Integrating problem-based learning into the first-year physics laboratory course: A post-COVID-19 scenario at Walailak University, Thailand

Punsiri Dam-o Adamczyk; Thammarong Eadkhong; Chitnarong Sirisathitkul

doi:10.29333/ejmste/15801

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Punsiri Dam-o Adamczyk ¹ , Thammarong Eadkhong ¹ ^* , Chitnarong Sirisathitkul ¹

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¹ Division of Physics, School of Science, Walailak University, Nakhon Si Thammarat, THAILAND^* Corresponding Author

Abstract

The fundamentals of physics laboratory for teachers course at Walailak University, Thailand, has been revamped post-COVID-19 to incorporate problem-based learning (PBL) alongside traditional labs. This approach, aligned with the Thailand qualification framework and the United Kingdom professional standards framework, aims to equip future science educators with essential skills. PBL fosters collaborative learning, focusing on experimental design using various tools. Students work in groups, and their assessment, based on rubrics, includes formative evaluation contributing 20% to the course grade. Based on the improvements of completion over progress scores, the PBL process and iterative testing enhanced experimental design, data analysis, presentation skills, adaptability, and problem-solving abilities of the group members. This course demonstrates the potential applicability of PBL to other science laboratory courses, enhancing educators’ preparedness for diverse teaching contexts.

Keywords

post-COVID-19
problem-based learning
physics laboratory
United Kingdom professional standards framework
STEM education

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 21, Issue 1, January 2025, Article No: em2562

https://doi.org/10.29333/ejmste/15801

Publication date: 02 Jan 2025

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Article Downloads: 156

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How to cite this article

APA

Adamczyk, P. D.-O., Eadkhong, T., & Sirisathitkul, C. (2025). Integrating problem-based learning into the first-year physics laboratory course: A post-COVID-19 scenario at Walailak University, Thailand. Eurasia Journal of Mathematics, Science and Technology Education, 21(1), em2562. https://doi.org/10.29333/ejmste/15801

Vancouver

Adamczyk PDO, Eadkhong T, Sirisathitkul C. Integrating problem-based learning into the first-year physics laboratory course: A post-COVID-19 scenario at Walailak University, Thailand. EURASIA J Math Sci Tech Ed. 2025;21(1):em2562. https://doi.org/10.29333/ejmste/15801

AMA

Adamczyk PDO, Eadkhong T, Sirisathitkul C. Integrating problem-based learning into the first-year physics laboratory course: A post-COVID-19 scenario at Walailak University, Thailand. EURASIA J Math Sci Tech Ed. 2025;21(1), em2562. https://doi.org/10.29333/ejmste/15801

Chicago

Adamczyk, Punsiri Dam-o, Thammarong Eadkhong, and Chitnarong Sirisathitkul. "Integrating problem-based learning into the first-year physics laboratory course: A post-COVID-19 scenario at Walailak University, Thailand". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 1 (2025): em2562. https://doi.org/10.29333/ejmste/15801

Harvard

Adamczyk, P. D.-O., Eadkhong, T., and Sirisathitkul, C. (2025). Integrating problem-based learning into the first-year physics laboratory course: A post-COVID-19 scenario at Walailak University, Thailand. Eurasia Journal of Mathematics, Science and Technology Education, 21(1), em2562. https://doi.org/10.29333/ejmste/15801

MLA

Adamczyk, Punsiri Dam-o et al. "Integrating problem-based learning into the first-year physics laboratory course: A post-COVID-19 scenario at Walailak University, Thailand". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 1, 2025, em2562. https://doi.org/10.29333/ejmste/15801