This research aimed to develop the moral responsibility of Grade 9 students through active learning on an online platform to achieve the requirement for at least 70% of the standard. The students who participated in this research were thirty-two students of Grade 9 students who were studying in the second semester of the academic year 2021 from a secondary school, Chaingyuen Pittayokhom School, in Maha Sarakham Province, Thailand. Eight lesson plans for active learning in the context of genetic inheritance for a total of 12 h were employed. Four aspects of moral responsibility, specific responsibility towards oneself, responsibility for performing duties and assigned tasks, responsibility for their actions, and responsibility towards others were evaluated using the observation and interview approach according to the standard IOC.The research findings revealed that over all, the moral responsibility of the students was at a moderate level with a total average score of 38.69, representing 64.48% for the first spiral of learning organization and at a moderately high level with the total average score of 49.31, representing 82.19% for the second spiral of the learning organization.The results obtained from this research obviously indicate that the active learning on the online platform is a suitable format to develop the moral responsibility of the students with a satisfactory achievement and can be applied to other learning managements.

Scientific thinking is considered to be an important factor influenced the scientific learning achievements and the goal of providing the thinking skills. Therefore, the purpose of this research was attempted to develop the scientific thinking for 4th Grade students using Predict-Observe-Present-Explain (POPE) activity management to achieve the 70% criteria. The target group was 6 students of 4th Grade students at a primary school, Ban Don Santi School, Maha Sarakham Province, Northeastern Thailand. The participants chosen by the purposive sampling was studying in the second semester of the academic year 2021. The research instruments were 1) the twelve lesson plans for Predict-Observe-Present-Explain (POPE) activity, 2) the multiple choices test for the scientific thinking and 3) the observation form of scientific thinking. Data were analyzed and expressed as mean, percentage and standard deviation. The findings demonstrate that the percentage score of students’ scientific thinking was 65% for the first learning cycle and 79.45% for the second learning cycle that using the developed POPE activityThe obtained results from this research indicate that predict-observe-present-explain (POPE) activity management is a learning strategy that can be used for developing the scientific thinking to achieve the 70% of the scientific thinking criteria and applied for developing other scientific performances.