Kanyarat Sonsupap

Scientific explanation, defined as the ability to describe natural phenomena using empirical evidence through claims, evidence, and reasoning, is essential in physics learning as it supports the exploration of natural phenomena and strengthens conceptual understanding. This study aimed to evaluate students’ scientific explanation skills in force and motion experiments. The sample consisted of 36 Grade 10 students from a secondary school in Thailand, selected through cluster random sampling. Data were collected using a rubric-based test assessing claims, evidence, and reasoning analysed using mean and percentage and one-sample t-test to compare students’ mean scores against a predetermined criterion level. The analysis revealed that the students’ mean scientific explanation score was 4.25 (35.42%), reflecting a low level of ability and being significantly lower than the 75% criterion. When broken down by component, the students’ average scores were as follows: Claims scored 2.69 (67.37%) indicating a moderate level; Evidence scored 0.83 (20.83%) and Reasoning scored 0.72 (18.06%), both of which indicated a low level. Given these findings, scientific explanation is a critical skill for enhancing student learning, particularly in the areas of evidence and reasoning. Future research should explore instructional approaches, such as inquiry-based or cognitive conflict-based learning, to strengthen these skills and examine their development across broader contexts.

Self-efficacy (SE) enables pre-service teachers to manage learning tasks and solve problems with confidence, which is essential for professional development and for addressing real-world teaching challenges. This study aimed to enhance SE through an integrated approach combining Lesson Study and Community of Practice (CoP plus LS) to better prepare pre-service teachers for classroom practice. Thirteen pre-service teachers in a teaching practicum were assigned to either an experimental group (CoP plus LS, n = 7) or a control group receiving conventional training (n = 6). A mixed-methods design was employed: SE was measured quantitatively using validated questionnaires at three time points (pre-test, post-test, and 8-week follow-up), and qualitative data were collected through semi-structured group interviews. Quantitative results showed that the CoP plus LS group demonstrated significantly greater improvement in SE compared to the control group. Within the CoP plus LS group, SE increased significantly from pre-test to post-test, with scores at follow-up remaining higher than baseline despite a slight decline. Qualitative findings revealed four themes: (1) enhanced classroom management and instructional design, (2) stronger professional identity and commitment, (3) recognition of real-world teaching challenges, and (4) growth through collaborative reflection and learning. Overall, the findings indicate that CoP plus LS effectively strengthens SE among pre-service teachers. Incorporating this approach into teacher education is recommended to enhance psychological readiness and foster sustainable professional growth.

This study aims to develop a learning activity grounded in the community-based learning (CBL) approach to enhance the problem-solving competency of mathematics pre-service teachers. Designed using the ADDIE instructional design model, the process spanned from needs assessment to post-implementation evaluation. The prototype was tested with 24 mathematics pre-service teachers through open-ended assessments. The study introduces a structured framework for CBL activities in five stages: preparation, problem identification, creation, implementation, and reflection. Findings show that CBL activities significantly enhance problem-solving competency by bridging theoretical knowledge with real-world contexts. This approach not only strengthens problem-solving abilities but also supports deeper integration of knowledge into teaching practice. By incorporating CBL principles into the ADDIE model, the study offers a collaborative, practical strategy for instructional design. Peer interaction was facilitated through group projects, while community engagement involved working with local stakeholders to address authentic problems–both integral to developing the problem-solving capacity of future mathematics teachers.

This study evaluates a short-term nursing occupational protection course using the Context, Input, Process, and Product (CIPP) model to assess its effectiveness and identify areas for improvement. A mixed-methods approach was used, with data collected from 84 student questionnaires and interviews with 8 instructors. Findings showed that the course aligned well with occupational safety priorities, improving students’ confidence and competencies. However, gaps in resources and hands-on practice opportunities were noted. Recommendations include integrating advanced technologies, expanding experiential learning, and updating instructional materials. The results highlight the course’s value in preparing nursing students for workplace safety challenges.

This study investigates the effectiveness of Virtual Simulation Systems (VSS) in improving cardiopulmonary resuscitation (CPR) training outcomes for vocational nursing students through a cluster randomized controlled trial. A total of 100 second-year nursing students from Sichuan Health Rehabilitation Vocational College were divided into an experimental group, which received VSS-based training incorporating virtual reality, real-time feedback, and interactive scenarios, and a control group following traditional manikin-based methods. After a four-week intervention, the experimental group exhibited significantly higher scores in theoretical knowledge (mean 88.68 versus 75.24) and practical skills (mean 85.10 versus 81.52), with statistical significance confirmed. Participants in the VSS group also reported greater satisfaction and engagement, emphasizing the system’s ability to replicate clinical realism and reduce performance anxiety. These results demonstrate that VSS addresses critical gaps in conventional CPR education by enhancing competency through immersive, adaptive learning. The findings support the integration of technology-driven training in vocational nursing programs, particularly in resource-limited settings. Future research should focus on long-term skill retention and scalable implementation strategies to optimize the educational impact of virtual simulations.

This study investigates the differences in attitudes and awareness among science teachers regarding the design of instructional activities and their influence on students’ environmental awareness and conservation. It compares large provincial secondary schools with medium-sized secondary schools, collecting data from 41 teachers and 88 students through questionnaires and semi-structured interviews. The findings reveal distinct instructional priorities between the two school types. In large provincial secondary schools, most teachers prioritize disseminating scientific knowledge (57.00%), followed by developing scientific process skills (43.00%), while cultivating scientific attitudes is not a focus (0.00%). In contrast, medium-sized secondary schools emphasize scientific process skills (69.00%), followed by knowledge dissemination (31.00%), with no emphasis on scientific attitudes (0.00%).Students in medium-sized secondary schools demonstrated higher levels of environmental awareness and conservation. Interviews suggest that in large provincial schools, social context, parental expectations for higher education, and student preparedness lead teachers to focus on knowledge-based instruction. Meanwhile, in mediumsized schools, the environmental context and parental expectations favor practical applications and employment, with the school’s natural surroundings reinforcing this approach. As a result, these schools emphasize scientific process skills and real-world applications, leading to positive outcomes such as fostering scientific and environmental attitudes and encouraging students to actively engage in solving environmental issues.

The qualitative study undertook an exploration of how the activities of youth volunteering and peer teaching provided opportunities for student development during engagement in a science research project within the school setting at a secondary school, Thailand. The themes being explored were relative to the following aspects: 1) educational opportunities, 2) challenges and support, 3) engagement and motivation, 4) feedback and interactions, 5) impact on interest, and 6) suggestions for improvement. Using a qualitative research approach, data were collected through semi-structured interviews with two project teachers and nine students (five Grade 11 and four Grade 12 students), selected through purposive sampling. The interview data were analyzed using thematic analysis to identify patterns in participants’ experiences. Results proved to be significant where professors and junior-senior students established a healthy peer-teaching environment. The senior students got ample opportunity for teaching and leadership through the above-mentioned roles. They were also implementing innovative teaching methodology like practical demonstrations and informal discussions to explain complicated concepts. Their communication and problem solving skills had also improved. Senior students were resilient and helped one another in dealing with some challenges such as a lack of equipment and occasional breakdowns in communication; they approached the teachers for assistance when there was a need. Resources were available, observing of the process of learning and activities facilitated, hence the role of the teachers was very important. They concluded that peer teaching enhances the efficiency and involvement of students in learning, though they recommended increasing incentive activities to take care of diverse interests among students. The results show that peer teaching does indeed provide a stimulating, inclusive learning environment with substantial advantages for both academic and personal growth. Some suggestions for further refining the peer teaching method include the solving of logistical problems, maintenance of effective incentive schemes, and improvement of feedback systems. These findings point to how peer interactions, student leadership, and teacher support through a scientific framework can change science education.

The ability of science teachers to effectively integrate technology, teaching methods, and subject content knowledge, known as Technological Pedagogical Content Knowledge (TPACK), is vital in designing educational activities that enhance students' academic performance and their ability to think critically and creatively. This study investigates the level of TPACK proficiency among science teachers and its influence on students' advanced thinking skills. The research involved 124 science teachers from 76 schools in the northeastern region of Thailand. It assessed students' abilities in critical thinking, systems thinking, problem-solving, and creative thinking. The results show that nearly half of the science teachers (46.77%) have a moderate level of TPACK proficiency, categorized as the Exploring level. Additionally, the study found significant differences in students' thinking abilities based on the varying levels of TPACK expertise of their teachers. Therefore, there is an urgent need to develop and implement effective strategies for enhancing teachers' TPACK skills, with the goal of improving students' complex thinking skills.

The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problem-solving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.

The study had the objectives to 1)study student teachers’ anxiety during field experiences in the beginning of the new normal on 7 aspects: 1) own personality, 2)teaching context, 3)supervision context,4) classroom management, 5) subject content, 6) teacher professionalism context, and 7) Covid-19 pandemic context, and 2) compare the levels of the student teachers’ anxiety, classified by sex, duration of bachelor’s degree study, and the academic level. The sample consisted of 457 student teachers. The collection of data employed a questionnaire inquiring about anxiety and a focus group discussion record. The research found that: 1) The student teachers’ anxiety during the field experience in the beginning of the new normal was at a high level; 2)When classified by sex, there were differences in the supervision context, with statistical significance at the .05 level; females had higher anxiety than males; no significant differences were found on the other aspects; 3) When classified by the duration of bachelor’s degree study, there were differences in the teaching context and the supervision context, with statistical significance at the .05 level; the student teachers in the 4-year bachelor’s degree study had higher anxiety than those in the 5-year bachelor’s degree study; no significant differences were found on the other aspects; 4) When classified by the academic level, there were differences in the teaching context, the supervision context and the teacher professionalism context, with statistical significance at the .05 level; the student teachers in the master’s degree study had higher anxiety than those in the bachelor’s degree study; no significant differences were found on the other aspects.