bluuebunny/crossref_metadata_2025_split huggingface dataset:
PLC model for science teacher development at the basic educational level
Authors: Wetwiriyasakul Phasarabet , Kaeomani Chachawee , Suwanmanee Silchai 
Published: April 2021

Abstract
This research involves the development of community to improve educational quality standard for Science teachers at the basic education institutions participating in the Chevron Enjoy Science. The aim is to study effective PLC elements contributing to the success of the selected educational models. Methodology included educational research process has been divided into three stages. These included 1) stage one is to study element factors, 2) stage two is to develop and to test PLC model suitable for the targeted PLC program, and 3) stage three is to analyze the effects of using the PLC model. The participants included 27 science teachers, 11 school administrators and 120 students from 11 school models. The research instruments consist of a) PLC Manual, b) Academic Quality Assessment Form, c) Science Classroom Observation Form, d) Model Satisfactory Questionnaires, and e) Science Classroom Management Survey. The content analysis includes both quantitative and qualitative studies; using median (x) and S.D. analysis. Findings revealed that the PLC developed the Science Classroom PLC model has been called “ATARE Model.” The ATARE Model represents five different stages including 1) Assessment of Needs (A); 2) Team Sharing (T); 3) Action (A); 4) Reflection (R); and 5) Evaluation (E). The ATARE Model has contributed to the success of science classroom pedagogical practices in the following issues. Firstly, the increase educational quality is in the “very much” response category with the statistical significance is at .05. The model science teachers were able to use the “active learning” strategy in conducting inquiry based scientific pedagogy in classroom through the friendly PLC atmosphere. Secondly, the educational school administrators were satisfied with the PLC model in the “very much” response rate. The students were motivated to learn science in the teamwork manner. Thirdly, students believe that the science teachers were able to create the friendly learning atmosphere for the classrooms.
Qualitative study on difficulties of non-physics majors teaching physics: basis for competency enhancement for teaching STEM
Authors: Malicoban Elesar V , Omra Juhainie S , Guinar Nasrima M , Acma Kristine Ann L , Go Geraldine P , Mordeno Ivy Claire V 
Published: April 2021

Abstract
This study, which aimed to investigate qualitatively the factors that contribute to the difficulties encountered by non-Physics majors teaching Physics, serve as the basis for competency enhancement for teaching STEM. The study was limited to thirty (30) non-Physics major teachers teaching Physics from nine (9) public and private schools in the coastal areas of Iligan City. Grounded Theory Methodology and Thematic Analysis were used in analyzing the data. The study found out that there are five (5) factors that contribute to the difficulties encountered by non-Physics majors in teaching Physics. These are: Facilities and Equipment; Sufficiency of Learning Materials and References; Teachers Readiness and Attitude towards teaching Physics; Learners’ Readiness and Attitude towards Physics; and Curriculum. Based on the findings, Reasons of Difficulty Theory was formulated. Non-Physics majors had difficulties in teaching Physics due to some factors which are embodied in the three (3) elements of this theory. These are Readiness, Resources, and Curriculum.
Competency model of designing competency assessment tool: A pilot study with Vietnamese science pre-service teacher
Authors: Tra Do Huong , Linh Nguyen Thi Dieu 
Published: April 2021

Abstract
Assessment in STEM education is a difficult activity. It requires teachers to have the competence of designing a competency assessment tool (CDCAT). This article proposes the model of CDCAT. The components and behavioral indicators of the CDCAT were proposed based on analyzing the thinking process when designing an assessment tool. The model was built through a rigorous multi-step research process that ensures the value and reliability of the model. The pilot of 53 science pre-service teachers also showed that the model has a guiding effect on the design of the assessment tool in teaching science.
Teachers’ views on implementing STEM education at secondary schools in Nam Dinh province
Authors: Thang Le Van 
Published: April 2021

Abstract
The goal of STEM education not only helps students master knowledge, but also aims at practical access through practical activities. Although the policy of introducing STEM education into the subject is available, teachers and educational administrators at the secondary schools still face many challenges in implementing STEM education in the subjects. Based on the main contents of the STEM education training materials of the Ministry of Education and Training, we designed a survey on the implementation of STEM education in secondary schools. The survey results from 150 teachers and educational administrators at secondary schools in Nam Dinh province indicate the advantages and challenges in implementing STEM education in schools, and also reflect the actual effectiveness of training courses, training materials for STEM education. Teachers’ opinions from the survey also suggest practical themes in order to implement STEM education efficiently.
A Learning model of STEM Education on cloud computing technology, to promote learning and innovation skills for students practicing teachers
Authors: Kerdthaworn Pornthip , Chaichomchuen Suthida 
Published: April 2021

Abstract
The purpose of this research was to: 1) analyze and synthesize STEM Education learning and innovation skills model on cloud computing technology to promote learning and innovation skills for students practicing teachers. 2) To learning and innovation skills Education teaching model, study on cloud computing technology to promote learning skills and innovation for students practicing teachers. 3) Evaluate the developed learning model by 6 experts in STEM education on cloud computing technology, using specific selection. With a sample group of experts in techniques and teaching methods Information and communication technology, 6 persons, using a specific selection The tools used in the research were 1) A learning model of STEM Education on cloud computing technology to promote learning and innovation skills for students practicing teachers 2) Assessment form for opinions about conceptual framework and 3) Suitability assessment form Analyze data using arithmetic mean and standard deviation. The results of the research were as follows: 1) The learning model consisted of 1.1) STEM supervision process 1.2) Learning and Innovation Skills 1.3) Users of the format comprised of teacher students and 1.4) Cloud processing technology 2) Opinions about the results of the analysis and synthesis of Full teaching and learning style, based on STEM Education on cloud computing technology to promote learning and innovation skills for students practicing teachers Overall, the level of opinion is at the highest level (x = 4.67, S.D. = 0.35) and 3) Appropriateness of Full teaching and learning style, based on STEM Education on cloud computing technology to promote learning and innovation skills for students practicing teachers. Consisting of the suitability of the design of the pattern and the appropriateness of applying the model to actual use the overall picture is at the highest level (x = 4.83, S.D. = 0.24)
Creative problem solving in climate change geography learning activity for primary school education via social media
Authors: Boonpo Piyanun 
Published: April 2021

AbstractThe paper aimed to clarify the developing instructional framework for creative problem solving (CPS) in climate change geography learning activity for primary school education via social media. The social media will be provided to engage students’ creative problem solving to identify and anticipate climate change geographical differentiation in potential impacts and vulnerability. The CPS climate change geography via social media was provided regarding on the five steps framework. This included 1) fact finding, 2) problem finding, 3) idea finding, 4) solution finding, and 5) acceptance finding. These CPS tasks for primary school students would enhance students to develop idea finding explicitly embedded and scaffolded fact finding, problem finding, idea finding, solution finding, and acceptance finding. The paper will discussed learning activities regarding on the 5 steps of CPS framework, strength point of the CPS climate change geography learning, and teachers’ role to facilitate students for the CPS.
ICT competencies for sustainability science teaching in 21st century
Authors: Teemueangsa Sanit , Hoxsuwan Suttipong , Jedaman Pornchai , Wangsaard Kollawach 
Published: April 2021

Abstract
ICT competencies for sustainability science teaching in 21st century needs appropriate ICT competencies in order for instructional to effectiveness. The data in this study came from documentary analysis include brainstorming and interview among the science teachers of primary and secondary education service areas under the basic education commission office. ICT competencies for demonstrating knowledge and skills using technology, training the learners use technology by themselves, creating to interactive and discovery learning, technology access of connects and communicates, use ICT skills in developing and presenting of informations, designing in effective learning to experiences and creating to rich learning environments, and using ICT as didactical tool to implements the collaborative learning.
Construct validity of attitude toward STEM self-inventory
Authors: Srikoon S , Khamput C 
Published: April 2021

Abstract
Attitude toward STEM influences on learning outcomes. The research purpose was to validate of attitude towars STEM. Sample are 393 students (Grade 7-Grade 12) for validating the Attitude toward STEM Self-Inventory (ASTEM). Totally 21 ASTEM items consist of 6 items of Mathematics Attitude, 6 items of Sciences Attitude, 6 items of Engineer/Technology Attitude, and 6 items of 21st Century Skill Attitude. Second-order confirmatory factor analysis was used to confirm the construct validity. The results confirmed that the construct validity of these test an excellent fit. The results show that: the fitness index of validating the ASTEM were as follow: x2 statistic is 254.650 (degrees of freedom = 220, p = 0.054), and the x2/df ratio having a value of 1.158 indicates a good fit. The comparative fit index (CFI) is 0.988, and Tucker-Lewis coefficient (TLI) is 0.984, Root mean square error approximation (RMSEA) is 0.020, Standardized Root Mean Residual (SRMR) is 0.045.
Status quo and needs of STEM Education curriculum to enhance creative problem solving competency
Authors: Thingwiangthong Pranee , Termtachatipongsa Phairoth , Yuenyong Chokchai 
Published: April 2021

Abstract
This research aimed to study of status quo and needs for developing STEM education curriculum to enhance creative problem solving competency. Methodology includes in-depth interviews and focus group. Target group were 42 stakeholders, including of school principals, science, mathematics, technology teachers, leader teachers of STEM education and students, in 7 schools within Khon Kaen STEM education network. Research instruments are fieldnotes. Data were analyzed by content analysis. Research result was summarized by analytic description. Research results found that 1) teachers organized STEM instruction through STEM club, additional subject, moderate class–more knowledge activities. Moreover, teachers blended the idea of STEM into teaching in mathematics, science and technology. For STEM instruction problems, some activities do not conform to their school context. Additionally, time for organizing STEM activities and budget for producing learning materials are not enough. 2) Teachers need STEM education curriculum that appropriate for their school context and conform to students’ daily life. It should be designed by collaboration of teachers. It should be able to respond to all students with different abilities. STEM instruction should be focus on students to plan, design, implement, practice, summarize for solving problem and to classify new knowledge associating with science, technology, engineering, or mathematics.
Development of differentiated activities in teaching science: educators’ evaluation and self-reflection on differentiation and flexible learning
Authors: Variacion D A , Salic-Hairulla M , Bagaloyos J 
Published: April 2021

Abstract
This study determines the evaluation of educators to the developed differentiated activities in the learning module. Developed differentiated activities for grade-seven science class were assessed and evaluated by educators. Three academic administrators, two of which are science teachers, six junior high school science teachers of La Salle Academy and four in-service Department of Education teachers participated in this research study. Through mixed-method research design, where quantitative designs, weighted-mean, independent-sample t-test and standard deviation analysis, the comparison of evaluators’ ratings in a DI and Non-DI Learning Module were determined. Findings showed that, the developed Learning Module with Differentiated activities received very good to excellent ratings from the evaluators. Based from their ratings, teachers significantly gave higher ratings to the Developed Differentiated Learning Module compared to Non-DI Learning Module. Furthermore, results in their self-reflection indicated that educators see the Developed DI – Learning Module as opportunity and avenue of students to develop the values of patience, teamwork and safety. Thus, these results were discussed in relation to making teachers equipped in using differentiated and flexible learning teaching strategies and practices that may contribute to closing the achievement gap among Filipino students.
Period Change and Third Body Analysis of a Binary Star V523 Cassiopeiae
Authors: Maithong Wiraporn 
Published: April 2021

Abstract
V523 Cassiopeiae (V523 Cas) is a W UMa type of the eclipsing binary system which its orbital period is 0.23369 days. This study using a 0.5-meter telescope with CCD photometric system in V and R filters was conducted at the Regional Observatory for the Public, Chachoengsao, Thailand during 20 – 21 December 2018, UT. The obtained data were calculated using photometry method to construct the light curve of each wavelength bands and to determine the time of minimum. Consequently this study obtained the time of minimum of V523 Cas that HJD2458472.996 and HJD2458473.111, respectively. These values were used to compute the O-C curve and period change. The results show that the period of the V523 Cas is increasing which the rate of 5.59 × 10−3 second/year. Furthermore, the V523 Cas might be the third body in its system which far from the center of mass about 6.04 AU the orbital period is 91.3 years.
Development and validation of contextualized lesson in mathematics
Authors: Buan Amelia T. , Ali Anna Zohayma Mustapha , Gomez Rizalina 
Published: April 2021

Abstract
The poor academic performance of students in the Marawi City Division on Measurement was evident in the conducted summative tests. This perennial problem needs to be addressed by the school district. One way that can help boost students’ conceptual understanding is the use of contextualized lessons. This approach enables the students to engage in the procedural process that would improve their problem-solving ability. The purpose of this study was to develop contextualized problem in Measurement in coming up with a Contextualized Lesson Plan in mathematics that would improve the academic
performance of the Grade students in their achievement test. This study used the quasi-experimental design with qualitative support. There were significant improvements to the students which belonged to the Experimental Group than those students in the Control Group. Moreover, students perceived that contextualized lessons as relevant and comprehensive. Since students displayed positive responses on the activities and improved their performance in the achievement test, the researcher, therefore, recommended teachers may adopt the use of contextualized problem in teaching Measurements in the mathematics subject.
A disposable and cost-effective electrochemical DNA sensor using nanocomposite modified screen-printed gold electrode
Authors: Thipmanee Orawan 
Published: April 2021

AbstractThis research involved the preparation of an electrochemical biosensor using a disposable screen-printed gold electrode (SPGE) for the DNA hybridization detection. An electrochemical DNA biosensor was successfully fabricated based on DNA probe tagged with methylene blue (MB) as redox hybridization indicator, was immobilized on the nanocomposite modified electrode. The modified SPGE was characterized by using cyclic voltammetry (CV) and scanning electron microscopy (SEM) with energy dispersion x-ray spectroscopy (EDS). The current signal of target DNA hybridization was monitored using differential pulse voltammetry (DPV). These DNA biosensor showed a good current response with the complementary target DNA concentration range from 1.0x10-11to 1.0x10-7M. This fabricated genosensor could also be regenerated easily and can be reused 36 times for hybridization studied.
Solid Waste Management in Banthreampunya School. La-ae subdistrict, Yala Province, Thailand.
Authors: Masawat Jariyaporn , Rangpan Vichit , Thongmak Narumol , Kaewmanee Jutamas 
Published: April 2021

Abstract
The purpose of this study was to investigate solid waste and its contents in Banthreampunya School, La-ae subdistrict, Yaha District, Yala Province. The result was used in planning and managing solid waste disposal system within Banthreampunya school. The researcher employed literature review, local survey, observation, as well as students’ participation, and school staff which include teachers for data collection and collaborated planning for the best solid waste management system that should be implemented within the school. The result of the study showed the contents of school solid waste consist of 4 major types of waste i.e. recyclable waste, organic waste, general solid waste, and hazardous waste in the percentage proportion of 48.93, 32.21, 14.50, and 4.36 respectively. The consensus agreement between participating parties has been reached to solely manage the recyclable waste by means of waste bank to reduce and add value to the waste.
Effect of acid treatment substrate for supercapacitor electrode based on multi-walled carbon nanotubes
Authors: Dulyaseree Paweena , Wongwiriyapan Winadda 
Published: April 2021

Abstract
Effect of acid treatment substrate for supercapacitor based on multi-walled carbon nanotubes (MWNTs) electrode was investigated. The electrode was used as stainless steel type 304 (SS304) and was with hydrochloric acid (HCl) acid-treated before use. Firstly, SS304 substrates were soaked in 37% HCl for designated time. Acid treatment times were varied at 0, 5, 10 and 15 min. Their surface morphology, elemental components and hydrophilicity property of the acid-treated SS304 were analyzed. The 10-min-treated SS304 show the lowest contact angles, indicating the best hydrophilicity property. Electrode material was prepared by composites of MWNTs, polyvinylidene fluoride (PVDF) and n-methyl-2-pyrrolidone (NMP) with an area of 5x5 mm2. Their cyclic voltammetry (CV), galvanostatic charge/discharge (CD) and electrochemical impedance spectroscopy (EIS) were characterized. The 10-min-treated SS304 exhibits the best performance with a specific capacitance (SC) of 261.04 Fg−1. The improvement of the SC of the acid-treated substrate was contributed to the adhesion improvement between a current collector and an electrode material, and the hydrophilicity improvement, resulting in a large amount of electrolyte ions accessing into the electrode materials and subsequently enhancement of their capacitive characteristics.
Foraging plant and palynological analysis of stingless bee pot-pollen in Pattani, Thailand
Authors: Chelong Isma-ae 
Published: April 2021

Abstract
This is the first foraging plant and palynological study using pollen stored by Heterotrigona itama (Apidae: Meliponini) in the Saiburi, Pattani, Thailand. The samples were directly collected from the pollen pots of H. itama species in apiaries located in Saiburi district. The samples were dried, weighed, diluted in warm water and ethanol, centrifuged and then processed using the acetolysis method. After mounting the pollen samples on the glass slides, we identified and counted at least 500 pollen grains per sample. The results show that the main pollen combinations in the pollen pots of H. itama include pollen from Wedelia, Acacia, Cocos and Elaeis. Most pollen types came from the families Mimosasae, Graminae and Asteraceae family
Estimation of convective heat transfer coefficient in agricultural products under solar drying conditions
Authors: Saniso Eleeyah , Sukeaw Adulsman , Seni Lutfee , Wamae Warisa , Hayibaka Muhammadkhoiri , Rojanasuwan Sunit 
Published: April 2021

Abstract
This research estimated convective heat transfer coefficients of agricultural products (banana, taro and chili) under solar (open sun) drying conditions using the Nu = h
c(X/K
v) = C(Ra)
n
equation. Values of constants C and n were obtained by linear regression analysis. Results showed that natural convective heat transfer coefficients of agricultural products were in the range 0.720-3.559 W/m2·oC. The C value of agricultural products was 1.0000-1.0011, while n was in the range 0.071-0.274, Pr = 0.697-0.705 and 2.931×105-1.803×108 < Gr < 6.139×108-2.230×109.