Table of contents

Since, the 1^st International Annual Meeting on STEM education (IAMSTEM) 2018 was organized based on seed funding of Thailand Ministry of Education and Khon Kaen University with aiming to bring STEM education researchers and teachers together for building up STEM education community. The ASEAN Research Network for STEM education (ARN-STEM) was formed in 2018 when the group of STEM education researchers in Southeast Asia jointly organized the IAMSTEM 2018. The primary objective was to encourage the creation of links, and the exchange of ideas and information among the academic community, private-sector firms and organizations, and government policy makers, leading to a better understanding on STEM education related policy and innovations in the ASEAN region.

In 2019, our group is growing up. The 2^nd International Annual Meeting on STEM education (IAMSTEM 2019) was held in 27-29 September 2019 at Thai Nguyen University of Education, Thai Nguyen, Vietnam. It gives us great pleasure to announce that the 2^nd IAMSTEM 2019 was a resounding success, with over 250 participants from throughout Vietnam and from other countries. On behalf of the organizers, ASEAN Research Network for STEM education (ARN-STEM), ASEAN Comparative Educational Research Network (ACER-N), Science Education Association of Thailand (SEAT), Thailand Office of Basic Education Commission (OBEC); Khon Kaen University, Rajabhat Yala University, Thailand; Universiti Kebangsaan Malaysia, Sekolah Tinggi Agama Islam Negeri (STAIN) Sorong, State University of Malang, Indonesia; Mindanao State University–Iligan Institute of Technology, the Philippines as well as other corporate sponsors whose generous contributions made this a successful meeting. IAMSTEM 2019 provided a unique opportunity for experts, academics, and educators to exchange knowledge and build friendships. The meeting consisted of four keynote speakers, and a number of contributed oral and poster presentations. Resulting from the success of IAMSTEM 2019 are qualified full research articles from the presentations, which have been reviewed and compiled in this IOP Journal of Physics: Conference Series. It is our sincere hope that these proceedings will contribute to advancing our understanding of STEM education and applications and serve as initiators for even greater achievements in the field.

List of Committees are availble in this pdf.

All papers published in this volume of Journal of Physics: Conference Series have been peer reviewed through processes administered by the Editors. Reviews were conducted by expert referees to the professional and scientific standards expected of a proceedings journal published by IOP Publishing.

• Type of peer review: The IAMSTEM 2019 peer review is single-blind review. The participants prepared manuscripts regarding on Journal of physics conference series and then submitted to IAMSTEM 2019 via https://easychair.org/. In the easychair website, the conference chair has provided the pool of reviewers which could be assigned the papers for reviewing. The provided manuscripts on IAMSTEM2019 easychair website have showed the name and affiliations of authors.

When a manuscript is submitted to IAMSTEM2019 easychair website, it is assessed to see if it meets the criteria for submission. If it does, the editorial team will select potential peer reviewers within the field of research to peer-review the manuscript and make recommendations. In the review process, the reviewers know the names of the authors, but the authors do not know who reviewed their manuscript unless the reviewer chooses to sign their report. A manuscript will be reviewed by two or three reviewers. Each reviewer will be assigned to review the 7 – 9 manuscripts. The reviewers' reflection or comment will be sent via IAMSTEM2019 easychair website for IAMSTEM2019 editors to decide which papers should be sent to publish in Journal of physics conference series.

• Conference submission management system: https://easychair.org/

• Number of submissions received: 200 papers

• Number of submissions sent for review: 190 papers

• Number of submissions accepted: 140 papers

• Acceptance Rate (Number of Submissions Accepted / Number of Submissions Received X 100):

Acceptance rate is 70 percentages.

• Average number of reviews per paper: two

• Total number of reviewers involved: 45

• Any additional info on review process:

• Contact person for queries (please include: name, affiliation, institutional email address)

Chokchai Yuenyong

Khon Kaen University, Thailand

Email: ychok@kku.ac.th

The beliefs and values teachers hold in relation to curriculum, pedagogy, assessment, and the nature of STEM have a significant influence on the types of teaching and learning their students will experience. Because of this, pre-service and in-service teacher education needs to influence teachers' beliefs and values as well as their conceptual and pedagogical knowledge if it is to make a difference in classroom practice. This paper considers the introduction of technology education in New Zealand as a way to explore how teacher educators can support STEM curriculum reform.

Thailand Office of Basic Education Commission (OBEC) has pushed in-service teachers to develop his or her competence of organizing STEM education instruction. Another solution of increasing STEM in-service teacher is provide pre-service science teachers to generate their ideas of organizing learning activities and carried out research about STEM education during their teaching practice. This study aimed to examine pre-service science teachers' conceptions of STEM education. The participants included 10 pre-service science teachers who enrolled school internship course of Khon Kaen University for teaching practice in schools. These participants will be supervised by the author. On the way of supervising, participants have meeting to generate the ideas of STEM education learning activities and research about STEM education on Friday afternoon for every week. Methodology regarded interpretive paradigm. Pre-service teachers' conceptions of STEM education will be interpreted participant observation, interview, STEM education lesson plan, teaching performance, and other tasks. Data collection was carried out for 4 months. The data will be interpreted to examine the categories of pre-service teachers' conceptions of STEM education. The findings will clarify what their perception on STEM education, and what and how they generate ideas for developing lesson plan; to integrate science, mathematics, and others for practicing in context; and to provide engineering practices and engineering design of technologies as the context. Their ideas of research about STEM education also reflect what they emphasize to develop students' 21st century skills, and provide instruction requiring the context of problem solving in the real world or task through teamwork. The paper may have implication for developing pre-service STEM teachers.

STEM Education though an old educational reform in US, Europe and other Asian countries is newly introduced to Philippine setting. Two notion confused educators whether the term is an approach or a track in the senior high school curriculum. The term STEM Education refers to the integration of Science, Technology, Engineering and Mathematics but the heart of it is simply to develop the students' capability of 21st century skills needed of the time for a lifelong learning. This study aims to: (1) enhance students' conceptual understanding and increase performance level through utilization of the enhanced module; to (2) develop students' 21st Century skills, namely: collaboration, knowledge construction, self-regulation, real-world problem solving skills, use of ICT for learning and skilled communication; and to (3) proposed STEM education Lesson plan on topic Gas Laws. The researcher employed experts (in content and pedagogy) to evaluate and rate specific topic on Gas laws, from the original learning module of the Department of Education (DepEd) K to 12 curriculum materials, using the 21st Century Learning Design Rubrics (21CLD). Results yielded low ratings thereby providing basis for module enhancement. Enhancement and revision of the module were done based on the experts' formative evaluation. After science and Technology High School, school year 2017-2018, who were paired according to pretest results and were regrouped into experimental and control group for quasi-experimental design interpretation. A suggested STEM education lesson plan was generated to further integrate their concepts in gas laws and its application to technology, engineering and mathematics. Findings indicated that students in the experimental group not only developed and improved their 21st century skills with the aid of the enhanced module but also significantly improved their conceptual understanding and performance level as compared to the control group. Generally, this study provides enough evidence that the enhanced module brought significant impact to students' academic performance. Study recommends using the enhanced module in public schools to cater the needs of the 21srt century learners. Furthermore, it is suggested that STEM lesson plan as an approach be prepared after the specific lesson on Gas laws will be introduced for students to fully integrate Science, Technology, Engineering and Mathematics in the issues and its applications about the topic.

STEAM robotics activities are designed to be an enhancement on students' computational thinking skills, which are claimed to be essential for the 21st century. The aims of this study were to examine the learning outcomes of secondary students' computational thinking skills through the use of STEAM robotics activities, and to investigate the students' satisfaction after the implementation of STEAM robotics activities. A quasi-experimental research design was deployed in this study. The research participants were 37 eleventh-grade students of Private Islamic Schools in Yala province, Thailand. A quiz with pre- and post-test and satisfaction questionnaires were employed as data. Descriptive statistics – including mean, standard deviation and a pair sample t-test – was used to analyse the collected data. The findings were that students' learning outcomes indicated a significant improvement in their computational skills after the use of STEAM robotics activities as compared with before, with the statistical level of significance of 0.05. In response to the second research question, the overall satisfaction of the students after the use of such STEAM robotics activities was high (mean=4.01; SD=0.54).

This study aims to find out the effectiveness of Resource-Based Learning Strategy on the performance in Biology. Specifically, to find out the significant difference on the pretest and posttest scores in Biology of the learners. Experimental research design, the pretest posttest control group design was used. The study was conducted at Manticao National High School, Grade 8 learners section Faith and Generous. There were thirty-five randomly selected learners taught using Resource-Based Learning and thirty-five learners exposed to Lecture Method respectively. T-test revealed showed that there was no significant difference on the learners' pretest scores of the two groups, since the p-value is 0.1474 which it is greater than 0.05. Moreover, there was a significant difference on the learners' posttest scores in Biology when taught using Resource-Based Learning and Lecture Method as shown with the p-value of 0.0228 which is lesser than 0.05 level of significant. Paired T-test showed that there was a significant difference on the learners' pretest and posttest scores in Biology when taught using Resource-Based Learning and Lecture Method. Resource-Based Learning strategy on enhancing learners' performance in experimental group, as shown in the p-value of 5.18X10⁰⁷ and Lecture Method has a p-value of 0.0005 and both p-value is less than 0.05 level of significance. This study concluded that Resource-Based Learning strategy can improve the learners ' performance in Biology by the use of more resources that helps them dis cover further definitions, concepts and ideas and making their learnings more meaningful by sharing their ideas on what they have researched to the class and would help the learners developed their communication skills and to have a lifelong learning.

Scientific reasoning is the ability to face competition in the 21st century, so students must have this ability. Project-based learning (PjBL) will train students to improve their scientific reasoning. This study aims to analyze the influence of PjBL in STEM on students' scientific reasoning on fluid. This research was the quantitative method with the pretest/posttest control group design. The subjects of this study were 66 high school students of grade XI. Instruments for collecting data collection was the written test with a reliability coefficient of 0.87. The results of the study indicate that the scientific reasoning of students who are leaning through PjBL in STEM is higher than that of students who learn through regular learning. In designing the project, students also train to reason scientifically by considering the size of the products that are made to produce a product that can work well. However, the STEM integrated PjBL is still not optimal in improving aspects of probabilistic reasoning and controlling variables.

This paper analyses the effect of the implementation of a STEM lesson plan utilizing Learning by Design approach in teaching Newton's Third Law of Motion. This study employed one group pretest-posttest research design. Pilot testing of the STEM Lesson was done to develop an enhance lesson activity. The enhance lesson activity was conducted to the 8th-grade students of a public school in one of the Junior High School in Iligan City using the PPITR (Present the scenario, Plan, Implement, Test and Revise) framework. The implementation of this lesson gives opportunity for the students to test and redesign their rocket output Result shows that high, average, and low ability students benefited the learning by design approach.

The purpose of this research was to study changes in early childhood students' creative problem solving abilities comparing between before and after the intervention of STEM education learning activities. The sample group were male and female early childhood aged between 5-6 years studying in Soonthornwattana School, Chaiyaphum Province, 2nd semester, academic year of 2017. Methodology was the quasi-experiment design. The STEM education activities provided students to organize the nine square grid movement activities. Early childhood children's creative thinking and problem solving ability was collected by the behavior observation form of creative problem solving skills (FCPS). The FCPS items consists of 12 items that represent the 3 items of access to problems, 3 items of thinking of a solution, 3 items of selection and preparation of problem solving, and 3 items of planning for solving problems. Then, each item of the FCPS was analysed for descriptive statistics. The results showed that early childhood who have been organized activities according to STEM Education's theoretical concepts have developed more creative problem solving skills, with an average score of 14.63 and after the event will have a score of 24.27. When considering each aspect of the experiment, it was found that early childhood have creative problem-solving skills. Which has higher scores each week Shows that early childhood who have organized activities according to STEM Education's theoretical concepts have higher creative problem-solving skills which is in accordance with the assumptions set forth.

This research is a quasi-experimental research. The research aimed to compare the development of creative thinking of kindergarten 2 students before and after learning management according to STEM Education. The intervention of STEM education was developed in order to enhance the kindergarten 2 students to practice STEM knowledge related to their experiences. The intervention consists of 4 units including happy season, the wonderful trip, the colourful little butterflies, and soil-rock-sand as need resources for life. STEM education intervention was organized for 4 weeks. The sample was derived from group randomization. The sample consists of 30 Kindergarten 2 students, Phumvithaya School, Phu Khiao District, Chaiyaphum Province, 1st semester, academic year 2018. Students' creative thinking was evaluated by the creative measurement form. Data analysis was to use frequency, percentage, mean, standard deviation and testing the t-results. The results revealed that students held mean score of post intervention creative thinking score (approximately 70 percentages) higher than mean score of prior intervention (approximately 50 percentages) at 0.05 statistical significantly. It indicates that the intervention of STEM education for kindergarten 2 could improve students' creative thinking.

The TPCK and the SAMR model play an important platform for classroom teaching through technology integration. This research aimed to develop the lesson plans on solving linear equation under the TPCK and the SAMR model for classroom teaching. The designed lessons include lessons created by Adobe Captivate 9 program, Plickers application, game on solving linear equation created by Construct 2 program, and Padlet application. Then studied on students' mathematics achievement and attitude in teaching and learning on the activities created by the researchers through these technology integration. The samples were 30 grade 7 students of Satree Yala School, Muang district, Yala, Thailand who studied in the second semester of 2018 academic year selected by purposive technique. Pretest was given to the students followed by the lessons created by the researchers and posttest was given after completing teaching and learning. The research found that, students' mathematics achievement on solving linear equation after learning was significantly greater than before learning at .05 significant level and students' attitude towards learning was in the highest level.

This study explores 35 Thai seventh grade students' understandings of design thinking. As design thinking is a process by which designers empatize human needs, define problems, create ideas, make prototypes, and test the prototypes, its important aspects are focused in this study These aspects include (1), human-centerness, (2) problem defining, (3) use of creativity, (4), collaborative work, (5) design constraints, (6), prototype testing, and (7) iterative process. The students' understandings regarding these seven aspects are examined using an open-ended questionnaire in corroboration with individual semi-structured interviews. The data are analysed using content analysis. The result reveals that most of students had proper understandings of four aspects, which are human-centerness, use of creativity, design constraints, and collaborative work. However, their understandings of the other three aspects (i.e., problem definition, prototype testing, and iterative process) are inadequate. This result provides insights into development of STEM design-based activities to enhance the students' better understandings of design thinking.

This research to describe the acquisition of concepts and scientific literacy of students, especially in physics material, namely Newton's Law, in inquiry-based learning for STEM education. This research is non-experimental research with descriptive and correlational approaches. The concept acquisition of students is explored based on Bloom's Taxonomy indicators and scientific literacy is explored based on 3 dimensions, namely the dimensions of content, context, and competence. The research sample was 34 high school grade X students in East Java Indonesia who were determined by purposive sampling technique. Data obtained from opened ended and observation questions. Data were analyzed with descriptive statistics and product-moment correlation (r = 0.88). The results showed that the acquisition of Physics concepts in C3 level students (medium category) 14.70%; C4 level (high category) 47.06%; and the C5 - C6 level (very high category) 38.23%. Whereas students' scientific literacy in the context category was 34%, content 52%, and competence 14%. Students who have good concept acquisition, they have good scientific literacy tendencies.

In the Philippines, youth unemployment continues to hinder meaningful economic development due to job-skills mismatch, lack of knowledge and skills training, and work experiences. To address the problem, Department of Education's (DepEd) K to12 Program added two (2) years of Senior High School which is an advantage for students to develop relevant skills as early as high school. One of the goals of the K to 12 Basic Education Program is to develop the competencies, work ethic, and values relevant to pursuing further education and/or joining the world of work among learners. This study involved twenty-five (25) Grade 12 STEM strand students who were immersed in a science and technology-based industries. The work immersion lasted for eighty (80) hours where students performed different tasks assigned to them by the work immersion partner institution supervisors. The students' performance appraisal and evaluation were evaluated by their respective supervisors. Results showed that most of the students were evaluated outstanding and that their performance exceeds the required standard. The positive learning gains suggest that work immersion enables the students to acquire and develop the skills of teamwork, communication, attendance and punctuality, productivity and resilience, initiative and proactivity, judgment and decision making, dependability and reliability, attitude, and professionalism. Moreover, the students perceived their experiences as an avenue to test themselves and apply what they have learned in a non-school scenario where they were not only able to apply their previous training but are also able to experience the social interactions in a work environment. Their experiences in science-based work immersion partner institutions developed many skills and values that would help them as they move from high school to real life.

This paper dealt with the utilization of Kahoot! and its effects on the grade 8 learner's motivation and achievement level in Geometry. The two pre-assigned sections were randomly selected as experimental and control group in Iligan City National High School. Kahoot was used as a formative assessment in the experimental group while in the control group, traditional method of assessment was used. Based on the data gathered, both methods of formative assessment were effective in increasing the achievement level of grade 8 learners. The experimental group had higher increase of mean score, meaning the group that was exposed to Kahoot! improved better in the Achievement Test than the controlled group. Learners' from the experimental group were highly motivated in answering the quiz using Kahoot. The researchers strongly recommend the used of Kahoot! as a formative assessment in grade 8 learners' because it was showed that there was an effect on its achievement and motivational level inside the classroom towards Geometry.

The purpose of this study is to assess the levels of Technological Knowledge and Content Knowledge on Acid-Base Concepts and relationship between the Technological Knowledge and Content Knowledge on Acid-Base Concepts among the Senior High School STEM students in Iligan City. The study utilized two (2) Public High Schools in Iligan City schools division that offer STEM Strand. The respondents are the Senior High School STEM students that are taking up a Chemistry subject in the School Year 2018-2019. Questionnaires for Technological Knowledge and Content Knowledge on Acid-Base concepts were used. The collected data were analyzed using mean, frequency distribution, percentage, p-test, t-test, pearson correlation and levene's test. The level of Technological Knowledge of Grade 11 STEM students in Iligan City National High School is very good. The level of Technological Knowledge of Grade 12 STEM students is also very good. The level of Technological Knowledge of Senior High School STEM students in Iligan City National High School is very good. The level of Content Knowledge on Acid- Base Concepts of Grade 11 students in Iligan City National High School is satisfactory. On the other hand, the result shows that the level of Content Knowledge on Acid- Base Concepts of Grade 12 STEM students one the same school is poor. Moreover, the level of Content Knowledge on Acid- Base Concepts of Senior High School STEM students in Iligan City National High School is poor. The level of Content Knowledge on Acid- Base Concepts of Senior High School STEM students in Iligan City East National High School is poor. The result shows that the difference and relationship of the technological knowledge and the content knowledge of Senior High School STEM students in Iligan City is not significant. Since the level of Technological Knowledge of the students were very good, teachers may make use the available technologies in teaching Acid- Base Concepts. Future researchers may utilize a larger population like different Schools Division in this region to validate this findings.

The purpose of this study was to examine the effectiveness of traditional versus problem based learning on high school Science Problem Solving skill. Two class of students were recruited from three classes of grade 7 students at one school in Northern Thailand. Using Pretest – Posttest Control Group Design, Student were assigned to an experimental (N=33) and a control (N=33). The research instruments were 1) Two pedagogical of lesson plans by using Problem Based Learning and 5E Model 2) The Science Problem Solving skill test. which were included 20 items of the multiple choice test. The finding showed that students' Science Problem Solving skill in the experimental group were significantly higher than in the control group.

The research aimed to 1) to develop the lesson plans using the research-based learning integrated with cognitive training for grade 9 students and 2) to compare the students' critical thinking skill between being taught by researched-based learning integrated with cognitive training and by traditional teaching method. The research samples using in this experimental research were grade 9 students of Phayamengrai School, Chiang Rai, Thailand in the academic year 2019 consisting of two samples: the experimental group taught by using research-based learning integrated with cognitive training was 30 students and the control group was 30 students taught by using the traditional lesson, selected by using cluster random sampling. The research instruments were the eight lesson plans focusing on earth and space science spending teaching 12 hours with the high reliability coefficient of 0.86 and the critical thinking skill test with the validity of 0.808. The data were analyzed by using mean, standard deviation and the MANOVA. The finding was the students' critical thinking skills between two groups were significantly different. Obviously, the students in the experiment condition improved slightly more than those in traditional condition.

The objectives of this research were 1) to analyze students' representation of mathematical ideas 2) to study students' learning ability in Open Approach and Lesson Study class by specifying criterion in the learning achievement test on the title "multiplication (1) that was not less than 75% of the total number of students pass 75% of full score. The target group of this research were 42 students of grade 2/1 of The Demonstration school Primary level ( Mardindang) Khon Khaen University, Khon Kaen Province.This research was one short case study design. Students were tested one time after finishing learning Unit. The instruments used for data collection were 1) 6 Multiplication (1) learning lesson plans 2) learning achievement test of multiplication (1). Learning achievement results were analyzed by comparin g with specified criterion as average and percentage. Students' representation of mathematical ideas were analyzed from note recording, VDO recording, teaching recording, and students' worksThe results revealed that : 1) 95.23% of total number of students obtained score passing criterion 75% of full score. 2) Students showed 5 ways of the representation of Mathematical ideas which were following 2.1) Material manipulation, students used wooden blocks to represent the ideas so that they could find the answer. They understood the meaning of group and element by grouping the amount of element. 2.2) Using pictures, Students drew a picture of blocks, squares or diagrams. They drew pictures as elements equally of each group to represent the way to find the answer. 2.3) Speaking, Students explained verbally how to count equally, how to add repeatedly and recite the multiplication table. 2.4) Writing, Students wrote the numbers as repeated addition. They wrote the amount which increased equally. They explained the amount of equal element of each group. Moreover, they wrote the mathematical sentence of addition and multiplication. It was noted that the multiplicand was amount of group and the multiple was elements of group. 2.5) Using real situation, Students shared their own real life experiences that was connected coherently with the mathematical problem given by the teacher. They also explained their ideas by using mathematical symbol of multiplication to show how to get the answer.

The paper aims to examine Thai high school students' categories of STEM proposal projects. Participants included 200 Grade 10 students in class 1 - 5 who were learning on science course. Students were asked to apply their science and others to develop their STEM projects as the last part of science course. There were 43 STEM projects from class 1 – 5 which were categorized. Methodology regarded interpretive paradigm. Categories of STEM projects were be interpreted through project proposal, students' presenation, participant observation and conversation interview. The findings revealed that the 43 STEM projects could be categorized into 8 categories. These included 1) internet of things (IoT) for agriculture business, 2) providing computer knowledge for further development of industry or entrepreneur, 3) providing how to apply scientific knowledge/methods as technology for further development of industry or entrepreneur, 4) providing how to apply scientific knowledge/methods as technology for further development of agriculture business, 5) developing scientific model, 6) making consumer products, 7) making medical products, and 8) technology products for industry or entrepreneur. The most of STEM projects were provided in two categories including the project about making consumer products and projects about providing how to apply scientific knowledge/methods as technology for further development of industry or entrepreneur. This paper may implications for enhancing students to do STEM projects.

STEM education – an educational model of 4.0 era, is an educational trend considered an effective educational model recognized by developed countries in the world. However, to apply this model to Vietnam, it is necessary to pay attention to regional factors to choose which education model is appropriate for children, with the actual level of teachers and facilities condition. Localization is a very important thing before implementing a new spear model. In this report, the author wants to mention the difficulties encountered when implementing STEAM education model at preschool in mountainous areas of Northwest Vietnam with the characteristics of mainly ethnic minorities. We conducted a survey of 32 managers and 460 preschool teachers from 3 provinces of Son La, Dien Bien and Lai Chau to explore these difficulties. Thence, proposing to orient solutions to be able to deploy this educational model effectively.

The article presents the potentials of STEM education and the level of application STEM education in teaching mathematics at schools in Vietnam. Based on general education curiculumn, mathematics education curiculumn, teaching facililities at schools, we conducted a survey to investigate the real situation of STEM education in some schools and suggested some solutions for teaching mathematics in the classroom which connected to STEM education. The research results have shown three levels of teaching mathematics in STEM classroom. We have offered the procedure of teaching mathematics in the classroom and designed some STEM activities that integrated science, technology, engineering and mathematics knowledge. We have realized that our approach could be implemented in teaching mathematics at schools in the context of renovating general education curriculum in Vietnam.

The purpose of this study was to explore grade 7 students' conceptual understanding of natural resources taught in geography through research-based learning. The samples were 34 students in grade 7 of Khon Kaen Demonstration Secondary School, Khon Kaen Province. The interpretive method was used to analyze students' conceptual understanding of natural resources collected from students' presentation of the concept map as conclusion in the final stage of research-based learning approach. The lessons of natural resources, including soil, water, forest, and mineral were used to examine how students construct their conceptual understanding in the form of 'concept map.' Data were interpreted through the rubric scoring with three criteria as follows. Level 1 was given to students who could draw a concept map describing at least 1-2 natural resources in Thailand with readable handwriting in colors. Level 2 was given to students when they could draw a concept map describing at least 2-3 natural resources in Thailand with readable handwriting in colors showing their creativity. Level 3 was granted to students when they could draw a concept map describing at least 4 natural resources in Thailand 4 with readable handwriting in colors showing their high creativity. This study also proposed the guidelines to enhance students' conceptual understanding of geography through research-based learning.

The purpose of this paper was to enhance Grade 11 Thai students? concept of "Permutation and Combination." The participants included 35 Grade 11 students in Khon Kaen University Demonstration Secondary School (Suksasart), Khon Kaen, Thailand in the academic year of 2018. The students were studying with adoption of Lesson Study Innovative mathematical learning activities to acquire knowledge of permutation and combination by using Open Approach. The methodology used in this study was in the interpretive paradigm. The students? concept about permutation and combination was interpreted through students? tasks and class observation. The interpretation considered on how and what teachers? understanding on students? learning on permutation and combination. The findings revealed that students held several ideas for their solving problem development in the lessons of permutation and combination. The study discussed and identified key students? solving-problem learning, which further highlighted the implications to enhance students? learning on mathematics performance based on lesson study and open approach in Thailand.

The paper aimed to examine Grade 5 students' capability of analytical thinking in learning about heat conduction of the Materials Unit through Predict – Observe – Explain (POE) strategy. Participants included 40 Grade 5 students in Khon Kaen University Demonstration Primary School (Modindaeng). Methodology regarded classroom action research. The POE heat conduction teaching was provided in the Material unit for 6 periods. Tools for interpretation included participant observation, students' tasks, and informal interview. The findings revealed that students' reasons provided some aspects of analytical thinking but the majority of students could not show all three aspects of analytical thinking – analytics for important issues, relation, and rational. The majority of students could mention about analytical thinking in dimension of rational but they could not clarify theories related to rational.

The objective of this study was to investigate students in Grade 9 on scientific reasoning skills by combining basic learning about advertising. The s amples were 30 students in Grade 9 at Khon Kaen Demonstration Secondary School, Khon Kaen Province. In this study, interpretative paradigm was used to analyze teaching and learning activities aiming at enhancing students' scientific reasoning skills through advertising as literature. Data were collected from class observation and assignment that reflect students' scientific reasoning process based on the Four-Phased Approach of Reasoning proposed by Wu [1] that consists of 4 phases: (1) Issues identification as to identify key issues, (2) Clarification as to clarify personal views or attitudes toward issues, (3) Discussion and Defense as to logically present viewpoints and discuss them, and (4) Synthesis and Conclusion. Students were challenged to express their arguments regarding adverting they have exposed to and seek appropriate solutions to the problems. Students' scientific reasoning process to analyse advertising as knowledge literacy also reflects their problem-solving skills. The results showed that students could express their opinions in logical thinking process by starting from 1) identifying issues, 2) clarifying viewpoints on adverting, 3) discussing and defensing, and 4) synthesizing and concluding. Therefore, using advertising as literature to induce students can significantly develop their scientific reasoning skills . This study also presents practical implications to enhance students' scientific reasoning through learning activities of literary advertising.

This study aimed to examine Grade 11 students' existing ideas of the engineering design process on the problem based on fluid and Bernoulli's principle unit through predict-observe-explain (POE). To promote high school students' engineering literacy. Participants included 36 Grade 11 students who were studying in Khon Kaen University Demonstration Secondary School (suksasart), organized into 7 groups. Methodology regarded interpretive paradigm. The Hynes et.al. (2011) framework of the engineering design process (EDP) was applied as the reference of students' existing ideas of the engineering design process (EDP) consists of 9 steps including 1) identify need or problem, 2) research need or problem, 3) develop possible solutions, 4) select the best possible solution, 5) construct a prototype, 6) test and evaluate solution, 7) communicate the solution, 8) redesign and 9) completion decision. The question to start with "how the airplane can fly in the air" was the main problem, provided students to design possible solutions. The findings indicated that students cooperative learning to apply Bernoulli's principles to solve the problem was interpreted to clarify students' existing ideas of the engineering design process. The paper may have implications for STEM education teaching and learning.

The purpose of this study is to develop chemistry learning activities using three levels of chemical representations for enhancing upper secondary students' organic chemistry concepts. The three levels of chemical representations are an important framework in chemistry education. Many students held misconceptions in organic chemistry because of students' incapability to connect among the three levels of chemical representations. Development chemistry learning activities using three levels of chemical representations started by analyzing the applications of such a framework in organic chemistry lessons. The teaching strategy would follow the Life-Observation-Notation or LON approach. Chemistry learning activities were developed and received a quality examination by three experts who have experience in teaching chemistry to assess the content validity that arranged the chemistry learning activities according to the content. There are many teaching strategies used in these learning activities, such as concept map, demonstration, analogy, and hands on activities were developed. The learning activities provide abilities to relating the phenomena at a macroscopic level to a microscopic and symbolic level. The learning activities are expected to develop students' understanding of chemical phenomena and organic chemistry concepts.

The objectives of this study were designing a set of "Toy car" learning activity on the basis of STEM education and improved set of STEM activity. Development of a set of STEM activities was executed according to the engineering process. From the experiment and studied relate theory, the results were manual for teaching and student activity training. It was analysed Index of Objective Congruence (IOC) results found that STEM learning activity package was correct in content, learning activities and suitable for the purpose. The activity was tested by used to learning management with grade 5 and 6's students in CMRU demonstration school. It found that the students' satisfaction level toward STEM process was at a "good" level. It has value of 4.11 + 0.71 The STEM activity was improving to STEAM. It was presented in teacher training and found that the participants ' satisfaction level toward STEAM process was at a "good" level. It has value of 3.98 ± 0.54 Participants, 89.60 % were confident that arts can be integral with science mathematics and this activity can be used to improve 21^st century learning skills.

This study was conducted to develop a STEM board game on waves for Grade 7 students. The board game underwent the following stages of development: preparatory stage, game development, and expert's assessment and validation. The study employed quantitative and qualitative research designs. After conducting two sets of pilot testing, data revealed that the categories to assess the board game were all rated excellent. Though there were suggestions for improvement, the developed board game was interesting and considered as a useful tool in demonstrating the concepts of waves and promoting STEM learning.

This study aimed to develop a STEM board game Electriciladders for Grade 8 students under the K-12 Curriculum. The development was done through the different stages, namely: the selection stage, designing stage, assessment stage, and the enhancement stage. The developed rubric that was used to gather numerical data was validated by the experts. A sheet for comments and suggestions was also validated to gather the qualitative data. The board game was rated in terms of its creativity, rules and mechanics, accuracy of content, and knowledge as excellent. The assessment on the designed board game was the basis for its enhancement. Based on the ratings, the board game is an excellent tool to demonstrate the concepts of electricity. The developed board game can be a tool for an effective STEM learning.

This study aimed to develop and investigate the efficiency of the DIY Standing Wave apparatus for STEM demonstration and laboratory in Grade 7 for the topic transverse waves under the K-12 curriculum. The efficiency of the apparatus was determined through successive experiments and the percentage error was compared to the Mechanical Wave Vibrator of the College of Science and Mathematics, MSU-IIT. The assessment on the DIY Standing Wave apparatus manual was the basis for the modification of the DIY Standing Wave apparatus and revision of the manual. Results revealed that there was no significant difference in the percentage error between the DIY Standing Wave apparatus and Mechanical Wave Vibrator. The DIY Standing Wave apparatus and the Mechanical Wave Vibrator had an average percentage error of less than ten percent, so the DIY Standing Wave apparatus was also efficient. The manual for the DIY Standing Wave Apparatus can guide teachers on what materials are needed and how to fabricate the apparatus. The manual was appropriate for the DIY Standing Wave apparatus and was intended for the in-service Physics teachers. The apparatus can be a tool for an effective STEM learning.

This study was conducted to develop a supplementary material on the modes of heat transfer for promoting STEM learning among grade 7 students. The supplementary material went through the following stages of development: identification of the topic, draft, evaluation by the thesis adviser and panel members, revision, final evaluation by the in-service teachers and preservice teachers, test for readability, and final revision. The developed supplementary material was found suited for the Grade 7 students by the use of the McLaughlin SMOG formula for the readability. Hence, the supplementary material is highly commendable as an instructional material and it can be a tool for promoting an effective STEM learning.

A hurdle to effective science education in schools is often the lack of teaching materials. Teaching science education in the 21^st century requires direct visualization and manipulation with effective use and implementation for meaningful learning to occur, thus, unleashing students' potential towards the lesson, boosting their engagement in learning, and applying the knowledge into skills. This study was carried out to develop a do-it-yourself gel electrophoresis apparatus. This study was conducted in Cebu Normal University, Philippines with nineteen (19) teachers from the Methods of Teaching Science and Instructional Trends and Issues Class who evaluated the apparatus in terms of usability and functionality. The respondents tested the Gel Electrophoresis apparatus by conducting the experiment and they evaluated the apparatus' functionality and usability by using an evaluation sheet which is composed of eleven (11) usability questions, four (4) functionality questions. Suggestions were also asked to improve the said apparatus. After gathering data, the suggestions made by the respondents were incorporated which resulted to the improved D.I.Y. Gel Electrophoresis Apparatus. A manual with the procedures was also designed to further guide students and teachers on how to build the apparatus. With the findings and results obtained in the study, the respondents recommended the usage of the developed do-it-yourself gel electrophoresis apparatus in their respective classes and agreed that it is a good source of learning the concept of gel electrophoresis as a 21^st century biological technique. The apparatus was easy to set-up and is of low-cost. During experimentation, the apparatus yielded with a positive result – the separation of food dyes which follows the principle of gel electrophoresis. Moreover, the experiment encourages creativity and it helps with the understanding of the nature of DNA and the concept of gel electrophoresis as a 21^st century biological skills.

In this research, we integrated inquiry-based learning and the 7E model lesson planning to STEM education and used the approach called Inquiry-based STEM learning (iSTEM) in order to engage students to be active participants in the teaching-learning process. The main goal of this study is geared towards the development of a 7E model inquiry-based STEM (iSTEM) lesson specifically on the parts and functions of the digestive system for grade 8 learners. The 7E model inquiry-based STEM (iSTEM) lesson was developed through the following stages: a. Selection of topic b. Identification of learning objectives c.designing of activity d. Assessment by the panel of experts e. revision f. pilot testing g. final revision h. ready to use 7E model inquiry-based (iSTEM) digestive system lesson. It was rated excellent by the panel of experts that was comprised of in-service science teachers. The performance of the students during the pilot testing (explore phase) was also excellent and 100% of them reached the passing standard. This implies that the developed 7E model inquiry-based STEM (iSTEM) digestive system lesson has a positive effect on the performance of the students and is ensured to have the features that can improve the teaching-learning process.

Seeing STEM education in a new light that seeks in helping learners use the local environment as a vehicle for developing understanding on various environmental issues. Providing adequate STEM and environmental education will make everyone appreciate their relationship with the environment which lead to environmental awareness and in developing a sustainable future. This study aimed to develop a local-based lesson on environmental education. Local-Based Lesson on Environmental Education was developed for integration to science lessons among grade 8 learners and was designed in a meaningful way that the integration process would just blend smoothly. STEM education strategies are utilized and applied by the learners in performing the activity embedded in the developed local-based environmental lesson. Through this, it developed the learners' capacity in bringing their role as solution makers towards the pressing environmental issues in their local community. Using STEM strategies the learners have shown positive response to the developed lessons and were able to provide and design possible solutions in addressing local environmental isues. This implies that the application of STEM strategy in learners' activity have developed the learners creative ideas in addressing environmental issues in their own community and improved their STEM knowledge and skills.

This study is an assessment and utilization of improvised warning device in developing students' preparedness on disaster risk management. The study aimed to examine the performance of the respondents through learning activities. The improvised warning device was fully functional as rated by the experts. A sample of 36 Grade 8 students with 15 male and 21 females was used in this study. Working in teams, students make decision and share information about typhoon behavior and preparedness for disaster risk management. Results showed that the students developed their preparedness on disaster risk management, analysed behaviour of typhoons and potential risk and understand weather pattern. Thus, students learned to measure rainfall using the improvised warning device. Students also have learned the use of the device as all groups had shown exemplary performance. The students perceived that the activities made them become knowledgeable of disaster risk management. Based on the results of the study, the researcher recommends utilizing the improvised warning device in laboratory activity in teaching Typhoon: Awareness and Preparation

The main objective of this study was to develop a DIY Physics equipment, brushless generator, to be used in demonstrating the concepts of electromagnetism. This study employed quantitative and qualitative methods in analyzing and interpreting data. The equipment and its illustrative paper were designed by the researchers. Rating sheets were used to assess the workability of the equipment and illustrative paper. Enhancements were made by the researchers to improve the workability of the equipment as well as the illustrative paper. The pre-service and in-service Physics teachers assessed the DIY Physics equipment as workable. The illustrative paper was appropriate to the in-service Physics teachers and DIY Physics equipment.

The objectives of this research was to develop the learning management process for enhancing the Secondary School Students' Mathematical Thinking Ability. There were 3 steps of development including: 1) the synthesis of related research literature, 2) the outlining of learning management process, and 3) the evaluation in Propriety of learning process by 5 experts in Mathematical Learning Management and Evaluation through Focus Group Discussion and usage of Evaluation Form in Propriety of Learning Management including 5 steps: 1) the experience association, 2) the association of knowledge construction, 3) the problem consideration, 4) the sharing, and 5) the learning reflection and evaluation of Propriety in learning management process, found that Propriety of the learning management process for enhancing the Secondary School Students' Mathematical Thinking Ability, was in "The Highest" level.

This study focuses on teacher development through the continually action workshop of technology-enhanced integration STEM framework. The primary goal was the ambition to integrate active learning activity into national teacher training for gifted classrooms, which is provided by The Institution for the Promoting of Teaching Science and Technology—with teaching practice, aligned with professional development on teacher's understanding of STEM activity. The study aims to identify how teachers develop their understanding of Raiwa-STEM activity, which is shown in their lesson plans. Therefore, the study focused on developing 900 in-service teachers who were science, mathematics and computer teachers that participated in this national teacher training. Data sources throughout the research project consisted of Lesson Plan Assessment, Semi-structure interviews, and document analysis. Interpretive framework was used to analyze the data. Research findings indicate that these research participants who were the teachers work closely with gifted students that have developed their understanding on the Raiwa-STEM activity. Collaboration work among teachers from different subjects encourages them to understand how the STEM activity looks like and how it transfers into an active classroom. After the teachers have experienced with Raiwa activities, they were assigned to develop their classroom implementations which were shown in their Raiwa-STEM lesson plans. From data analysis the teachers can design a connecting STEM lesson into student's daily life, and create evaluation and assessment of the STEM classroom. The development of teachers' understanding and practice is presented in their lesson plans that are produced during training. 75.90 % of the total STEM Lesson plans are of a good level. Moreover, the study also indicates the importance of co-working among teachers from different expertise areas in sub activities preparation that can build interdisciplinary connection of STEM concepts. Raiwa is an example of interdisciplinary instruction which can provide stud ents the use of technology-integrated knowledge and the potential of STEM-focused education to provide all students with the opportunities of STEM experience.

The purposes of this research were 1) to develop the teaching model based on Educational Neuroscience Approaches to enhance the mathematics achievement, and 2) to compare the mathematics achievements between the experimental group and the control group. The methodology of this study was the research and development consisting of three phases as follows; Phase I Synthesis a Prototype, Phase II Developing a Prototype, Phase III Testing a Prototype. Th e results of this study revealed that 1) the syntax of the teaching model including Convince, Construct, Connect, and Conversant or 4Con Teaching Model, 2) the mathematics achievement mean score of the teaching model was better than the 5E model's. The findings contributed significantly to current knowledge on the effectiveness of the teaching model based on Educational Neuroscience Approaches to enhance student learning outcomes in terms of mathematics achievement.

This paper examines the use of engineering notebooks to foster 5^th grade Thai student engagement and the learning of engineering practices in STEM education. This study examines how students? engineering notebooks support student work during design challenges. Through educational ethnography and discourse analysis, transcripts of student talk and action were created and coded around the uses of engineering notebooks at three Thai elementary schools in Bangkok, Thailand. Our coding process identified two broad categories of roles for the notebooks: scaffold student activity and support practices of engineering design. The study showed the importance of prompts was to engage students in communicating, writing, drawing, and redesigning in the small group by having an engineering notebook as a tool to support their learning.

Recently, there is increasingly providing STEM learning activities in school setting. This paper aimed to clarify the developing STS electric and electric power unit for design based STEM activities. STEM education learning activities need to be developed through design based learning activities. The STS electric and electric power unit, therefore, was developed regarding on STS approach and structuring students' ideas of designing for problem solving by providing the steps of engineering process design. The paper, then, clarify the details of STS electric and electric power unit. The unit will bring the social issues to the classroom in order to engage students' identify the problem for solving. Then, the unit will suggest the engineering process design to students in order to scaffold students to design for developing the prototypes for solutions. This paper may have implication for providing design based STEM activities.

The paper clarified the developing lesson plan of fertilizer dilemma story for integrated knowledge practicing through lesson study. Through the PD program using lesson study, the theoretical framework of dilemma story was adopted to reference of the developing lesson plan. Methodology regarded paradigm. Participants included primary school teachers as team teachers, supervisors, expertise university lecturer, and school director. The primary school teachers as team teachers include a science teacher, a mathematics teacher, a technology teacher, and an art teacher in Nongsonghong district, Khon Kaen, Thailand. The developing lesson plan of fertilizer dilemma story for integrated knowledge practicing through lesson study will be interpreted through document analysis and participant observation. The innovation lesson plan of fertilizer dilemma story for integrated knowledge practicing could be summarized through the outcomes of lesson study design – plan, see, and reflect. The results provided the overview of the lesson plan of fertilizer dilemma story for integrated knowledge practicing that could be viewed through the structuring questions for ethical dilemma fertilizer story and example of dilemma story chemical fertilizer. This study may have implications for development program for integrate the curriculum in Thailand.

The paper will clarify STEM education learning activity of designing biogas from animal's dung. This activity was developed based on Sutaphan and Yuenyong [13] the context-based STEM education learning approach. The activity will start from identification of social issue of biogas that comes from animal dung and how to design biogas from animal's dung. The possible solution will be introduced to the students to enhance them to develop the prototypes. Then, the lesson plan will provide activities regarding on the 7 stages of Sutaphan and Yuenyong [13] the context-based STEM education in order to scaffold students to practice knowledge for designing prototypes or products through engineer design process. The lesson plan will provide students to develop and use their integration of knowledge through biogas producing activity. For examples, physics (density of gases that lighter than air), biology (type of animal's dung that fit and efficient for biogas), chemistry (composition of gas and dung), technology (design a tank that collect biogas from animal's dung), engineering (how to make a gas separated by animal's dung and flow it to the kitchen), mathematics (calculate the range of tank, pipe, and location to place the dung), financial issue (how to make an efficient biogas with a cheap cost). This paper may have implications for designing STEM education learning activities and adding value of local raw materials by using STEM education.

The paper will clarify STEM education learning activity of making simple tool to produce analong rice. The developed lesson plan is developed as collaboration among Physics, Chemistry and Biology teachers to address the issue on rice issue. The STEM education learning activity will be developed based on Sutaphan and Yuenyong [11] the context-based STEM education learning approach. The activity will start from identification of social issue of consumption of rice. The issue will engage students to develop projects for solutions. Consuming rice can trigger several types of diseases. Display the disease that will be suffered because of excessive consumption of rice. Starting from that thought, it would be very suitable if STEM was applied in the development of ideas related to making simple tools to produce analog rice. Through the context-based STEM education learning approach, students may motivate students to apply knowledge about physics, chemistry, and biology in order to design some technology prototypes or products through engineer design process. To design a tool for making simple analog rice, students may apply the principle of thermodynamics, classifying the nutritional content of the ingredients, and mixing the ingredients in terms of the tools. This paper may have implications for designing STEM education learning activities.

The paper will clarify the learning activities of eco-friendly fashion STEM education lesson plan. The activities were designed based on Sutaphan and [11] context based STEM education learning approach. This learning activities aim to foster student think profoundly in investigating the current new challenge (control the growth of the wasted clothes using an eco-friendly fashion system) in the society using STEM approach and the sandpit research or project as the model. The paper will discuss how to provide students chance to applying STEM knowledge through these activities.

The paper will clarify STEM education learning activity of the designing Moringa leaf tea. The STEM education learning activity will be developed based on Sutaphan and Yuenyong [17] the context-based STEM education learning approach. The activity will start from identification of social issue of designing the tea from the Moringa leaf that Indonesian people usually eat Moringa leaves as a vegetable. The issue of making a tea from moringa leaf could motivate students to design not only moringa tea but also various favor of teas, label or packaging. Then, the lesson plan will provide activities regarding on the 7 stages of Sutaphan and Yuenyong [17] the context-based STEM education in order to scaffold students to practice knowledge for designing some technology prototypes or products through engineer design process. For making something related to moringa tea, the lesson plan will provide students chance to practice integration of knowledge. These knowledges include chemistry (e.g. temperature, oxidation, basic measurement skills), Physics (e.g. heat transfer, energy), mathematics (e.g. the ratio of the ingredients, measurement skills, conversion of units), arts (e.g. creative packaging and presentation of their Moringa Leaf Tea and the flavor variant), and so on. This paper may have implications for designing STEM education learning activities.

The paper will clarify STEM education learning activity of the designing of the manufacturing fish drying. The STEM education learning activity was developed based on Sutaphan and Yuenyong [17] the context-based STEM education learning approach. The activity will start from context of Indonesian favourite dry fish. Then, the issue of manufacturing the drying fish will be raised in order to motivate students to practice knowledge for designing the fish dryers and process of fish drying. Through their designing, the lesson plan will provide students chance to practice integration of knowledge. These knowledge include nutrients in dry fish, fish species, measuring sizes of fish, energy sources, chemistry in preparing fish for drying, capitals analysis, marketing functions (e.g. buying and selling, pricing, grading, weighing, storage, transportation, financing and market information). And, students could learn to practice not only STEM knowledge and skills but also entrepreneurship education. This paper may have implications for designing STEM education learning activities.

The paper will clarify STEM education learning activity of designing the simple the water pressure booster pump. The STEM education learning activity will be developed based on Sutaphan and Yuenyong [12] the context-based STEM education learning approach. The activity will start from identification of social issue of the drought often occurs during the dry season in various regions in Indonesia. The possible solution as the designing simple water pump will be introduced to the students to enhance them to develop the prototypes. Then, the lesson plan will provide activities regarding on the 7 stages of Sutaphan and Yuenyong [12] the context-based STEM education in order to scaffold students to practice knowledge for designing some technology prototypes or products through engineer design process. For making the simple water pressure booster pump, the lesson plan will provide students chance to practice integration of knowledge. That knowledge includes physics (e.g. basic measurement skills, object motion, dynamic fluid, gravitational force, energy, etc.), math (e.g. measurement, unit conversion), art (e.g. an impressive form of water pressure booster pump), and economy (e.g. save money and be able to use natural resources). This paper may have implications for designing STEM education learning activities.

The paper will clarify the STEM learning activity by tempeh making process, which provides through Sutaphan and Yuenyong context-based STEM education learning approach. This approach consists of 7 stages including (1) Identification of social issues, (2) Identification of potential solution, (3) Need for knowledge, (4) Decision-making, (5) Development of prototype or product, (6) Test and evaluation of the solution, and (7) Socialization and completion decision stage. The Learning Activity will bring students to practice integrated knowledge among chemistry, mathematics, biology, and economics to design their products. The activity may have implications for developing STEM learning activity in schools.

As STEM education has many strengths, it has been studied applied by numerous educational institutions around the world. Recently, STEM education has been paid more attention in Vietnam, but the design and organization of teaching STEM topics are still inconsistent, causing difficulties for teachers while teaching. The engineering design process (EDP) is a decision-making process, often repetitive, in which basic scientific, mathematical and technical concepts are applied to develop optimal solutions to meet the goals targeted. Among the basic elements of EDP are the development of objectives and criteria, synthesis, analysis, formulation, testing and evaluation. Teachers can easily apply EDP in classroom projects or activities, and it can also provide a way to develop new curricula. Applying EDP helps teachers improve their students' problem-solving ability as well as introduce students to technical fields. With these characteristics, EDP can be applied in STEM education. Therefore, this study proposes the use of EDP in teaching STEM topics in Vietnam. The experiment was conducted at the Viet Bac High School - Thai Nguyen Province with the subject "Wind Energy Engineers" in teaching Physics for Grade 10th. By evaluating the performance of students' tasks, consulting experts' opinions on the teaching process that had been designed, and the initial results show that it is possible to use the engineering design process in STEM education in high schools.

STEM-oriented education is one of the inevitable trends of world education in order to improve the quality of human resources in the 4.0 industrial era. In this orientation, learners have many opportunities to apply their knowledge into practice, know how to apply and synthesize knowledge of science, technology, technology and mathematics to create products on demand within their ability. Currently, STEM education in Vietnam has gradually been applied to a number of subjects at all educational levels. Science curriculum in elementary schools has very suitable content in STEM orientation. In this study, we conduct a research on theoretical basis and design teaching process for some contents under the topic "Material and energy" in the science program of grade 5 oriented to STEM education which contributes to the improvement of teaching science subjects at elementary schools.

In this study, we investigated the STEM-oriented activities have been applied in Chu Van An secondary school, Thai Nguyen province, Vietnam which aimed to improve the student's performance. By conducting the appropriate approaches, student can improve their self-awareness, scientific thinking and actively participate in learning activities. Several students have awarded high prizes at city and provincial science and technology competitions. This study aims to show a STEM-oriented implementation model at secondary school which might apply in different contexts.

STEM is an educational model which is being concerned by countries around the world and Vietnam. With the goal of developing career capacities and orientations for students, STEM education model helps connect schools, communities, workplaces and global organizations by learning through action. Students experience and apply the integrated knowledge in the areas of Science, Technology, Engineering and Maths to solve practical problems and create products. The nature of STEM education is collaborative teaching. Collaboration in STEM teaching is expressed in the content of the subject, in the learning activities, in the learners and in the cooperative learning results in the education model. STEM is the development of professional-oriented competencies for students.

In the new general school curriculum, the Natural Science subject is taught in an integrated way according to the STEM-oriented education. However, it is not simple to build a topic of teaching Natural Science subject towards STEM standards. In this context, Hacking STEM is one of the ideal solutions to solve the aforementioned problem. The paper focuses on analyzing what Hacking STEM is, the advantages and disadvantages of Microsoft Hacking STEM when applied in Vietnam, the process of using Microsoft Hacking STEM projects, analyzing a specific project, the relationship between these projects with the Natural Science subject in the new general school curriculum and with the subjects of Natural Sciences being taught in the current period.

STEM is a new educational model in the world which integrated many subjects and skills helping students to develop and integrate well in their lives. STEM education is basically understood to equip students with the necessary knowledge and skills related to the fields of science, technology, engineering and mathematics. Experiential learning activities for students in directions of STEM education help students combine the scientific and mathematical knowledge to solve the practical problems. In Experiential learning activities, students based on combining the knowledge of various education fields and skills to apply in reality and participate in the service activities for communities under the guidance and organization of their teachers. This paper focuses on the designing of experiential learning activities to develop the core skills of primary students with some main contents such as: overview of STEM education, experiential learning activities and experiential learning activities for students in directions of STEM education; designing the experiential learning activities in direction of STEM education at primary schools; for example about the experiential activities in direction of STEM education at primary schools,...

The paper presents teachers' STEM education skills as well as teachers' and students' awareness of STEM education at primary schools. The research has concentrated on investigating potentials of STEM education and integration approach in teaching mathematics at primary schools. We also designed and organized "Saving Pig" STEM activities that integrated knowledge of mathematics, sciences, technology and other social science subjects. The research results have shown that STEM approach is appropriated for primary education. Our teaching strategies have also made a contribution to develop teachers' STEM education skills and raised students' interest for learning.

In this work, we study and manufacture a number of mini generator models: "thermoelectric machines, hydropower plants and wind power generators" from easy-to-use, environmentally friendly materials. For each model, we provide structure diagrams, operational principles and propose orientations to use generator models in the organization of experience activities, in project teaching, as well as in STEM teaching. in high school.

STEM experience-based learning from practical problems will develop students' skills and arouse their passions for exploring and learning the world. The theoretical research method was used to determine the relationship between experience-based learning and STEM education. Pedagogical experiments on STEM experientical learning activities with the topic "Making bio-products for environmental protection" in high schools are related to students' awareness and skills of practical problem-solving, introduced through the plan to organizing STEM experientical learning activities; The survey method is used to produce results about students' attitudes and behaviors against positive and negative actions with environment. The paper may have implications for developing organizing experience - based learning activities in STEM education.

The paper will clarify STEM learning activities using team teaching approach by the Physics, Chemistry, and Biology through Sutaphan nad Yuenyong [11] context based STEM education learning approach. The activity will be started by identification of social issues that science teacher raises the social issue about the tea production process in Tan Cuong, Thai Nguyen, Vietnam. The context may engage students to learn concept on heat transfer, chemical composition, ecosystem, and so on in order to practice among concepts in science, technology, engineering and mathematics. The decision making stage, lets the students decide on how they are going to make the required prototype for Physics, Chemistry and Biology aspect as possible solutions to the problem. The development of prototype or product stage, students are given enough time to create the Tea dryer machine, fertilizers or system of growing the tea plant, short flim for advertising the Tan Cuong tea village STEM education tourist place. Test and evaluation of the solution stage, students will apply their knowledge related to their prototype or product for test and evaluation of the solution. The socialization and completion decision stage, the students? will have an exhibit of their output. The paper will discuss how to provide students chance to applying STEM knowledge through these activities.

The paper aimed to clarify the innovative lesson study learning activities of "how many and how many". The activities provided concept of mathematical addition which were developed through open approach. The development of initiative the innovative lesson study learning activities on mathematical addition was processed based on Lesson Study. Methodology regarded interpretive paradigm. The understanding of innovative learning activities was developed through the activity of lesson study. The tools of interpretation included participant observation, reflection of lesson study teachers, and developing lesson plan document. Through this process, the learning activities could be clarified in this paper. The highlight of learning of activities included 1) making 5 and 6 from the Opaque and translucent double slit box (OTD box), 2) making 7 from playing 2 dices for 7 times, and 3) Making ten from the two slits box. The paper will discuss more about these three activities. These activities may have implications to mathematical teaching through open approach for primary school students.

Learning in the 21^st century is a learning that focuses on developing higher-order thinking skills and integrating sciences into a daily life. Therefore, teachers have an essential role in designing learning activities in order to encourage learners to improve problem-solving, creativities and collaborative skills. STEM education is a curriculum based on the idea of educating students in four specific disciplines including science, technology, engineering, and mathematics. These disciplines were integrated into a daily life through an engineering design process consists of 6 steps as follows: (1) Problem Identification, (2) Related Information Search, (3) Solution Design, (4) Planning and Development, (5) Testing, Evaluation and Design Improvement, and (6) Presentation. This paper is a presents teachers' learning activities design through workshops including lecturing, Bionic hand, Floating Restaurant and hand-on activities which are developed based on STEM education to promote as a professional teacher and to respond the learning in the 21^st century.

The objectives of this research are 1) to develop the training course to promote learning activities skill based on the STEM education concept for elementary school teacher 2) to evaluation of training course effectiveness from teacher's understanding about learning activities with STEM education and teacher's skill on learning activity management with STEM education, including of student's skill on scientific process skills and the ability to use technology. The research method consisted of 4 steps. The step 1 was the developing framework of problems and needs in training course on learning activities with STEM education. Step 2 was the development of the draft training course and quality evaluation of training course. Step 3 was the evaluation of training course effectiveness. Step 4 was the training course improvement and development. The results of the research are as follows: the training course to promote learning activities skill based on the STEM education concept for elementary school teacher consisted of 1) principles 2) objectives 3) learning content 4) the 6 steps training activities were planning, acting, exchange of learning, idea reflection, evaluation and data feedback 5) required materials 6) training assessment. The training course effectiveness was found that the training course had an effectiveness on 1) the teacher's understanding about learning activities with STEM education after passed the training course was higher than before attend training 2) a teacher's skill on learning activity management with STEM education was at a high level 3) the students had skills on scientific process higher than defined criteria and 4) the students had a good ability to use technology.

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.

Teaching and learning in science class of Thailand focused on the teaching integrated approaches to STEM education. To enhance students to participate in doing an activity and learning in class in order to provide the students to more understand about the scientific contents. Therefore, the aim of this study was to investigate pre-service teachers' teaching active learning to be STEM education. In this studied, there were two pre-service teachers to be case studies, PST-A and PST-B. The data were collected by investigation lesson plans, classroom observation and interview. Then, the data were analyzed by grouping word by using the criteria of characteristics of active learning from Bonwell & Eison [3] and interpretation. The results found that PST-A and PST-B teaching corresponding to characteristics of active learning. The teaching activities of all of them were the feature of teaching activity in STEM education were; 1) students were development skills and engaged in doing activities such as practicing, observing, discussion, collaboration and calculation, this teaching and learning prompted students learn science by using science and mathematics in STEM, 2) students' learning was using simulation and video teaching about solar cell, this teaching and learning prompted students learn science by using technology in STEM, and 3) students are involved with higher order thinking and their attitudes such as analysis, design and creating, this teaching and learning prompted students learn science by using engineering in STEM. From the results shown that when pre-service teachers teach students with active learning in class could prompt students' learning to be STEM education.

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.

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.

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.

The Vietnam's new general education curriculum is transferring from content orientation to students' capacity and quality development orientation. STEM (is acronym words of Science, Technology, Engineering, and Mathematics) education contributes to the development of 21^st century skills of students. In order to successfully implement STEM education, in addition to leaders, managers and programmers, teachers have an important role in directly building and organizing STEM education. And pre-service teachers need to be trained to deal with complexities of education. The purpose of this research is to assess the pre-service chemistry teachers? existing STEM teaching capacity in Vietnam. Research method was survey through a set of unstructured and structured questions, and participants of this research are 57 pre-service chemistry teachers (who are 3^rd and 4^th grade learners of 5 Universities of Education representing all three regions of Vietnam). Content analysis was used to analyze the data from unstructured questions while the data from structured questions were transformed into frequency, percentage and descriptive statistic analyze. The findings indicated that most of participants have conceptualized the aspects of STEM in accordance with a number of researches in the world. However, they were less capable in designing their teaching STEM and performing teaching STEM in the classroom, beside assessment abilities were not good and lack diversity. They also suggested that there should be a specific guide material on how to design and conduct STEM teaching. Therefore, the study also suggested measures to develop STEM teaching competences for pre - service chemistry teachers in Vietnam: 1) redesign the teacher training program to include STEM educational modules, 2) provide STEM teaching instruction modules from STEM fields in Chemistry, and 3) combine Blended Learning approach to enhance their ICT ability.

Integrated teaching is one of the main orientations in changing the general education curriculum at secondary schools in Vietnam. STEM education which is responsible for providing skills for the 21th century students, is also a abilities to meet the demand of the modern society. Add, STEM education is tasked with early detection, stimulating interest and educating the younger generation in competencies in the fields of mathematics, sciences, engineering, technology and informatics in order to prepare human resources to meet the requirements of socio-economic development. However, in the reality, STEM intergrated teaching competence of the natural science teaching staffs at secondary school are a worrying problem. The writing mentions to the status of STEM intergrated teaching competence of natural science teachers in secondary schools at Central Coast and Central Highlands regions of Vietnam and solution of their teaching competence improvement.

Nowadays, the development of information technology in the context of industrial revolution 4.0 has quickly transformed Vietnamese education in general and arts education in particular. Moreover, the process of globalization raises many forms of non-traditional education. E-learning is one of the non-traditional education form that has the ability to bring knowledge across space, time and borders to all over the world. In the context of the industrial revolution 4.0, e-learning is also constantly developing to meet the practical society needs. The paper not only shows e-lecturer roles but also discusses e-learning development in art teaching by applying web-3D technology and augmented reality in innovating art teaching and learning methods in Vietnam. The paper uses interdisciplinary approaching method such as: education, arts, science and technology... Thereby, the article is going to propose solutions to improve the effectiveness of art teaching in Vietnam by implementation e-learning using web-3D and augmented reality in Vietnamese universities.

The purpose of this study was to develop a computer assisted instruction about problem solving with equations to enhance critical thinking skills of the fifth grade students. Two phases were undertaken in the study. The first phase aimed to develop and monitor the quality of the CAI in which five experts on design and CAI were the main group to evaluate it. The second was to test and evaluate the CAI in which 30 fifth grade students within Bankotabaru School in Yala province were the main participants. The data collected within the first academic term of 2017 in Thailand were analysed using descriptive statistics, such as percentages, means, standard deviations, and t-test.

The results were that the CAI aiming to enhance critical thinking skills of the students were divided into 3 parts; 1) an introduction; 2) teaching processes; and 3) an evaluation. There was a higher percentage of critical thinking skills of the participants in association with before and after the use of the CAI at 52.18 and 80.41 with the difference value of 28.23 and the statistical significance of 0.05 level.

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)

The purpose of this study is to determine the effect of the utilization of an ICT-integrated STEM lessons on biodiversity for grade 8 learners. The study used the quasi-experimental design. There were eighty (80) participants that were match sampled in terms of their average grades in Grade 8. The experimental group which composed of forty (40) participants were exposed to the developed technology based instructional material (TBIM) while another forty (40) participants were exposed to the traditional method of teaching (TMOT). Both the control group (TMOT) and the experimental group (TBIM) pretest scores lies to the Beginning (B) level of understanding. In the post-test, the experimental group scores results to Advance (A) level of understanding while the control group has a Proficient (P) level of understanding. The p-value of the control group, 0.019, is closer to the boundary (0.05) while the p-value of the experimental group, 0.000, was very far from it. This infers that the experimental group had recorded a higher difference than the control group. Thus, the utilization of an ICT-integrated STEM lessons on biodiversity for grade 8 learners were found to be effective in enhancing conceptual knowledge of the participants.

Industry 4.0 offers new opportunities in teaching and learning with the emergence of new ideas and technology. Face-to-face instruction becomes an obsolete method and does not cater to the needs of millennial learners. Distance learning is not widely adopted by schools in third world countries. Thus, school policies, facilities, and teacher is not yet ready to adapt full online learning instruction. However, Blended learning mediates the transition of face-to-face and online learning approach. This study examines the 180 senior high school students in Science, Technology, Engineering and Mathematics Strand on their perception on the use of eLearning tools and the impact of blended learning on their learning process. This study used the descriptive correlational design using a questionnaire in gathering data. Results show that respondents preferred the blended learning approach for its flexibility in accessing content online and highly adept in using digital devices. The use of eLearning tools is highly engaging and efficient; however, blended learning model has a moderate impact on students' performance in doing activities online.

The 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.

The paper clarified the development of the analytic geometry flipped classroom teaching model through Google Classroom. The model of teaching was developed based on the significant definition of flipped classroom that reverses the traditional teaching method. The flipped classroom was known as the active learning that provided lecture before the classroom via video recorded or online and then face-to-face teacher guiding for practicing, doing projects, or problem solving in classroom. The flipped classroom, therefore, probably allow students to learn productively active learning about mathematics (e.g. analytic geometry) with teacher in classroom. And, the open online instructional platform Google Classroom could be used by all teachers to provide the online lecture before practicing, doing projects, or problem solving in classroom. The paper clarified the development of the analytic geometry flipped classroom teaching model through Google Classroom regarding on 5 strategies of effective flipped classroom including plan, introduce concepts in class, use math apps, video, and student teaching. Then, the paper explained more details of the analytic geometry flipped classroom learning activities. The paper may have implications for developing mathematics active learning via the flipped classroom.

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.

The developing science learning activities using online gamification is a method of teachers instructional to students for effectiveness learning. This become a documentary study and interview with the key informant of science teachers to collection data for analyzed factors and learning strategies. Five key factors included gamification, collaborative learning, scaffolding learning, assessment, and learning resources. And, learning strategies of 5th steps include activation, arrangement, adventure, approval, and assertion.

The objective of research aimed to 1) developing of DAISY-WIBORD audio books program on Text-to-Speech Synthesis Technology: TTS for visually impaired students 2) comparing the learning outcomes between the DAISY-WIBORD audio book program and normal method of social studies subject for visually impaired students Grade 4 of the Bangkok Blind School 3) studying the satisfaction of visually impaired students Grade 4 of the Bangkok Blind School to use DAISY-WIBORD audio books. The participants were separated 2 classrooms of 30 tenth genders in each group consisted of 15 students from Bangkok Blind School' grade 4. The students were randomly assigned to a classroom as a control group and experimental group. The students were randomly assigned to a classroom as a control group and experimental group. The research instruments are 1) quality evaluation DAISY-WIBORD audio books program 2) the learning achievement 3) student's questionnaire satisfaction with DAISY-WIBORD audio books program. Statistics in this research used statistics for data analysis consisted of average value, Standard Deviation (S.D.), and t-test dependent. The result reveals that the development of TTS on DAISY-WIBORD audio books for the visually impaired is divided into 5 modules. The examination of the developed DAISY-WIBORD audio books was conducted by the researcher following the procedures with the test result. 1) The finding test of reading errors indicated that an average is 97.47% has the accuracy of reading Thai words from testing three times, on other sides 2.53% of the errors were caused by misprints and abbreviations. Moreover, the test of reading errors revealed that an average of 97.55% has accuracy of reading English words from testing three times and approximately 2.45% of the errors were caused by misprints. 2) Audio book creating speed tests displayed that the average time is approximately 1.50 milliseconds in Thai words and approximately 1.43 milliseconds in English words. 3) The comparing test of domestic and foreign audiobooks with DAISY-WIBORD audio book program showed that the program has used foreign synthesis technology, the sound created by the computer has many TTS sounds that is a new technology with a more natural and clear tone, keeping in html format as easily to find any part of a book, searching for particular words, and using with all versions of Windows. The comparing between the DAISY-WIBORD audio book program and normal method of social studies subject for visually impaired students Grade 4 of the Bangkok Blind School found that mean score of control group students had 16.67 and the experimental group had 16.53 which were not statistically significant at the 0.05 level. Studying the satisfaction of visually impaired students Grade 4 of the Bangkok Blind School to use DAISY-WIBORD audio books revealed that social studies subject: learning group was the high level, furthermore students had the highest level of satisfaction with learning content from the DAISY-WIBORD audio books with convenience, there are a variety of sounds to choose for lessons, and more understanding of content respectively.

As STEM education is the learning approach which involves integration from various subjects, ambiguity and differences in the interpretation of the process among the users from different subjective backgrounds can occur, particularly the pre-service teachers who have less experience in teaching. They shall implement this teaching approach with confident in teaching mathematics which is one of the subjects in STEM education, this research has focused on mathematics teachers' perspectives toward the STEM learning activities. The participants were 36 pre-service mathematics teachers in the academic year 2017. The research instrument used for collecting data was teacher reflective journals and lesson plans. The data was analyzed by content analysis, coding, generating themes and finding the associate frequency of pre-service mathematics teachers in each theme. The finding showed that most pre-service mathematics teachers learnt the concept of STEM education and could design learning activities based on STEM education. The difficulties in learning activities design were to create the integrated situations and to set the conditions related to engineering design processes. They wanted to revise their lesson plans to be more stressed in mathematical concepts and they still wondered if STEM education was suitable and applicable to every mathematical content.

This study was carried out to understand and bring to fore if a simulation-based activity is effective on the academic performance of the students which has a general outlook to enhance meaningful science learning. This study focused on effectiveness of the stellarium-based activity on the academic performance of Grade 11 STEM Strand students of Sotero B. Cabahug FORUM for Literacy, School Year 2017 – 2018. The respondents of this study were composed of 28 students. The data pointed out that data analysis results shows that by conventional criteria, the differences of the scores on the different competencies is considered to be extremely statistically significant Results revealed that the stellarium-based activity is effective in teaching the cycles of the sky. Statistical results showed that the academic performance of the respondents improved when taught using the stellarium-based activity. Thus, it is best to learn astronomy using simulations. Computer simulations have demonstrated the potential to facilitate this process by highlighting students' misconceptions and presenting plausible scientific conceptions. From the results, students are recommended to use stellarium, where the process often involves open-ended investigations into a question or a problem, requiring them to engage in evidence-based reasoning and creative problem-solving, as well as problem finding. Furthermore, science educators are encouraged to use stellarium in teaching the cycles of the sky and as anchors of the future teachers must always come equipped for these challenges charged on them, thus engaging students to learn and develop the potentials needed from them to take part for the betterment of today's world. Most importantly, future researchers are commended the development of a localized stellarium-based activity will greatly affect the academic performance of the student will surely boost their interest in learning astronomy education.

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 21^st 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.

STEM Education is an area of study that intergrates the four principles of science, technology, engineering, and mathematics through coherent and active teaching and learning approaches which base on problem-based learning in the real-world. Thus, the purpose of this study is to synthesize the research on STEM Education Approach effected on students' learning achievement in Thailand. There are two sets of variables. The first set is the description of research and the second set is the effect size of research. Data collection and analysis tools are the recording data form for research synthesis, frequency, percentage and meta-analysis. The results showed that (1) description of researches dated by 2009-2019, STEM Education research was mostly published in 2017 (68.18%), Rajabhat Mahasarakham University often produced STEM Education research (59.09%), Sciences Education major usually produced the STEM Education research (68.18%), researchers from the Office of the Basic Education Commission commonly produced the research (72.72%), most of the researchers were female (72.72%), common research objectives found was to compare (35.19%), research design most found was One group pretest-posttest design (77.27%), frequent sampling method found was purposive sampling (59.09%), sampling level of research was upper secondary school (68.18%) and analyzing method largely found was descriptive analysis (48.89%). (2) the effect size (d) from STEM Education on Learning Achievement = 0.445 which means STEM Education can affect the scores of the experimental group more than the control group.

The objective of this research synthesis is to synthesize research about STEM Education Approach effected on students' creative thinking skills in Thailand. Period of published research papers from 2010 until 2019 in education field. The related literatures used in this study were chosen from Thai Digital Collection and Thailand Library Integrated system by using the meta-analysis research method. The research tool used was the synthesis record form. Research results can be summarized as follows; They are 10 STEM Education researches, were frequency published in 2017 (80%), the most researchers were female who studied in master degree of Science Education at Rajabhat Mahasarakham University. The most research objectives were about to study and to compare achievement and creative thinking skills of students by using STEM instruction model with Science content. The most research instruments were lesson plans and creative thinking skills measurement form. The most samples were purposive sampling of lower secondary school students with experimental research design. The effect size (d) of research = 0.307 indicating that the STEM instruction model has a positive impact on students' learning achievement more than control group.

STEM education integrates concepts that are usually taught as separate subjects in different classes and emphasizes the application of knowledge to real-life situations. A lesson or unit in a STEM class is typically based around finding a solution to a real-world problem and tends to emphasize problem solving abilty. So, the objective of this research is to synthesize research about STEM Education Approach effected on students' problem solving skill in Thailand. Variables consisted of a unit of variable which included 17 variables. The collecting data tool is adjusted from the recording data form of the Office of Education Council in Thailand. Data were analyzed by frequency and percentage and were showed the result of STEM Education effected to problem solving skill analysing by one sample t- test, criterion and growth score for content analysis. The results showed that STEM Education Approach effected on students' problem solving skills in Thailand research dated by 2009-2019 were published mostly in 2017. Naresuan University did the target research highest frequency. Researchers from Curriculum and Instruction, Early Childhood Education, Sciences Education, and Education major mostly produced the research and worked at the Office of the Basic Education Commission. Female reseachers did the more research in STEM Education than male.Thesis in Master degree was done the most comparing with dissertation in Doctoral Degree. Common research objectives mostly focused on "study". Experimental design was found mostly especially in one group pretest-posttest design. Sampling method was found the most in Purposive sampling. Frequent sample found was students and followed by teachers and expert. Upper secondary level was mostly found in Educational level of sample. The subject area found the most was Physics and followed by Biology. Lesson plans were mostly used in research instruments and analyzing methods mostly used descriptive statistic. The result of STEM Education effected to problem solving skills using one sample t- test found that students'problem solving skills mean score in the post-test were higher than that in the pre-test after learning by STEM Education approach at both the 0.01 and 0.05 level of significance relating to the analyzing method by using mean and standard deviation and growth score.

STEM stands for Science, Technology, Engineering and Mathematics integrated to be an educational management approach. It also enhances students' thirteen science process skills including observing, classifying, measuring, using numbers, using space/time relationship, inferring, predicting, communicating, identifying and controlling variables, defining variables operationally, formulating hypotheses, experimenting, interpreting data and drawing conclusion. These are divided into two groups: basic process skills consisting of the first eight processes and integrated process skills consisting of the last five processes. Nowadays, there are plenty of studies concerning the STEM Education effected on students' science achievements in Thailand but not many focusing on science process skills. Therefore, the objective of this research is to synthesize the STEM Education effected on Thai students' science process skills. The variables consist of two sets which are the description of research, and the effect sizes of research. The tool for collecting data is the recording data form for research synthesis. Data were analysed by frequency, percentage and meta-analysis. The results showed that 1) the description of research found that from 2010 until 2019 research referring to students' science process skills on STEM Education published ten reports, mostly in 2016 and 2018 (40%), Maha Sarakham University and Rajabhat Maha Sarakham University equally usually produced the research referring to the students' science process skills on STEM Education (30%), most researchers from the Office of the Basic Education Organization produced the research (90%), most were female researchers (80%), the research type was thesis in master degree (100%), the objective commonly found was to compare (44%), most of the research design found was in experimental design using One Group Pretest - Posttest Design (80%), always found sampling methods using cluster random samplings (50%), sample found mainly was students (100%), samples' research level was equally both lower and upper secondary (50%),used largely in science (50%) and repeated analyzing method found was descriptive statistics (27.02%), and most of the science process skills were integrated skills (60%). 2) The effect sizes (d) of STEM Education effected on students' science process skills was 1.69. The Standard Deviation (S_d) was 1.99. This means that the STEM Education can influence students' science process skills.

Due to a recent educational reform in Thailand, elementary teachers are challenged to use an engineering design process as an instructional approach to STEM education. This would require them to have a design thinking mindset (DTM) as a basic requirement. However, it has been argued that it is difficult to measure DTM using a questionnaire. Therefore, there has been little information if Thai elementary teachers possess DTM. This study aimed to develop and validate a Thai version of DTM questionnaire with two groups of Thai elementary teachers (N=138). Successively determinding Cronbach's alpha values with each group of the teachers, six components of DTM were suggested. These components included (1) Being comfortable with problems, (2) User empathy, (3) Mindfulness of the process, (4) Collaborative working with diversity, (5) Orientation to learning, and (6) Creative confidence. While this result may need to be comfirmed with a larger population of teachers, a Thai version of the questionnaire can be potentially used to explore Thai elementary teachers' DTM in other contexts.

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.

Drawing from the national evaluation of the DOST-SEI's project STAR, this paper presents the case of the Northern Mindanao. Teaching Mathematics through Problem Solving (TMPS), interdisciplinary contextualization, and Lesson Study are the main training content of the project STAR. A good mixture of theory presentation, demonstration, practice, feedbacking and coaching compose the typical training design of the project. This evaluation study revealed that the training from 2014-2017 have applied the training content in different settings, mostly in the classroom and among small group of teachers The participants' teaching practice are impacted by the training evidenced by the change of their beliefs, attitudes and roles in the classroom Teacher participants also claimed to have gained professional skills as they continue on their implementation but have also encountered various challenges such as the lack of monitoring and feedback. Form the insights on student interviews and class observations, there are evidences that students indeed benefitted from the teachers' implementation of the training content. Recommendations based from the results are also discussed..

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.

Republic Act 9512 mandates the promotion of environmental awareness through and by integrating environmental education in both public and private schools. Seeing STEM education in new light that seeks in helping learners use the local environment as a vehicle for developing understanding various environmental issues. Providing adequate STEM and environmental education will make everyone appreciate their relationship with the environment which lead toenvironmental awareness and in developing a sustainable future. This study aimed to develop Local-Based Lessons on Environmental Education through integrationto STEM lessons to raise environmental awareness among grade 8 learners. The study employed Quasi-experimental qualitatively supported with two-group pre-test-post-test design to examine the effectiveness of the Developed Local-Based Lessons on Environmental Education. T-test analysis between post-test scores of the control and experimental groups revealed to be significantly different at t (75.108) = -17.595, p=0.000 with the experimental group (M=24.49,SD=4.98) scoring higher than control group (M=8.99, SD=3.20). Similar result was found between the two groups gain score at: control and experimental, t(56.207) = -19.408, p(0.000)<.05, two-tailed with the experimental group gaining score higher than the control group. This implies that the Developed Local-Based Lessons on Environmental Education integrated to STEM lessons has increased the environmental awareness of the learners.

Mathematics education can be daunting for students — due to a variety of societal factors and abilities in mathematics that are often seen as fixed. Teachers expressed that student – centered approaches promote active learning in the classroom. Active learning requires students to do meaningful learning activities and think about what they are doing. This study sought to find out the comparison of three active learning models (ALM) in relation to the achievement and retention in mathematics among Grade 11 students. This study was conducted in one of the private schools in Cagayan de Oro City during the first semester of 2018-2019 among 84 students under Science, Technology Engineering and Mathematics (STEM) strand. The results of the study revealed that the respondents from each model had significantly increased results of their achievement scores within the two weeks implementation. Furthermore, the three models had the same effect in terms of retention of mathematics concepts. During the focus group discussion students expressed that clear directions and giving feedback on their work helped them solve the problem. In addition, they also conveyed that listening to peers ideas motivated them to be successful in solving a problem.

The study aimed to study factor of professional teachers teaching Science and Mathematics in Thailand through the second-order confirmatory factor analysis. The samples were 132 Science and Mathematics teachers during 2019 academic year in Thailand. They were selected by using the Multi-stage random sampling. Research instrument included 86 items of the questionnaire asking professional teacher's characteristic, the 5 Level Rating Scale with reliability of total issue = 0.943. Data were analysed by using the second-order confirmatory factor analysis. The findings were as follows: The second-order confirmatory factor analysis model regarding to characteristics of professional teachers in Science and Mathematics in Thailand, was fit and congruent the empirical data. (%² = 83.490, df = 64, p-value = 0.0514, CFI = 0.989, TLI = 0.981, RMSEA = 0.048, SRMR = 0.049, and x² / df = 1.304 )Every factor and indicator in the model, was significant and supportive with each other.

This article aimed to analyzed the factors of Hyflex learning with science activity base for strengthen critical thinking.This mixed method research on the qualitative research and quantitative research both to participatory action learning. The first to involved synthesizing documentary, interview with 20 teachers, and to collection data by questionnaire with 150 teachers and 150 students. The study revealed that the factors were to instructional using the students base, content transferal of technology to knowledge linking and communication, learning methods to anytime, accessing the technology for opportunity to continuous learning, experience arrangement and environment to diversity. And the needs assessment of Hyflex learning with science activity base for strengthen critical thinking of a level at high levels, The participants showed high needs regarding of students base (PNI Modified=.35) and technology transferal (PNI Modified=.33)

Framework of education in Thailand 4.0 on policies as six qualities of teachers and ten focus points of the spatial support performance and management that leads to concrete action. Administration of education relates to the development of educational quality. This study aimed to analyzed the factors of educational management of "S IAOE model" for sustainability the quality improving Thai's basic education and to confirmatory factor analysis associated with factors of educational management of "SIAOE model". The collection, first to involved synthesizing documentary and interview questionnaire with 30 directors and 50 teachers to study for the factors of educational management of "SIAOE model", second to survey by questionnaire with 1,200 sampling were the directors and teachers to study the levels of the factors of educational management of "SIAOE model", third to confirmatory factor analysis (CFA) of educational management of "SIAOE model" in the data. The study revealed that the factors of educational management of "SIAOE model" in 5th factors including sufficiency economy, involvement, achievement organization, effectiveness, and the CFA showed that 5th factors the composition of all the variables are statistically significant at a level of .01

Science educational were the key indicators of a capacity. Leadership 4.0 is a process that influences changes in the attitudes and assumptions of the personnel in the organization, creating a bond for change, have to an important objectives and strategies. This article aims to presented about to analyzed and causal factor 21st century leadership 4.0 of science educational for sustainable. Competencies to the 21st century leadership 4.0 of science for sustainable including leadership spirit and vision, morals and ethics, pursuing service, leader competency and evaluation. Skills to 21st century of science for sustainable of reading, writing, arithmetic, relation technology and innovation, relation qualitative, critical thinking, creativity, creative tension, critical proactively, communication, collaboration, collaborative cultural, competency, connecting, composition, controlling, cost effectiveness, empowerment, efficiency and effective, evaluation. Causal factor of the competencies and skills the 21st century are to affective of science educational for sustainable to direct influence was statistically significant at a level of .05 level. Also, the roles of leaders into science educational for sustainable as being a leader of setting direction and encouraging leadership, a planner and management, change and coordination, communicator and resolving conflicts.

The article talks about the awareness of preschool students about the impact of the 4.0 industrial revolution in education. Research results show that: Most of the students in the University and College of Education are aware of the importance and impacts of the 4.0 industrial revolution in education in general and in the changes of goals, contents, methods, and forms from the impact of 4.0 industrial revolution. However, there still have been sparities between students of Universities and Colleges of Education, which show that students at universities of education are better aware of the others at the College of Education. And, there are still some students who are not really aware of the changes in the goals, contents, methods and forms of education from the impacts of the 4.0 industrial revolution. However, STEM education also significantly affects the change of teaching methods, towards interdisciplinary teaching and development of learners skills through many experiential activities to adapt and integrate.

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.

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.

This 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 1.0 x 10-¹¹ to 1.0 x 10-⁷ M. This fabricated genosensor could also be regenerated easily and can be reused 36 times for hybridization studied.

The purpose of this study was to develop the seasoned sauce for instant Betong noodle. The developed seasoned sauce formula consisted of garlic, sugar, black soy sauce, soy sauce and vegetable oil in quantity of 24.5%, 14%, 1.5%, 24% and 36% respectively. The ratio study of seasoned sauce product per rehydrated Betong noodle 117 grams indicated that 50 grams of seasoned sauce per rehydrated Betong noodle 117 grams was the most favorite. The physical characteristics of seasoned sauce product for Betong instant noodle were the color of L^*, a^* and b^* with value of 17.02, 11.29 and 23.04 respectively and the Water Activity (a_w) with value of 0.60. The chemical characteristics were 5.09 pH and the quantity of salt, sugar, moisture, protein, fat, ash and fiber were 2.85%, 1.04%, 8.24%, 0.74%, 37.55%, 6.83% and 0.91% respectively. Meanwhile, the result from consumers' acceptance survey revealed that 31.3% of consumers rated "Liked very much" with average score of 7.31±1.44.

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.

Salinity or saltiness is dissolved in water by the relative proportion of salt in a solution. All organisms have to keep their cells alive a water balance in their bodies. The activated sludge process (ASP) containing aerobic microorganisms located nearby the coastal area may be faced the problems of salinity from sea water. In this research, the effects of salinity on the respirometric activities of mixed culture bacteria from activated sludge process were evaluated at different levels of NaCl concentrations ranging between 0-25 g/L in the OxiTop system at the temperature of 20 °C. The oxygen uptake rate (OUR) was used to reveal the effects of salinity. The experiments results indicated that the OURs decreased as the NaCl concentrations increased, resulting in the failures of bacterial osmotic pressure systems and causing the lysis of bacteria. The COD and nitrification were failed because the nitrogen and COD loadings to the systems were increased by the lysis of bacteria.

This research aims to study Latex Factory Effluent Treatment Using Biomass from power plant fly ash. The purpose of the study is to compare treated latex factory effluent using fly ash from power plant with that of industrial effluent standard issued by Thailand's Pollution Control Department. The experiments used Coagulation as chemical treatment method. The experiments were carried out using fly ash with 0, 2, 3, 4, 5 and 6 grams dry weight. The agitation times were 10, 30, 45 and 60 minutes, respectively with the settling time of 30 minutes. The treated water was analysed for the following parameters: pH, turbidity, turbidity, sulfate and conductivity, respectively. The results shown that the best experimental set is Experiment 6, with 6 g fly ash, 60 minutes stirring time and settling time of 30 minutes. The treated turbidity value is 456 NTU COD equivalent to 28000 mg/L, the sulfate content is 23100 mg / L, conductivity is 19590 μs / cm, respectively. The pH value is 5.47 in the experiment 6 with the highest corrected pH possible in this study by adding 6 grams of fly ash with stirring time of 60 minutes. However, other parameters of treated effluent still not meet with industrial effluent standards. Further study and improvement are needed.

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.

This research aims to study the insulation sheet of rubber leaves. By testing physical properties and mechanical property at the ratio of rubber leave : rubber latex were 20:80, 30:70, 40:60, 50:50, 60:40, 70:30 and 80:20. Use rubber latex as a binder to allow the material to be bonded. The insulating sheets produced are smooth 16×16×2 cm3. From the results showed that the moisture content of the sample were 6.722 - 14.747%. The tensile strength were 0.0002 – 0.0288 MPa. The fire spread rate were run of 0 - 6.640 mm/min and the ratio of 70:30 and 80:20 were no fire spread rate. Then finally, the heat conductivity coefficient were 0.0283 - 0.0442 W/m·K. Moreover, samples of ratio 80:20 have a better conductivity coefficient than commercial insulation and confirmed with the SEM-EDX analysis.

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

Food of an economic bird, Red-whiskered bulbul (Pycnonotus jocosus pattani), was investigated since November 2017 – August 2018 in yala province, Thailand. They were studied by applying survey method. The samples were the red-whiskered bulbul caretakers selected by convenience sampling. Deep Interview and rating scale questionnaires were used as research tools to find the kind of food for most likely tendency by average and percentages. The results showed that 98 percent of samples were male, their education level were undergraduate and lower. The average income was between 10,000 - 30,000 baht. The majority of food which the caretakers used for feeding their pet birds at different ages were the same. They were derived from plants 18 families, including 24 species. The main plants were Kluai Hin (Musa acuminata × balbisiana (ABB Group) 'Saba'), Kluai Nahm Wa (Musa sapientum Linn.), papaya (Carica papaya L.), water melon (Citrullus lanatus (Thunb.) Matsum. & Nakai), tomato (Solanum lycopersicum L.), cucumber (Cucumis sativus L.), chinese squash (Luffa acutangula (L.) Roxb.) and Tam Lueng (Coccinia grandis (L.) J.Voigt,). Some insect such as mealworm (Tenebrio molitor L.), crickets (Gryllus bimaculatus), some species of grasshopper, and ant eggs were also provided. However, some caretakers mixed some supplements such as vitamins and chili curry into their food for feeding the mature pet bird. Meanwhile, honey and ready-made meals were only used into rearing their chicks.

The presence of radon and heavy metals in water is considered as a potential threat to public health. This study aimed to estimate the health risk related to radon concentration and heavy metals in drinking water samples, which taken from in Kalisa sub-district of Ra-ngae district, Narathiwat province. Radon concentration was measured by a solid state nuclear track detector (SSNTD, CR-39). The measured values ranged from 0.17 to 7.63 Bq l⁻¹, which is much below the safe limits proposed by the US Environmental Protection Agency (US EPA) and UN Scientific Committee on the Effects of Atomic Radiation. The mean annual effective dose calculated for these samples was also found to be within the limits provided by WHO and EU council. Three mineral water sources were also analyzed for concentration of certain heavy elements like As, Fe, and, Pb by using inductively coupled plasma-optical emission spectrometer, (ICP-OES). Out of these, concentrations of As were found to exceed the permissible limits suggested by WHO. However, safety limit of national standard for arsenic in drinking water remains at 0.05 mg l⁻¹.

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.

STEM learning is methodology toward providing students with cohesive and conducive learning environments that expand their knowledge in fields relating to technology, engineering, mathematics, and science. The environment learning and management is large scale impacted by the people who do the actual influencing, teaching and managing. Pattani River is considered as the important river of the southern region. Which has a length of 210 kilometers, is an important river for environment studying and developing area including academic place, industrial-agricultural area and domestic settlements across Yala, Pattani and Narathiwat province. The river consumption which should be studied and monitored to assess and prevent deterioration Especially the part of the river that passes through urban communities like Yala and Pattani Municipality. Therefore, this research aims to study the relationship between physical water quality and chemical water quality of water in the Pattani River. Classified by water sampling stations Land use and seasons The research was conducted using a single sample water collection method on the waterfront and in the middle of the Pattani River that flows through the Yala province, with 11 sampling stations. Used to analyze pH, temperature, transparency, electrical conductivity, suspended sediment and dissolved oxygen once a month from January-June 2019 and the remaining data from the Office of Natural Resources and Environment, Region 16. The results showed that the water quality varies with the season (p-value < 0.05) but does not vary with water sampling stations and land use. In the dry season, Pattani River has higher water quality than the rainy season. For areas that do not have land use, water quality is slightly better than agricultural and community areas. Chemical water quality such as pH and dissolved oxygen are related to physical water quality changes such as transparency, electrical conductivity and temperature (p-value < 0.05). Which can be used as a guideline to prevent degradation of water quality and can be developed into indicators that can be applied to communities Causing the Tambon Administrative Organization and the community to be ready to be a leader in monitoring water quality.

Thailand is one of the agricultural countries as a good natural resource like rice, sugarcane. The residue of sugarcane is a Bagasse as the main agricultural products of the sugar industry. Since Thailand is one of the major sugar exporters, it is reported that Thailand produces sugarcane bagasse over 50 million metric tons every year. The objective of this research was to study the optimal condition of saccharification and fermentation Bagasse converted to ethanol production. The research found that 7 days after saccharification and fermentation from Aspergillus and yeast has the highest ethanol content was 12.45±0.43%. While reducing sugar contents 285.65±0.74 g/L. And the results of ethanol concentration from the first and the second distillation were shown as 65.29±0.57% and 92.05±1.24%, respectively. When a study of economic feasibility analysis from selected ethanol condition process has a sensitivity analysis and the payback period is approximately only five months to seven months. In conclusion, the proposed project is attractive for the investors because the current price of ethanol is 18.21 THB per litter and its trend is expected to keep rising. However, if sugarcane bagasse was properly managed, it would be mean to support the robustness and sustainability of the community. It can also reduce agricultural waste and weeds. It can solve the energy crisis as an alternative avenue in the future.

Today's consumers are becoming health conscious and this has led to the demand of fruits and vegetable which wastes like the rinds, skins or peels from such are also produced. This study aimed to divert wastes into an innovative food product. Specifically it aimed to utilize watermelon rind and ponkan peelings into marmalade. A quantitative research method is used in the analysis of this study. Four treatments of marmalade were prepared and the most acceptable treatment was analyzed for physicochemical properties. Research results showed that the four treatments of marmalade are acceptable and do not have significant differences in terms of its characteristics and general acceptability. Among the four treatments, T 277 and 482 are the most acceptable with a computed value of 7.73 which means liked very much. The physicochemical analysis of T 277 results (pH-5.39, TA-0.360, WA- 26.66%, TSS-66.3%, Vit. C-below DL, Ash-0.53, Fat-0.85%) are more acceptable as compared with T 482 (pH-5.398, TA-0.354, WA-31.32%, TSS-56.4%, Vit. C-below DL, Ash- 0.71 Fat-0.36%). Furthermore, for the sample's microbial load count, treatment 277 has lesser microbial load which is 70 and 60 CFU respectively while treatment 482 has 70 and 100 CFU in the two batches of samples which were analyzed. Thus in terms of physicochemical properties and microbial analysis, T 277 is more ideal. From the results of the study conducted, it is concluded that the acceptable ratio should be 2:1 that is 400 grams watermelon rind to 200 grams ponkan juice. Specifically, the measurement of ingredients is found to be within a good proportion for marmalade making. A techno-guide on Watermelon Rind Marmalade was then developed showcasing its physico-chemical properties, recipe and costs.