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All Journal Unnes Science Education Journal ASEAN Journal for Science and Engineering in Materials
Pathomphong Boonpratham
Mahasarakham University
Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Education Industrial & Manufacturing Engineering Materials Science & Nanotechnology Mechanical Engineering

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Assessment of Science Process Skills in Physics Education: A Case Study on Electrostatics Among Grade 11 Students Pathomphong Boonpratham; Kanyarat Cojorn; Chanat Inkanok
Unnes Science Education Journal Vol. 15 No. 1 (2026): April 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v15i1.30762

Abstract

Empirical evidence on students’ science process skills (SPS) proficiency within specific physics content areas remains limited in Thai secondary education, particularly in the context of electrostatics. This study is a survey research aimed at assessing the fundamental science process skills (SPS) of Grade 11 students in the context of electrostatics. A validated 30-item multiple-choice test covering eight SPS dimensions -observing, measuring, classifying, using space/time relationships, using numbers, organizing data and communicating, inferring, and predicting - was administered to 36 students enrolled in the Science-Mathematics-Technology-Environment (SMTE) Program at Sarakham Pittayakhom School Thailand, and analyzed using descriptive statistics and quartile distribution. The results revealed an overall mean score of 12.30 out of 30 (41.01%), reflecting a below-average level of SPS proficiency. Classifying was the strongest skill (mean = 2.53, 63.19%), with the majority of students reaching the third quartile (Q3), while using numbers (mean = 0.64, 21.30%) and predicting (mean = 0.97, 24.31%) were the weakest, with most students falling in the first quartile (Q1). The five remaining skills - observing, measuring, using space/time relationships, organizing data and communicating, and inferring-clustered at a moderate level in the second quartile (Q2). The pronounced difficulty in numerical and predictive skills is attributed not solely to general mathematical weakness, but to the abstract and invisible nature of electrostatic phenomena, which requires students to simultaneously apply scientific notation, interpret charge signs, and execute multi-step proportional reasoning without the support of direct sensory experience. These findings suggest that targeted instructional interventions-including problem-based learning, predict-observe-explain strategies, digital simulations, and adaptive learning technologies-are needed to explicitly scaffold the integration of quantitative procedures with conceptual understanding in electrostatics instruction. 
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 Bovornpot Choompunuch Chanat Inkanok Hisako Matsuo Kanyarat Cojorn