The document discusses enhancing Thai students' scientific literacy in learning about genetics and DNA technology through Yuenyong's Science Technology and Society (STS) approach. It summarizes the STS approach, which involves 5 stages: identifying social issues, identifying potential solutions, identifying knowledge needs, decision-making, and socialization. It then describes a study that applied this approach with 32 Thai high school students on topics like genetic engineering. Results showed the STS approach improved students' scientific literacy, as they gained knowledge about issues like GMOs and could discuss both benefits and risks of new technologies.
This document discusses various topics related to school activities from January to February 2551 including:
1. Class schedules and assignments for different dates
2. Details about cleaning activities and competitions held on Big Cleaning Day
3. Results of tests and evaluations for different subjects
The document provides updates on events, assignments, and student performance for multiple classes and subjects over a period of several weeks.
The document summarizes the key findings of the PISA 2009 assessment conducted by the OECD regarding scientific literacy among students in Thailand. It finds that Thai students scored 425 points on average, lower than the OECD average of 501 points. It concludes that education in Thailand has yet to effectively equip students with the scientific knowledge and skills needed to think critically and solve complex problems in a modern, technology-driven world. Reforms are needed to improve science education in Thailand.
The document summarizes the key findings of the Programme for International Student Assessment (PISA) 2009 report regarding scientific literacy among Thai students. It finds that Thai 15-year-olds scored 425 points on the scientific literacy scale, lower than the OECD average of 501 points. This suggests that Thai education has not effectively equipped students with the independent knowledge and competencies emphasized in the PISA framework. Areas for improvement include helping students learn how to independently acquire and assess scientific information to draw evidence-based conclusions on science issues.
The document summarizes the key findings of the Programme for International Student Assessment (PISA) 2009 report regarding scientific literacy among Thai students. It finds that Thai 15-year-old students performed below the OECD average in scientific literacy. Specifically, Thai students scored 425 points on the scientific literacy scale compared to the OECD average of 501 points. This suggests that education in Thailand has not effectively equipped students with the independent knowledge and competencies emphasized as important for scientific literacy. Areas for improvement include helping students develop skills in questioning, investigating scientific phenomena, and drawing evidence-based conclusions regarding science-related issues.
