bluuebunny/crossref_metadata_2025_split huggingface dataset:
User experience (ux) in health education apps
Authors: Castro Junior Eurides 
Published: October 2019

Abstract
The popularization of mobile devices has contributed to the democratization of health education in areas of difficult
access through mobile learning. For effective learning to occur it is necessary to consider aspects of the user experience (ux) and
aspects of human cognition in the interaction with artifacts in a social context. In this scope, a ux study of an app for health
was conducted in Brazil. The app was developed by the Open University of the Unified Health System (una-sus) of the Federal
University of Maranhão (ufma). The app was evaluated through interaction testing with simultaneous interviews, followed by a
satisfaction questionnaire. 16 physicians took part in the study, which was conducted in their work context. In general, users did not have
any prolems using the app. However, there were problems in navigating and understanding elements of the graphic interface that could affect
ux and content learning. The results of the study are discussed from the perspective of Information Design and according to the
Theory of Situated Cognition. Based on these results and on the literature, some recommendations for the design of health apps are put
forward.
Compass
Authors: Vieira da Silva Aurora Cristina Bunn , Bueno Juliana 
Published: October 2019

Abstract
Depression and anxiety are common mental health disorders worldwide. People with psychiatric disorders often lack the ability to deal with aspects/activities of daily life. This article describes the development of the Compass app, an app designed to help individuals suffering from mental health disorders. The app presents organizational and planning tools to improve the daily life of these individuals, and, consequently, their well-being. A user-centered design approach was employed in the development of the app, and design requirements were established based on the literature on Mental Health, Psychology, Information and Graphic Design. A functional prototype of the app was created for user testing, and a satisfaction questionnaire was conducted with potential users. The results showed that Compass was a useful and usable app, and that its interface design was easy to interact with and navigate. The results also showed that there were some problems with the design of the app. These problems were taken into consideration in the redesign stage and led to improvements.
The importance of borrowing across disciplines
Authors: Shuy Roger W. 
Published: October 2019

Abstract
Over the years, linguists have borrowed from other allied fields, including speech events from cultural
anthropology, schema theory from psychology, speech acts from philosophy, and conversational strategies from rhetoric. In
analyzing large and continuous chunks of conversational data, the first and most important of these borrowings is the speech
event, for it sets the stage in which the other language elements are embedded and provides a useful sequence for analyzing
everything else, including the conventional linguistic tools of the grammar and lexicon.
The present paper represents the optimal sequence of analysis as an Inverted Pyramid, starting with the speech
event and then moving down the order to schemas, agendas, speech acts, conversational strategies, and finally to the grammar and
lexicon that are embedded within each other. Two prominent criminal law investigations are used to demonstrate the effectiveness
of the Inverted Pyramid approach for understanding this evidence.
Supporting STEM Curriculum Implementation with Professional Learning: The University of Sydney STEM Teacher Enrichment Academy
Authors: Anderson Judy 
Published: October 2019

Abstract
Based on the need for schools to improve students’ capabilities in science, technology, engineering and mathematics (STEM) and to develop students’ 21st Century skills, school systems are implementing a range of STEM education initiatives. As there is no STEM curriculum in many countries, teachers are faced with designing new lessons and new subjects as well as developing new learning approaches. While secondary school teachers may have expertise in one of the STEM subjects, few have expertise in more than one so the need for professional learning support is critical to the success of such initiatives. A group of experts at the University of Sydney has developed one program that has produced positive outcomes for teachers and students. Members of the group from the STEM Teacher Enrichment Academy work with school teams to help them identify a clear purpose for their STEM initiative, to design a program to address the purpose and to support them in implementing and evaluating the program with their students.
How to Apply Technology in STEM Education Activities
Authors: Manosuttirit Artnarong 
Published: October 2019

Abstract
STEM has been playing a part in Thailand for quite some time. STEM teaching and learning is originated from the US. Later, many countries have applied it to their own education systems. Since the arrival of STEM, ministry of education, under the supervision of teaching science and technology by Institute for the Promotion of Teaching Science and Technology, has used this teaching model. National Legislative Assembly of Thailand has also proposed STEM policy in order to gain tangible results. Until now, there is still no clarity and there are confusions with the organization of STEM teaching and learning.
This article aims to propose the idea of the application technology in project-based STEM Activities. The content of this article contains concept of STEM, meaning of STEM, policy and principle of STEM for development of the nation, environment of STEM teaching and learning, and case study of applying technology with project-based STEM activities.
Promoting problem solving and thinking competencies for the middle school students using STEM activities in the Moderate Class, More Knowledge project.
Authors: Phaprom P. , Nachanthong J. , Nachanthong A. , Srihata S. 
Published: October 2019

Abstract
This study aimed to investigate the problem solving and thinking competencies of the students using STEM activities in “The Moderate Class, More Knowledge” project of the Thakhanthowittayakarn School, Thailand. The participants were 20 middle school students who were pleasured to join the activities. The STEM activities applied in this study were adjusted from online resources and the STEM activities of the institute for the promotion of teaching science and technology (IPST). The five STEM activities were conducted in 20 hours, comprised of the following: young designer contest, mobility in the time of flood, balloon powered car, balloon rocket, and rubber band powered car. Multi-rater approach was used to investigate the students’ problem solving and thinking competency. Self-checklists, observer-checklists and teachers-questionnaire with five rating scales were used as the study instruments. The analysis method is based on a handbook of a competency appraisal for Basic Education students developed by the OBEC. Percentage, mean and standard deviation were reported; the students’ competencies were considered into three levels which were good, fair and unsatisfied. Findings revealed that 75% of the students were in good level, and the rest were in fair level for problem solving competency. According to thinking competency, 85% of the students were in good level and 15% were in fair level. The after action review (AAR) were also presented in this study. The result implied that STEM activities could be appropriate for fostering the students’ competencies.
Research about Metacognition in Science Education: A Case of Basic Education in Thailand
Authors: Sanium Soonthareeya , Buaraphan Khajornsak 
Published: October 2019

Abstract
Metacognition has been regarded as a research variable more than four decades ago with its general definition of knowing about knowing. It is genuinely difficult to study about metacognition because it is an abstract process occurred in one’s mind. A number of studies about metacognition have been conducted in an international context to derive more understanding about a metacognitive process and its benefits. There are some studies related to metacognition in the Thai context; so, it is a need to explore the current situation of metacognition research in Thailand. The metacognitive studies conducted during 2002-2016 have been intensively reviewed. The researchers found 22 research studies related to metacognition in Thailand; three, 10 and nine of them had been conducted in the primary, lower-secondary and upper-secondary levels, respectively. All metacognitive studies could be grouped into five categories: a) Impact of metacognition on other research variables (n = 9); b) Teaching strategies to enhance metacognition (n = 7); c) Developing measurement tool for metacognition (n = 3); d) Causal model of metacognition (n = 2); and e) Factors of metacognition (n = 1). Two dominant categories (16 of 22 or 72.73%) were the „Impact of metacognition’ (n = 9) and „Teaching strategies enhancing metacognition’ categories. Interestingly, there were five studies aimed to explore the impact of students’ developed metacognition on problem-solving skill. The teaching strategies employed to enhance students’ metacognition are diverse including 5E or 7E models, learning cycle, problem-based learning, open-ended problems, constructivist and Tri-Sik-Kha instruction.
Bringing STEM Lessons into Thai Mathematics Classroom.
Authors: Nualkaew N. , Chatmaneerungcharoen S. 
Published: October 2019

Abstract
This study focuses on teaching and the learning development in mathematics through the collaborative design of technology-enhanced science lessons with STEM Education. The purposes of this research were as follows. The first purpose was to develop learning activities for the surface area and volume by organizing learning activities with STEM Education for Mathayomsuksa III students. The second was to compare achievements before and after for the surface area and volume by organizing learning activities with STEM Education for Mathayomsuksa III students. The third was to compare the ability to solve problems before and after on the surface area and volume by organizing learning activities with STEM Education for Mathayomsuksa III students. Finally, the fourth purpose was to study students’ satisfaction in learning about the surface area and volume by organizing learning activities with STEM Education for Mathayomsuksa 3 students. The research samples consisted of 30 Mathayomsuksa III students at Kapong Pittayakom School, under the Jurisdiction of the Office of Region 14 Secondary Education Area. These students studied in the first semester of the academic year of 2017. 25 classrooms were acquired by a specific selection. The research instruments were: 1) a learning plan; 2) an achievement test; 3) a problem solving ability test; and 4) data that was analysed by percentage, mean, standard deviation and standard deviation. The results were as follows: 1) A plan for learning about surface area and volume for students of Mathayomsuksa III by organizing learning activities with STEM Education where efficiency was 86.31 / 89.47. 2) The learning of surface area and volume for students of Mathayomsuksa III by organizing learning activities with STEM Education had significant differences at a level of .05 after the study. 3) The ability to solve surface and volume problems for students of Mathayomsuksa III by organizing learning activities with STEM Education yielded significant differences at a level of .05 after the study. 4) The satisfaction of learning about surface area and volume for students of Mathayomsuksa III by organizing learning activities with STEM Education was observed. The learning activity was conducted based on the level of education.
Suggested guidelines for developing sustainable leadership of private science school principals
Authors: Agsonsua Pha , Kositpimanwech Ekkarad , Yuenyong Chokchai 
Published: October 2019

Abstract
The research aimed to study the guidelines for developing the sustainable leadership of private school principals, under jurisdiction of Khon Kaen Provincial Education Office. The participant included Ten experts for focus group discussion selected by Purposive Sampling including the Lecturers teaching Leadership Course in the university, the Provincial Education Office administrators, the school director, the expert, and the academic receiving doctoral degree in Educational Administration. Methodology regarded qualitative paradigm. The guidelines of developing the sustainable leadership of private school principals were interpreted through Focus Group Discussion from the experts selected by Purposive Sampling. Data were analyzed by using the Content Analysis based on conceptual framework and other issues being studied, and concluded into main issues. The findings revealed that the guidelines for developing the sustainable leadership of private school principals, under jurisdiction of Khon Kaen Provincial Education Office were provided into 9 categories. These included 1) outcome based oriented, 2) strategic administration, 3) the process based oriented (instead of planning), 4) Ethical and moral based administration, 5) professional administrors, 6) strategic abandonment or detachment, 7) cooperative development potentiality, 8) strategies measure for continual success, 9) building up sustainability. The paper will discuss about these guidelines. The paper may have implications for developing professional development of sustainable leadership in Thailand.
Experienced difficulties of BSE-Chemistry students in physical chemistry and suggested enhancement
Authors: Vallespin Mc Rollyn D. , Aliman Angelie , Sedurifa Esmar N. , Salic-Hairulla Monera , Jorolan Joel H. 
Published: October 2019

Abstract
This study aimed to determine the experienced difficulties in Chemistry 70 (Introduction to Physical Chemistry) among ten (10) selected BSE-Chemistry students who had undergone Chemistry 70 and two professors of Physical Chemistry. Qualitative research design with purposive sampling was used in this study. It was found that out of the total 10 BSE-Chemistry respondents, majority got a passing grade of 1.50 to 3.00 in Chemistry 70, representing their academic performance for this particular study. They considered “Chemical Thermodynamics and Equilibrium” as “much difficult” and classified “teacher factor” as the primary reason for the difficulty in understanding the subject. Teachers play a great role in the learning of the students in Physical Chemistry. They must be equipped effectively with the concepts needed for the efficient delivery of lessons in the classroom. Moreover, teachers must be able to relate both theories and concepts to real-life situations for the students to have a better understanding of the subject matter. It was suggested that students should be able to master the basic skills and concepts in Math 61 to improve their mathematical skills which are very much needed in the study of Physical Chemistry.
Enhancing Grade 10 Students’ Achievement and the 21st Century Learning Skills by Using Information Based on STEM Education
Authors: Kinboon Nittayaporn 
Published: October 2019

Abstract
The purposes of this study are to (1) develop students’ achievement of learning technology focusing on solving current environmental and social issues in daily life, and (2) examine the results of using information technology media based on STEM education to enhance the 21st century learning skills of grade 10 students. The action research method was used in this study by dividing into 3 action parts. The instrument used to collect data of students’ learning activities was observation form to assess teachers’ teaching strategies and abilities to integrate information and communication technology (ICT) knowledge into the contents based on Technological Pedagogical Content Knowledge (TPCK) approach. After the 3 action parts completed, data were analyzed, aiming to develop students’ learning achievement. The samples were a total of 40 students in grade 10 in the semester 1 of academic year 2017. The findings showed that using information technology media in teaching based on STEM education in line with TPCK approach developed the 21st century learning skills of students in grade 10 effectively. The approach consists of 5 steps: 1) introduction; 2) cognitive conflict; 3) reflective activity; 4) cognitive restructuring; and 5) summary and evaluation. The 5 representations reflecting students’ 21st century learning skills were found at a high level including academic excellence, bilingual communication skills, creativity and innovation skills, problem-solving skills and responsibility for the social issues, attitude towards global awareness. The overall development of the 21st century learning skills of grade 10 students was at the highest level (= 4.57, S.D. = 0.72). The result of students’ ONET assessments with specific aptitude skills at a higher level reflected that their learning achievement developed. Moreover, students were able to communicate in Thai and English. Students had competence in designing learning activities to share ideas and projects reflecting their responsibility to solve environmental and social issues. Students also demonstrated their creativity and innovation skills in designing visual webpage and provided presentation showing their global awareness by understanding the diverse culture and religion across the world.
Learner Characteristics as Consequences of Active Learning
Authors: Phala Jiratchaya , Chamrat Suthida 
Published: October 2019

Abstract
This paper aims to explore the consequences of active learning implementation toward students’ characteristics. Literature reviewing, and synthesizing intend to delineate the framework of active learning driven classroom where teachers lessen their own profile from lecturers into facilitators. By deploying active learning, students’ multiple skills are activated and practiced. These skills, gradually, become students’ characteristics. Reviewing and synthesizing from the existing literature and research reports indicate students’ characteristics as possible outcomes of active learning in 12 traits: 1) students have a great opportunity to first-hand experience; 2) students create learning process and construct knowledge by themselves; 3) students learn and reflect from their experiences; 4) students develop higher order thinking; 5) students develop their learning skills; 6) students play important roles in learning which are also varied and diverse; 7) students highly participate in learning process; 8) students reach academic achievements with meaningful learning; 9) students build rapport with teachers and their peers; 10) students integrate information with their prior knowledge; 11) students develop positive attitudes and self-esteem; 12) students are enthusiastic, active, happy and joyful.
The Nature of Science Views among Intern General Science Pre-Service Teachers
Authors: Gathong Somsak , Chamrat Suthida 
Published: October 2019

Abstract
This research aimed to study the nature of science views of 23 students who are currently intern general science pre-service teachers in one of Rajabhat Universities in the North. The research instrument used in the study was: the nature view of science questionnaire developed by Haidar (1999) and the researcher has improved it in accordance with the curriculum of science and education in Thailand. The nature of science views had three aspects totally 27 items. There were 8 items for scientific world view, 4 items for the scientific knowledge inquiry, 6 items for scientific enterprise and they were totally 18 items and open-ended question on the nature of science views with three aspects of science in the world: 3 items for scientific world view, 3 items for scientific inquiry and 3 items for scientific enterprise. They were totally 9 items. Then the data were analyzed by grouping the answers and finding the percentage. The results of the research revealed that intern general science pre-service teachers had the same view of the nature of science that was consistent with 3 aspects of the traditional view. That were the 2nd aspect; scientific inquiry. The 1st aspect; scientific found that 91.30 %better understood consistent with the traditional view that working of a scientist must be based on a scientific method that has a definite sequence of steps. As the 2nd aspect; the scientific knowledge creation found that 78.26% had the consistency of understanding with the traditional concept. It stated that scientific knowledge is created by observation, survey or experiment. The 3rd aspect; evidence and imagination, and creative thinking, it affects the scientific knowledge creation. It showed that 73.91% had an understanding that is consistent with the traditional concept that scientists acquire scientific knowledge using only evidence-based. The findings indicated that intern general science pre-service teachers still have many points of view. The most necessary thing is teachers need to use teaching and learning methods that solve the problem of natural science erroneously in the course of learning science management before the students go for the practicum.
Mathematical Conceptual Understanding about Geometry of 8th Grade Students in Classroom Using Lesson Study and Open Approach with The Geometer’s Sketchpad
Authors: Samphantakul N , Thinwiangthong S 
Published: October 2019

Abstract
This research aims to analyze the Mathematical Conceptual Understanding (MCU) about Geometry in classroom using Lesson Study and Open Approach [11] with the Geometer’s Sketchpad (GSP). It used qualitative research methodology which focuses on protocol analysis through analytic description. The target group was 9 (divided into 3 groups) of 8th grade students from Kaeng Khro Wittaya School, Kaeng Khro District, Chaiyaphum Province, 2016 Academic Year. The research tools were lesson plan of Figures and Geometry Shapes with GSP, Video recorder and field note. The data included students’ problem solving protocols, students’ interviewing protocols, collaboratively lesson plan and reflection protocols, and the students’ written works. Data were analyzed by APOS framework [7]. The results were found that: 1) Posing Open-ended problems, GSP program was used for surveying details and conditions of problems. Students have the MCU in the action level, the students were able to follow the instructions, 2) Students’ self-learning, students applied the surveying details and conditions from GSP program in the 1st step to solve their mathematical problems and could have various ideas. Students have the MCU in the process level, they can draw the connection in the problematic problems as well as describe that idea in descriptive manner. They can also present and elaborate their ideas, 3) Whole class discussion and comparison, GSP program was used for expanding and comparing the students’ ideas. Students have the MCU in the object level, The students can make conclusion as well as give definitions, principles qualities to make the connection or solve the problems, and 4) Summarization through connecting students’ mathematical ideas emerged in the classroom, GSP Program was used to connect and summarize the students’ mathematical idea. Students have the MCU in the object and schema levels, the students are able to make connection of their current lesson with the other lesson such as geometry and so on.