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Article History

Received: 22 October 2017

Accepted: 31 January 2018

First Online: 20 February 2018

Authors’ information

: Chatree Faikhamta is an Associate Professor at Faculty of Education, Kasetsart University, Thailand. He has taught a full range of undergraduate and graduate courses in science education such as chemistry methods course, research design in science education, science teacher professional development, etc. His research areas focus on pedagogical content knowledge (PCK), self-study research and action research. He directed the nationally funded Developing PCK-based professional development program for prospective science teachers and their school supervisors. Chatree is involved in collaborative research in many countries such as Canada, Japan, Korea, Spain, and Taiwan.Jeerawan Ketsing is an Assistant Professor of Science Education at Faculty of Education, Kasetsart University, in Bangkok. She teaches STS, research design in science education, action research, and environmental education. In addition to teaching, Jeerawan Ketsing has been conducting research with cooperating teachers for nurturing preservice science teacher professional growth for 10 years. Her primary research activities focus on inquiry-based learning, reflective practice, and environmental education. In her spare time, Jeerawan loves to practice mediation, run, and travel.Akarat Tanak is an Assistant Professor at Faculty of Education, Kasetsart University, Thailand. She has taught science education for both undergraduate and graduate courses such as science learning management at the elementary level, scientific thinking, science instructional media and innovation for nine years. Her research areas focus on using context-based learning approach and inquiry based learning to develop science teaching and learning. Currently, the research on the development of pre-service science teachers’ technological pedagogical content knowledge (TPACK) is her interest.Suthida Chamrat is a lecturer at Faculty of Education, Chiang Mai University, Thailand. She had been a chemistry teacher at a secondary school and a science educator at Bureau of Academic Affairs and Education Standards, Ministry of Education for 13 years. Currently, she has taught science education for both undergraduate and graduate levels. Her expertise lies in instructional design that reflects both Nature of Science and Technology (NOST). Her research focuses on the transformative learning by innovative pedagogy related science teacher professional development such as STEM Education, ICT integrated learning, etc.

: The authors declare that they have no competing interests.

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