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Antibiotic-resistant bacteria (ARB) have been recognized as one of the global health issues affecting humans, animals, and the environment. A lack of knowledge, negative attitudes, and irrational drug use can make significant contributions to the spread of ARB. This study aimed to assess the knowledge, attitudes, and practices (KAP) regarding antibiotic use and resistance among health science (HS) and non-health science (NHS) students and to determine the factors that influence their KAP concerning antibiotic use and resistance. A cross-sectional study was conducted among 404 HS and NHS students in Southern Thailand from December 2021 to March 2022. The students who fulfilled the study inclusion criteria responded to a questionnaire that had five dimensions. Descriptive statistics were used to analyze the qualitative variables, and Fisher's exact test was applied to compare the demographic variables, KAP responses between the HS and NHS students. The KAP regarding antibiotic use and resistance for each variable were compared using the Mann–Whitney U test and Kruskal–Wallis H test. Spearman's correlation test was used to estimate the correlation between the variables and KAP. A total of 404 (HS,162; NHS,242) students completed the self-administered questionnaire. The students' highest score was for attitude, followed by practice and knowledge. Our findings revealed that the HS students had higher levels of KAP correlated with antibiotic use and resistance than the NHS students (P < 0.001). The higher KAP scores were among the more senior students, which indicates that instruction on antibiotics was effective in their curriculum. Antibiotic use and resistance knowledge and attitudes should be conveyed to all university students via academic curriculum. Such interventions could set the standard for rational antibiotic use as well as long-term prevention and control of antibiotic-resistant bacteria. [ABSTRACT FROM AUTHOR]

Understanding the nature of science (NOS) is one of the main components for science students to be science literate people. It is also important for science teacher students to develop their NOS understanding to be relevant to an informed view. Therefore, this study investigated the effects of Inquiry process learning activities through a reflective explicit approach and the history of scientists on science student teachers, understanding NOS through mixed-method research. The samples were 35 science student teachers in the general science program at Yala Rajabhat University, Thailand. The research instruments included (1) inquiry-based learning through the reflective explicit approach and the history of scientists lesson plans, (2) the NOS understanding questionnaire, and (3) a semi-structured interview about the NOS understanding. The data were statistically analyzed in terms of percentage, mean, standard deviation, t-test dependent samples, and content analysis. The results revealed that the mean scores of the NOS understanding of the science teacher students taking part in the inquiry-based learning activities through the reflective explicit approach and the history of scientists after learning were higher than those before learning, with the statistical significance at .05. After the learning, most of the students had informed view (IV) of all NOS aspect. The research suggests that Inquiry-based learning activities through the reflective explicit approach and the history of scientists can promote an understanding of the nature of science. It should be used in science learning management to develop students' understanding of the nature of science. [ABSTRACT FROM AUTHOR]

Purpose: This study examines the perspectives of undergraduate science and technology students in Thailand regarding the influence of various role models on their entrepreneurial skills. Design/methodology/approach: This study employed the single case study research method. Purposive sampling was used to select the participants. The sample consisted of 142 key informants, whose responses were analysed using a direct content analysis method. Findings: From the students' perspectives, entrepreneurial role models indirectly influenced their entrepreneurial skills. Practical implications: The findings have clear implications for educators and policymakers. Educational institutions should design and implement educational strategies that help connect informal learning gained from the family with formal training at higher education institutions. On-the-job or apprenticeship training should also be included as a component of course content. Originality/value: Our findings regarding the influence of role models differ from those of previous studies in relation to two of the four role models considered here. First, according to the students, their family environment has no direct impact on their entrepreneurial skills. In addition, science- and technology-based educational environments should adopt an entrepreneurial orientation to help students understand various market and business pressures, which will enable them to make a positive contribution to the workplace. [ABSTRACT FROM AUTHOR]

The results of this study will help form guidelines for developing students' capacities for learning in authentic workplace settings to better prepare them to be effective and efficient in their chosen careers. This phenomenological study examined factors influencing practice-based learning and how participants learned from their practice. Six fourth-year students majoring in sports science who had recently returned from their internships took part in this study. Data were collected through semi-structured interviews. Thematic analysis was performed on the transcripts to characterize the participants' shared experiences, which yielded the following seven themes of factors influencing their practice-based learning: (a) clear career goals and identification of an appropriate internship facility; (b) self-efficacy; (c) reflective practice; (d) good workplace relationships; (e) organizational leaders as agents transferring knowledge; (f ) knowledge-sharing behavior; and (g) impact of the COVID-19 pandemic. Internship students also learned to identify their weaknesses in this study, communication skills, group fitness instructor skills, and a professional exercise instructor image. [ABSTRACT FROM AUTHOR]

Metacognition can enhance student learning in science and life-long learning. This study aimed to develop an innovative teaching kit called the Metacognitive Experience Learning Box (MELB) to explore ninth-grade students' metacognitive experience (ME) and scientific conceptual understanding in the equilibrium of moments. A case study design was employed in this study. The research participants were twelve ninth-grade students who studied the equilibrium of moments at an educational opportunity expansion school located in Samut Sakorn Province, Thailand. Data were collected with (a) pre- and post-tests of conceptual understanding in the equilibrium of moments, (b) ME observation, and (c) MELB worksheets. The quantitative data pre- and post-tests of conceptual understanding were analyzed for mean and standard deviation and calculated for the relative score gain. The qualitative data from ME observation and the MELB worksheets were analyzed by thematic analysis. The results showed that some students developed metacognitively, as demonstrated in their learning process, while others showed less development in this area. This study showed that students' prior knowledge and writing skills are two key factors affecting students' ME and conceptual understanding. In addition, students' writing skills impeded them in expressing their ME. Other methods or tools should be explored further to capture real MEs. This study suggests that science students also need encouragement and suggestions from their classmates and teachers to develop and utilize their metacognitive awareness and skills. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to explore the attitudes and perceptions toward electronic cigarette (e-cigarette) use among undergraduate health science students. Methods: A survey was performed in January to May 2019. The data collection was conducted through self-administered questionnaires, which probed demographic data, attitudes, and perceptions toward e-cigarette use. Descriptive statistics were used to present the demographic data and misperception prevalence. The data on e-cigarette users and non-users were compared using Chi-square test or Fisher’s exact test. Multivariable logistic regression was performed to determine predictive factors of e-cigarette use. Results: The in total of 415 students by quota sampling were mostly female. Approximately 20% of the students were e-cigarette users whereas 10% were tobacco users. The major source of knowledge about e-cigarettes was friends or close friends, while only 14% was from curriculum. The predictive factors of e-cigarette use were tobacco use, being around smokers, and alcohol consumption. E-cigarette users were found to have more misperceptions than those not using e-cigarettes in several dimensions: health impacts, addiction, appearance, smoking cessation, and legal exception. Conclusions: Undergraduate health science students had misperceptions about e-cigarettes in several aspects. The information about e-cigarettes in the curriculum was insufficient and posters or boards in the university were not effective. Consequently, supplementary knowledge should be provided and attractive smoking cessation campaigns should be created. [ABSTRACT FROM AUTHOR]

Having its originations in the 1987 UN Brundtland Report and the 1994 Oslo Symposium for sustainable consumption and production (SCP), education for sustainable development (ESD) has taken on global importance. As such, the study’s author sought to examine the causal relationships on sustainable consumption behaviour (SCB) of Thai student science teachers, as these are the leaders of tomorrow. The sample of 200 men and 200 women was obtained by use of multistage random sampling from ten state universities located across 5 Thai regions. The research tool was a 5-level response questionnaire consisting of 130 total items examining 18 observed variables, of which 97 items were positive in nature, while the remaining 33 items were negative in nature. The IOC was used to assess the questionnaire’s development process by the three teacher training experts. Subsequent item reliability testing of the pilot test group of 62 individuals used Cronbach’s Alpha (α) to judge reliability. Further data analysis made use of LISREL 9.1 software on the interrelationships of the latent variables psychological state (PS), environmental education (EE), psychological traits (PT), situation (SIT), as well as their effect on SCB. Results revealed that all the model’s causal variables had a positive effect on SCB, which can be explained by the combined influence of the factors (R²) being 92%. Furthermore, four factors were determined to influence SCB. Ranked in importance, these included SIT, EE, PS, and PT. [ABSTRACT FROM AUTHOR]

The objectives of this research were to study the knowledge on COVID-19 infection, satisfaction of the measures on disease prevention and control, and the association between factors and COVID-19 prevention behaviors among health sciences students. Content validity and reliability of research tools were measured. Ethical for human study was approved by Research Ethic Committee. Self-administered questionnaires were used to collect the data of 184 health sciences students in April, 2020. First, a proportion by curriculum and year of study was made. Then, simple random sampling was created based on student identification. Data analysis involved descriptive statistics, Chi-square and Fisher's exact tests. The results found that participants had correct answer for COVID-19 infection (70.65 - 99.46 %) and had a good knowledge level on COVID-19 infection (90.22 %). Their satisfaction of the institute's measures on COVID-19 prevention and control was at High level (50.54 %). COVID-19 prevention behavior among participants was at moderate level (51.63 %). Age, year level, payment per week, and satisfaction level of their organization's measures on COVID-19 prevention and control were closely associated with COVID-19 prevention behavior (p - value < 0.05). These results could be used as guidelines to arrange additional activities for students in lower age and integrate health concern into the curriculum in early year of study. For further study, satisfaction theory can be applied to encourage students to have positive behaviors. [ABSTRACT FROM AUTHOR]

This study investigated the influence of entity beliefs, gender stereotypes and motivational goals on participants' self-efficacy in biology and physics and their career aspirations. Participants (n = 2638, males 46% and females 54%) were students enrolled in Years 10-12 of the academic science-maths stream in Thailand. Entity beliefs were endorsed significantly more by males than by females, while gender stereotypes were endorsed significantly more by females than by males. Entity beliefs were found to be significantly and positively associated with performance avoidance goals towards science. Multiple regression analysis found a negative influence of performance avoidance goals and a positive influence of mastery goals on males' and females' self-efficacy in physics and biology and their career aspirations. The stereotype 'males are better in physics' had a positive influence on the measure of self-efficacy of males in physics studies and a negative influence on the self-efficacy of females. The stereotype 'females are better in biology' had no influence on the measure of self-efficacy in biology studies for either males or females. Our results support a view of subject-specific inquiry as more revealing than global inquiry for the investigation of gender differences in achievement-related beliefs. [ABSTRACT FROM AUTHOR]

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Chemical kinetics is an extremely important concept for introductory chemistry courses. The literature suggests that instruction in chemical kinetics is often teacher-dominated at both the secondary school and tertiary levels, and this is the case in Thailand - the educational context for this inquiry. The work reported here seeks to shift students from passive learning to more active, student-centred learning and involved some 413 first year undergraduate science students in Thailand. Drawing on inquiry-based learning, the participants were asked to design an experiment investigating the reaction of acids and bases. The research findings suggest that participants were able to explain the changes of the rate of a chemical reaction, and developed good conceptual understanding of chemical kinetics both qualitatively and quantitatively. It also showed this more active teaching approach, which is radically different from normal teaching in Thailand, was an enjoyable experience for the students. [ABSTRACT FROM AUTHOR]

In this paper, an ethnobotany curriculum is used as a case example of one approach to incorporating the insights and needs of the local community into the curriculum development process. This curriculum development was carried out in the ‘Kiriwong Community’ in Nakornsrithammarat Province, Southern Thailand. The ethnobotany curriculum was developed after conducting ethnographic research to better understand how villagers might learn to gain the benefits from plants and what knowledge and skills were required to prepare their student to live well in their community. Data were collected through participant observation and in-depth interview. Developing the ethnobotany curriculum, I incorporated the basic information gained from studying the Kiriwong villagers' needs and (a) their usage of plants into the study of ethnobotany, (b) sustainable natural resource management principles, (c) rural philosophy for education, and (d) constructivist theory to obtain an ethnobotany curriculum. It is my belief that by creating science curricula the take advantage of these local resources it will be possible to assist students to both develop understandings about content and about the nature of science that are in the government's science standards and to learn sciences in their own context. They can apply such knowledge and skills in their current and future situations and lifestyles. [ABSTRACT FROM AUTHOR]

The article provides an update on the activities of Regional Observatory for the Public, Nakhon Ratchasima (ROPNM), located at the Sirindhorn Learning Park on Suranee University of Technology in Thailand. ROPNM allows the public to access astronomical facilities in order to raise awareness of science and inspire students to study science and technology. ROPNM has launched public outreach programs such as teacher training activities and external lecture. It also has senior research projects.