Existing encapsulated organic phase change materials (PCM) usually contain a shell material that possesses a poor heat storage capacity and so results in a lowered latent heat storage density of the encapsulated PCM compared to unencapsulated PCM. Here, we demonstrate the use of a novel microencapsulation process to encapsulate n-eicosane (C20) into a 2:1 (w/w) ratio blend of ethyl cellulose (EC):methyl cellulose (MC) to give C20-loaded EC/MC microspheres with an increased heat storage capacity compared to the unencapsulated C20. Up to a 29 and 24% increase in the absolute enthalpy value during crystallization and melting were observed for the encap-C20/EC/MC microparticles with a 9% (w/w) EC/MC polymer content. The mechanism that leads to the increased latent heat storage capacity is discussed. The blending of the water-dispersible C20-loaded EC/MC microspheres into natural rubber latex showed excellent compatibility, and the obtained rubber composite showed not only an obvious thermoregulation property but also an improved mechanical property.

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.