We describe a practical laboratory designed for third-year undergraduate students of Biotechnology as part of a Microbial Physiology and Genetics course. It comprises a five-session laboratory module to screen foods for lactic acid bacteria (LAB) 1 and to test isolated LAB for the presence of bacteriocins. Traditional Thai fermented foods are first screened for bacteriocin-producing LAB using microbiological methods. This is followed by a simple and rapid DNA extraction and by a multiplex polymerase chain reaction (PCR) using three pairs of specific primers to test for the presence or absence of various bacteriocin genes in the isolated LAB. PCR amplicons of 332, 412, and 608 bp indicate the presence of pediocin, enterocin, and nisin genes, respectively, whereas no amplicon band indicates the absence of these bacteriocins. The laboratory provides the students with experience in the use of microbiological and multiplex PCR methods and shows how the molecular biology techniques can be related to their daily lives. The module could easily be adapted to the study of fermented foods from other countries.

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The purpose of this research is to see the effect of a mobile technologies-integrated cooperative instruction (MTICI) workshop for in-service science teachers upon teachers' perception and their students' understanding and satisfaction. The participants were 30 science teachers and 136 students. The research tools were as follows: 1) The MTICI workshop for in-service science teachers, 2) a teachers' self-assessment form on understanding about the MTICI 3) lesson plans focused on MTICI regarding the topic of rivers and water quality, 4) a test of students' understanding in the topic of rivers and water quality and the students' satisfaction questionnaire regarding the use of mobile technologies of the teacher. Frequency, percentage, mean and standard deviation were used for data analysis. The results showed that (1) the teachers who have participated in the workshop perceived the use of mobile technologies in the science classroom with the highest level of average understanding; (2) the students' post-understanding of the topic of rivers and water quality was significantly higher than their pre-learning counterpart understanding at the .05 level of statistical significance; and (3) the students' overall satisfaction of the MTICI was at a high level.

In the COVID-19 pandemic situation, online education is an interesting way to enable learning anywhere. Especially in postgraduate instruction, the student's arguments, and shared knowledge and experiences with colleges are important and can be enhanced by collaborative learning activities in certain seminar courses. The purpose of this study is to evaluate the effectiveness of using the webinar on Microsoft teams considered from satisfaction towards the webinar and attitude toward MST. The participants were 40 graduate students who enrolled in a seminar in science curriculum and instruction course at Sukhothai Thammathirat Open University. The research tools were as follows: 1) A satisfaction towards the webinar questionnaire, 2) attitude toward the MST questionnaire, and 3) an interview form. The mean, standard deviation and content analysis were used for data analysis. The results of this study indicated that the vast majority of graduate students had felt satisfaction towards the webinar and attitude toward MST were scored at an overall high level. The results suggested that the collaborative learning on webinars could be an appropriate alternative to be used as supplement for traditional face-to-face learning, particularly when there is a need for locational flexibility.