Journal of Science and Science Education (JSSE)

No Plant (Should Be) Left Behind: Rethinking Science Teaching for Tomorrow’s World with Plant Awareness

2025-08-09T12:50:11+07:00

What would life on Earth look like without plants? Plants are fundamental components of ecosystems and play a vital role in sustaining all forms of life on Earth. They act as primary producers in food chains, provide habitats for diverse organisms, generate oxygen essential for respiration, and function as natural buffers against climate change and natural disasters. Despite these crucial roles, plants are often overlooked or insufficiently acknowledged in both public perception and education, leading to a phenomenon known as “plant blindness,” or the lack of “plant awareness”. This phenomenon has garnered increasing attention in research and education communities globally, particularly over the past decade. Classroom instruction has been identified as both a considerable contributing factor to this issue and a promising pathway to addressing it. In response, this academic article aims to deepen understanding of plant blindness situation and emphasize the importance of fostering plant awareness among our Thai students through classroom practices. This academic article provides content covering the definition and background of the phenomenon, its significance, and possible methods for investigation and development processes. It also offers an example of science learning activity aiming to encourage students to develop plant awareness and recognize the value and roles of plants in their daily lives. This academic article is intended to serve as a useful reference for Thai teachers and educators who are interested in creating learning experiences that help their students develop plant awareness, reconnect with the often-overlooked yet indispensable world of plants, and build a more sustainable relationship with nature.

Guidelines for Integrating iNaturalist Technology with Place-Based Learning to Promote Students' Sense of Place and Environmental Responsibility

2025-11-12T09:59:49+07:00

Biology education in Thai schools continues to face significant challenges stemming from an emphasis on knowledge transmission and memorization rather than developing analytical thinking and scientific inquiry skills. This results in students not seeing connections between what they learn and real life, lacking attachment to their place, and lacking environmental responsibility. This article presents an approach integrating iNaturalist technology, a citizen science platform that uses artificial intelligence to identify species, with Place-Based Learning that emphasizes student interaction with local environments in multiple dimensions. The approach is grounded in theories of Sense of Place, environmental responsibility, and identity development in school-age students. Place-Based Learning helps create emotional attachment to place and leads to environmentally friendly behaviors. From synthesizing the conceptual framework, the NATURE teaching method was developed, consisting of 6 steps: Nurture the Context, Align with Tools, Traverse the Place, Understand through Verification, Reflect and Reconstruct, and Engage for Action. This teaching method helps reduce the knowledge-action gap, promotes students as citizen scientists who participate in creating new knowledge, and develops sustainable environmental citizenship. This integration also supports multiple Sustainable Development Goals (SDGs), particularly quality education, climate change mitigation, and biodiversity conservation. However, successful implementation of this approach depends on teacher readiness, school support, and local community participation.

Carbon-based Solid Acid Catalysts for the Reduction of Fatty Acid Content in Waste Cooking Oil

2025-07-12T08:31:25+07:00

This research prepared carbon-based solid acid catalysts from sugarcane leaves via hydrothermal carbonization-sulfonation processes in combination with perchloric acid and phosphoric acid. The functional groups were examined by Fourier Transform Infrared (FT-IR) Spectroscopy and found similar characteristics of all the three solid acid catalysts, which consisted of hydroxyl groups (−OH), carboxyl groups (−COOH), and sulfonic groups (−SO₃H) showing acidic properties on the catalysts. The prepared solid acids had total acid density between 2.26-3.71 mmol/g and sulfonic groups contents between 0.428-0.768 mmol/g. When the solid acid catalysts were tested for the reduction of free fatty acids in vegetable oils with high free fatty acid content prepared by blending palm oil with oleic acid, via esterification with methanol, it was found that the ratio of methanol to starting oil, reaction temperature, and reaction time affected the reduction of free fatty acids. The catalytic reaction in used vegetable oil was tested by varying parameters such as methanol:oil molar ratio, temperature, reaction time, catalyst types, and amounts of catalyst. It was found that the catalyst prepared with phosphoric and sulfuric acids was the most effective in reducing the amount of free fatty acids in used vegetable oil, having the percentage of free fatty acids of 0.95 after 5 hours when using the carbon-based solid acid catalyst (SLPPS) 3% by weight of the starting oil.

Constructed a Low-Vacuum chamber with a food container: A wireless sensor Gas Law Experiment

2025-11-04T16:06:09+07:00

This research aimed to develop a user-friendly experimental set for studying gas laws and to investigate the relationship between volume and pressure inside a vacuum food container. The prototype consisted of a 1-litre polypropylene food vacuum container with a four-sided locking lid, modified to connect to a small air pump as vacuum pump. A wireless pressure sensor was integrated, capable of measuring pressures in the range of 300–1100 hPa. The developed apparatus demonstrated that the selected vacuum container maintained its shape without deformation under low-pressure conditions and was able to sustain reduced pressure throughout the experiments. Within a 30-second period, the small air pump successfully achieved a minimum pressure of approximately 474 hPa, which does not deform the shape of the food container. In the experiment, a balloon was placed inside the food container, and then the volume changes of the balloon were investigated. When the pressure decreased, the balloon expanded. The Tracker program was used to measure changes in the balloon’s diameter, from which its volume was calculated. The measured pressures from the wireless sensor showed an error margin of 6.06% compared to the calculated. The results indicated that the relationship between the balloon’s volume and the reciprocal of pressure (1/P) exhibited a linear trend with range 1003.15 – 474.90 hPa pressure, confirming an inverse relationship between volume and pressure, consistent with Boyle’s Law. This study demonstrates that an easy-to-construct experimental set can effectively study the gas laws, especially in contexts where access to specialized laboratory equipment is limited.

Solutions of a Certain Forms of Systems of PDEs and Representations of A2

2025-09-19T13:04:33+07:00

This paper is concerned with applications of the representations of to solutions of A2 certain forms of systems of partial differential equations. This is achieved by using representations of A2 and intertwining operators. Solutions of the systems of partial differential equations can be found by applying products of the related operators to 1.

Linear programming for optimal land and water allocation case study: Ubolratana Dam Khon Kaen

2025-09-08T11:23:30+07:00

This research focuses on the allocation of crop cultivation areas for maximum net profit and the allocation of water resources. The case study is the Ubonratana Dam in Khon Kaen Province from 2021 to 2023, using a linear programming model and the LINGO software. The results found that allocating land for the main economic cultivation of five types of crops, including first-season rice, off-season rice, cassava, rubber, and sugarcane, in three irrigation districts, namely Mueang, Nam Phong, and Kranuan, can increase the average annual profit by 14.54% compared to growing traditional crops. Moreover, it was found that the amount of water released from the dam each month was sufficient to meet the water demand of agriculture without causing a water shortage in the reservoir.

2026-01-08T11:18:09+07:00

The Study of Needs of Stakeholders for Develop the quality of Master of Education Program in Teaching Science and Technology

2025-06-06T14:59:56+07:00

The purpose of this research was to study the needs of stakeholders regarding the development of Master of Education program in Teaching Science and Technology. The findings are intended to guide the improvement and enhancement of the curriculum to ensure its quality and responsiveness to the needs of learners and society. A mixed-methods approach was employed, incorporating both qualitative and quantitative research methods. Data were collected using in-depth interviews and questionnaires from 71 stakeholders. The results revealed that most respondents were science and technology teachers at the primary or secondary education levels working in public institutions. There was a strong demand for a curriculum that integrates scientific content with daily life, incorporates technology in learning management, and promotes analytical thinking and problem-solving skills. Additionally, appropriate characteristics such as social responsibility and adaptability to change were emphasized. The interview results were consistent with the survey findings, with all stakeholder groups highlighting the importance of knowledge and skills necessary for science teachers in the 21st century, particularly science content knowledge, technology integration skills, and learning design. Furthermore, they desired graduates to possess the characteristics of modern teachers who are proactive in adapting and engaging in lifelong learning. In conclusion, the findings of this research demonstrate the diverse and comprehensive needs of stakeholders for the development of the Master of Education Program, which will be highly beneficial for informing the improvement and development of the Master of Education Program in Teaching Science and Technology to ensure its quality and genuine responsiveness to the needs of learners and society.

Fostering Secondary School Students’ Scientific Explanation Competency on Renewable Energy Using Inquiry-based Remote Laboratory Learning

2025-05-28T11:52:11+07:00

Science education plays a crucial role in developing students’ ability to apply scientific knowledge, reason critically, and solve real-world problems. This classroom-based study explores the development of scientific explanation competency among twenty-five eleventh-grade students through a remote hands-on laboratory learning approach, integrating sensor technology and interactive simulations within an inquiry-based physics class on renewable energy. Conducted as a pre-experimental research design at a public secondary school in northeastern Thailand, the research examines students’ abilities to construct claims, use evidence, and apply reasoning before and after engaging in remote physics experiments. Students interacted with real-time sensor data and dynamic simulations to analyze energy transformations. Descriptive statistics, including mean and standard deviation, were used, and a paired-samples t-test assessed pre- and post-learning differences in scientific explanation abilities. Results show a statistically significant improvement (p<.05) in students’ overall competency, with notable gains in claims, evidence, and reasoning. The findings suggest that inquiry-based remote laboratory learning with sensor technology and interactive simulations effectively supports students in constructing well-reasoned scientific explanations. This study underscores the potential of technology-enhanced remote experimentation to enhance students’ engagement, accessibility to laboratory experiences, and deeper scientific understanding. Future research should explore the long-term impacts of inquiry-based remote laboratory learning and compare different instructional strategies to maximize students’ scientific explanation competency in school science.

Development of Critical Thinking Ability by Using Realistic Mathematics Education Learning on Probability for Grade 11 Students

2025-06-18T16:16:07+07:00

This research aimed to investigate approaches to learning management organized around Realistic Mathematics Education (RME that enhance critical thinking abilities, and to assess the effects of implementing RME-based learning management on these abilities regarding probability among 30 Grade 11 students in the second semester of the 2024 academic year from a large special school in Phetchabun Province, selected through purposive sampling. The research employed a classroom action research design consisting of 3 action cycles totaling 10 hours. The research instruments included 3 lesson plans, activity worksheets, and a critical thinking ability assessment test. The collected data were analyzed through content analysis by considering the components of critical thinking ability: issue identification, credibility assessment of information, identifying basic assumptions, drawing conclusions, and decision-making. The research findings revealed that 1) The approach to organizing learning activities based on RME concepts that develops critical thinking abilities should emphasize key aspects including selecting contexts relevant to students' real lives, promoting small group discussions, using structured probing questions, providing opportunities for students to compare and exchange ideas, and reviewing related foundational knowledge. 2) Students showed development in all five aspects of critical thinking ability, with the greatest improvement in drawing conclusions, followed by issue identification, credibility assessment of information, identifying basic assumptions, and decision-making, respectively.

Sparking Mathematical Digital Competency in Pre-service Mathematics Teachers through GIS Construction Activities Using Linear Regression and Statistical Mapping on Google Colab

2025-08-21T17:12:42+07:00

This research aimed to examine the performance and self-perceived Mathematical Digital Competency (MDC) of pre-service mathematics teachers through Geographic Information System (GIS)-based learning activities designed for agricultural yield prediction. The participants were 24 pre-service mathematics teachers at Ubon Ratchathani University. Data were collected using a performance assessment rubric and a self-perception survey on MDC. The study was conducted on the Google Colab platform using Python and AI (DeepSeek). The activities consisted of three phases: building a cassava yield prediction model with Python, using AI to generate code for sugarcane yield prediction, and integrating knowledge to create a GIS for rice yield prediction. The results revealed that students could effectively utilize their Mathematical Digital Competency to systematically engage in the learning activities by combining programming with artificial intelligence. They successfully applied mathematical knowledge with digital tools to create innovative GIS solutions. Furthermore, self-reflections indicated that the students gained a deeper understanding of mathematics, technology use, and analytical reasoning. In conclusion, learning through the creation of GIS with Python and AI is a powerful teaching strategy for sparking Mathematical Digital Competency, aligning with 21st-century learning goals.

Evaluating Learning Progress and Self-Efficacy in Statistical Data Presentation through the Application of GPT Integrated with Google Colab

2025-08-15T14:51:24+07:00

In the digital era driven by data, statistical data presentation has become a fundamental skill in analytical thinking and data communication. This is especially crucial for pre-service mathematics teachers who are expected to transfer such competencies to the next generation. However, the complexity of statistical software often creates a technical barrier to developing this competency. This study aimed to design and evaluate learning activities that integrate GPT with Google Colab to reduce such obstacles. The participants were 28 third-year pre-service mathematics teachers who engaged in five learning activities. Their performance was evaluated through pre- and post-tests and a self-efficacy questionnaire. The results revealed a medium level of learning gain (mean n-gain = 0.63) and a high level of self-efficacy (mean = 3.65). These findings highlight the potential of GPT and Google Colab as effective tools for overcoming technical barriers, enhancing content understanding, and preparing future educators for the demands of the digital age. This study specifically evaluated both the learning progress (n-gain) and the self-efficacy of participants, which are central to the research findings.

Development of Data Management and Scientific Interpretation Skills of Tenth Grade Students in Chemistry Subject through 5D Active Learning Management by Professional Learning Community

2025-09-03T10:36:11+07:00

This research aimed to develop data management and scientific interpretation skills of tenth grade students in Chemistry through the 5D active learning management (Data search, Data analysis, Data synthesis, Data reflection and Data application) using the professional learning community process. The one group posttest only design was employed in this research. The sample was purposively selected from tenth grade students in the second semester of the 2024 academic year at a secondary school in Nakhon Ratchasima Province. The research instruments consisted of 17 5D active learning plans, worksheets and posttest of data management and scientific interpretation skills. The score data of worksheets and exit-tickets were analyzed by calculating the mean, standard deviation and percentage. The results of the research found that students had group and individual data management skills at an average score of 95.49 and 95.29 percent of the full score, respectively, while scientific interpretation skills had an average score of 94.52 and 90.53 percent of the full score, respectively, which were at a very good level. Learning through the 5D active process in 5 steps effectively promoted students’ analytical thinking and scientific reasoning processes. In particular, group activities and participatory assessments facilitated meaningful learning and enabled students to apply their knowledge.

A Study of Mathematical Project Skills through Mathematics Camp Activities for Upper Primary School Students

2025-09-15T11:13:28+07:00

This research aimed to 1) to investigate the mathematical project work abilities of upper primary school students, and 2) to examine their satisfaction with mathematics camp activities. The target group consisted of 43 upper primary school students from BanLaoKhaemDongKlang School, selected proportionally from those who registered to participate in the camp. The research instruments included 1) mathematics camp activities, 2) an evaluation form for assessing students’ mathematical project work abilities, and 3) a satisfaction questionnaire regarding the camp activities. Data were analyzed using descriptive statistics, mean, and standard deviation. The findings revealed that 1) the overall mathematical project work ability of the students was at a high level (x̄ = 4.43, S.D. = 0.67), with a total of 15 projects produced, and 2) the students’ satisfaction with the mathematics camp activities was at a high level (x̄ = 4.37, S.D. = 0.76).

Promoting Electricity Usage Behaviors among Secondary School Dormitory Students to Reduce the School’s Carbon Footprint

2025-09-03T19:31:35+07:00

This research implemented a learning activity aimed at promoting efficient electricity usage behavior among secondary school dormitory students (Grades 7–12), with the goal of reducing electricity consumption that indirectly contributes to the school’s carbon footprint. The findings revealed that students demonstrated significant improvements in both understanding and attitudes toward electricity use and its impact on global warming and greenhouse gas emissions. The average understanding score increased from 11.86 to 23.82 (t = 39.89, p = .000). Students' attitudes after participating in the learning activity also improved, rising from an average score of 4.29 to 4.46. In particular, students expressed stronger agreement with the idea that addressing global warming should begin with individual actions, with the average score increasing from 3.98 to 4.60. Students also changed their electricity usage behaviors, reducing the average daily usage of electrical appliances from 4.18 to 3.87 hours per day (t = -4.82, p = .000). Key behavior changes included reducing phone charging and computer usage time, unplugging devices, and turning off lights during the day. Electricity usage data collected from the dormitory students showed a reduction of 1,307 units compared to the previous year, which translates to a decrease in carbon footprint by 783 kgCO₂. After the learning activity, it was found that students' electricity usage behaviors were influenced by multiple factors, including personal habits, the environment, and social motivation. Therefore, promoting energy-saving behaviors should be approached holistically, focusing on three key aspects: providing knowledge, fostering motivation, and improving the residential environment. These strategies aim to instill long-term sustainable electricity usage behaviors in students.

Utilizing GeoGebra Classroom in Digital Learning: Enhancing Mathematical Reasoning Ability and Achievement on the Topic of Geometric Transformations for Grade 8 students

2025-10-09T11:41:18+07:00

This study aimed to (1) study the level of mathematical reasoning ability of Grade 8 students, (2) compare students’ learning achievement in geometric transformations before and after digital learning using GeoGebra Classroom, and (3) examine students’ attitudes toward the learning activities. The research employed a design for classroom action research. The participants were 34 of Grade 8 students enrolled in the first semester of the 2025 academic year. The research instruments included: (1) seven GeoGebra Classroom–based digital learning innovations on geometric transformations topic, conducted over 13 hours; (2) a 30-item multiple-choice achievement test; (3) a holistic rubric for assessing mathematical reasoning ability; (4) an open-ended interview form; and (5) a student attitude questionnaire. The data were analyzed using percentage, mean, standard deviation, criterion-referenced comparison, and dependent t-test. The findings revealed that (1) integrating GeoGebra Classroom into digital learning effectively enhanced students’ mathematical reasoning ability, enabling them to construct knowledge and explain geometric concepts more logically; (2) students’ post-test achievement scores in geometric transformations were significantly higher than their pre-test scores at the 0.01 level; and (3) students exhibited a positive attitude toward digital learning through GeoGebra Classroom, Agree level ( =4.13, SD= 0.61) for positive items and a disagree level ( =1.54, SD= 0.52) for negative items. Furthermore, students demonstrated greater enthusiasm, confidence in expressing ideas, and deeper conceptual understanding. The use of GeoGebra Classroom also fostered real-time teacher–student interaction, making the learning process more meaningful and connected to real-life experiences.