URBAN PHOTOGRAPHER

Grounded in a sociocultural perspective, this study explored the relationships between thinking, social interactions and situated learning through analysis of classroom discourse. Data were gathered from two chemistry classrooms in Thailand through video and audio taping, interviews, field observation, students’ written responses and researcher’s journal. The transcripts of verbal interactions were analysed to explore (1) navigation formats of reasoning with associated language in everyday and scientific domains and (2) cultural influences, power relations and participation in the classrooms. The findings provide insights into the future of research and practice regarding how science educators and practitioners could enhance students’ inquiry learning.

This investigation explored the implementation of Place-based education (PBE) in a rural high school in Thailand. This case study applied a socio-cultural perspective to examine the effects of PBE on science communication and understanding of local heritage in 67 high school students. Data were collected through videotapes, interviews, field observations, student artifacts, and researcher’s journal. Analysis of students’ artifacts suggested that students developed scientific understanding and showed high appreciation for and emotional engagement with the culture, history and resources of their community. Additionally, these socio-environmental practices stimulated an understanding and collaboration between the school and communities and promoted awareness of environmental sustainability. Finally, this paper addresses concerns regarding enacting a PBE framework to learn science.

This paper discusses the use of Place-based education (PBE) in a classroom at a rural high school in Thailand. Grounded in social constructivist perspectives, this study proposed the effects of PBE on students’ concepts of the ecosystem, classroom discourse, and attitudes towards PBE lessons. Data were collected over eight-week study period through multiple-choice tests, essay questions, open-ended interviews, field observations, questionnaires, videotaping, and students’ artifacts collection. The results demonstrated student development of scientific understanding, oral and written discourse and engagement and attitudes towards learning in PBE settings. Additionally, how Thai culture may play in learning science through PBE was also discussed. Finally, this paper addresses concerns regarding enacting PBE framework to learning science.

This project aimed to introduce front-line teachers to a new paradigm shift in science education and offered students a learning environment that could develop their scientific literacy and 21st-century skills. The outcomes of this project demonstrated that the teachers gained knowledge and skills about employing discourse to stimulate scientific thinking and inquiry in classrooms. Students seemed to engage well in classroom discussion, and asked questions and justified scientific knowledge based on evidence.