Asia Research Network Journal of Education

Online Science Class Group Sensemaking: Discourse Pattern and Student Roles

2025-05-28T21:44:30+07:00

Sensemaking as a learning approach in science, allows students to develop evidence-based explanations of scientific phenomena. This article presents how students sensemake in groups in an online science classroom by looking at their discourses to find sensemaking patterns and their roles in the process. Data comes from 13 grade 10 students in an intact online science class. Data gathering involved the conduct of three 1-hour per-day synchronous classes. Each meeting used Zoom with breakout sessions where students worked as a group to explain a scientific phenomenon while drawing illustrations using Google Jamboard. Thematic analysis of the transcribed breakout room discussions shows evidence of students being able to discuss scientific phenomena together in the order of (1) initiating collaboration, (2) activating prior knowledge, (3) formulating hypotheses, (4) supporting claims, (5) assessing claims, and (6) reconciling claims. We observed that students can be initiators or followers during group sensemaking. Groups with more initiators during the discussion reached a higher level of sensemaking. These initiators also significantly increased post-test scores from pre-test scores on epistemic knowledge compared to those less engaged in the discussion. This indicated that group online sensemaking requires initiators and engagement in the process.

Development of Big Books Based on Local Cultural Contexts to Promote English Learning among Early Childhood Learners: A Study of Teacher Participation

2026-05-04T10:15:58+07:00

This study aimed to (1) develop Big Books grounded in the local cultural context of Nakhon Ratchasima Province, (2) examine the nature and quality of teacher participation in designing and creating these learning materials, and (3) investigate preschool children's usage behaviors and engagement in learning English through the developed storybooks. The study employed a qualitative classroom-based case study approach integrated with developmental practice. Key informants included 12 early childhood teachers and 48 preschool children drawn from two classrooms, selected through purposive sampling. Research instruments consisted of structured child behavior observation forms, semi-structured teacher interview forms, field notes, and artifact analysis forms for the developed storybooks. Data were analyzed through content analysis, triangulation, and descriptive synthesis. The findings revealed that teachers were able to develop Big Books integrating local cultural content, including Phimai Historical Park, Chumphon Gate, Thai silk, and Pad Mee Korat, with simple English vocabulary and sentence patterns appropriate for preschool children. They repeatedly revisited the books, retold stories from pictures, practiced English vocabulary pronunciation, and made meaningful connections between the stories and their real-life experiences. These findings suggest that teacher-created Big Books grounded in local cultural contexts can serve as powerful and meaningful instructional materials that simultaneously promote English language learning and foster a sense of local pride among early childhood learners.

Development and Acceptability of E-Module on Basic 3D Landscape Designing

2025-12-20T16:41:35+07:00

This study developed and evaluated an e-module on Basic 3D Landscape Designing intended for Drafting Technology students. This study aimed to assess the acceptability of an e-module for teaching landscape design concepts using Google SketchUp. The research was guided by the ADDIE model, which includes Analysis, Design, Development, Implementation, and Evaluation. The Technology Acceptance Model (TAM) was employed to evaluate students’ perceptions in terms of Perceived Usefulness, Perceived Ease of Use, Behavioral Intention, and User Willingness toward the module. A comparative research design was implemented involving 38 students divided into control and experimental groups. Findings revealed no significant difference (p > 0.05) between the performance of the two groups, indicating instructional equivalence between the e-module and traditional instruction. Furthermore, results showed high acceptability under all TAM indicators. Overall, the developed e-module proved to be an effective and engaging digital learning resource that supports flexible, technology-driven instruction and promotes innovation in drafting education.

Socio Scintific Issues Based Instruction (SSIBI): Effects on Students' Conceptual Understanding and Interest in Biology

2026-05-08T22:59:41+07:00

Incorporating scientific issues into the curriculum may equip the students with the knowledge and skills necessary for personal development, societal engagement and professional success. Accordingly,, this study aimed to investigate the effects of Socio- Scientific Issues- Based Instructio (SSIBI) on the conceptual understanding and interest in Biology of the Grade 11 senior high students of Datu Palawan Disomimba Memorial National High School. This study used mixed method design. The data gathering involved three phases: pre- intervention, intervention, and post intervention. The findings of the study revealed that there was improvement in the level of conceptual understanding. it also resulted to high interest. Furthermore, there was a significant difference between the control and experimental groups' interest and significant relationship between the students' conceptual understanding and interest in biology. in addition, the students perceived rhat the instructions could promote positive social interaction, and active participation and enhance critical thinking which develop decision- making skills. The SSIBI was found to be effective in enhancing the conceptual understanding of the students and could optimize students' interest. Hence, educators and curriculum makers in partnership with the Department of Science and Technology were suggested to plan and formulate guidelines to integrate SSIBI in the curriculum and implement programs in education.

The Learners' Performance in an Open Contextualized Geometry Problems

2025-05-31T21:37:38+07:00

Problem-solving has never been an easy task for learners of all ages. The mere sight of word problems triggers fear in the learners, contributing to low performances and their inability to learn mathematical concepts. Teachers often settle on teaching traditional methods even though they know that learners are having a hard time with respect to solving Mathematics word problems. Hence, this research explored the use of open contextualized geometry problems in teaching geometry concepts that are rooted in the ‘Open Approach’ teaching method. The problems used in this study were realistic problems and at the same time constructed to have more than one answer to facilitate the learning of learners with varying abilities. The study was administered to thirty-eight (38) Grade 7 participants in a pretest-posttest design with qualitative support. From the results of this study, it showed that there is a significant difference in the performance of the learners in the pretest and posttest. Among learners with varying abilities, it also showed that there is a highly significant difference in the mean scores in pretest and posttest showing that the learners gained improvements regardless of their proficiency level during the whole time of implementation. However, this study was not able to confirm through interviews on the reason why there is an improvement in the performance of the learners due to pandemic reasons which is part of the limitation of the study. Hence, it is recommended to conduct a study on understanding more of the factors that improve the learners’ performance in open contextualized geometry problems.

From Users to Creators: Biology Teachers Authoring Their Own Active-Learning Laboratory Kits

2026-08-17T22:00:42+07:00

Provincial secondary schools in Thailand face persistent constraints on laboratory-based science instruction, yet most professional development delivers materials top-down. This study examined the professional competency reported by secondary biology teachers following participation in the Teacher-Created, Team-Facilitated (TCTF) Model, a participatory action research framework in which teachers create their own laboratory materials while a research team facilitates, together with the classroom experience reported by their students. Twenty-five biology teachers from small- and medium-sized schools in Surin and Sisaket Provinces designed, validated, pilot-tested and revised four Biology Laboratory Kits across three phases. Three post-intervention instruments were used: a teacher self-assessment questionnaire, a written open-ended feedback questionnaire, and a written open-ended experience questionnaire. Teachers reported a high overall level of self-perceived competency, highest for commitment to continued innovation and lowest for managing preparation time. Thematic analysis identified a shift toward student-centred practical work and five scaffolding strategies. Students most often associated pride with microscopy and with completing an investigation, while naming interpretation and analysis as their greatest difficulty; gains in reported confidence concentrated in concrete procedural skills rather than interpretation, and 54% of students reported continuing to doubt their own skill despite good marks. Because the design is single-group, post-test-only and based on self-report and perception rather than measured achievement, the findings describe reported states following the intervention, not change attributable to it.