Thepsatri Rajabhat University

ภูมิหลังและวัตถุประสงค์: การศึกษาเป็นกลไกสำคัญในการพัฒนากำลังคนให้มีคุณภาพ ท่ามกลางกระแสการเปลี่ยนแปลงของศตวรรษที่ 21 สมรรถนะของครูในการจัดการเรียนรู้มีบทบาทสำคัญในการส่งเสริมทักษะทางภาษาของนักเรียน งานวิจัยนี้มุ่งพัฒนาและประเมินคุณภาพรูปแบบการนิเทศตามแนวคิดบทเรียนร่วมกันร่วมกับการให้ข้อมูลย้อนกลับ เพื่อเสริมสร้างสมรรถนะการจัดการเรียนรู้ตามแนวคิด TPACK ของครู และส่งเสริมความสามารถในการพูดภาษาอังกฤษของนักเรียนระดับประถมศึกษา ระเบียบวิธีวิจัย: การวิจัยใช้กระบวนการวิจัยและพัฒนา (R&D) ประกอบด้วย 1) การศึกษาวิเคราะห์ข้อมูลพื้นฐานและความต้องการ 2) การพัฒนาและประเมินคุณภาพรูปแบบ โดยการจัดสนทนากลุ่ม (Focus Group Discussion : FGD) จากผู้ทรงคุณวุฒิและผู้เชี่ยวชาญโดยผู้เชี่ยวชาญเข้าร่วมสนทนากลุ่ม ทั้งสิ้นจำนวน 7 คน เครื่องมือ เช่น แบบวิเคราะห์เอกสาร แบบสัมภาษณ์ และแบบประเมินคุณภาพรูปแบบ วิเคราะห์ข้อมูลด้วยค่าเฉลี่ย (M) ค่าส่วนเบี่ยงเบนมาตรฐาน (SD) และการวิเคราะห์เนื้อหา ผลการวิจัย: รูปแบบการนิเทศที่พัฒนาขึ้นประกอบด้วย 5 องค์ประกอบ ได้แก่ 1) หลักการ 2) จุดมุ่งหมาย 3) รูปแบบการนิเทศ 4) การวัดและประเมินผล 5) ปัจจัยสนับสนุน และมี 7 ขั้นตอน ได้แก่ การศึกษาปัญหา สร้างความเข้าใจ ปฏิบัติการนิเทศ ติดตาม สะท้อนผล ให้ข้อมูลย้อนกลับ ปรับปรุง แก้ไข อภิปราย และการเผยแพร่ สรุปผล: รูปแบบการนิเทศที่พัฒนาขึ้นช่วยเสริมสร้างสมรรถนะครูในการจัดการเรียนรู้ ส่งผลให้สามารถพัฒนาการสอนที่ส่งเสริมทักษะการพูดภาษาอังกฤษของนักเรียนได้อย่างมีประสิทธิภาพ และส่งเสริมวัฒนธรรมการเรียนรู้แบบร่วมมือและต่อเนื่อง เพื่อยกระดับคุณภาพการศึกษาอย่างยั่งยืน

Agricultural plastic waste is a major environmental pollutant due to its non‐biodegradable nature. This study discusses the production of biodegradable pots (bio‐pots) using a biochar composed of banana pseudo‐stems and Bacillus sp. The isolated Bacillus sp. produced indole‐3‐acetic acid (IAA), solubilized potassium and phosphate, and secreted siderophores immobilized in banana pseudo‐stem biochar. X‐ray diffraction analysis revealed CaCO3 and KCl as the major elements, aside from carbon, released to the soil. Bio‐pots were made from banana pseudo‐stem biochar mixed with a Bacillus sp.–biochar composite at various formulations: 0%, 1%, 3%, 5%, and 10%. Mechanical testing indicated that the porous structure of the biochar contributed to low pot density and tensile strength. Moreover, the air‐filled spaces within the biochar enhanced water absorption, correlating with the amount of biochar used. Marigolds were cultivated outdoors in the bio‐pots to assess growth and yield. Our findings showed that those grown in biopot‐4 (10%) displayed improved growth and yield compared to the control group (grown in the ground). After 10 weeks, the control plants became infected with fungi and aphids, whereas those grown in biopot‐4 remained unaffected. In summary, bio‐pots incorporating 10% Bacillus sp.–biochar are eco‐friendly, reducing the need for chemical fertilizers, fungicides, and insecticides, while contributing to environmental sustainability. Moreover, the combination of biochar and Bacillus sp. is more effective than an unmixed form, since Bacillus sp. can inhabit and propagate in biochar pores if the conditions are otherwise unsuitable for growth.

This study produced activated carbon from residual cassava rhizome using H3PO4 activation at 500 °C. The adsorbent was characterized via nitrogen adsorption-desorption, Fourier transform infrared spectroscopy, X-ray fluorescence spectroscopy, X-ray diffraction spectroscopy and scanning electron microscopy. Adsorption of methylene blue and methyl orange was examined using the batch method, with influencing factors including pH, contact time, initial dye concentration, and temperature. Optimal adsorption occurred at pH 9 and 360 min for methylene blue and pH 2 and 240 min for methyl orange. The Langmuir isotherm best described the adsorption behavior, yielding maximum capacities of 29.154 and 28.736 mg/g at 30 °C, respectively. Kinetic analysis confirmed the pseudo-second-order model for both dyes, while thermodynamic evaluation indicated an endothermic and spontaneous process at higher temperatures. Adsorption mechanisms involved Yoshida hydrogen bonding, dipole-dipole hydrogen bonding, n-π and π-π interactions, electrostatic interactions, ion exchange and pore filling. The adsorbent demonstrated efficient reusability through five cycles, employing 0.1 M HCl for methylene blue and 0.1 M NaOH for methyl orange removal. These findings suggest cassava rhizome-derived activated carbon as a cost-effective alternative for dye removal from aqueous solutions. HIGHLIGHTS The cassava rhizome, classified as waste agricultural biomass, serves as the activated carbon for the adsorbent. Cassava rhizome-activated carbon demonstrates effective adsorption of dye solutions, including methylene blue (a cationic dye) and methyl orange (an anionic dye). Studies encompass the characterization of adsorbents, adsorption mechanisms, and reusability assessments. GRAPHICAL ABSTRACT

This study aimed to 1) develop project-based learning (PjBL) activities to enhance the skills of industrial arts students, 2) assess the woodworking skills of students who participated in the developed project-based learning (PjBL) activities and 3) study students’ satisfaction with the project-based learning using woodworking activities. The research was conducted at Thawungwittayakarn School in Lopburi Province, involving 10 teachers and 27 upper-secondary students. Research instruments included 1) a project-based activity plan, 2) a four-level rubric for assessing practical woodworking skills, and 3) a five-point Likert-scale questionnaire to measure student satisfaction. The research results show that 1) The developed project-based learning (PjBL) activities successfully promoted active, student-centred learning. Feedback from 10 teachers confirmed the clarity and applicability of the activity plans in real classroom contexts. 2) Students’ woodworking skills, assessed using a rubric, were found to be at a high level. The average score was 3.36 out of 4.00 (equivalent to 83.98%), and 3) Students expressed a high level of satisfaction with the project-based learning activities (Mean = 4.36, SD = 0.24). The findings confirm that project-based learning (PjBL) effectively enhances practical skills and student satisfaction, offering a scalable instructional model for industrial arts education in real classroom settings.

This work presents a microfluidic paper-based analytical device (µPAD) designed for the screening and measurement of ammonia and pH, utilizing mulberry fruit extract as a natural indicator. For ammonia determination, the method is based on a membraneless gas-separation microfluidic device. The µPAD co-nsists of three layers: the upper layer serves as the detection area, featuring two circles with a diameter of 8 mm, where mulberry fruit extract at pH 3.07 and pH 4.93 is applied for the measurement of ammonia and pH, respectively. Ammonia gas is generated in the lower donor layer and diffuses through the gap in the middle layer to the acceptor layer. The concentration of ammonia is determined by analyzing the color change of the mulberry fruit extract indicator. Images of the colored detection zones are captured using a smartphone camera, and their color intensity is analyzed with ImageJ software. For pH measurement, the color change is compared to a standard pH scale ranging from 1 to 14. The proposed method offers a linear calibration range from 0 to 150 mg/L N, with a limit of detection of 4.89 mg/L N. The relative standard deviation was 3.43% (at 50 mg/L N, n = 10). This method was successfully applied to measure ammonia and pH in natural water, pond water, wastewater, and fertilizer samples, with recovery rates ranging from 95 to 109%. The results obtained from the µPAD correlated well with those from the spectrophotometric method for ammonia and a pH meter for pH values.

This study aimed to (1) design and evaluate the suitability of a science learning management plan that integrates the three conceptual levels of chemistry (macroscopic, submicroscopic, and symbolic) on the topic of polymers, and (2) examine its effects on promoting scientific conceptual understanding among secondary school students. Employing an action research methodology, the study involved 72 participants: 9 expert science teachers who assessed the instructional plan and 63 purposively selected secondary students who participated in the implementation. The intervention was structured around the QSEEE instructional model, which comprises five stages: Questioning, Searching, Explaining, Elaborating, and Evaluating. The evaluation results indicated that the instructional plan was highly appropriate. Furthermore, post-intervention assessments revealed significant improvement in students’ scientific conceptual understanding, demonstrating the effectiveness of the integrated approach.

Since the Computer Project course is a subject that integrates the knowledge of fourth-year students before graduation, students are required to develop computer-assisted instructional (CAI) lessons to be used as a tool for their teaching practicum in educational institutions. However, most students are unable to complete the development of CAI lessons within the designated one-semester timeframe, resulting in delayed graduation and various disadvantages, such as missing opportunities to take the assistant teacher recruitment exam, pursuing higher education, or entering professions that require proof of graduation. This research aims to: 1) develop computer-assisted teaching lessons using Scratch programming, 2) compare learning outcomes before and after teaching using MIAP instructional management with computer-assisted teaching lessons using Scratch programming, and 3) explore students' perspectives on MIAP instructional management with computer-assisted teaching lessons using Scratch programming. The sample group consists of 37 students majoring in Computer Education enrolled in a computer-related course. The research methodology involves selective sampling. The research tools include: 1) MIAP instructional management plan, 2) assessment of learning outcomes using MIAP instructional management with computer-assisted teaching lessons using Scratch programming, and 3) questionnaire on students' perspectives on MIAP instructional management with computer-assisted teaching lessons using Scratch programming. Statistical analysis includes mean ( ) and standard deviation (S.D). The research findings indicate that: 1) computer-assisted teaching lessons using Scratch programming, 2) the learning outcomes of students through MIAP instructional management with computer-assisted teaching lessons using Scratch programming, significantly improved at a statistical significance level of .05, and 3) students' perspectives on MIAP instructional management with computer-assisted teaching lessons using Scratch programming are at the highest level.

This exploratory study investigates the use of logBlog, a digital platform created with Google Sites, as a modern alternative to traditional logbooks in industrial training. The study’s primary objective is to determine whether multimedia-rich digital platforms can overcome the limitations of traditional, text-based logbooks, which struggle to fully capture the complexity and variety of modern industrial training experiences. By allowing students to incorporate multimedia elements such as images, videos, and audio, logBlog offers a more dynamic and comprehensive method of documenting learning experiences. This study aims to explore how this approach can improve student engagement, reflection, and real-time communication with supervisors. The methodology employed in the study is primarily conceptual, focusing on theoretical analysis. It evaluates how logBlog enhances the documentation process through multimedia integration, allowing for deeper, more meaningful reflections on students’ training experiences. The paper also identifies key challenges associated with adopting digital documentation tools, such as the need for digital literacy, potential resistance to change from both students and supervisors, and concerns over privacy and security in handling sensitive data during industrial training. These challenges form part of the critical analysis of the platform's effectiveness and broader adoption in educational settings. The results suggest that logBlog offers significant improvements over traditional logbooks by fostering increased student engagement, deeper reflection, and improved real-time feedback from supervisors. However, overcoming the technical barriers, ensuring the necessary infrastructure, and addressing concerns regarding data privacy remain critical to its successful adoption. The significance of the study lies in its potential contribution to the modernization of documentation practices in industrial training. By leveraging digital tools, logBlog can enhance learning outcomes and contribute to the ongoing digital transformation in education. The paper highlights the need for future research to evaluate the platform’s scalability, real-world effectiveness, and security in diverse training environments.