Annual Report of Asia & ASEAN Center for Educational Research

ISSN:2436-7109

Annual Report of Asia & ASEAN Center
for Educational Research

Summer 2023, Vol.3 No.2

Summer 2023,Vol.3 No.2
Asia & ASEAN Center for Educational Research
Faculty of Education, Chiba UniversityChiba University
Summer Institute of Asia & ASEAN Center
for Educational Research
Jul.2023

Summer Institute of Asia & ASEAN Center for Educational Research2023.07.30
ISSN:2436-7109
Edited by
Asia & ASEAN Center for Educational Research, Faculty of Education , Chiba University
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Copyright©2023 by Asia & ASEAN Center for Educational Research,
Faculty of Education, Chiba University. All rights reserved.

Contents
Summer Institute of Asia & ASEAN Center for Educational Research

01 Schedule

02 International Research Session
04
Members
08
Proceedings - High School Students
24
Proceedings - Postgraduate Students
40
Supplement
42 SDGs Workshop
44
Members
47
Poster49 Name List

Schedule 07.30
Summer Institute of Asia & ASEAN Center for Educational Research
09:00-09:15

Reception (Room G2)
Opening Remarks
Master of ceremony: Professor Koji Tsuji, Faculty of Education, Chiba University, Japan

09:15-09:45

Professor Yoshitsugu Manabe, Head of Next-generation outstanding learning office, Graduate school ofEngineering, Chiba University, Japan
Professor Jun Nomura, Director, Asia & ASEAN Center for Educational Research, Faculty of Education, Chiba
University, Japan

09:45-10:00

Move to Room G4-21,22,23

10:00-10:50

Oral Presentation 1

10:50-11:10

Break

11:10-12:00

Oral Presentation 2

12:00-12:45

Lunch (Room G2)

12:45-13:00

Move to Workshop Room G4-21,22,23

13:00-14:00

SDGs Workshop (Discussion)

14:00-15:00

SDGs Workshop (Making a poster)

15:00-15:30

SDGs Workshop (Poster Presentation)

15:30-15:45

Move to Room G2
Wrap-up & Closing Ceremony
Master of ceremony: Associate Professor Shuji Shimonagata, Faculty of Education, Chiba University, Japan
Joceline Theda Kadarman
Graduate School of Medical and Pharmaceutical Science, Chiba University, Japan

16:00-16:30

Assistant Professor Dr. Wanwisa Bungmark , Faculty of Education, Silpakorn University, Thailand
Specially Appointed Assistant Professor Dr. Peter Chukwurah, Institute for Excellence in Educational Innovation,
Chiba University, Japan
Professor Jun Nomura, Director, Asia & ASEAN Center for Educational Research, Faculty of Education, Chiba
University, Japan

16:30

Photo Session

1

International Research Session

2

Purpose of the Research Session
The ability of young researchers to formulate crucial topics related to thedevelopment and sustainability of the world is important and speaks to theappreciation of their responsibility as leaders of the next era.
Communicating these critical topics to other young people in theintellectual community is a mutually empowering activity. Therefore, thisInternational Research meeting aims at providing a platform for fostering
the next-generation of leaders in the fields of science and education.
In this meeting, presenters will show their achievements in science andeducational activities. Please find the output of various scientific activities,
and exchange knowledge and friendship at the meeting site.
We hope every presenter finds positive suggestions and solutions for the
progress of his/her research.

3

International Research Session
Room G4-21( Physics/Chemistry/Biology/Education/Sports Science )Chair Person

KATO Tetsuya

Professor, Chiba University

Panelist

Iago Carvalho Silva

Chiba University

Panelist

Muriithi Oscar Mugendi

Chiba University

Presenter 1

ADACHI Hayato
Tokyo Metropolitan High School of Science and Technology
Amino acid analysis of silkworm pupa, a traditional Japanese insect foodPresenter 2

Suriya Khunwandee
Kasetsart University
The Validation of a Model of High School Students' Action Competence for Environment

Presenter 3

TAKIZAWA Keita
Kugenuma High School
Pattern of grooves on the bottom for greater resistance when crutches slide out on a wet floor.

Presenter 4

Wimonnat Sukpol
King Mongkut's University of Technology Thonburi
A mathematical model of stochastic phase transitions in cancer development

Presenter 5

Nayuni Perumpuliarachchi
UIA International School of Tokyo
Investigating the antimicrobial property of green silver nanoparticles synthesised from Helleborus
niger and Narcissus pseudonarcissus.

Presenter 6

Pimmada Permsup, Patcharida Pratin, Poonyapat Khantiyoo, and Thanakrit Onsakul
Silpakorn University
Effects of step aerobic exercise with elastic bands on physical performance of second year sports
science students at Silpakorn University

Presenter 7

INABA Chisato
Tokyo Metropolitan High School of Science and Technology
Recovery of Useful Resources by Pyrolysis of Epoxy Resin Substrates

Presenter 8

ADACHI Masanori
St. Mary's International School
Effect of oxidative stress on the survival of Candida species on antimicrobial copper-alloy surfaces

Presenter 9

Pichyapa Khanpattanawong
King Mongkut's University of Technology Thonburi
Sentimental Analysis

4Room G4-22( Chemistry/Biology/Education )Chair Person

TSUJI Koji

Professor, Chiba University

Panelist

Peter Nkachukwu Chukwurah

Specially Appointed Assistant Professor, Chiba
University

Panelist

Joceline Theda Kadarman

Chiba University

Panelist

Karunarathna Thalgas Duwage Wasana Madushani Chiba University

Presenter 1

Chheng Sochannet
Chulalongkorn University
Effect of Extraction Temperature on Ultrasound-Assisted Extraction of
Bioactive Compounds from Sesban (Sesbania javanica Miq.) Flower

Presenter 2

ISHIKAWA Mayu
Tokyo Metropolitan High School of Science and Technology
Genetic Variation of Wild Radish and its Cultivated Landraces

Presenter 3

ARAI Miyuu
Tokyo Metropolitan High School of Science and Technology
Biomass utilization of abandoned wood as an unused resource

Presenter 4

Mustakeem Awae
Kasetsart University
STEM-Biomimicry Project

Presenter 5

KUNIYA Rina
Tokyo City University Todoroki Senior High School
Screening for salt-tolerant Pet-degrading microorganisms

Presenter 6

MASUDA Kei
Tokyo Metropolitan High School of Science and Technology
Desalination of seawater for diversion to agricultural use

Presenter 7

Peeradet Nontama
Chulalongkorn University
Analysis of scientific creativity in a Thai science curriculum

Presenter 8

MOROKAWA Yuna
Senshu University Matsudo High School
Optimizing the Antioxidant Activity of Tea

5

Room G4-23( Chemistry/Education/Humanities/Social Science/Life Science )Chair Person

SHIMONAGATA Shuji

Professor, Chiba University

Panelist

Siti Hajar Binti Sharudin Sabri

Chiba University

Panelist

Chedza Tshupeng

Chiba University

Panelist

Bepura Lilian

Chiba University

Presenter 1

Arunee Thaiyam
Mahidol University
Factors influencing online English language learning skills during COVID-19 pandemic of the private
catholic school students in Nakornpathom, Thailand

Presenter 2

SHIRAISHI Taiyu
Tochigi Prefectural Yaita Higashi Senior High School
Social determinants of information sources during covid-19 pandemic

Presenter 3

Ditthayanan Punyaratabandhu
Mahidol University
Factors influencing individual workforce resilience during the Covid-19 pandemic of employees insmall and medium energy and utilities organizations in Bangkok, Thailand

Presenter 4

KATAKOU Yuko
Tokyo Metropolitan High School of Science and Technology
Influence and effect of additives on gasification of food waste by pyrolysis

Presenter 5

KOSHIMIZU Miyu
Yachiyo Shoin Senior High School
Survey research on the anxiety of people with disabilities during disasters

Presenter 6

Yapar Winwan
King Mongkut's University of Technology Thonburi
NEON Generative AI for Slides and Presentation

Presenter 7

NAGAO Tomo
Keio Girls Senior High School
The Effects of Grape Seed Extract on IL-12 Production in Mouse Dendritic Cells

Presenter 8

Tatsanalak Wongsuriyasak
Mahidol University
Engaging Children and Youth for Sustainable Development in Thailand

6

7

Proceedings（High School Students）

8

Amino acids analysis of silkworm pupa, a traditional Japanese insect food.
Hayato ADACHITokyo Metropolitan High School of Science and Technology
Purpose and Background
The world's population is currently growing; by 2050, it is expected to reach approximately 9.7 billion people, and as
many as 1 billion people will be food insecure1). In Japan, locusts, which are considered a pest of rice cultivation, and pupa,
the pupa of silkworms after spinning, have long been eaten in places such as Nagano Prefecture, where they are cooked
into tsukudani and other dishes. They are still distributed today as a valuable source of protein. Therefore, this study will
analyze the amino acids in silkworm pupa in the hope of clarifying its composition as a food and contributing to solving
food problems.
Materials and Methods
Amino acid analysis using thin layer chromatography (TLC) was
performed. In this study, silkworm pupa (produced in Nagano, Japan) is
processed into powder, the sample is solvent extracted, and qualitative
analysis of the contained amino acids is performed by (TLC). First, adevelopment solvent is prepared by mixing butanol, pure water, andglacial acetic acid at a ratio of 4:2:1. After 3 hours, the sample is removed
from the solvent, and the surface layer of a thin layer plate, in which thesample extracted from silkworms and two amino acids are spotted anddried, is covered with ninhydrin and dried. After 3 hours, the sample istaken out and dried with ninhydrin. The type of amino acid is thenestimated from the mobile layer by comparing it with the mobile layer of
the amino acid.
Fig.1 Thin Layer Chromatography
Results and Discussion
The calculated Rf values show that the spot b of silkworms and the spot of arginine are similar in color from the thinplate. Therefore, it is suggested that arginine may be present in silkworms. The Rf values of leucine and the spot h ofsilkworms are similar to the Rf values of the spot h of silkworms, suggesting that the silkworms may contain amino acids.
Thin-layer chromatography results showed that at least 10 spots could be identified in the silkworm extract, and two of the
spots had Rf values close to the amino acids proline and arginine, which were used as standards. Since the amount of data
is insufficient at this stage, we intend to continue analyzing amino acids using thin layer chromatography to improve theaccuracy of the data. We are also planning to use an amino acid analyzer to determine if the results are correct. Since
silkworms are characterized by their high protein content, we will use foods that are as rich in protein as silkworms, suchas chicken scapes, as a comparison target, and quantify the protein contained in the silkworms.

Fig.2 Results of TLC

Fig.3 Calculation result of Rf value

REFERENCES[1] Shiro Harasawa and Keiji Danjo, "Basic Studies on Paper Chromatography," The Japanese Journal of Chemistry, Vol.
78, No. 8.
[2] Naoki Kobayashi, "Actual conditions and diversity of entomophagy in Ina City, Nagano Prefecture," E-journal GEO,
Vol. 15(2) 332-351 20209

Evaluating crutch bottom groove patterns for greater resistance on wet
surfaces
Keita Takizawa
Kugenuma High school, Japan
Purpose and Background
Crutches, like shoes and tires, should not slip. Shoes and tires are seen to change the pattern of the groundcontact surface to prevent slipping. But, is this effective even on a wet floor? For example, there are snow tires
specially designed for icy surfaces, but most crutches borrowed from hospitals have one pattern. So, we hypothesizedthat there are other forms that might be useful on wet floors. In this case, six patterns were created, including thecurrently used pattern, and the average of their maximum friction force was measured.
Materials and Methods:
We used a simple model of a crutch to examine how the six different patterns of the bottom surface affect the
maximum frictional force. The apparatus shown in Figure 1 was built. A motor was used to stretch the string, and a
vertical downward force applied to the stretched string with a finger. When the thread began to slip, we waited till it
stopped keeping the force. A sensor measured it. The experiment resulted in a graph (Figure 2) with force on thevertical axis and time lapse on the horizontal axis. In the graph, the maximum friction force was extracted according
to three rules: each extreme value is the maximum friction force, the extreme values whose interval is less than 1
second are ignored, and furthermore, less than 2/3 of the maximum value was ignored in each trial.
Results and Discussion
As shown in Table 1, the null hypothesis "maximum static friction force does not vary with leg pattern" andthe extracted data were subjected to Welch's t-test. The test results showed that the null hypothesis was rejected forpatterns 1, 2 and 6, with p<0.05. The number in parentheses is the number of maximum static frictional forces
extracted for that pattern. The reason for the small number of data obtained is that the device fell before the run,despite numerous trials, and sufficient data could not be obtained. Improvement of the device is needed in the future.
The fluctuation of the maximum static friction point as shown in Figure 2 is related to the wear of the rubber part andthe amount of water on the bottom. This variation was also observed in other patterns and may have affected theexperimental results.

Fig.1

Fig.2

Table 1REFERENCES[1] Minoru Matsukawa, Physics of Friction, Journal of the Surface Science Society of Japan, Vol.23, No.6, pp.328333, 2003. Retrieved, March.28,2022, https://www.jstage.jst.go.jp/article/jsssj/24/6/24_6_328/_article/-char/ja/[2] Tsuruga et al, Development of the Anti-Skid Tool for a Cane to Assist Walking in Winter, Bulletin of Hokkaido
Universityof
Science,No.
45,
pp.83-89,
Retrieved
March
28,2021fromhttps://core.ac.uk/download/pdf/267937482.pdf[3] Sumitomo rubber industry, 氷上性能を大幅に向上させた SUV 用スタッドレスタイヤ DUNLOP｢WINTER MAXX SJ8+｣新発売, June.28,2021. Retrieved June.28.2021from
https://kyodonewsprwire.jp/release/202106266835
10

Evaluation of antimicrobial property of green silver nanoparticles
synthesized from Helleborus niger & Narcissus pseudonarcissus
Nayuni Perumpuliarachchi1, Ryuka Yui2
1. UIA International School of Tokyo

2. Hiroo Gakuen Junior and Senior High School

Purpose and Background:
Antibiotic resistance in bacterias is one of the world's leading problems. As researchers around the world
constantly come up with new antibiotics to keep up with the rate of antibiotic resistance developed in bacteria, many
researchers have looked at other antimicrobial methods to fight bacterias. One such method, nanoparticles (NPs) havepiqued the interest of many researchers due to their flexibility and potential in advancing many fields.
Metal NPs in particular have shown efficacy as potent antimicrobial agents. They are an especially effective
way to combat antimicrobial resistance since they destroy the bacteria by affecting several different mechanisms
such as penetrating cell walls, increasing cell membrane permeability etc which makes it more difficult for thebacteria to develop resistance to (Yin et al., 2020) Although they are useful in many fields, they often have negativeenvironmental impacts hence the research to be conducted will be utilizing green leaves of poisonous plants to makethe silver metal NPs. Using green plants helps produce a more environmentally friendly alternative which isaffordable and can be produced in large amounts for uses in medical tool sterilization, agricultural antibiotics against
phytopathogens etc.
Materials and Methods:
The research method can be divided into 3 main parts; the production of silver metal NPs, characterisationof formed NPs and the antimicrobial testing. Firstly, leaf extracts are obtained from the 2 plants and this is dissolved
and mixed with a solution of 1mM silver nitrate. Phytochemicals in the plant extract will reduce the silver nitrate toform silver NPs which are centrifuged and decanted until further use. The formation of the NPs is indicated by color
change (Fig 1, Fig 2). The NPs will then be characterized by the following methods; UV-spectral analysis, ScanningElectron microscopy analysis (SEM) and Fourier transform infrared spectroscopy (FT-IR). The antimicrobial
properties of the metal NPs will then be tested with E.coli against conventional antibiotics such as tetracycline.
Results and Discussion

Figure 1: AgNPs formation using Helleborus niger extract

Figure 2: AgNPs formation using Narcissus pseudonarcissus
extract

Following the addition of silver nitrate to the plant extracts, immediate changes in color were seen, goingfrom the initial color of the plant extract to a gray shade. As the time progressed, the color change progressed, withcolor change being more significant in the beginning.
Characterization and the antimicrobial testing of the silver nanoparticles is to be conducted in the future.
REFERENCES
Yin, I. X., Zhang, J., Zhao, I. S., Mei, M. L., Li, Q., & Chu, C. H. (2020, April 17). The antibacterial
mechanism of silver nanoparticles and its application in dentistry. International journal of nanomedicine.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7174845/#:~:text=Silver%20nanoparticles%20have%20the%20abi
lity,of%20surface%20area%20to%20volume.

11

Recovery of Useful Resources by Pyrolysis of Epoxy Resin Substrates
Chisato INABATokyo Metropolitan High School of Science and Technology
Purpose and Background
Approximately 22.18 million units of electrical and electronic equipment have been shipped in Japan, but only about
11.7 million units of home appliances in total have been collected under the Home Appliance Recycling Law. Used
electronic equipment with high content of precious metals (gold, palladium, etc.) are recycled. However, it has been notedthat resource recovery from many other small home appliances is inadequate. In addition, printed circuit boards containheavy metals (lead, copper, etc.) and bromine and antimony added to improve flame retardance, which raises concerns
about the safety of disposal, the tightness of landfill sites, and groundwater contamination. In addition, in Japan, a large
amount of used electrical products are currently disposed of under conditions that include rare metals, to the extent thatthey are called "urban mines. Therefore, there is a need to safely and efficiently separate and recover resources such as
rare metals. Furthermore, since thermosetting resins such as epoxy and phenol resins are used in printed circuit boards,
they do not plasticize when heated and cannot be easily recycled.
Materials and Methods
Hydrotalcite is a layered double hydroxide with anion exchange capacity and has the same basic structure asmagnesium hydroxide (see Figures 3 and 4). It has a high ability to react with acids and is known to exchange ionsat pH 3.5 to pH 5. The hydrotalcites used in this study are mainly used in industrial applications as heat stabilizers
for PVC, film insulators for agriculture, and acid acceptors for rubber and plastics, as well as in pharmaceuticalapplications as antacids for gastrointestinal drug ingredients.In this study, two types of hydrotalcite were used to
examine the effects of these properties and their effects on the properties of hydrotalcite. The component composition
ratios of the synthetic hydrotalcites used are shown in Table 1. Epoxy glass-coated resin substrate: PCB (Fujitsu) andhydrotalcite (Cetrus Holdings Corporation KW-1000, KW-2000) were added to the metal reactor for pyrolysis underthe experimental conditions shown in Table 2.
Table 1 Differences in composition
Material

KW-1000

KW-2000

Al2O3

19.3%

33.4%

MgO

35.1%

61.0%

Table 2 Experimental conditions
Condition
Sample

I
II
III
IV
V

PCB
PCB+KW1000
PCB+KW1000
PCB+KW2000
PCB+KW2000

Fig.1 Structure of Mg(OH)2

Fig.2 Structure of hydrotalcite

Additive―
PVC:HT=2:1
PVC:HT=4:1
PVC:HT=2:1
PVC:HT=4:1

Fig.3 PCB before pyrolysis

Fig.4 PCB after pyrolysis

Results and Discussion
The pyrolysis of PCBs was performed by adding hydrotalcite with different composition ratios. The results suggestthat the addition of hydrotalcite allows safe pyrolysis and easy recovery of useful metals. Although hydrotalcite is
not originally an additive for pyrolysis, it was suggested that the product gas could be safely recovered. Initially,
there was concern that the structure of hydrotalcite would break down at 450°C, but it is inferred that even if it did,it would still function.
REFERENCES[1] R. Shimizu, R. Hanazawa, N.Morita, “Influence and Effect of Pyrolysis with Additives in Tantalum Capacitors”,
International Journal of Environmental Science and Development, Vol.13, No.4, 2022.
[2] N. Morita, M. Nakayasu, Y. Kawabata and H. Nakagome, “Removal of Bromine from Waste Plastics by Pyrolysis with
Hydrotalcite” International Proceedings of Chemical, Biological and Environmental Engineering, Vol. 101, pp.54-61, 2017.
12

Effect of oxidative stress and antimicrobial copper surface on thesurvivability of Candida species
Masanori Adachi
St. Mary’s International School, Tokyo
Purpose and Background:
Copper and copper-alloy surfaces are known to have antimicrobial properties against bacteria, fungi, andother microbes, hence leading to the advocacy for these antimicrobial metals to be incorporated into medical facilities
to reduce the risk of nosocomial infections. Oxidative stress conditions, on the other hand, are known to create
microbial mutants with less susceptibility to anti-microbial surfaces (Bleichert et al. 2022). In this study, therefore,
the relationship between oxidative stress and copper against survivability of Candida species was evaluated.
Materials and Methods:
Experiment 1: Five Candida species (C. albicans, C. glabrata, C. tropicalis, C. palapsilosis, C. krusei)
were grown in yeast extract-peptone-dextrose (YPD) medium containing 4mM H2O2 (to induce oxidative stress) and
0 mM H2O2(control). The fungal cultures were then diluted to OD600 = 0.6, 0.06, 0.006, and 5µl of each culture wasapplied to solid YPD plates. Fungal colony counts for each Candida species was recorded.
Experiment 2: The five Candida species were diluted to OD600 = 0.5, applied to copper or parafilm surfaces andincubated for 15 or 60 mins. The various cultures were subsequently washed off and plated on solid YPD medium. Fungal
colony counts for each Candida species was recorded.

Results and Discussion:
Under oxidative stress conditions and lower fungal density, fungal colony was reduced the most (Fig. 1).
C. krusei colony count was affected the most. Also, average colony count was reduced more for Candida species
cultured on copper than parafilm plates indicating that copper decreased the colony count for the fungi (Fig. 2).
Therefore, both oxidative stress and copper plates eliminated a significant amount of Candida colonies.
Fig. 1

Fig. 2

REFERENCES
Arendsen et al. (2019). https://doi.org/10.1128/cmr.00125-18
Bleichert et al. (2021). https://doi.org/10.1128/AEM.01788-20

13Genetic Variation of Wild Radish and Its Cultivated Landraces
Mayu ISHIKAWA
Tokyo Metropolitan High School of Science and Technology, Japan
Purpose and Background:This research focused on the hamadaikon, a type of wild radish. There are two mysteries about hamadaikon. One isthe origin of hamadaikon. The other is why there is so much diversity within the confines of Cape Futtsu. Therefore,
we decided to investigate these three perspectives. The first is the diversity within and among native varieties. The
second is the diversity within and among native cultivars of hamadaikon in Chiba Prefecture, Japan. The third is thegenetic relationship between native radish varieties and hamadaikon.
Materials and Methods:
Six samples of hamadaikon (Fig. 1) and 10 samples of cultivated radish (Table 1) were used. Hamadaikon werecollected at six locations in Cape Futtsu, Chiba Prefecture (Fig. 1, Table 1).
First, chloroplast DNA was extracted from radish leaves. Next, specific genes (Table 2) were amplified by a PCR
method (Ohsaka & Ohnishi, 2007). Next, DNA was separated by electrophoresis and then purified. Next, the DNA
sequences were read using the dye terminator method. Then, the DNA sequence data were analyzed using a computer
software for phylogenetic analysis.
Results and Discussion
We ended up with two phylogenetic trees (Fig. 2). The one on the left has a slightly different variety in it becausesome varieties failed and could not be included. Since we were only able to decode the cultivated species this time,
we will decode the nucleotide sequence of hamadaikon next and discuss the results. We also plan to grow seeds thatwere collected at Cape Futtsu in June in the field and compare their morphology and physiology around September,and to read and compare the nucleotide sequence of them around December. We also plan to read the nuclear DNA
and compare it to chloroplast DNA, if we have time.
Table 1: Cultivated radish samples

Table 2: Primers used toamplify gene sequences

Fig. 1: Locations of hamadaikoncollection

Fig. 2: Molecular phylogenetic
tree of cultivated radish

REFERENCES
Ohsako, T. & Ohnishi, O. (2007) Chloroplast DNA variability in Japanese and Korean populations of wild radishes
Raphanus sativus var. hortensis f. raphanistroides (Brassicaceae). Sci. Rep. Kyoto Pref. Univ, Hum. Env. & Agr.,59, 27-34.

14

Biomass utilization of abandoned wood as an unused resource
Miyuu ARAI
Tokyo Metropolitan High School of Science and Technology
Purpose and BackgroundThe sambusugi cedar tree has been produced in Chiba Prefecture. In recent years, however, the disease has spread,affecting more than 80% of the sambusugi forests. When infected with the disease, the wood becomes curved near thecenter, significantly reducing its value as timber. Forest management such as thinning is being carried out, but because of
its low value as timber, it is not marketed and is left as forest residues. Disposal of forest residues is an urgent issue. The
objective of this study is to pyrolyze forest residue to gasify it and use it as energy. In this study, hydrotalcite KW-1000
and KW-2000 were added and heated to 450 or 500°C for pyrolysis. The gases produced were collected and evaluated,focusing on CH4 and CO2. The results showed that the addition of hydrotalcite resulted in a higher production rate of CH4.
Materials and Methods
The additive material, hydrotalcite, is a layered double hydroxide with anion exchange capacity and has the same
basic structure as magnesium hydroxide. Hydrotalcite is known to have a high ability to react with acids and to
exchange ions at pH 3.5 to pH 5. The hydrotalcites used in this study are mainly used in industrial applications asheat stabilizers for PVC, film insulators for agriculture, and acid acceptors for rubber and plastics, and inpharmaceutical applications as antacids for gastrointestinal drug ingredients. It is known that different compositions
have different properties. In this study, KW-1000 and KW-2000 (Table1, Fig.1, Fig.2) were used to pyrolyze unused
cedar wood. The mixed samples were placed in a metal reactor and after 60 minutes of nitrogen replacement, thetemperature was increased to 450°C or 500°C at a rate of 5°C per minute, and pyrolysis was performed. After thepyrolysis was completed, the sample was cooled naturally and the gas, residue, and alkali solution were collected.
Table 1 Differences in composition
Material

KW-1000

KW-2000

Al2O3

19.3%

33.4%

MgO

35.1%

61.0%
Fig.1 Structure of Mg(OH)2

Fig.2 Structure of hydrotalcite

Results and Discussion

Table 2 Experimental conditions
Condition
Sample

I
II
III
IV
V

Cedar
Cedar + KW-1000
Cedar + KW-2000
Cedar + NaOH
Cedar + Seasand

Additive

5g
5g
5g
5g

Fig.3 Amount of CH4 produced

Fig.4 Amount of CO2

produced using a gas
The gases recovered after pyrolysis were evaluated by qualitative and quantitative analysis
chromatograph system (Shimadzu GC-2014). In this study, the evaluation focused on the natural gas components
methane and carbon dioxide. Results are presented below. In this study, hydrotalcite with different compositions wasadded, and both KW-1000 and KW-2000 tended to increase the amount of methane produced, but at 500°C in
Condition II, the amount of methane produced decreased. This is presumably related to the discharge of water
between the layers of KW-1000. However, it can be inferred that the addition of hydrotalcite tends to increase
methane production due to the catalytic effect (Fig. 3); KW-2000 is more basic than KW-1000, which can be inferredto have resulted in higher resolution. The carbon dioxide emissions can be assumed to be zero from a carbon-neutral
point of view, but the addition of hydrotalcite reduced them more (Fig.4).

REFERENCES[1] N. Morita, M. Nakayasu, Y. Kawabata, and H. Nakagome. “Influence of Molecular Sieves Is Added in the Thermal
Decomposition of Rice Husk”, International Journal of Environmental Science and Development, Vol. 8, No. 5, 2017.
[2] R. Hanazawa, al, "Effect of Additives on Gasification by Pyrolysis of Unused Cedar Wood", International Journalof Chemical Engineering and Applications, Vol. 13, No. 3, 2022.
15

Screening for salt-tolerant PET-degrading microorganisms
Rina Kuniya
Tokyo City University Todoroki High School
Purpose and Background
When I learned that a microorganism called Ideonella sakaiensis, which lives on PET as an energy source, I
thought that there might be microorganisms that use PET as an energy source in the contaminated ocean, and began
this research. The purpose of this study is to find salt-tolerant PET-degrading microorganisms from sea water samples.
Materials and Methods
First, aerobic medium were prepared and then samples were collected from 5 sea areas. Next, the PET sheet
was cut into 1 cm x 1cm and the aerobic medium were added them and samples. Finally, cultures were shaken at
30°C. The aerobic medium were continuously monitored over the next few weeks to a month. Changes in the PET
sheet were visually checked for. In addition, the absorbance of the culture was measured to check the amount ofbacteria. By measuring the amount of bacteria, it is possible to numerically express the number of bacteria that cansurvive when PET is the only nutrient source. Positive control was done with Ideonella sakaiensis. If the Ideonella
sakaiensis culture is cloudy white, the medium has been successfully created, and how much the PET sheet isdegraded will indicate whether it is cloudy white or other changes.
Results and Discussion

a. PET decomposition in I.
sakaiensis cultureb. PET decomposition in I.
sakaiensis culturec. Sea water sample showing
similar turbidity

Through the positive control of Ideonella sakaiensis (Figures a and b), it was found that when PET
decomposes, the surface becomes cloudy and the material changes. We found that two of the five sea water samples
had white turbid PET sheets and high absorbance (Figure c), similar to Ideonella sakaiensis. From these results, thetwo white, cloudy samples may contain PET-degrading bacteria. Further experiments will be done to confirm these
intial findings.
REFERENCES
1.Taniguchi I, Yoshida S, Hiraga K, Miyamoto K, Kimura Y, Oda K. (2019). Biodegradation of PET: Current
Status and Application Aspects. ACS Catal. 9, 4089−4105
2.Yoshida S, Hiraga K, Takehana T, Taniguchi I, Yamaji H, Maeda Y, Toyohara K, Miyamoto K, Kimura Y, Oda
K (2016). A bacterium that degrades and assimilates poly(ethylene terephthalate). Biodegradation 351 (6278)

16

Desalination of seawater for diversion to agricultural use
Kei MASUDATokyo Metropolitan High School of Science and Technology
Purpose and Background
Currently, the depletion of natural resources is a serious issue, and the decline of water resources is considered to be oneof the most important. It is estimated that seawater accounts for about 97% of the earth's water resources and freshwater
for about 2.5%, and that only about 0.01% of freshwater is actually in a condition that is readily accessible to humans.
Therefore, we focused on desalination technology to utilize the abundant seawater. Current desalination technology can
produce highly pure freshwater, but its disadvantages are that it is costly and energy-intensive. Therefore, through thisstudy, we wanted to propose a "desalination technology with low cost and low energy use. The goal of this study was toapply seawater to agricultural use, which is a high percentage of freshwater use. Salt damage must be considered for
agricultural use, and the goal was to reduce chloride ions in seawater through research. Previous studies have suggested
that hydrotalcite (HT)-molecular sieves have "desalination effects on seawater. However, it is not clear how much of it
should be added to seawater to be effective. Therefore, in this study, we investigated the optimal additive, the optimal
amount of HT added, and the effect of HT on germination on plants.
Materials and Methods
Experimental Method 1: Investigation of Hydrotalcite Addition (Badge Method)
Fifty mL of artificial seawater adjusted to a specific gravity of 1.038 was used and shaken for 2, 4, 6, 8, and 10 days,
respectively, according to conditions (Table 1). HT (KW-1000) was used as additive.
Experimental Method 2: Investigation of hydrotalcite addition (column type)
Glass tubes of each condition were filled with HT(KW-1000), and 100 mL of artificial seawater adjusted to a specificgravity of 1.038 was allowed to flow through the tubes using a tube pump.
Experimental Method 3: Germination experimentKaiware daikon and Nikka daikon seeds were sown in a Petri dish filled with a cotton ball and tap water, tap water throughHT, diluted artificial seawater (1000, 100, and 10 times), and artificial seawater, respectively, were added to the cotton ball.
The seeds were kept in the dark to see if they would germinate.
Results and Discussion
In experimental method 3, plants germinated in 10-fold diluted seawater. This 10-fold diluted seawater contained 2937
mg of chloride ions in 1 L of seawater. On the other hand, in the present Experiment 1, which was based on a previous
study, the best results were obtained when 1.0 g of HT was added to 50 mL of seawater and allowed to soak for 4 days.
However, 1 L of seawater contained 28077 mg of chloride ions. In Experiment 2, the best results were obtained when 5.0
g of HT was packed in a glass tube with an 11 mm inner diameter and 100 mL of seawater was passed through the tube,
but 1 L of seawater contained 23472 mg of chloride ions. Therefore, the chloride ions still have to be reduced until theplants germinate. Therefore, it is necessary to find the optimum amount of chloride ions to be added while conducting
various control experiments. In the future, as we search for a way to maximize the effect with a small amount added, wewould like to first examine whether the amount of adsorbed ions increases when seawater that has been adsorbed once isadsorbed again.

Fig. 1 Tap water through HT - 1 day Fig. 2 Seawater (10x dilution) - 3 days

Fig. 3 Seawater - 15 days

REFERENCES[1] Ministry of the Environment, "The Environment, the Sound Material-Cycle Society, and Biodiversity White Paper,2010 Edition."[2] Kameda, Tomohito. Application of Hydrotalcite for Water Environment Conservation and Purification THE
CHEMICAL TIMES 2005 No.1 p.10-16.

17Effect of brewing temperature and time on antioxidant activity of superoxide
dismutase in green tea
Yuna Morokawa
Senshu University Matsudo High School
Purpose and background:Green tea contains antioxidant compounds such as polyphenols, catechins, and also antioxidative enzymes likesuperoxide dismutase (SOD). Antioxidants are considered to be good for health, and studies have shown that they
are effective in preventing aging and inhibiting the development of cancer. In this study, we aimed to find out thebrewing conditions in which SOD antioxidant activity of green tea is best derived.
Materials and Methods:(1) Change in antioxidant activity of green tea as a function of brewing temperature
Distilled water was prepared at 60, 70, 80, 90, or 100℃ using water bath. 1.0 g of dried green tea leaves were weighed,added to hot water at the various temperatures and let to stand for 10 minutes. Green tea supernatants were thenfiltered and diluted with buffer to constitute tea sample solutions. Subsequent reactions were carried out following
the SOD kit guidelines. Absorbance of the resulting solution was measured by a multiplate reader at 450nm.

75
70
65
60
55

60

70

80

90

100

Fig. 1: Mean SOD inhibition %across different watertemperatures

In the future, based on the results of this study, how will the antioxidant
activity change when green tea is extracted at a lower temperature than60°C? Also, it is questionable whether the antioxidant activity will behigher if the extraction time is longer. Therefore, it is necessary to resolvethese questions by changing the temperature and time more widely.

REFERENCES
https://www.jstage.jst.go.jp/article/fstr/25/1/25_131/_article
https://www.dojindo.co.jp/products/S311/

80.00
75.00
70.00
65.00
60.00
55.00
50.00

Brewing temperature/Time

antioxidant activity.
% inhibition (SOD activity)

80
Brewing temperature °C

Results and Discussion:
SOD activity was higher ingreen tea extracts extracted atlower extraction temperatures(60 and 70°C; Figure 1). Thissuggests that SOD activity may
beaffectedbyhightemperatures.
The longer the extraction time,
the higher the SOD activity(Figures 2, 3). These results
suggest that a longer extraction
time at a lower temperature
will result in the highest% inhibition (SOD activity)(2) Change in antioxidant activity of green tea as a function of brewing timeDistilled water was prepared at 60 and 70°C (the temperatures at which high activity was obtained in the firstexperiment). 0.5 g of green tea leaves were weighed, added to the hot water, and left to stand for 2.5, 5, 7.5, 10, and15 minutes. Green tea supernatants were then filtered and diluted with buffer to constitute tea sample solutions.
Subsequent reactions were carried out following the SOD kit guidelines. Absorbance of the resulting solution wasmeasured by a multiplate reader at 450nm.

80.00
75.00
70.00
65.00
60.00
55.00

Fig. 260°C
70°C

Brewing time

Fig. 318

Social determinants of information sources during covid-19 pandemic
Shiraishi Taiyu¹, Nakagomi Atsushi²
1. Yaita Higashi Senior High School
2. Center for Preventive Medical Sciences, Chiba University, Chiba, Japan
Purpose and BackgroundThe coronavirus outbreak began to spread around the end of 2019 and the subsequent declaration of a stateof emergency restricted our activities. People in Japan gather information from various sources including NHK news
programs, newspapers, and the Internet. However, there is a gap in internet use especially among older people (digital
divide). For example, in 2020, only 30% of people in their 80s used the internet. Thus, we examined the conditions
determining the differences in information sources among the older generation.
Materials and Methods
We used data from Japan Gerontological Evaluation Study (JAGES) in 2020. We included people aged 65
and older without functional disability (n = 14,348). Outcomes were sources of information that older people in Japan
used during COVID-19. Explanatory variables were age, gender, population density, education, employment,
subjective view of poverty, marital status, participation in hobby clubs, presence of disease. We
used multivariable logistic regression to examine the determinants of information sources. Statistical significancewas evaluated using a 95% confidence interval.
Results and Discussion
People who used NHK news program as information sources were older, more likely to be female, moreeducated, and more likely to be married. Those who used the Internet were younger, more likely to be male, moreeducated, and married. We found the opposite direction in the associations of age and gender with NHK new program
and the Internet. We also found that employment, subjective view of poverty, subjective view of health, presencedisease was not associated with information. In order to narrow the digital divide and provide access to informationon the Internet, people who are older, women, having low educational attainment, and unmarried may be a priority
target.

REFERENCES
・Shioya R, Nakagomi A, Kazushige I, Kondo K. Video call and depression among older adults during the COVID19 pandemic in Japan: The JAGES one-year longitudinal study. Social Science and Medicine. Epub ahead of print.
2023. https://doi.org/10.1016/j.socscimed.2023.115777
・総務省｜令和 4 年版 情報通信白書｜データ集（第 3 章第 8 節） (soumu.go.jp)

19

Influence and effect of additives on gasification of food waste by pyrolysis
Yuko KATAKOUTokyo Metropolitan High School of Science and Technology
Purpose and BackgroundIn this age of abundant food, much food is wasted due to production that exceeds demand at the production stage,excessive removal of skin at the processing and consumption stages, and leftovers. Currently, Japan produces
approximately 25 million tons of food waste annually, of which 6 million tons is food waste that could have been eaten.
This is equivalent to 1.4 times the amount of food aid provided to the world, which is about 4.2 million tons. Currently,
the main methods of food waste recycling are feed conversion and fertilizer conversion, which are material recycling
methods, but these methods are costly for sorting and difficult to process due to the heterogeneity of their properties. In
Japan, a large amount of food waste is incinerated. Food waste and food loss are also a problem because energy is requiredin the process of producing, processing, and distributing food, and in incinerating discarded food, which increases
emissions of greenhouse gases such as carbon dioxide and accelerates global warming. We wondered if it would be possible
to use food waste as unused energy, if it were to be incinerated, for heat and energy utilization. Therefore, we consider
pyrolysis, a chemical recycling process. The objective was to increase the gas yield by adding additives.
Materials and Methods
In this study, hydrotalcite was added as an additive. Hydrotalcite is a layered double hydroxide with anion exchange
capacity and has the same basic structure as magnesium hydroxide (see Figures 1 and 2). Hydrotalcite is known tohave a high ability to react with acids and to exchange ions at pH 3.5 to pH 5. The hydrotalcite used in this study ismainly used in industrial applications as a heat stabilizer for PVC, film insulator for agriculture, and acid-receptive
agent for rubber and plastics, and in pharmaceutical applications as an antacid agent for gastrointestinal drug
ingredients. Generally, sodium hydroxide is added as an alkali catalyst as an additive in pyrolysis. However, sodium
remains in the residue and its strong basicity is pointed out as a problem. In this study, we focused on synthetichydrotalcite (HT) as an alkaline catalyst with anion adsorption and exchange capacity. Pyrolysis is generally
performed at 600-800°C, but the addition of an additive to HT allows pyrolysis to be performed at a lower temperature(450°C), and the effect on gasification was verified.
Table 1 Experimental conditions
Condition
Sample

Ⅰ
Ⅱ
Ⅲ
Ⅳ
Ⅴ
VI

Rice(Dryness)
Rice(Dry)+KW1000
Rice(Dry)+KW1000
Rice(Cocked)
Rice(Cocked)+KW1000
Rice(Cocked)+KW1000

Additive

―
2.5g
10g
―
2.5g
10g

Fig.1 Structure of Mg(OH)2

Results and Discussion
The following are the results of qualitative and quantitative analysis of the gases
recovered after pyrolysis using a gas chromatograph system (Shimadzu GC-2014).
In this study, we focused on methane as the combustible gas. Methane production
increased with the addition of hydrotalcite in both cooked and dried rice; for CH4,
conditions II and V suggested an advantage. In terms of the resolution of the
produced gas, conditions II and IV suggested superiority. This can be inferred fromthe effect of the amount of hydrotalcite added. It can be inferred that the effect ofthe difference in metal potentials (3+ and 2+) of hydrotalcite has some influence on
its function as a catalyst.

Fig.2 Structure of hydrotalcite

Fig.3 Amount of CH4

Fig.4 Amount of CO2
REFERENCES[1] N. Morita, Y. Kawabata, T. Wajima, A. T. Saito and H. Nakagome, “Effect of the Bromine-Based Flame Reterdant
Plastic Pyrolysis of Hydrotalcite”,MATEC Web of Conferences Vol. 62, 05002, 2016.
[2] N. Morita, M. Nakayasu, Y. Kawabata and H. Nakagome, “Influence of molecular sieves is added in the thermal
decomposition of rice husk” International Journal of Environmental Science and Development, Vol. 8, No. 5, pp.323-326,
2017.

20

Survey research on the anxiety of people with disabilities during disasters
Miyu KOSHIMIZU
Yachiyo Shoin Senior High School, Japan
Purpose and Background:
Japan is an extremely disaster-prone country. It is said that there is a 70% probability of several major
earthquakes occurring within the next 30 years. Therefore, disaster risk reduction is a very important issue.
People with disabilities have a higher mortality rate and are more insecure than able-bodied people. For
example, the mortality rate of persons with disabilities in the Great East Japan Earthquake was twice that of ablebodied persons. People with disabilities also face a variety of insecurities. In the Great East Japan Earthquake, there
were cases in which survival rates differed greatly depending on the voices of students in the same city. Based onthese facts, we thought that people with disabilities would feel more secure in the event of a disaster if they were
better connected to society. In addition, since many people with disabilities take medication, it is necessary to clarify
their preparedness for this. Therefore, this study will clarify the current status of disaster preparedness and social
connections, with a focus on pharmaceuticals.
Materials and Methods:
Interviews were conducted with six persons attending rehabilitation at a welfare facility for persons withdisabilities referred by the city office. This is a qualitative study.
Results and Discussion
Table 1 shows basic information about the participants. Table 3 shows a summary of the current social
connections. Table 3 shows a summary of their preparedness for disasters, mainly regarding medicines.
Currently, most of the social connections are family and relatives. Few people have connections withneighbors or the community. Few people are prepared when medicines are needed. Even if medicines are preparedin bulk, it is difficult to take them out at once. Therefore, it is necessary to be prepared to take out a small amount of
medicines at a time. In addition, since the supply system for medicines was set up after the Great East Japan
Earthquake occurred, careful planning is needed for the supply of medicines for people with pre-existing medical
conditions that may disappear during a disaster.
Table 1
Table3
Gender Physical characteristics

House Features

Roommates① Female Cerebral infarction

Detached house

Husband, Daughter

①

〇

×

② Female High blood pressure

Detached house

×

②

〇

〇

③ Female Chronic physical ailments Apartment house

×

③

〇

×

×

×

⑤ Female With pacemaker

Wife(with dementia) ④
Multi-unit apartments
×
⑤

〇

×

⑥ MaleDetached house

××④ MaleMedicine use Preparing Medicine

Post-spinal Cord Surgery Detached house
Limp

Wife

⑥

Table 2
Confirmation of routes Preparation Intention of evacuate People you can rely on iNeighborhood relations
①

〇

×

〇

Husband, Daughter

②

〇

〇

〇

Daughter

③

×

×

×

×

④

〇

×

〇

Nephew and his wife

⑤

×

×

×

×

⑥

〇

×

×

Wife

×
Token gesture×
Token gesture
Meeting to view flowers
Token gesture

REFERENCES
1, S. Toriyabe (2018) Das Wunder und die Tragödie an der Stadt KAMAISHI in der Katastrophe der Ost-Japan
2, NHK Team of “Welfare Network”. (2011). Forum 2011. Normalization Welfare of People with Disabilities,
November 2011, 31. https://www.dinf.ne.jp/doc/japanese/prdl/jsrd/norma/n364/n364023.html
21Effect of Grape Seed Extract on Interleukin-12 Production in Mouse
Dendritic Cells
Tomo NAGAO
Keio Girls Senior High School, Japan
Purpose and Background
I am allergic to cats, dogs, and house dust and take medications daily. I
wondered if such allergic reactions could be alleviated by polyphenols
contained in foods. Allergic diseases are typically characterized by animbalance between the ratio of T Helper Types 1 and 2 (Th1 and Th2) cells.
This imbalance occurs when Th2 cells are more than Th1 cells, andpolyphenols-rich foods contribute to the restoration of allergic health conditions
by rebalancing the Th1:Th2 ratio. Interleukin-12 (IL-12) secretion causes Naïve
helper T cells (Th0) to differentiate into Th1 cells, and Prostaglandin E2 (PGE2)
secretion causes Th0 cells to differentiate into Th2 cells. Most research studies
on polyphenols as anti-allergic agents have mainly focused on how they activate
or suppress Th1 and Th2 cells. However, the effect of these polyphenols at an
earlier stage, when IL-12 and PGE2 are secreted from antigen-presenting cells(APC), is not yet sufficiently understood. This study will, therefore, further
examine whether polyphenols from grape seed extract would promote thesecretion of IL-12 from mouse Bone-Marrow-Derived Cells (BMDCs).

Fig1. Differentiation of Th0 into
Th1 and Th2 cells as mediated bycytokines secretion.

Result and Discussion
Although samples with a higher concentration of GSE were
expected to have more IL-12 production, the production decreased
as the concentration increased for samples with more than
0.01mg/ml of GSE. It can be inferred that a high concentration of
GSE had a negative effect on BMDCs, resulting in the death of thecells at the high concentration of GSE. LPS did stimulate the cells’
activity to produce IL-12, and as for samples with less than
0.01mg/ml of GSE, GSE seemed to enhance the production of IL12.

IL-12 Production (pg/ml)

Materials and Methods
The research method can be divided into two main parts: 1, Culturing BMDCs in a gradient concentration of
Grape Seed Extract (GSE) with or without Lipopolysaccharide (LPS) and 2, Conducting an enzyme-linked
immunosorbent assay (ELISA) to measure the production of IL-12. GSE was added to each sample on day 3 and 5, and
LPS was added to each sample on day 6. These samples were stored at -20°C until the ELISA test.

1.5

With LPS
Without LPS

0.5

REFERENCES[1] Nair N., Mahajan S., Chawda R., Kandaswami C., Shanahan
GSE concentration (mg/ml)
T., Schwartz S. (2002). Grape Seed Extract Activates Th1 Cells In
Fig2. Amount of IL-12 produced
Vitro. Clinical and Diagnostic Laboratory Immunology, 9 (2): 470–
476. (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC119947/)[2] Delvecchio FR., Vadrucci E., Cavalcanti E., Santis SD., Kunde
D., Vacca M., Myers J., Allen F., Bianco G., Huang AY., Monsurro V., Santino A., Chieppa M. (2015). Polyphenol
administration impairs T-cell proliferation by imprinting a distinct dendritic cell maturational profile. European
Journal in Immunology, 45: 2638–2649.
[3] Cavalcanti E., Vadrucci E., Delvecchio FR., Addabbo F., Bettini S., Liou R., Monsurro V., Huang A., Pizarro TT.,
Santino A., Chieppa M. (2014). Administration of Reconstructed Polyphenol Oil Bodies Efficiently Suppresses
Dendritic Cell Inflammatory Pathways and Acute Intestinal Inflammation. PLoS ONE 9(2) e88898
doi:10.1371/journal.pone.0088898

22

23

Proceedings（Postgraduate Students）

24

THE VALIDATION OF A MODEL OF HIGH SCHOOL STUDENTS’ ACTIONCOMPETENCE FOR ENVIRONMENTSuriya Khunwandee1 and Jeerawan Ketsing2,
1. Ph.D. student, Faculty of Education, Kasetsart University, Thailand
2. Associate Professor, Faculty of Education, Kasetsart University, Thailand
Purpose and Background:
Action competence (AC) for environment is an important learning outcome in environmental educationthat aims to prepare citizens to deal with environmental problems and create sustainability for the environment,
society, and economy. The AC is viewed as the means and end for preparing qualified global citizens in environmental
education as well as education for sustainable development (United Nations, 2015). The AC for environment is theability to take action in environmental problem-solving, which involves decision-making with stakeholders in thecommunity (Jensen & Schnack, 1997). Previous studies reveal that many researchers have proposed AC components.
However, few studies focused on validating components of the AC model. Therefore, this research is intense toaddress this research gap, which aims to verify the structural validity of the instrument of high school students’ AC
for environment.
Materials and Methods:
The samples were 191 grade 12 students from Chaiyaphum province, Thailand. The samples were obtained
from the Stratified random sampling technique. The students evaluated their AC by using a questionnaire in a 3-level
Likert-scale format. It consisted of 20 items. The reliability coefficient of the questionnaire was 0.87. The instrument
consisted of six components of AC defined in the literature including: 1) knowledge for action (Kno), 2) motive foraction (Mot), 3) vision for action (Vis), 4) thinking skills for action (Thi), 5) action experience (Exp), and 6)
democratic partnership (Dem). Student responses to the questionnaire were analyzed via R Studio version 4.2.3 withan aim to verify the AC model. We used confirmatory factor analysis (CFA) and compared the results with the CFA
criteria index, as showded in Table 1.
Results and Discussion:
The research found that the CFA indexes are accepted according to Sarmento & Costa (2019). Table 1
shows that the AC for environment model of the high school students is well fitted with the empirical data(𝝌𝝌𝟐𝟐 /df=1.743, CFI=0.987, TLI=0.978, RMSEA=0.062).
Table 1 The results of CFA indexes.

CFA Indexes
P-value
𝑿𝑿𝟐𝟐 /df
Comparative Fit Index; CFI
Tucker-Lewis Index ; TLI
Root Mean Square Error of Approximation ; RMSEA

Statistics
0.074
1.743
0.987
0.978
0.062

Meaning
Pass
Good
Excellent
ExcellentGood

Figure 1 presents the CFA results of this study. This finding is in agreement with Sass et al. (2021) in terms
of knowledge dimension and motive. However, what new in our findings is that the thinking skills for action is the
AC component that has the highest factor loading (see Fig. 1), which means this component has a major impact on
the AC model.

Fig. 1 The CFA result of the AC for environment model

25

This study suggests that to develop students’ AC for environment, teachers should provide opportunities
for children to practice thinking skills for action. Specifically, students should be continuously practiced criticalthinking and reflective thinking while solving environmental problems.
REFERENCES
Jensen, B. B., & Schnack, K. (1997). The action competence approach in environmental education. Environmental
Education Research, 3(2), 163-178.
Sarmento, R. P., & Costa, V. (2019). Confirmatory factor analysis--a case study. Retrieved fromhttps://arxiv.org/pdf/1905.05598.pdf.
Sass, W., Pauw, J. B.-d., Maeyer, S. D., & Petegem, P. V. (2021). Development and validation of an instrument formeasuring action competence in sustainable development within early adolescents: the action competencein sustainable development questionnaire (ACiSD-Q). Environmental Education Research, 27(9), 12841304.
United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. New York:
United Nations, Department of Economic and Social Affairs.

26

SENTIMENTAL ANALYSIS FOR TOXICITY DETECTION
Pichyapa Khanapattanawong1, Sakolkrit Pengkhum1,
Ruedhaidham Soros1, and Yapar Winwan1
1. King Mongkut’s University of Technology Thonburi
Purpose and Background:
In today’s rapidly evolving technology, we have been using online communications as a part of our daily
life, allowing us to connect, share, and express ourselves. However, it also leads to concerning issues about toxic
and harmful language online. This reduces the quality of online discussions, affecting a person psychologically andemotionally.
This project aims to use sentimental analysis to solve such problems. Traditional sentimental analysis
focuses on classifying content into emotional categories such as positive, negative, and neutral. However, thisproject will use sentimental analysis and natural language processing (NLP) technology to create a model that isable to detect the toxicity of a text.
In addition to that, this project also aims to explore the different approaches toward sentimental analysis
which includes neural network, logistic regression, and Bert & Transformer. We will be implementing thesedifferent models with the same dataset in order to compare the efficiency of each model and choose the mostsuitable model for toxicity detection.
Materials and Methods
1. Dataset Collection: For this project, we have utilized online tools to search and compare available dataset
for sentiment analysis. We have selected the Sentiment140 dataset with 1.6 million tweets (1) because it isaccurate to our analytical purpose.
2. Data Preprocessing: Before we use the data to train the model, the data needs to be preprocessed andcleaned by removing special characters, stopping words, and other noises. The data is then splitted totrain/test dataset with 85/15 ratio.
3. Feature Extraction: Word embedding was performed to convert the text samples into numerical vectors
while maintaining semantic relationship and context.
4. Models Selection: We compared the available models for sentiment analysis and chose three to implement:
neural network, logistic regression, and Bert & Transformer.
5. Model Training: From the selected models, we have implemented it with the prepared, train dataset.
6. Model Evaluation: We evaluated the accuracy of the model using the test dataset.
7. Model Comparison: We recorded each model's evaluations for comparison with each other and thebaseline.
8. Conclusion, Discussion, and Improvements: We discussed and concluded the results along with possible
future improvements.
Results and Discussion
From the implementation, we have gotten the following result.
Model

Neural Network

Logistic Regression

Bert & Transformer

Accuracy

0.78

0.89

0.91

We have found that the Bert & Transformer model is the most accurate and suitable for this project.
However, different models are useful for different datasets and tasks. Therefore, we have to always check thedataset and the analytical purpose before choosing the model. The dataset also has a high impact on theperformance of the model. Thus, the data should be collected and cleaned thoroughly. A balanced dataset willproduce a more accurate model.
This model can be improved with more data and can be improved to use web scraping and implemented
with real use case texts such as tweets.
REFERENCESΜΑΡΙΟΣ ΜΙΧΑΗΛΙΔΗΣ KAZANOV. Sentiment140 dataset with 1.6 million tweets. Retrieved fromhttps://www.kaggle.com/datasets/kazanova/sentiment140 (1)27Effect of Extraction Temperature on Ultrasound-Assisted Extraction of
Bioactive Compounds from Sesban (Sesbania javanica Miq.) Flower
Sochannet Chheng1,2, Kitipong Assatarakul1
1. Chulalongkorn University, Thailand
2. Kampong Speu Institute of Technology, Cambodia
Purpose and Background
The interrelation between health benefits and nutrition is widely known, and consumers’ food preferences
have been focused on raw materials enriched with bioactive compounds that have a positive effect on human health(Lobo et al., 2010). The application of bioactive compounds in different sectors such as pharmaceutical, food andchemical industries completes the need of appropriate and standard method to extract the active compounds fromplant. Various parts of the divers’ plants are the possible origin of natural bioactive compounds.
Sesban (Sesbania javanica Miq.) is a seasonal plant and it is originally grown in South-east Asia, especiallyin Thailand. Its flower is commonly consumed in Thailand and been used for its divers’ medicinal properties. It wasreported that the flower consists of phenolics, flavonoids, and carotenoids that possess the antioxidant properties(Kathiresh et al., 2012; Sawangchart et al., 2015).
Ultrasound-assisted extraction (UAE), one of the non-conventional methods, is a method capable ofproducing high quantities of bioactive constituents within a short extraction time and less organic solvent withultrasonic wave from 20 kHz to 100 MHz. UAE is an effective alternative extraction method for conventional
extraction method that provides an inexpensive and environmentally friendly retraction time, reduction of theconsumption of solvent. There are several factors to consider when choosing the extraction methods and extraction
temperature is one of the most important factors. In addition, by increasing the temperature while the diffusivity
increase, allowing deep penetration of the solvent into the matrix, thus enhancing the efficiency and speed of theextraction process (Rodríguez-Meizoso et al., 2010; Zakaria & Kamal, 2016). To the best of our knowledge, there is
no reported study on the use of UAE and influence of the extraction temperature on the extraction of bioactive
compounds from the Sesban flower. Therefore, this study aimed investigate the influence of different temperatureof UAE on the bioactive compounds.
Materials and Methods
Sesban flowers were bought from local market, cleaned, prepared, and dried until the moisture content was
below than 5 %. Then the sample was grinded into powder and sieved through a 50-mesh sieve to get a dry samples
powder. The sample then were vacuum-packed in an aluminum-laminated foil bag and stored at -20 oC for further
use in UAE experiment.
For UAE, 1.2 g of sample were mixed with 40 ml of solvent (ethanol 70%) before it was sonicated for 20
min with different temperatures (30, 40, and 50 oC). It was centrifuged for 20 min at 4500 rpm before supernatant
was collected, evaporated at 40 oC, adjusted to 10 ml with distilled water, and stored 4 oC before it was determined
for total phenolic compounds (Kushwaha & Verma, 2017), total flavonoid content (Munhoz et al., 2014), andantioxidant activity by DPPH and FRAP assay (Benzie & Strain, 1996; Pérez et al., 2007).
Results and Discussion
The total phenolic compound content shows a slight increase from 30°C to 40°C, with a small decrease at
50°C. The increase in content from 30°C to 40°C could be attributed to enhanced solubility and release of phenolic
compounds from the substance. Phenolic compounds are known for their antioxidant properties, so the increase atthese temperatures might be desirable for extracting bioactive compounds with potential health benefits. The
subsequent decrease in content at 50°C might result from thermal degradation or other chemical changes that could
occur at higher temperatures. This suggests that the optimal extraction temperature for phenolic compounds might
be around 40°C. Further investigation is warranted to understand the specific mechanisms responsible for thesechanges and whether the decline at 50°C affects the overall biological significance of the extracted compounds.
The total flavonoid content decreases as the temperature increases from 30°C to 40°C, but then significantly
increases at 50°C. The significant increase in total flavonoid content at 50°C is intriguing and suggests that theextraction of flavonoids might require higher temperatures to break down cellular structures and enhance solubility.
Flavonoids are known for their diverse biological activities, including antioxidant and anti-inflammatory properties.
The sharp rise in flavonoid content could have potential implications for applications in nutraceutical or functional
food industries. This suggests that the extraction of flavonoids is affected differently by temperature compared tophenolic compounds.
28

The antioxidant activity measured by the DPPH assay shows relatively consistent values acrosstemperatures, indicating that the extraction temperature might not have a strong influence on this aspect of thesubstance's properties. Similar to the DPPH assay, the antioxidant activity measured by the FRAP assay remains
relatively stable across temperatures. The relatively consistent antioxidant activity values across temperatures, asmeasured by both the DPPH and FRAP assays, suggest that the extraction temperature might have a limited impact
on the overall antioxidant potential of the substance. This stability in antioxidant activity is promising, indicatingthat the substance maintains its ability to neutralize free radicals regardless of the temperature used for extraction.
This could be beneficial for ensuring the consistency of antioxidant properties in products derived from thesubstance, regardless of the extraction conditions.
Table 1. Total phenolic compound, total flavonoid content, antioxidant activity by DPPH and FRAP assay of
Sesban flower extract under different extraction temperatures.
Extraction
Total phenolic
Total flavonoid
Antioxidant activity
Antioxidant activity
temperature (oC) compound (mg GAE/g content (mg QE/g
by DPPH assay (μM by FRAP assay (μM
DW)
DW)
TE/g DW)
TE/g DW)
30
7.63 ± 0.03
11.93 ± 0.23
2981.97 ± 70.83
61.43 ± 1.26
40
8.08 ± 0.09
10.78 ± 0.15
2781.70 ± 121.32
59.17 ± 1.46
50
8.03 ± 0.07
19.59 ± 0.82
2827.01 ± 134.69
67.24 ± 3.55
The values are the mean ± standard deviation for at least duplicate experiments. mg GAE/g DW = mg gallic acidequivalent per gram of sample dry weight, mg QE/g DW = milligram quercetin equivalent per gram of sample dryweight, μM TE/g DW = μM trolox equivalent per gram of sample dry weight.
Conclusion
In summary, the experiment's results suggest that the impact of extraction temperature varies for different
parameters. While phenolic compound content seems to peak around 40°C, flavonoid content increases significantly
at 50°C. Antioxidant activity appears to be less influenced by temperature, with relatively consistent values acrossthe tested range. The findings underscore the importance of considering multiple factors when optimizing extraction
processes, including the potential for temperature-induced chemical changes, the solubility of specific compounds,
and the preservation of bioactive properties. Further research, including studies on the specific phenolic andflavonoid compounds present in the substance, as well as their stability and interactions under different conditions,would provide a deeper understanding of these intriguing temperature-dependent effects.
REFERENCES
Benzie, I. F., & Strain, J. J. (1996). The ferric reducing ability of plasma (FRAP) as a measure of “antioxidant
power”: the FRAP assay. Analytical biochemistry, 239(1), 70-76.
Kathiresh, M., Suganya, P., & Saravanakumar, M. (2012). Bioactive compounds in Sesbania sesban flower and its
antioxidant and antimicrobial activity. Journal of Pharmacy Research, 5(1), 293-390.
Kushwaha, D., & Verma, Y. (2017). Evaluation of antioxidant and free radical scavenging activity of Tagetes patula.
Annual Research & Review in Biology, 1-8.
Lobo, V., Patil, A., Phatak, A., & Chandra, N. (2010). Free radicals, antioxidants and functional foods: Impact onhuman health. Pharmacognosy Reviews, 4(8), 118.
Munhoz, V. M., Longhini, R., Souza, J. R., Zequi, J. A., Mello, E. V., Lopes, G. C., & Mello, J. C. (2014). Extractionof flavonoids from Tagetes patula: process optimization and screening for biological activity. Revista
Brasileira de Farmacognosia, 24, 576-583.
Pérez, M. B., Calderon, N. L., & Croci, C. A. (2007). Radiation-induced enhancement of antioxidant activity inextracts of rosemary (Rosmarinus officinalis L.). Food chemistry, 104(2), 585-592.
Rodríguez-Meizoso, I., Jaime, L., Santoyo, S., Señoráns, F. J., Cifuentes, A., & Ibáñez, E. (2010). Subcritical water
extraction and characterization of bioactive compounds from Haematococcus pluvialis microalga. Journalof pharmaceutical and biomedical analysis, 51(2), 456-463.
Sawangchart, T., Chantanop, P., Roythin, A., Chikhuntod, U., Bodhipadma, K., & Noichinda, S. (2015).
Antioxidants in Sano (Sesbania javanica) and Khae (Sesbania grandiflora) flowers at different maturity
stages. Agricultural Science Journal.
Zakaria, S. M., & Kamal, S. M. M. (2016). Subcritical water extraction of bioactive compounds from plants andalgae: Applications in pharmaceutical and food ingredients. Food Engineering Reviews, 8, 23-34.

29

STEM-BIOMIMICRY PROJECT
Mustakeem Awae1 and Chatree Faikhamta2
1. Ph.D.Student in Science Education Program, Kasetsart University, Thailand.
2. Associated Professor of Department of Education, Kasetsart University, Thailand.
Purpose and Background:This project involves organizing a short-term STEM Education camp for a group of high school students in anorthern province of Thailand. The activities aim to enable students to integrate skills and knowledge from all four
disciplines (STEM: Sciences, Technology, Engineering, and Mathematics) through hands-on innovation andproblem-solving using simulated models, addressing societal challenges. Nevertheless, the project organizers play apivotal role as biology educators facing challenges in orchestrating STEM learning activities due to the inherently
abstract nature of the subject. Thus, they have incorporated the concept of Biomimicry-Design-Spiral as thecornerstone for designing activities in this instance.
One clear characteristic of the STEM learning approach is the integration of engineering design processes with
science, mathematics, and technology learning. This means that while students engage in activities to develop
knowledge, understanding, and skills in science, mathematics, and technology, they must also have the opportunity
to apply their knowledge to design methods or processes for problem-solving, in order to produce technology
resulting from engineering design processes (NRC, 2012).
The engineering design process consists of six steps, including problem identification, related information
search, solution design, planning and development, testing, evaluation and design improvement, and presentation.
When applying Engineering Design Process (EDP) in a biology classroom, where the content is specialized andrelates to the characteristics and processes of living organisms, stimulating students to be creative in generating
technology or solving problems should be grounded in the study of living things. Over the past decade, the global
industrial business sector has shifted its focus towards developing new products and innovations using methods
inspired by nature, known as "biomimicry." This emerging discipline uses biological knowledge, delving into cellularand molecular levels, to study and design technology or various processes. It relies on mimicking distinctive attributesof living organisms. The core essence of biomimicry lies in learning and comprehending the wondrous production
and design processes found in nature.
Gardner (2012) has intriguingly proposed that the teaching of Biomimicry could be effectively integrated into
biology classrooms, utilizing the principles of EDP to catalyze creative artifact creation. The Biomimicry Design
Spiral is a step-by-step process for turning nature’s strategies into innovative and sustainable design solutions. The
Biomimicry Design Spiral was developed in 2005 by Carl Hastrich, an industrial designer who was one of a clusterof devoted individuals that we can thank for building the foundations for biomimicry as we know it today. Hastrich
took a standard design process, added the unique steps needed for biomimicry, and then, emulating one of nature’s
pervasive patterns, he turned the process into a spiral.

Figure 1. The Biomimicry-Design-Spiral (Hastrich, 2006)
In this project, the organizers collaborated to develop activities and evaluate the activity arrangement throughthe creation of reflective journal combined with student interviews, in order to extract lessons as ideas for designing
activities in STEM education for the upcoming future biology classes.

30

Materials and Methods:
The project organization can be described as the following sequence of 3 steps:
1. Each group of students will be assigned a problem and task with creating a prototype for a robotic object
collector (under limited conditions and resources).The concept of design must come from imitating the structure orfunctionality of living organisms.
2. Students must demonstrate the background knowledge and be able to plan and create a prototype for testing.
3. Students evaluate the performance of the prototype and answer questions regarding the challenges that havearisen.

Figure 2. Example of The Biomimicry-Design-Spiral activity
The studied group consists of 60 students in grades 4-5 of secondary education, who are taking an additional
biology course in the 2022 academic year. The tools used for data collection include post-activity teacher recording
forms, recorded activities videos, and student reflection questionnaires. We are analyzed by interpreting andconstructing inferential conclusions.
Results and Discussion
From the analysis of activity outcomes and interpretations of recorded observations in teachers’ and students’diaries, it was found that the approach to organizing activities based on the concept of Biomimicry-Design-Spiral cancreate various benefits for students, such as having a positive attitude towards a career in STEM, Knowledge can be
integrated into innovation, and this project can serve as a model for STEM activities in a science camp.
Moreover, this activity can also yield multiple lessons that educators or activity organizers should identify
and clearly understand the problem, as it directly affects the planning process for the remaining steps because
identifying the problem is the starting point for understanding how to design innovations according to the specified
conditions. At the same time as In the process of Mimic, it should be possible to explain how natural mechanisms
can be transformed into mechanical operations because the core essence of Biomimicry goes beyond mere emulationof the structures or functions of living organisms that serve as models. It also encompasses the ability to bridge thegap between biology, design science, and mechanics.
The difficulty in organizing the activity is that students are unable to explain the role of the equipment in
the Prototype. This could be a significant gap in the organization of STEM activities in Thailand due to the criticalreason that students are unable to explain which equipment to select for designing or testing innovations and why. It
is therefore possible to indicate that in the future, physical science teachers, such as physics instructors, might
increasingly need to collaborate with biology teachers or branches of biological sciences to enhance the quality ofteaching or extracurricular activities in STEM. This collaboration aims to drive forward the quality of education andextracurricular activities.
REFERENCES
Gardner, G,E. (2012). Using Biomimicry to Engage Students in a Design-Based Learning Activity. The
American Biology Teacher, Vol. 74, No. 3, 182-184.
Hastrich, C. (2006). The Biomimicry Design Spiral. Biomimicry Newsletter. 4.1, 5-6.
National Research Council. (2012). A Framework for K-12 Science Education: Practices, Crosscutting
Concept, and Core Ideas, Board on Science Education, Division of Behavioral and Social Science and Education.
Washington, DC: National Academy Press.

31Analysis of scientific creativity in a Thai science curriculum
Peeradet Nontama, Parinda Limpanon Promrat
Science Education , Faculty of Education , Chulalongkorn University , Bangkok , Thailand
Purpose and Background
Scientific creativity is ability producing or intelligent process or potential producing that originate uniquething and has social or personal value (Hu & Adey , 2002). Ability producing is integration between creativity andscience methods (Akkarat , 2020). That is, Scientists use creativity to solve problems or explain phenomenon in thescience methodes throught using science information to answer question . In term of intelligental process, Thinking
and imagination are mechamism of thought that occur in brian and associate with creating products (Hu & Adey ,2002) . Moreover , potential producing reflects to results which can be value products or solving problem method or
phenomenon explaination.
Thailand had been attempting to improve the nation’s economic growth by producing more technology andinnocation ( Secretariat of the Prime Minister , 2017 ). consequently , science education must support student ability
to produce innovations. Thus, scientific creativity should play important role in school sciece especially in sciencecurriculum.
According to important reasons that mentioned above. Researcher need to analyse scientific creaitivity ina Thai sciene curriculum for illustrate the relative between scientific creaitivity and Thai science curriculum in each
grade. Researcher hopes that this study might improve Thai science curriculum and promote scientific creaitivity.
Besides,this study is be able find aspects of scientific creaitivity which should emphasized.
Materials and Methods
This research is documentary research and researcher uses content analysis method to analyse data.Thereis two parts for ananlyse : Thai science curriculum and scientific creativity
Firstly , read a Thai science curriculum to analyse objective of Grade 1 – 12. Then , interpret each objective which
be able to indicate scientific creativity by comparing their description between Thai science curriculum and scientificcreativity components.
Secondly , review documents of scientific creativity for defining indicated meaning of each components in scientificcreativity. scientific creativity is devided to 3 aspects that based on Hu and Adey study : ability producing , intelligent
process and potential producing. And all of aspects have totally 9 components following the description:ability producing : Fluency , Flexibility and originality.
intelligent process : Thinking and imagination
potential producing : technical product science knowledge , science phenomenon and scince problem
When reviewing documents has done, defining indicated meaning of each components into table for checking content
validity. Then , sending content validity checklists to 3 experts for checking and giving suggestion to improve content.
Finally, analysing content on Thai science curriculum such as strands , objectives or learning standard including
learning content by comparing similarly to Scientific creativity.

Results and Discussion
On progress
REFERENCES
Akkarat, T. (2020).Teaching thinking as scientist. Bangkok, Thailand: cyberprint group company limited. (in Thai)
Hu, W., & Adey, P. (2002). A scientific creativity test for secondary school students. International Journal of
Science Education, 24(4), 389-403
Secretariat of the Prime Minister. (2017).Thailand 4.0, Thai Khu Fah Journal ,33 , 1-44 .Retrieved fromhttps://spm.thaigov.go.th/FILEROOM/spm-thaigov/DRAWER004/GENERAL/DATA0000/00000368.PDF

32

FACTORS INFLUENCING ONLINE ENGLISH LANGUAGE LEARNING SKILLSDURING COVID-19 PANDEMIC OF THE PRIVATE CATHOLIC SCHOOLSTUDENTS IN NAKORNPATHOM, THAILAND
Arunee Thaiyam1, Prasak Santiparp1
1. Department of Education, Faculty of Social Science and Humanities,
Mahidol University, Thailand
Purpose and Background
The COVID-19 pandemic disrupted global education, leading to the suspension of central exams and a shift
from face-to-face to online learning. Thailand, like many countries, embraced digital platforms for education, with afocus on online English language learning. However, research on critical aspects like self-directed learning, critical
digital literacy, and student engagement during this transition was limited in the Thai context. This study aims to bridge
this research gap by investigating how self-directed learning, critical digital literacy, and student engagement relate toonline English learning performance among Thai students during the pandemic. Understanding these dynamics caninform effective online learning strategies and evidence-based educational practices. Additionally, as online learning
gains prominence globally, the findings may have far-reaching implications for the future of education. The research
objectives include examining online English language learning skills and analyzing the factors influencing these skills
among private Catholic school students.
Materials and Methods
The research methodology employed in this study encompasses a cross-sectional survey design, targeting 200
students from private Catholic schools in Nakhonpathom, Thailand. This design allows for the collection of data at asingle point in time, offering insights into key variable relationships. The sample size was determined using the Taro
Yamane formula, proportionate to the population of 2,086 Grade 12th students, and selected via multi-stage proportionalrandom sampling. Data collection relied on a structured questionnaire with four segments focusing on online English
learning performance, online learning engagement, critical digital literacy, and self-directed learning, all rated on a 5point Likert scale. Expert validation through an Initial Content (IOC) assessment enhanced questionnaire validity.
Cronbach's alpha demonstrated questionnaire reliability with a coefficient of 0.81. Ethical considerations, including
informed consent and confidentiality, were upheld throughout data collection. Statistical software facilitated data
analysis, employing descriptive statistics, such as means and standard deviations, along with inferential methods likecorrelation and regression analyses, to examine variable relationships and test research hypotheses. This researchadhered to ethical guidelines and received necessary approvals.
Results and Discussion
Table 1: Correlations of factors
Factors
Online English learning Skill
Online Learning Engagement
Critical Digital Literacy
Self-Directed Learning

Online English
learning Skill
1.000
0.711**
0.678**
0.655**

Online Learning
Engagement

Critical Digital
Literacy

1.000
0.651**
0.691**

1.000
0.597**

Self-Directed
Learning

1.000

Table 2: The factors influencing online English language learning skill
Model
Constant
Online Learning Engagement
Critical Digital Literacy
Self-Directed LearningStandardized Coefficients

Coefficients Std. Error
0.125
0.048
0.051
0.044

0.406
0.247
0.244

33

(Beta)

t

Sig.

2.016
8.631
4.735
4.895

0.045
<0.001<0.001<0.001

The study yielded a predictive equation to estimate online English learning skill among students in the context
of the COVID-19 pandemic. The equation is as follows:
Online English Learning Skill = Constant + 0.406 Online Learning Engagement + 0.247 Critical Digital Literacy + 0.244
Self-Directed Learning
The predictive model accounted for approximately 61.1% of the variance in online English learning skill among
the surveyed students.
According to the research, there were three factors which might have impact on students’ English language skills
included the online learning engagement, digital critical literacy and self-directed learning. Enter regression was used totest the predictive factors of students’ English language skills. It revealed that students’ online learning engagement had
the most impact on the teachers’ competence. The other two affected factors were digital critical literacy and self-directed
learning. The result of our study was similar to some of the previous research findings like the study of Ginting (2021),
Soeprijanto, et al. (2022), Armanda & Yosintha (2022). The suggestions were the government and schools should
promote critical digital literacy and self-directed learning to improve online English language learning skills of students.
The teachers should pay attention in online teaching to enhance online learning engagements of students.
REFERENCES
Abdous, M. H. (2011). A process-oriented framework for acquiring online teaching competencies. Journal ofComputing in Higher Education, 23(1), 60-77.
Akgündüz, D. & Akınoğlu, O. (2017). The impact of online learning and social media-supported learning on theacademic success and motivation of the students in science education. Education and Science, 42(191), 69-90.
Ginting, D. (2021). Student Engagement, Factors, and Methods Affecting Active Learning in English Language
Teaching. VELES: Voices of English Language Education Society, 5(2), 215-228.
Öner, G., et al. (2014). The effect of online learning on students’ achievement for the topic of quadratic equation inmathematics education. Journal of Computer and Educational Research, 2(4), 152- 165.
Pesen, A., & Oral, B. (2014). The effect of online learning approach on academic success and motivation of teacher
candidates. Electronic Journal of Social Sciences, 15(58), 800-821.
Rini, R., Mujiyati, & Sukamto, I. (2022). The Effect of Self-Directed Learning on Students' Digital Literacy Levels in
Online Learning. International Journal of Instruction, 15(3), 329-344.
Salmon, G. (2003). E-moderating: The key to teaching and learning online. Psychology Press. Savery, J. R. (2005). BE
VOCAL: Characteristics of successful online instructors. Journal of Interactive Online Learning, 4(2), 141-152.
Wang, Z., Qian, K., Zhu, X., & Hu, X. (2023). Influences of Online Teaching Ability of University Teachers on Learning
Engagement of Learners. iJET, 18(5), 20-30.

34FACTORS INFLUENCING INDIVIDUAL WORKFORCE RESILIENCE
DURING THE COVID-19 PANDEMIC OF EMPLOYEESIN SMALL AND MEDIUM ENERGY AND UTILITIES ORGANIZATIONSIN BANGKOK, THAILAND
Ditthayanan Punyaratabandhu1, Prasak Santiparp1
1. Department of Education, Faculty of Social Science and Humanities,
Mahidol University, Thailand
Purpose and Background
The world is facing more frequent and more severe disruptions, such as the recent Covid-19 which impacted
all aspects of life, including how businesses operate. It is critical for businesses to find ways to manage in the face ofsuch disruptions. This ability to not just survive but thrive through crises is called “resilience”. Resilience can befound at the organizational and individual level. Research has shown that 1) positive attitudes towards work and 2)
lifelong learning are related to resilience. However, little research has been conducted on individual resilience of theworkforce of private organizations in the energy and utilities industry in Thailand. This research was therefore
conducted with two main objectives: 1) to examine individual workforce resilience, and 2) to analyze the factors
influencing individual workforce resilience of employees in small and medium energy and utilities organizations in
Bangkok, Thailand.
Materials and Methods
This research was conducted as a quantitative study using a cross-sectional survey method. The population
comprised employees of 18 small- and medium-sized private energy and utilities companies is Bangkok, Thailand,with a total population size of 3,625 employees. A total of 415 surveys were distributed, with a 100% response rate.
The research instrument (survey) included a total of 47 items and was divided into three sections: attitudes,
comprising 19 items, lifelong learning, comprising 8 items, and resilience, comprising 20 items. The results wereanalyzed with SPSS, using descriptive statistics followed by simple regression to determine the correlation between
attitudes, lifelong learning and resilience.
Results and Discussion
The results showed that respondents had a high overall level of positive attitudes, with high self-worth, unityand engagement, and moderate drive and work opportunities; a high overall level of lifelong learning, with a highlevel of experiential learning, and moderate levels of formal and informal education; and a high overall level ofresilience, with high levels of resilience at work and mentality, and moderate levels of personal resilience and facing
problems. Data analysis shows a moderate positive correlation between positive attitudes and lifelong learning (r =0.544), and between lifelong learning and resilience (r = 0.508), as well as moderately high positive correlation
between positive attitudes and resilience (r = 0.642) (all significant at p = 0.05). Simple linear regression was used
to examine the relationship between the components in more detail. Table 1 below shows the results of the analysis.
Table 1: Factors affecting resilience
ModelStandard error B

Standardized βtSignificance (p)10.2450.000

Constant

2.595

Positive attitudes

0.370

0.519

11.8930.000

Lifelong learning
Adjusted R2 = 0.445

0.041

0.226

5.179

0.000

The data shows that there is a positive correlation between positive attitudes, lifelong learning, and individual
resilience. Furthermore, while both positive attitudes and lifelong learning have a positive impact on resilience,
positive attitudes are shown to have a higher correlation and stronger effect than lifelong learning.

35

The reason for these results may be that lifelong learning, especially experiential or hands-on learning, helps
provide employees with the knowledge and skills needed to perform their work both in the present and in the future.
This could provide a sense of security for employees if they feel that they will be able to remain relevant in theirwork, regardless of how the work may change, which contributes to their ability to be resilient should there be any
disruptions to their jobs. In addition, positive attitudes may help build resilience as individuals would have the belief
that they have the ability to overcome challenges, especially if they are able to engage with a supportive network. In
conclusion, it can be seen that the workforce of private energy and utilites companies in Bangkok, Thailand showhigh individual resilience and this is affected by their level of positive attitudes and lifelong learning.
REFERENCES
Bruce, J. )2018, August 7(. The Single Most Important Skill You Need To Thrive At Work. Forbes. Retrieved fromhttps://www.forbes.com/sites/janbruce/2018/08/07/the-single-most-important-skill-you-need-to-thrive-atwork/#792c48256be9.
Ismail, F. K. M., & Zubairi, A. M. B. (2022). Item objective congruence analysis for multidimensional items. English
Language Teaching, 15(1), 106-117. doi: 10.5539/elt.v15n1p106.
Kuiper, A. C. )2002(. Education for occupational change: A study of institutional retraining in New Zealand.
]Doctoral thesis, Lincoln University[. Retrieved from https://core.ac.uk/ download/pdf/35460507.pdf
Lim, D. H., Hur, H., Ho, Y., Yoo, S., & Yoon, S. W. )2019, November 3(. Workforce resilience: Integrative review
for human resource development. Performance Improvement Quarterly, 33(1), 77-101. DOI:
10.1002/piq.21318.
Linnenluecke, M. & Griffiths, A. )2010, May 11(. Beyond adaptation: Resilience for business in light of climatechange and weather extremes. Business & Society, 49(3), 477-511. DOI: 10.1177/0007650310368814.
Moran, B. and Tame, P. )2012, August(. Organizational resilience: Uniting leadership and enhancing sustainability.
Sustainability: The Journal of Record, 5)4(, 233-237. DOI: 10.1089/sus.2012.9945.
Schwarzer, R., & Warner, L. M. (2013). Perceived self-efficacy and its relationship to resilience. In S. PrinceEmbury & D. H. Saklofske (Eds.), The Springer series on human exceptionality: Resilience in children,
adolescents, and adults: Translating research into practice, pp. 139-150. doi: 10.1007/978-1-4614-4939-3_10.
Shin, J., Taylor, M. S., & Seo, M. )2012(. Resources for change: The relationships of organizational inducements andpsychological resilience to employees’ attitudes and behaviors toward organizational change. Academy ofManagement Journal, 55(3), 727–748. http://dx.doi.org/10.5465/ amj.2010.0325.

36

NEON: Generative AI for slides and presentations
Pichyapa Khanapattanawong1, Ruedhaiham Soros1,
Sakolkrit Pengkhum1, Yapar Winwan1,
1. King Mongkut's University of Technology Thonburi, Thailand
Purpose and BackgroundIn the realm of modern communication and information sharing, presentation slides have emerged as a vital
tool. However, their creation can pose significant challenges, particularly for individuals with visual impairments.
This project, aptly named NEON, endeavors to address this issue by leveraging the power of artificial intelligence(AI) to develop a groundbreaking solution.
The core objective of NEON is to facilitate the creation of accessible and informative presentation slides
for individuals with visual impairments. The development process of NEON is underscored by a comprehensive usercentric approach. The initial focus group, consisting of individuals with visual impairments, served as the cornerstoneof the project's design and functionality. The AI-powered system learned from user preferences and accessibility
requirements to deliver an inclusive and user-friendly experience.
Materials and Methods
The NEON novel approach empowers users to communicate their design intentions effortlessly. Utilizing
keywords and voice instructions, users can efficiently instruct NEON to construct specific slide components. For
instance, a user might issue a command to "Create a slide with a centered text box." NEON then interprets thecommand, generates the requested slide, and subsequently confirms the action through verbal feedback.
For the first part, we use speed-to-text technology to convert from user command. In case of noise such as
coughing, hiccups, or unrelated words We'll cut it out. After that, we will implement the correct commands. After
analyzing what the user needs and completing the command, NEON will repeat the command in voice. Then generate
and tell the user what action that platform is doing. If done, NEON will wait for the next command from the user.
We will start by using English to communicate between users and the platform, then add other languages.
Results and Discussion

Figure 1 overall tech stack
The NEON platform is currently in development. We expect to be able to develop Prototype 1 later this year
and have a trial run early next year. We are contacting to foundation for the blind in Thailand to ask for advice andsuggestions to further develop the work. We will make the most suitable design for the user to create a good user
experience.
REFERENCES
Luisa Maria Ortiz Escobar and team. (11 Aug 2023). Assessing the implementation of user-centred design
standards on assistive technology for persons with visual impairments: A systematic review, Retrieved from
Assessing the implementation of user-centred design standards on assistive technology for persons with visual
impairments: A systematic review
37

Engaging Children and Youth for Sustainable Developmentin Thailand
Tatsanalak Wongsuriyasak
Programs on Population Education, Faculty of Social Sciences and Humanities,
MAHIDOL UNIVERSITY
Purpose and Background:
The promotion of children's participation in sustainable development is an issue of priority in
Thailand, as the demographic structural changes that are moving towards older societies and thechanging contexts of global societies in the modern era make it necessary to develop the potential of
the new generation of children and youth to live their lives in a timely manner with the changes in the
21st century, and as potential resources that can become a major force in the sustainable growth of thecountry and support the achievement of the Sustainable Development Goals (SDGs goals).

The graph show the demographic situation on child and youth population data (children, youth,birth rate) of Thailand. The number of children and youth in the last five years between 2018-2022.
There was slight decreased in both children and youth. Moreover, the number of birth rate between
2018-2022 was also a slight decrease. Nowadays, Thailand is facing a full-fledged situation of Ageing
society. Therefore, Thailand's work on children and youth, especially the promotion of children andyouth to participate in the country's development by developing their potential to cope withdemographic changes and changes in the world in the 21st century, is one of paramount importance inthe role of the Department of Children and Youth (DCY), Ministry of Social Development and Human
Security (MSDHS). has operated under the following national policies are the National Strategy 2018
– 2037 and the master plan under the National Strategy 2018 – 2037 is focus on human lifelong
development and social empowerment and the action plan of DCY is focus on empower children andyouth to become quality citizens.
These policy is a master plan to implementation with a strategic goal of achieving two objectives,
the first is to promote children and youths for the developing of their age-appropriate quality of life andsecond, there's a goal to increasing children and youth for involved in social development at the local
and national levels. In order to both of these objectives, Thailand has enacted specific legislation thatprovides for work for the development of the potential of children and youth, including the promotionof the participation of young children and youth in the sustainable development of a country,
in particular by initiating work in the form of development of child participation mechanisms at the
local level, at the provincial level and at the national level, starting with the following 3 phases
as follow :2018 – 2019 : Established 8,780 nationwide Council of Children and Youth and strengthen themechanism of the Child Council by supporting budget and developing the potential of the Child andYouth Council leaders.
2020 – 2021 : Specify 3 aspects of activities and Develop Standards and KPIs, 1) Board meetings
and annual plan preparation., 2) Urgent policy : prevent and solve the problem of unintended pregnancy
and drug addiction in adolescents. 3) Organize activities according to various issues in the area.

38

2022 – 2037 : 1) Developing 21st Century Skills for Children and Youth. 2) Organize independent
activities according to the context of problems in each area. 3) Develop a monitoring and evaluation
systemThe best practice on SDGs project in Thailand are the Project of developing the potential ofChildren and youth to become skilled leaders in the 21st century. This project is the promotion ofchildren's skills in the 21st century, such as developing language skills, especially English , andcommunicating the language skills of neighboring countries in Asia, as well as focusing on promoting
science and technology and art education. The promotion of analytical thinking skills, creative, flexible
thinking skills as well as life skills that are necessary to live on the understanding of cultural diversity,
the ability to be a leader in the modern world, being a good person, moral and ethical who can play a
supportive role in the sustainable development of the country and the world. Moreover, Thailand has
the especial project on promoting life skills and developing the potential of children and youth with thePhilosophy of Sufficiency Economy. It is an adequate application of the concept of philosophy indeveloping children's potential that supports the sustainable development of the country by using 3 core
concepts. It consists of sufficiency simply being able to analyze the balance and suitability development.
It also applies mainly on the issue of reasoning as a result, enabling children to decide on the basis ofcareful thinking or meditation about the effects that will occur in the long term as well, and also applying
the principle of sustainable self-reliance by allowing children to think about the responsibility to be held
to themselves and the responsibilities to be taken to the development of communities, so that they canlive or have a quality of life in their communities sustainably as well. And there's also a successfulproject on the Volunteer spirit project for society in terms of quality of life, environment, morality andethics. It is to enable children to participate in sustainable development by organizing volunteer
activities in their own communities and participating in activities on various national major days, by
having activities where children can initiate creative initiatives that fit their own local community
contexts, for example, promoting activities in the field of participation, development, environmental
development and environmental conservation within their own community or taking part in psych
activities to help those suffering or caring for older people in their communities, etc. However, Thailand
still faces many challenges, such as:, the knowledge of staff on sustainable development issues, scienceand technology for children and youth in rural areas, the 21st century skills for particularly vulnerable
children especially those who work to promote children's participation in development at the local level,
as well as knowledge of children and youth leaders who will play a leading role in supporting theachievement of SDGs goals which need to be further developed. For further operational development,
including: First, Preparing to transfer missions to local government organizations. Second, Develop
a strategic plan to strengthen the participation of children and youth to support the achievement ofSDGs. And the last thing that's very important is, develop cooperation with all sectors in the country
and promote international cooperation that supports the participation of children and youth for SDGs in
Thailand and ASEAN.
In conclusion, it can be said that children and youth play an extremely important role insupporting the sustainable development of our country and world, both in terms of economic
development, social development and the conservation of natural resources and the environment.
In my opinion, the Engagement of Children and Youth in Sustainable development is at the heart ofwhat will truly succeed in achieving the world's Sustainable Development Goals.
REFFERENCES- Statistics on information and situations on children and youth in 2022, Department of Children andYouth (DCY), Ministry of Social Development and Human Security (MSDHS), THAILAND,
www.dcy.go.th- Government action plan for 5 years (2023-2027), Department of Children and Youth (DCY),
Ministry of Social Development and Human Security (MSDHS), THAILAND, www.dcy.go.th- Annual Report 2018 - 2022, Department of Children and Youth (DCY), Ministry of Social
Development and Human Security (MSDHS), THAILAND, www.dcy.go.th39

Supplement40THE EFFECT OF COMBINATION STEP AEROBIC WITH THE ELASTIC BAND
EXERCISE ON THE PHYSICAL FITNESS IN THAI MALE STUDENTS
Pimmada Permsup, Poonyapat Khantiyoo, Patcharida Pratin and Thanakrit Onsakul
Silpakorn University
Purpose and Background
Step aerobics is an exercise that involves stepping up and down step blocks instead of running or jumping
on the floor to force the use of leg muscles, hips, and torso which are large muscles that allow the body to work
harder. You can also increase weight by increasing the height of the step block. Our aerobic step dance will increase
resistance by using resistance bands. It is the second component to increase the intensity of exercise. The researcher
is therefore interested in studying and analyzing the effects of a step aerobic dance program with resistance bands
take it to practice and evaluate the effect on performance change to be a guideline for selecting healthy exercise
activities to develop new knowledge about exercise to create the diversity of exercise programs.
Materials and Methods
The combination step aerobics with elastic bands exercise 60 minutes per day (Warm-up 10, Cool Down
10), Exercise at 60-70% MaxHR, 3 times per week, 6 weeks.
1. Marching 2. V Step 3. Step leg curl 4. Over the top 5. Step three Knee
Data Analysis
The researcher analyzed the data using SPSS (Statistical Package for the Social Sciences) as follows:
1. Find the mean and standard deviation of the physical fitness effect of male students before and after training.
2. Compare the difference in physical performance before and after training of the experimental group with paired
samples t-test.
3. Compare the differences in physical fitness after training of the groups. Experiment with a control group by
independent t-test.
Expected benefits & Application
1. Forms of exercise that can help improve physical fitness.
2. Make people interested in exercising by combining aerobic step dancing with an elastic band.
3. Guidelines for the development of new designs. in exercise for people of all ages.

41

SDGs Workshop

42

Purpose of the SDGs workshop
SDGs (Sustainable Development Goals) are important actions to improveand set up a sustainable world. All the seventeen goals raised in the SDGs
are critical and urgent issues. We should collaborate to find the direction tosolve those issues, especially since their causes are diverse even in the local
areas. Therefore, mutual understanding of the causes of the SDGs matters
is vital to reach a starting point for cooperation. This workshop is one way
to establish comprehension of SDGs among people in Asia.
We hope you, the workshop attendants, will discuss with students fromother countries, and make friends with each other. Human network isessential to solving global issues, and this is the opportunity to startbuilding the network.

43

SDGs Workshop
Room G4-21
GroupA

Name

University / School

Country

1 Facilitator

Wanwisa Bungmark

Silpakorn University

Thailand2 Learner

Suriya Khunwandee

Kasetsart University

Thailand3 Learner

TAKIZAWA Keita

Kugenuma High SchoolJapan

4 Learner

INABA Chisato

Tokyo Metropolitan High School of Science and Technology

Japan

5 Learner

MIURA Takeru

Chiba University

Japan

6 Learner

NISHITANI Satsuki

Chiba University

Japan

7 Learner

YAMAGUCHI Takuma

Chiba University

Japan

8 Learner

NAKAJIMA Akari

Chiba University

Japan

GroupB

Name

University / School

Country

1 Facilitator

Kamonrat Nhusawi

Silpakorn University

Thailand2 Learner

Mustakeem Awae

Kasetsart University

Thailand3 Learner

SHIRAISHI Taiyu

Tochigi Prefectural Yaita Higashi Senior High SchoolJapan

4 Learner

FURUKAWA Yui

Chiba University

Japan

5 Learner

KAMATA Azumi

Chiba University

Japan

6 Learner

INAMI Yui

Chiba University

Japan

7 Learner

SATO Makoto

Chiba University

Japan

GroupC

Name

University / School

Country

1 Facilitator

Joceline Theda Kadarman

Chiba University

Indonesia

2 Learner

Chheng Sochannet

Chulalongkorn University

Cambodia

3 Learner

KUNIYA Rina

Tokyo City University Todoroki Senior High SchoolJapan

4 Learner

ADACHI Hayato

Tokyo Metropolitan High School of Science and Technology

Japan

5 Learner

NAKAZATO Yuka

Chiba University

Japan

6 Learner

ABE Mikoto

Chiba University

Japan

7 Learner

KONDO Amane

Chiba University

Japan

44

Room G4-22
GroupD

Name

University / School

Country

1 Facilitator

Iago Carvalho Silva

Chiba University

Brazil2 Learner

Peeradet Nontama

Chulalongkorn University

Thailand3 Learner

MOROKAWA Yuuna

Senshu University Matsudo High SchoolJapan

4 Learner

INOUE Kokoro

Chiba University

Japan

5 Learner

MIZUNO Hayate

Chiba University

Japan

6 Learner

MITOME Natsuki

Chiba University

Japan

7 Learner

OCHIAI Asahi

Chiba University

Japan

GroupE

Name

University / School

Country

1 Facilitator

Muriithi Oscar Mugendi

Chiba University

Kenya

2 Learner

Ditthayanan Punyaratabandhu

Mahidol University

Thailand3 Learner

ADACHI Masanori

St. Mary's International SchoolJapan

4 Learner

KATAKOU Yuko

Tokyo Metropolitan High School of Science and Technology

Japan

5 Learner

IZUMI Shizuka

Chiba University

Japan

6 Learner

SHIBATA Haru

Chiba University

Japan

7 Learner

GOTO Aoi

Chiba University

Japan

GroupF

Name

University / School

Country

1 Facilitator

Chedza Tshupeng

Chiba University

Botswana

2 Learner

Wimonnat Sukpol

King Mongkut's University of Technology Thonburi

Thailand3 Learner

Poonyapat Khantiyoo

Silpakorn University

Thailand

4 Learner

ARAI Miyuu

Tokyo Metropolitan High School of Science and Technology

Japan

5 Learner

KATO Yuna

Chiba Municipal Chiba High SchoolJapan

6 Learner

TANAKA Mutsumi

Chiba University

Japan

7 Learner

ASATO Rika

Chiba University

Japan

GroupG

Name

University / School

Country

1 Facilitator

Karunarathna Thalgas Duwage Wasana
Chiba University
Madushani

Sri Lanka

2 Learner

Arunee Thaiyam

Mahidol University

Thailand3 Learner

Thanakrit Onsakul

Silpakorn University

Thailand

4 Learner

KOSHIMIZU Miyu

Yachiyo Shoin Senior High SchoolJapan

5 Learner

MATSUZAKI Sakurako

Chiba Municipal Chiba High SchoolJapan

6 Learner

ENDO Akihiro

Chiba University

Japan

7 Learner

ODAIRA Tomoko

Chiba University

Japan

45

Room G4-23
GroupH

Name

University / School

Country

1 Facilitator

Siti Hajar Binti Sharudin Sabri

Chiba University

Malaysia

2 Learner

Pichyapa Khanpattanawong

King Mongkut's University of Technology Thonburi

Thailand3 Learner

Patcharida Pratin

Silpakorn University

Thailand

4 Learner

NAGAO Tomo

Keio Girls Senior High SchoolJapan

5 Learner

EGAMI Yuma

Chiba Municipal Chiba High SchoolJapan

6 Learner

KAWANA Aya

Chiba University

Japan

7 Learner

HAYASHI Ayano

Chiba University

Japan

8 Learner

KAMANO Sayaka

Chiba University

Japan

GroupI

Name

University / School

Country

1 Facilitator

Bepura Lilian

Chiba University

Zimbabwe

2 Learner

Yapar Winwan

King Mongkut's University of Technology Thonburi

Thailand3 Learner

Pimmada Permsup

Silpakorn University

Thailand

4 Learner

Nayuni Perumpuliarachchi

UIA International School of TokyoJapan

5 Learner

MASUDA Kei

Tokyo Metropolitan High School of Science and Technology

Japan

6 Learner

KATO Atsuya

Chiba University

Japan

7 Learner

KAWASHIGE Hiyori

Chiba University

Japan

GroupJ

Name

University / School

Country

1 Facilitator

MORISHIGE HinaTokyo Gakugei University

Japan

2 Learner

Tatsanalak Wongsuriyasak

Mahidol University

Thailand3 Learner

ISHIKAWA Mayu

Tokyo Metropolitan High School of Science and Technology

Japan

4 Learner

AOYAMA Yuki

Chiba Municipal Chiba High SchoolJapan

5 Learner

HIRATA Miyo

Chiba University

Japan

6 Learner

SAKURAI Toujirou

Chiba University

Japan

7 Learner

KATAOKA Rin

Chiba University

Japan

46

Poster< Group B >< Group A >< Group C >< Group E >< Group D >47

< Group F >< Group G >< Group H >< Group I >< Group J >48

Name List
■ASEAN Students
Name

University

Research Session

Workshop

ARUNEE THAIYAM

Mahidol University

G4-23

PresenterG4-22-G

Learner

CHHENG SOCHANNET

Chulalongkorn University

G4-22

Presenter

G4-21-C

Learner

DITTHAYANAN PUNYARATABANDHU

Mahidol University

G4-23

PresenterG4-22-E

Learner

MUSTAKEEM AWAE

Kasetsart University

G4-22

Presenter

G4-21-B

Learner

PATCHARIDA PRATIN

Silpakorn University

G4-21

Presenter

G4-23-H

Learner

PEERADET NONTAMA

Chulalongkorn University

G4-22

PresenterG4-22-D

Learner

PICHYAPA KHANAPATTANAWONGKing Mongkut's University of Technology Thonburi

G4-21

Presenter

G4-23-H

Learner

PIMMADA PERMSUP

Silpakorn University

G4-21

Presenter

G4-23-I

Learner

POONYAPAT KHANTIYOO

Silpakorn University

G4-21

PresenterG4-22-F

Learner

SURIYA KHUNWANDEE

Kasetsart University

G4-21

Presenter

G4-21-A

Learner

TATSANALAK WONGSURIYASAK

Mahidol University

G4-23

Presenter

G4-23-J

Learner

THANAKRIT ONSAKULSilpakorn University

G4-21

PresenterG4-22-G

Learner

WIMONNAT SUKPOLKing Mongkut's University of Technology Thonburi

G4-21

PresenterG4-22F

Learner

YAPAR WINWANKing Mongkut's University of Technology Thonburi

G4-23

Presenter

G4-23-I

Learner■ASEAN Supervising Teachers
Name

University

Research Session

Workshop

KAMONRAT NHUSAWI

Silpakorn University

G4-21

Audience

G4-21-B

Facilitator

WANWISA BUNGMARK

Silpakorn University

G4-22

Audience

G4-21-A

Facilitator■High School Students
Name

University

Research Session
G4-21

ADACHI Hayato

Tokyo Metropolitan High School of Science and Technology

AOYAMA Yuki

Chiba Municipal Chiba High School

ARAI Miyuu

Tokyo Metropolitan High School of Science and Technology

EGAMI Yuma

Chiba Municipal Chiba High School

INABA Chisato

Tokyo Metropolitan High School of Science and Technology

G4-21

KATAKOU Yuko

Tokyo Metropolitan High School of Science and Technology

G4-23

KATO Yuna

Chiba Municipal Chiba High School

MASUDA Kei

Tokyo Metropolitan High School of Science and Technology

MATSUZAKI

Sakurako

G4-22

G4-22

Presenter

WorkshopG4-21-C

Learner

G4-23-J

Learner

G4-22-F

Learner

G4-23-H

LearnerPresenter

G4-21-A

LearnerPresenterG4-22-E

Learner

G4-22-F

Learner

G4-23-I

Learner

G4-22-G

LearnerPresenter

Presenter

Chiba Municipal Chiba High School■ASCENT Students
Name

University

Research Session

Workshop

ADACHI Masanori

St. Mary's International School

G4-21

PresenterG4-22-E

Learner

ISHIKAWA Mayu

Tokyo Metropolitan High School of Science and Technology

G4-22

Presenter

G4-23-J

Learner

KOSHIMIZU Miyu

Yachiyo Shoin Senior High School

G4-23

PresenterG4-22-G

Learner

KUNIYA Rina

Tokyo City University Todoroki Senior High School

G4-22

Presenter

G4-21-C

Learner

MOROKAWA Yuuna

Senshu University Matsudo High School

G4-22

PresenterG4-22-D

Learner

NAGAO Tomo

Keio Girls Senior High School

G4-23

Presenter

G4-23-H

Learner

Nayuni Perumpuliarachchi

UIA International School of Tokyo

G4-21

Presenter

G4-23-I

Learner

SHIRAISHI Taiyu

Tochigi Prefectural Yaita Higashi Senior High School

G4-23

Presenter

G4-21-B

Learner

TAKIZAWA Keita

Kugenuma High School

G4-21

Presenter

G4-21-A

Learner49

■TWINCLE Students
Name

University

Research Session

Workshop

ABE Mikoto

Chiba University

G4-23

Audience

G4-21-C

Learner

ASATO Rika

Chiba University

G4-23

Audience

G4-22-F

Learner

ENDO Akihiro

Chiba University

G4-22

Audience

G4-22-G

LearnerFURUKAWA Yui

Chiba University

G4-23

Timekeeper

G4-21-B

Learner

GOTO Aoi

Chiba University

G4-22

Timekeeper

G4-22-E

Learner

HAYASHI Ayano

Chiba University

G4-22

Audience

G4-23-H

Learner

HIRATA Miyo

Chiba University

G4-21

Audience

G4-23-J

Learner

INOUE Kokoro

Chiba University

G4-22

Audience

G4-22-D

Learner

INAMI Yui

Chiba University

G4-21

Audience

G4-21-B

Learner

IZUMI Shizuka

Chiba University

G4-21

Audience

G4-22-E

Learner

KAMANO Sayaka

Chiba University

G4-22

Audience

G4-23-H

Learner

KAMATA Azumi

Chiba University

G4-23

Audience

G4-21-B

Learner

KATAOKA Rin

Chiba University

G4-22

PC AssistantG4-23-J

Learner

KATO Atsuya

Chiba University

G4-23

Audience

G4-23-I

Learner

KAWANA Aya

Chiba University

G4-21

Audience

G4-23-H

Learner

KAWASHIGE Hiyori

Chiba University

G4-21

Timekeeper

G4-23-I

Learner

KONDO Amane

Chiba University

G4-21

Audience

G4-21-C

Learner

MITOME Natsuki

Chiba University

G4-22

Audience

G4-22-D

Learner

MIURA Takeru

Chiba University

G4-22

Audience

G4-21-A

Learner

MIZUNO Hayate

Chiba University

G4-23

Audience

G4-22-D

Learner

NAKAJIMA Akari

Chiba University

G4-23

Audience

G4-21-A

Learner

NAKAZATO Yuka

Chiba University

G4-21

Audience

G4-21-C

Learner

NISHITANI Satsuki

Chiba University

G4-23

PC AssistantG4-21-A

Learner

OCHIAI Asahi

Chiba University

G4-21

Audience

G4-22-D

Learner

ODAIRA Tomoko

Chiba University

G4-23

Audience

G4-22-G

Learner

SATO Makoto

Chiba University

G4-22

Audience

G4-21-B

Learner

SAKURAI Toujirou

Chiba University

G4-21

PC AssistantG4-23-J

Learner

SHIBATA Haru

Chiba University

G4-22

Audience

G4-22-E

Learner

TANAKA Mutsumi

Chiba University

G4-23

Audience

G4-22-F

Learner

YAMAGUCHI Takuma

Chiba University

G4-21

Audience

G4-21-A

Learner■Chiba University Staff
Name
MORISHIGE Hina

Faculty

Research Session

Tokyo Gakugei University

G4-21

Audience

WorkshopG4-23-J

Facilitator■Chiba University International Students
Name

Faculty

Research Session

Workshop

Bepura Lilian

Faculty of Education

G4-23

Panelist

G4-23-I

Facilitator

Chedza Tshupeng

Faculty of Education

G4-23

Panelist

G4-22-F

Facilitator

Iago Carvalho Silva

Graduate School of Science and Engineering

G4-21

Panelist

G4-22-D

Facilitator

Joceline Theda Kadarman
Karunarathna Thalgas Duwage
Wasana Madushani
Muriithi Oscar Mugendi

Graduate School of Medical and Pharmaceutical Sciences

G4-22

Panelist

G4-21-C

Facilitator

Faculty of Education

G4-22

Panelist

G4-22-G

Facilitator

Faculty of Education

G4-21

Panelist

G4-22-E

Facilitator

Siti Hajar Binti Sharudin Sabri

Faculty of Education

G4-23

Panelist

G4-23-H

Facilitator■Chiba University
Name

Faculty

KATO Tetsuya

Faculty of Education

Research Session
G4-21

Chair Person

G4-22

Panelist

Workshop
G4-21

MANABE Yoshitsugu

Head of Next-generation outstanding learning officePeter Nkachukwu Chukwurah

Institute for Excellence in Educational Innovation

NOMURA Jun

Director Asia & ASEAN Center for Educational Research

SHIMONAGATA Shuji

Faculty of Education

G4-23

Chair Person

G4-23

TSUJI Koji

Faculty of Education

G4-22

Chair Person

G4-2251