It was found that the 28-science teachers were able to manage their learning units and lesson plans on WRD. Statistically significance was differentiated between participating teachers and non participating teachers at .01 confidence levels (ρ < .01). Significant differences in students’ achievements between the controlled and experimental groups were found.         Key words: practice, learning, water resource, management, science teacher.

Best management practice for understanding learning in sustainable water resource management (WRM) for secondary science teachers in Thailand