Societies and cultures influence students' understandings of the nature of science (NOS). An approach to promote an accurate understanding of the nature of science is to manage the learning based on students' contexts through the integration of their social, cultural, and religious stories. Hence, this study investigated the pedagogical effects of Islamic scientist history on seventh graders' understandings of the nature of science in an Islamic private school, Yala Province, Thailand. Through a mixed-methods convergent design, data were collected from 30 seventh graders in an Islamic private school of Yala who were selected through a convenience sampling. The instruments were 1) a NOS questionnaire and 2) a semi-structured interview on the understanding of the nature of science. The quantitative data were statistically analyzed using mean, standard deviation, and a dependent t-test. The qualitative data were analyzed through content analysis and categorized into three groups based on the views of the nature of science: informed views (IV), transitional views (TV), and naive views (NV). Results revealed that the students who learned from the history of Islamic scientists had gained higher mean scores on the understanding of the nature of science at the .05 significance level and transformed their views from transitional (TV) and naive (NV) to informed (IV) in every aspect of the nature of science. This can be summarized that applying the history of Islamic scientists with the explicit reflective NOS teaching is practical in Islamic private school. To make this change happen in the unique school context, science teachers must devote time to analyzing the NOS hidden in the history of Islamic scientists. In addition, another Islamic context, such as local Islamic wisdom, could also promote the understanding of the NOS for students in private Islamic schools.

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This study aimed to analyze the implementation of bioinformatics learning in senior high school from research articles. A systematic review was conducted in this study and showed the findings of relevant studies about the implementation of bioinformatics learning in senior high school. Three journals used for a systematic review: PLOS Computational Biology, Briefing Bioinformatics, and CBE-Life Science Education. A total of nine papers were included in the systematic review from 166 articles screened by criteria; bioinformatics learning or bioinformatics education at the senior high school level, published from 2010 to 2019. The result of this study is the trend of learning outcomes of bioinformatics learning at senior high school is to increase cognitive or knowledge in the Biology field, especially molecular biology (67%). The trend for the type of assessment in bioinformatics learning at senior high school is the observation to assess the learning outcome (44%). The trend of contents in bioinformatics learning used Biology, computer science, and information technologies (100%). The trend of bioinformatics tools in bioinformatics learning at senior high school is BLAST (44%). The trend of teaching strategy to implement bioinformatics learning at senior high school is inquiry and problem-based learning (each teaching strategy is 22%). The last is the trend of the period in implementing bioinformatics learning at senior high school is three periods in each topic (33%). For further study, the trend of implementation of bioinformatics learning can be integrated to design the new framework for implementing bioinformatics learning at senior high school. These findings recommended that science teachers or science educators promote bioinformatics learning at senior high schools.

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.

The cooperative learning Jigsaw technique is one learning management that promotes learning in the 21st century, and it is a learning management that promotes student learning achievement. Therefore, the researcher is interested in studying the learning achievement of science teacher students before and after learning with the Jigsaw technique and exploring the retention of students’ learning using the experimental research. The participant in this research consisted of 32 second-year students in the Department of General Science at Rajabhat University in southern Thailand who enrolled in the course Learning Management 1 in the first semester of the academic year 2022. The research tools consisted of 1) the JIGSAW technique lesson plan and 2) a learning achievement test. The statistics used in data analysis were mean standard deviation and dependent Sample t-test. The result of the learning achievement test of the science teacher students who learned by using the Jigsaw technique found that the mean score of learning achievement after learning was significantly higher than before learning at the .05 level. After the 2-week learning period, it revealed that the student’s learning achievement was not different from after learning at the statistical significance level of .05. The findings suggest that the Jigsaw technique is one learning management that can improve learning achievement and learning retention. So, it can be applied to subjects that focus on cognitive learning.