Nature of Science (NOS) is a basic of understandings on how science concerns human lives and social development. If the nature of science is lost in science education and its implementation, the concept of science learning is failed in science education philosophy. Pre-service teachers are the initial vital factors to introduce and implement NOS for their future students. This study investigates understandings of nature of the science of pre-service science teachers from bachelor study in science education program. Participants were 121 preservice science teachers who enrolled in the second semester in the academic year 2017 from a university in the northeast of Thailand. Questionnaires via Google Forms were used for data collection. Descriptive statistics and qualitative data were provided. Data were analyzed and grouped by level of understandings of NOS. A correlation was also studied for testing different beliefs. The findings indicated that NOS needs to be embedded in the curriculum and instruction to achieve the goal of science education. Further discussion and exploration are required for the enhancement of NOS through the teacher preparation program.

The rapidly changed in our society and education may influence to nature of learning and learning behaviors in young new generation. The 21st century learning is requiring educators to prepare our children by quality of learning and teaching. Teachers are key change agent to help learners live and learn with new learning environments. The study aimed to explore perspective of Thai educators toward 21st century learning and teaching by surveying method. The study investigated 41,991 educators who have responsibility or concerns in teaching and learning. Data were collected through online questionnaire and then analyzed by statistical package in terms of frequency and percentage. Finding revealed that 21st century learning and teaching in classroom should be conducted in appropriate ways, but a few misunderstand in support system and learning environment were reported. Educators should be discussed and prepared both teachers and learners to modern classroom.

Teacher preparation program is routinely make decisions regarding the best pedagogical methods from field experience studies, it can alter students' understandings about academic content and some characteristics through professional practices. This study tries to investigate the extent to which individuals learning to be teachers feel what preservice teachers are capable of performing the pedagogical practices. Sixty seven preservice science teachers were described the influences of teacher preparation. Results indicated that preservice teachers enrolled in professional experiences courses perceived themselves as less capable of performing persuasive pedagogical practices than more generally accepted practices. In addition, preservice teachers perceived they were more capable of altering students' knowledge about content than at modifying their beliefs about content. Implications for research and practice are forwarded.

Contribution of Integrated Learning through STEM Education in ASEAN Countries. Objectives: This article reviews and criticizes research reports on STEM education in the Association of Southeast Asian Nations or ASEAN countries. Methods: The study conducted through ACI database as an investigation source, a total of 24 articles were reviewed between the years 2013 and 2019. Data were analyzed by the main key of pedagogical practices, also is focused on the implementations of STEM education in an effective classroom. Findings: Findings showed that STEM education used in a variety of integrated pedagogical practices by different concepts and contexts.The process of STEM learning emphasizes on engineering process than the science process. It is generally drawn by 5D in a thematic approach: define, design, develop, debrief, and disseminate. Conclusions: Technology and design-based learning are calling for future research and the contribution of pedagogical practices in a diverse classroom.

As we known, the Corona Virus Disease 2019 or COVID-19 outbreak is now spreading around the world. It spreads widely and quickly by our social activities. It can be panic to all people who following news from variety of patterns in social medias and online postings. So, it affects continuously a huge threat to the daily life, health care, social activities, and educational management. However, education in this era is supported by multi-medias and tools for learning management. Digital learning is employed to plays it important role in the situation of COVID-19 outbreak. This study employed survey method to investigate readiness on digital learning of science teacher students. Online questionnaire conducted with 36 junior and 38 senior science teacher students. The readiness on digital learning collected, analysed, and reported in terms of mean, standard deviation, and One Way ANOVA. The results found that senior science teachers have more readiness on digital learning than junior science teacher students. The components of digital learning are mostly readiness is at high level, while the creativity and innovation for digital learning is at medium level. The components of digital learning is tested and showed that it is significantly differences at .05 levels of statistics.