Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) ASEAN Journal for Science and Engineering in Materials ASEAN Journal of Educational Research and Technology
Bovornpot Choompunuch
Mahasarakham University
Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Education Industrial & Manufacturing Engineering Materials Science & Nanotechnology Mechanical Engineering Social Sciences Other

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Lesson Study and School as a Learning Community to Support Sustainable Development Goals (SDGs): Definition, Literature Review, and Bibliometric Mapping Jiraporn Chano; Bovornpot Choompunuch; Chi Cheng Wu
ASEAN Journal of Educational Research and Technology Vol 6, No 1 (2027): AJERT: VOLUME 6, ISSUE 1, March 2027
Publisher : Bumi Publikasi Nusantara

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Abstract

This study reviews the development of research on lesson study and school as a learning community and positions bibliometric mapping as supporting evidence for understanding research trends. The review focuses on lesson study, school as a learning community, learning design, authentic learning, reflection, and embodied learning as interconnected concepts for improving teaching quality and collaborative professional learning. A literature review supported by bibliometric analysis was conducted using documents retrieved from Google Scholar through Publish or Perish and visualized using VOSviewer. Research in this field connects teacher collaboration, reflective practice, curriculum design, professional development, and student-centered learning. Bibliometric results show publication trends, document types, highly cited works, and keyword clusters. The study contributes a conceptual synthesis for strengthening school-based professional learning and SDGs-oriented educational transformation.
Online counseling competences among Thai secondary school advisory teachers: a confirmatory factor analysis Bovornpot Choompunuch; Dussadee Lebkhao; Wipanee Suk-Erb; Phamornpun Yurayat
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.34738

Abstract

The increasing reliance on digital technology in education, accelerated by the COVID-19 pandemic, highlights the urgent need to understand online counseling competencies among secondary school advisory teachers. However, limited empirical evidence exists regarding the structure of these competencies in the Thai educational context. This study aimed to examine the components and validate a model of online counseling competences among secondary school advisory-teachers in Thailand. A total of 400 teachers from the Northeastern region were selected using multistage stratified random sampling. Data were collected through self-reported questionnaires and analyzed using second-order confirmatory factor analysis (CFA). The findings indicate that online counseling competences comprises three components: adaptive online counseling proficiency (AOC), school online counseling ethics (SCE), and secure comprehensive technology-integrated online counseling systems (SCS). The model demonstrated strong fit indices (χ2=76.240, df=70, p-value=0.284, χ2/df=1.089; root mean square error of approximation (RMSEA)=0.015; standardized root mean square residual (SRMR)=0.029; normed fit index (NFI)=0.990; comparative fit index (CFI)=1.000). This model provides a framework to guide training and policy development aimed at enhancing the effectiveness of online counseling services in Thai secondary schools.
Scientific Creativity in Materials Science Education among High School Students through Inquiry-Based Learning and Metacognitive Strategies Pathomphong Boonpratham; Bovornpot Choompunuch; Hisako Matsuo
ASEAN Journal for Science and Engineering in Materials Vol 6, No 1 (2027): AJSEM: Volume 6, Issue 1, March 2027
Publisher : Bumi Publikasi Nusantara

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Abstract

Materials science education requires high school students to connect abstract scientific concepts with the behavior and technological applications of materials. This study examined the effectiveness of inquiry-based learning integrated with metacognitive strategies in developing scientific creativity through electrostatics learning. A quasi-experimental two-group pretest–posttest design involved Grade 11 students assigned to experimental and control groups. The experimental group completed inquiry-based instruction incorporating planning, monitoring, and evaluating strategies, while the control group received conventional instruction. Scientific creativity was assessed through fluency, flexibility, and originality. ANCOVA results showed significantly higher adjusted posttest scores for the experimental group across all dimensions. The findings demonstrate the potential of inquiry–metacognition integration for fostering scientific creativity in materials science-oriented high school education.
Co-Authors Chi Cheng Wu Dussadee Lebkhao Hisako Matsuo Jiraporn Chano Pathomphong Boonpratham Phamornpun Yurayat Wipanee Suk-Erb