This study focuses on investigating the effects of students’ activity-based on learning approaching management through the popular instruction; STEM Education Instructional Model on the Second Newton’s Law (spring and conservative law) issue for fostering students’ creative thinking abilities of their learning achievements to their students’ perceptions of their physics laboratory classroom environments. Administrations, which the sample size consisted of 48 upper secondary educational students at the 10th grade level from Mahasarakham University Demonstration School with cluster random sampling technique was selected. The purposes of this research study were to analyze of the processing performances and the performance results (E1/E2) efficiency at the determining criteria as 75/75. Students’ learning achievements with the pre-test and post-test design were assessed. Students’ learning achievements of their post-test assessment and their creative thinking abilities of their perceptions to their physics laboratory class towards physics were associated. Using the STEM Education instructional innovation’s lesson plans were managed the instructional activities, the Pre-Test and Post-Test Assessments were designed, students’ creative thinking abilities were fostered with the 24-item Guilford Creative Thinking Questionnaire (GCTQ), and students’ perceptions of their classroom learning environment obtained of the 35-item Physics Laboratory Environment Inventory (PLEI) was determined. Statistically significant were analyzed with the Simple and Multiple Correlations, Standardized Regression Weight Validity (β), and Coefficient Predictive Value (R2) were associated. The results of these research findings have revealed as: students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of the STEM Education instructional method’s innovation lesson plans to management to the activity-based learning approach indicated that 78.23/75.38, which was higher than standardized criteria of 75/75. Students’ learning achievements of their pre-test and post-test assessing differences were also found evidence at the 0.01 level, significantly. Associations between students’ learning achievements of their post-test assessment indicated that 26% of the coefficient predictive value (R2) of the variance in students’ creative thinking abilities was attributable to their perceptions for the CTAT. Students’ learning outcomes of their post-test assessment, the R2 value indicated that 35% of the variances in students’ perceptions to their physics laboratory classes for the PLEI. Students’ perceptions of their PLEI classes, the R2 value indicated that 57% of the variances in students’ responses to their creative thinking abilities were attributable to their affecting the activity-based on learning approaching management through the STEM education instructional method for fostering their creative thinking abilities to their learning achievements and their perceptions in physics laboratory classes of upper secondary students at the 10th grade level are provided.

To investigate the encouragement of students’ learning achievements and their attitudes towards science through the STEM education instructional method in science classes at the 9th grade level was to develop learning management with the STEM education instructional method on Electrical Circuit Connection and Ohm’s Law Issue in science class of secondary students at the 9th grade level to be effective process and result (E1/E2) according to criteria effectiveness of 75/75, students’ learning achievements of their posttest assessment of their attitudes towards science and the 75-percent criterion with the STEM Education instructional method were compared, which were the main of research objectives with a sample of 35 secondary students in Watsratong Municipal School under Roi-Et Municipality Province in the second semester of the academic year 2016 with the purposive sampling technique were selected. Using the Innovative Instructional Lesson Plan (IILP) through the STEM education instructional method obtained at the Strand 8: Nature of Science and Technology, Standard SC 8.1: Electric and Electronics was administered. Students’ learning achievements were assessed with the 30-item Learning Achievement Test (LAT) that it had the discriminative value ranged from 0.60 to 1.00, with a 0.88 confidence interval. Students’ perceptions of their attitudes toward science were assessed with the Test Of Scène-Related Attitude (TOSRA) that obtained of 8 items and the Cronbach alpha reliability of the TOSRA was 0.82. The results of these findings have found that: The E1/E2 efficiency was 77.55/76.19, which is higher than the standard set of 75/75 performance criteria. Comparisons between students’ learning achievements of their post LAT and the 75-percent criterion was 76.19% ( = 22.85, = 2.01) and the mean scores of LAT and the 75-percent was differentiated at .05 levels, significantly. Students’ perceptions of their attitudes towards science with the TOSRA indicated that a highest level ( = 4.51, = 0.56) and associations between students’ learning achievements and their attitudes toward science revealed that are positive relatively, significantly.

The purposes of this research study were to develop solving-problems in science learning approach with the Problem-Based Learning (PBL) instructional lesson plans to enhance students’ learning achievements and their solving-problem abilities in science with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 80/80, students’ learning achievements of their post assessing test and the criteria learning outcomes at 80% with the PBL, and students’ solving-problem abilities and the criteria learning outcomes at 80% with the PBL toward science were compared, and to associate between students’ learning achievements and their solving-problem abilities with the PBL was analyzed. Administrations with a sample size which consisted of 48 lower secondary educational students at the 9th grade The aims of this research study were 1) to develop activity-based learning conceptual approach with the STEM Education instructional method on the photosynthesis issue to promote students’ learning achievements and their systematic thinking abilities at the 11th grade level with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 75/75, 2) to compare between students’ learning achievements of their pre-test and post-test assessments with the STEM Education instructional method on the photosynthesis issue, 3) to compare between students’ systematic thinking abilities of their pre- and post-learning activities that based on learning conceptual approach with the STEM Education instructional method on the photosynthesis issue, 4) to analyze of students’ associations between their learning achievements and their systematic thinking abilities with the post learning activities that based on learning conceptual approach with the STEM Education instructional method on the photosynthesis issue. Data administrations with a sample size consisted of 21 upper secondary educational students at the 11th grade level from Mahawichanukul School under the Maha Sarakham Secondary Educational Service Area Office 26 with the purposive sampling random technique was selected. The research instruments were determined with a main-STEM Education instructional method’s lesson plan to management of the activity-based learning conceptual approach in 15 hours, the Learning Achievement Assessing Test, and the Systematic Thinking Ability Measuring Test were used. Statistically significant with the average mean score, standard deviation, percentage, independent variable t-test were analyzed, simple and multiple correlations, standardized regression weight validity, and coefficient predictive value (R2) were associated. The results of these research findings have revealed as: 1. Students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of the STEM Education instructional method’s lesson plan to management to the activity-based learning conceptual approach indicated that of 77.16/75.24, which was higher than standardized criteria of 75/75. 2. Students’ learning achievements of their pre-test and post-test assessing differences were also found evidence of statistically significant at the 0.01 level. 3. Students’ responses of their systematic thinking abilities to their previous and lately learning with the STEM Education instructional method’s lesson plan to management of the activity-based learning conceptual approach were differentiated evidence of 0.01, significantly. 4. Associations between students’ performances of their learning achievements and their systematic thinking abilities toward their activity-based learning conceptual approach with the STEM Education instructional method on the photosynthesis class were considered together, there was a significant evidence of the 0.01 with the systematic thinking abilities, relatively.

The purposes of this research were to develop an innovative instructional lesson plan based on the models of learning management in the STEM Education Method and the 5E-Inquiry Model curricula of secondary students at the 10th grade level on Momentum and Collision Issue in physics classes with the processing and performance resulting effective standardized criteria at the level of 80/80, to compare between students’ learning achievements of their pre and posttests, to evaluate students’ performances of their creative thinking abilities with the instructional designing methods, to assess students’ attitudes toward physics, to associate between students’ learning achievements of their post tests and their creative thinking abilities and their attitudes toward physics, and to predict the relationships between students’ performances of their creative thinking abilities and their attitudes toward physics. Administrations with the target sample groups, which consisted of 50 experimental and 46 controlling group students to manage learning activities with the STEM Education Method and the 5E-Inquiry Model from Sarakhampittayakom School, Thailand with the Purposive Random Sampling technique was selected. Using the research type of the Quasi-experimental research was experimented in Two-Group Pretest-Posttest Design. Students’ learning activities of their processing and performance resulting effective with the innovative instructional lesson plan in 16 periods. Students’ learning achievements were assessed with the 30-item Learning Achievement Test (LAT) with four multiple choices, Students’ responses of their creative thinking abilities were assessed with the 24-item Creative Thinking Ability Test (CTAT) in four scales; students’ attitudes were assessed with a short version of the 8-item Test Of Physics-Related Attitude (TOPRA). Statistically significant were analyzed with average mean score ((X) ̅), standard deviation, (S.D.), percentage, independent variable t-test, One-Way ANOVA (eta2), Simple Correlation (r), Standardized Regression Coefficient (β), Multiple Correlation (R), and the Coefficient Predictive Value: (R2) were used. The results of this research findings: the effectiveness of the innovative learning management lesson plan on Momentum and Collision Issue of the secondary students at the 10th grade level in the form of STEM Education Method (E1/E2) is 83.70 / 83.47, and based on the 5E-Inquiry Model of (E1 / E2) was 80.00/80.58. Students’ learning achievements of their pretest and post tests for both STEM Education Method and the 5E-Inquiry Model were differentiated (ƿ< 0.001), significantly. The CTAT and the TOPRA by Cronbach alpha coefficient evidence of 0.88 and 0.79 were validated and reliability. Associations between students’ learning achievements of their post-test (PoLAT) and their CTAT, the R2 value indicated that 47% and 42% of the variance in students’ creative thinking abilities of their physics classes were attributable to their post learning achievements, students’ learning achievements of the LAT and their TOPRA toward physics, the R2 value indicated that 50% and 36% of the variance in students’ creative thinking abilities of their physics classes were attributable to their PoLAT learning achievements, the coefficient predictive determinant values between students in their CTAT and TOPRA toward physics, the R2 value indicated that 67% and 26% of the variance in students’ creative thinking abilities of their physics classes were attributable to their attitudes toward physics in the STEM Education Method and the 5E-Inquiry Model, statistically significant was also found at the 0.01 level, respectively. In terms of the 5E-Inquiry Model, statistically significant was not found at the 0.05 level between students’ creative thinking abilities and their attitudes toward physics.

The purposes of this research were to evaluate and develop of An Innovative Instructional STEM Education Strategy Lesson Plan Combined with the Brainstorming Techniques (STEM & BTS) for enhancing students’ learning achievements and transforming their science related attitudes for secondary students at the 8th grade level in science class on Light and Visible Light issue with the processing and performance resulting effective determinant criteria at the level of 75/75. Students’ learning achievements and their science attitudes to their pre and post assessing designs toward their learning management according to the instructional model of learning management in the STEM & BTS were compared. Associations between students’ learning achievements of their posttest assessment and their attitudes toward science with the STEM & BTS for enhancing students’ learning achievements and transforming their science related attitudes were assessed. Administration of the sample size of 25 students at the 8th grade level from Khatiyawongsa School under the Secondary Educational Service Area Office 27, Roi-Et with the purposive random sampling technique was selected. The STEM & BTS composed of an innovative instructional lesson plan and 9 subunits in 15 hours on 5 weeks were instructed management. Students’ learning achievements were assessed with the 50-item Learning Achievement Test (LAT) in four multiple choices of their pretest and posttest assessments. Students’ attitudes toward science were assessed of their perceptions with the 8-item Test Of Science-Related Attitude (TOSRA). Statistically significant was analyzed the data with Mean ((X) ̅), Standard Deviation (S.D.), Percentage, t-test, One-Way ANOVA (eta2), Simple Correlation (r), Standardized Regression Coefficient (β), Multiple Correlation (R), and Coefficient Predictive Value (R2). The results of these research findings followed as: An innovative instructional STEM education strategy combined with the brainstorming techniques for enhancing students’ learning achievements and transforming their science related attitudes at the 8th grade level was assessed of six learning activities by the 3-Professional Experts with the Index of Item Objective Congruence (IOC ), it has found that the IOC indicated of 0.88, students’ responses of their learning activities were at the high level, the relationships of six learning activities with F-test was significant at level of 0.001, and the Cronbach Alpha Reliability of the TOSRA was 0.79. The effectiveness of the innovative learning management lesson plan in form of the STEM & BTS (E1/E2) was 77.64/78.48, which has higher than the standardized determining criteria of 75/75. Students’ learning achievements of their pretest and posttest assessments with the LAT to the STEM & BTS with their posttest was higher than pretest and statistically significant was differentiated, significantly (ƿ < .001). Students’ attitudes toward science were assessed with the TOSRA, the average mean scores with their post-attitude were higher than pre-attitude and statistically significant was differentiated, significantly (ƿ < .01). Associations between students’ learning achievements of their post-LAT their post-TOSRA toward science, the R2 value indicated that 50% of the variance in students’ learning achievements of their science class was attributable to their post attitudes toward science in the STEM & BTS for enhancing students’ learning achievements and transforming their science related attitudes and statistically significant was also found at the 0.01 level, relatively.

The purposes of this research study were to develop solving-problems in science learning approach with the Problem-Based Learning (PBL) instructional lesson plans to enhance students’ learning achievements and their solving-problem abilities in science with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 80/80, students’ learning achievements of their post assessing test and the criteria learning outcomes at 80% with the PBL, and students’ solving-problem abilities and the criteria learning outcomes at 80% with the PBL toward science were compared, and to associate between students’ learning achievements and their solving-problem abilities with the PBL was analyzed. Administrations with a sample size which consisted of 48 lower secondary educational students at the 9th grade level from Wapi Phatum School under the Maha Sarakham Secondary Educational Service Area Office 26 with the purposive sampling random technique was selected. Using the 6-main instructional PBL method’s lesson plans to management of the activity-based learning conceptual approach in 12 hours, the 30-item Learning Achievement Assessing Test (LAAT), and the 20-item Solving-Problem Ability Measuring Test (SPAMT) were used. Statistically significant with the average mean scores, standard deviation, percentage, independent variable t-test were analyzed, simple and multiple correlations, standardized regression weight validity, and coefficient predictive value (R2) were associated. The results of these research findings have revealed as: students were evaluated to determine performance criteria with the efficiency of the E1/E2 results with the PBL method indicated that of 85.48/84.44, which was higher than standardized criteria of 80/80. Students’ learning achievements of their post assessing test and the scientific solving-problem learning ability outcomes at 80% with the PBL were differentiated that evidence at the 0.05 level, significantly. Students’ performances of their SPAMT and the criteria learning outcomes at 80% with the PBL toward science were also found of statistically significant that evidence of 0.01, differently. Associations between students’ learning outcomes of their LAAT and their SPAMT toward science, the R2 value indicates that 67% of the variance in solving-problem abilities to their science class was attributable to their learning achievements of their Problem-Based Learning (PBL) instructional method toward science.

To investigate of students' perceptions of their physics classroom learning environments with the instructional internships in teaching physics of the master science trainee educational students for improving and creating scientific attitude skills toward physics in upper secondary educational students in Thailand. Associations between these perceptions and students' attitudes toward physics were determined.

This paper is to report for developing a web-based form of social learning performances of the social gamification functional learning online to enhance behaviors and critical thinking abilities of undergraduate students, to assess the effectiveness of learning lessons that based on the development model in according to the Meguigans criteria, and to investigate of learning activities based on the theme of learning development were as the main purpose study which the sample size consisted of 28 full-time fleshy students who sat in the Computer Education Program, Faculty of Education in Rajabhat Maha Sarakham University. Administrations with the research instruments, such as; the Web-Based Lessons, the Learning Behavior Measurement, the Learning Achievement Test were used. Statistically significant was compared between students' learning outcomes of their learning different learning functions with an average mean score and the standard deviation was analyzed. The results of these findings have indicated that: the quality of Web-based lessons from professional content on the web techniques and methods evidence at a high level. Students' learning on the performance efficiency of the Web-based model was developed on the basis of Meguigans criteria as 1.06, which was more than one lesson on the Web efficiently. The effects of the learning activities as a form of social gamification functional learning online to the enhancing behaviors toward critical thinking abilities of undergraduate students, which revealed those students' learning behaviors of in the usual form of learning that develop depended on to a large extent at the high level. Statistically significant was compared between the average scores of students' critical thinking of their social gamification Preecha Kansaart, Arun Suikraduang, Piyatida Panya UNDERGRADUATE STUDENTS' LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR CRITICAL THINKING ABILITIES European Journal of Education Studies-Volume 3 │ Issue 3 │ 2017 128 functional learning online and usual learning form was differenced at the level of 0.01. Students' responses of their learning achievements in according to be developed the social gamification functional learning online was higher than their usual learning indicated that of 0.01, differentiated significantly.

Comparatively speaking, the performance of Thai administrators in international studies of Thailand's relatively weak human resource base has been pinpointed as one of the underlying factors in the cause of the economic and financial crisis that has hit the country over recent years very poor. This research reports on a study that investigated the role that Thai administrators’ interpersonal relationships with their teachers play in enhancing the teachers’ teaching plan and students’ achievement in the subject and in forming or changing the teachers’ attitudes to teaching arrangement. The questionnaires were administered to a sample of 716 teachers in 80 schools under the Office of Basic Education Commission (OBEC) throughout of Thailand. Administrator-teacher interactions were assessed with the 48-item Questionnaire on Administrator Interaction (QAI) which was adapted version from the Questionnaire on Teacher Interaction (QTI) (Wubbles & Levy, 1993). This questionnaire has an Actual and Preferred Forms. Teachers’ attitudes were assessed with the Test of Administrator-Related Attitudes (TOARA) which was based on the Test of Science-Related Attitudes (TOSRA) (Fraser, 1981). Statistically significant differences were found between the teachers’ perceptions of actual and preferred administrator interpersonal behaviours. It was found that administrator interpersonal behaviour was high on factors such as Leadership, Helping/Friendly, Understanding and Teacher Responsibility/Freedom behaviour, while factors such as Uncertain, Dissatisfied, Admonishing, and Strict behaviours were far less prominent. Significant differences were found between teachers’ perceptions of actual and preferred administrator interpersonal behaviours, and a typology comparison of teachers’ perceptions of Thai administrators could be classified as Authoritative in both the actual and preferred administrators’ interpersonal behaviours. Associations between teachers’ perceptions of their administrators’ interpersonal behaviour with their attitudes to their school administration were found. The multiple correlations were significant for the Actual Form of the QAI and the TOARA, 39% of the variance in teacher’s attitude to their schools was attributable to their perceptions. Based on the findings, suggestions for determining and effecting the school administrations by school’s administrator interpersonal behaviour for improving sustainable educational development in school’s administration in Thailand with teachers’ perceptions are provided.

Movies are used as educational material by some lecturers with the spread of technology-based activities in education. Some insructors, occasionally, benefit from movies for training of cadidate teachers in the faculty of education. Especially, movies, about teachers, can be important training materials used by lecturers who want to provide a productive training environment by offering some sample events to their students in order to discuss issues about classroom environment, professional skills, teacher attitudes and behaviors in terms of positive and negative examples. But there is no study describing teacher profile in the movies and establishing ideas that being about how a teacher model we will carry to courses through these films. The target of this study is to examine teacher profile processed in movies in terms of several categories. This study was conducted with document analysis method of qualitative research methods. 10 films were selected as a sample in accordance with the criterion sampling method of purposive sampling. The teachers’ profiles who play as main character in movies have been examined on the basis of various categories: (a) individual personality characteristics (values owned or defended, skills, professional knowledge, openness to development, etc.) (b) the perpective to educational system and students, (c) the methods and techniques used in the educational and evaluation processes, (d) the spiritual atmosphere of the class, (e) the private life reflected. Verbal and unverbal scenes, providing appropriate data for analiysis, were taken as the unit of analiysis in these categories. In these scenes, the dialogue directly and the non-verbal scenes by depicting were converted to text and data were analyzed in these texts. Descriptive statistical procedures were applied to data so frequency and percentage calculations were made. And also, codes, categories and themes were created to explain teacher profile by applying content analysis. Data were supplemented with direct quotations.