The purposes of this research were 1) to develop student’s scientific reasoning ability on the concept of light and image at a criterion of 70 using inquiry-based learning 5E with prediction observation and explanation strategy and 2) to compare students’ scientific learning achievement on the concept of light and image after using inquiry-based learning 5E with prediction observation and explanation strategy. The target groups were 22 students of grade 9 selected by a purposive sampling method. The research instruments were lesson plans, achievement test, scientific reasoning ability test, scientific reasoning ability observation form, and scientific reasoning ability interview form the statistics used in data analysis were mean, percentage, and t-test. The results showed that 1) the scientific reasoning ability in cycles 1, 2, and 3. There were 6, 13, and 21 students who passed their criteria of 70% of the full score in each learning cycle, respectively. 2) Students’ learning achievement after learning with the learning management was significantly higher than the establishment at a criterion of 70 at a statistical level of .05.

Inquiring learning characteristics are desirable learning behaviors that could lead to achievement in science education. The purpose of the study was to investigate the effectiveness of integrated 5E’s of inquiring-based learning and game-based learning management on grade 7 students inquiring learning characteristics. The study was conducted in an action research approach consisting of two learning circles of planning, acting, evaluating, and reflecting. The participants were 8 7-grade students in Anukulnaree School, Thailand using the purposive sampling method. The participants were selected considering their lack of inquiry learning characteristics in class. The instruments were 1) integrated 5E’s of inquiry-based learning and game-based learning management, 2) An inquiring characteristic observation form, 3) an interview form for inquiring characteristics. The data were analyzed by mean score, standard deviation, and effectiveness index with the criterion of 70. The result of the study indicated that at the end of learning circle 2, the effectiveness of integrated 5E’s of inquiring-based learning and game-based learning management on grade 7 students inquiring learning characteristics was at 75/76.36 reaching the criterion set in the study. It could be interpreted that the integration 5E’s of inquiry-based learning and game-based learning as a principle in designing learning management is beneficial in establishing inquiring characteristics in grade 7 students in learning science.

The purposes of the current study include (1) to examine the effect of integrated problem-based learning and Think-Pair-Share technique on the development of grade 8 students’ analytical thinking and (2) to examine the effect of integrated problem-based learning and Think-Pair-Share technique on the development of grade 8 students’ science learning achievement. The participants were 42 students in a school in Thailand. The purposive sampling method was employed. The instruments include a learning management plan of force and movement, analytical thinking test, and a learning achievement test. The data were analyzed using percentages, mean scores, standard deviation, and a paired samples t-test. The results of the study could be concluded that the integration of problem-based learning and Think-Pair-Share collaborative learning strategies was beneficial in both developing processes of thinking and improving students’ knowledge of class contents. The results of the study could also illustrate how learners gained benefits from the integrated methods and imply how they should be useful in the pedagogical and academic setting.

The purposes of the current study are to develop research-based learning management in the Curriculum Design and Development course for student teachers and to study the effectiveness of the research-based learning management in the Curriculum Design and Development course for student teachers. The instruments were a structured interview form, a learning management quality assessment, learning management, a learning achievement test, and a questionnaire. The data were analyzed by mean score, standard deviation, t-test, and content analysis. The results of the study indicate that there were 6 components including ground theories, objectives, instruction processes, social system, principles in responses and supportive system, and learning management in the research-based learning management. In detail, there were 5 stages in learning management including ideas and information analysis, planning and creative design, action-taking, presentation and reflection, and evaluation and improvement. The result of the study shows that there was a significant difference between the students’ learning achievement before and after learning with the developed learning management. The students’ attitudes toward learning management were found at a high level in every aspect.

The 21st century skills are important matters in education management in the upcoming era, and they need cooperation among stakeholders of an educational context to be developed. The purpose of the study is to study teacher perceptions toward professional learning community (PLC) in developing 21st century skills of students in Thailand. The samples were 1154 teachers from 376 schools in 17 provinces selected by a purposive sampling method in Thailand. The instruments were a professional learning community activity among teaching staff in the school and a questionnaire for teachers’ perception of the method. The data were analyzed using percentages, mean scores, and standard deviation. The results of the study indicate that the perception of teachers on students’ 21st century skills after the PLC was at a high level (x̄ = 4.30) and higher than before the PLC which was at an average level (x̄ = 3.15). The results of the study could be summarized to indicate the positive perception of teachers in using the professional learning community as a school managerial method in developing skills and morality of the 21st century. It could also be concluded that collaboration and idea-sharing among teaching staff and administrators were the keys to success. Therefore, the results of the study could be implicated in school management that aims to develop students’ 21st century skills.