New Perspectives in Science Education

Edition 13

Accepted Abstracts

Scientific Imagination of Lower Secondary School Students in Thailand

Chaninan Pruekpramool, Science Education Center, Faculty of Science, Srinakharinwirot University, Thailand (Thailand)


Scientific imagination is an integration between imaginative thinking and scientific knowledge. It is an ability to construct the pictures, models and stories in an individual’s brain in order to understand the problems or situations based on the accurate scientific knowledge which leads to the development of creativity. The purpose of this study was to study scientific imagination of lower secondary school students in Thailand using the scientific imagination test. This test was developed by adapting from Scientific Imagination Test-Verbal (SIT-Verbal) proposed by Wang, Ho & Cheng (2015) and was provided to lower secondary school students. The researcher created 4 problems in the test related to students’ everyday life situations which are 1) The planet 2) Teka country 3) Electronic waste and 4) Songkran festival (water festival in Thailand). The test was verified by 5 experts and tried out with 45 lower secondary school students (Grade 7-9), 15 students in each level. The reliability of the test using Cronbach’s alpha coefficient was equaled  0.888. The researcher collected data from 213 lower secondary school students who studied in Grade 7 (n = 85), Grade 8 (n = 64) and Grade 9 (n = 64) from 6 schools in Bangkok, Loei, Kanchanaburi, Rayong and Nonthaburi provinces. The results revealed that there was a statistically significant difference between groups of students as analyzed by one-way ANOVA (F =5.248, p = .006). Scientific imagination scores of students in grade 7 were statistically significant different from students in grade 8 (p = .008). In addition, there were no statistically significant differences between scientific imagination scores of students in grade 7 and 8 (p = .847), as well as, students in grade 8 and 9 (p= .060). 

Keywords: Scientific imagination, Lower secondary school students.


[1] Yatuam, D. “The effects of science learning management on mathayomsuksa 4 students through learning cycle, learning cycle with metacognitive reflection and learning cycle with metacognitive reflection and awareness” Dissertation, Ed.D. (Science education), Srinakharinwirot University, 2005, 1-264
[2] Aziz, J. “Imagination and understanding: a report on the arts and humanities in relation to science and technology”, Council for Science and Technology, 2001
[3] Egan, K. “An imaginative approach to teaching”. John Wiley & Sons, San Fransisco, 2005
[4] Liang, C., Chang, C., Chang, Y., & Lin, L. “The exploration of indicators of imagination”, The Turkish Online Journal of Educational Technology, 2012, 366-374
[5] Ministry of Education. “Report of the quality of education in 1997”, Bureau of Educational Testing, Bangkok, Thailand, 1999 
[6] Grant, E. “Scientific imagination in the middle ages”, Perspectives on Science, 2004, 394-423
[7] Pruekpramool, C., et. al. “In-service science teachers’ views toward scientific imagination for science learning in the classroom”, Journal of Education, Naresuan University, Thailand, 2016, 81-92
[8] Partnership for 21st century skills. “Framework for 21st century learning”, Washington, DC, 2011
[9] Wang, C., Ho, H.,& Cheng, Y. “Building a learning progression for scientific imagination: a measurement approach”. Thinking Skills and Creativity, 2015, 1-14
[10]  Wood, K. C., Smith, H., Grossniklaus, D. “Piaget's stages of cognitive development”, In M. Orey  (Ed.), Emerging perspectives on learning, teaching, and technology, 2001


Back to the list


Reserved area

Media Partners:

Click BrownWalker Press logo for the International Academic and Industry Conference Event Calendar announcing scientific, academic and industry gatherings, online events, call for papers and journal articles
Pixel - Via Luigi Lanzi 12 - 50134 Firenze (FI) - VAT IT 05118710481
    Copyright © 2024 - All rights reserved

Privacy Policy