Thailand

The Science Curriculum in Primary and Lower Secondary Grades

As with mathematics, the Basic Education Core Curriculum B.E. 2551 (A.D. 2008)⁷ prescribes a framework for the allocation of basic learning time for science instruction, which can be adjusted to suit the individual needs of schools and learners. It also describes in detail the science curriculum developed by the IPST.

The science curriculum covers eight learning areas: Living Things and Living Processes, Life and the Environment, Substances and Properties of Matter, Forces and Motion, Energy, Earth’s Processes of Change, Astronomy and Space, and the Nature of Science and Technology. The eight learning areas are designed to help learners to apply their knowledge to various processes, to acquire necessary skills and knowledge through scientific investigation, and to discover knowledge and solve problems. In addition, learners have the opportunity to participate in all steps of the learning process through suitable activities.

The learning standards for each area are divided into the following strands:

• Living Things and Living Processes
  • Understanding the basic units of living things and the relationship between the structures and functions of various systems of living things, which are interconnected; learning the investigative process for acquiring knowledge; developing the ability to communicate acquired knowledge, which might be applied in real life and to the care of living things
  • Understanding the process and importance of genetic transmission, the evolution of living things, biodiversity, and applications of biotechnology that impact humans and the environment; learning the investigative process for acquiring knowledge; developing scientific reasoning; communicating acquired knowledge that might have useful applications
• Life and the Environment
  • Understanding the local environment, the relationship between the environment and living things, and the relationship among living things in the ecosystem; learning the investigative process for acquiring knowledge; developing scientific reasoning; and communicating acquired knowledge that might have useful applications
  • Appreciating the importance of natural resources; understanding the utilization of natural resources at the local, national, and global levels; and applying scientific knowledge to the management of natural resources and local environments on a sustainable basis
• Substances and Properties of Matter
  • Understanding properties of substances, the relationship between properties of substances and structures, and binding forces between particles; learning the investigative process for acquiring knowledge; developing scientific reasoning; and communicating acquired knowledge that might have useful applications
  • Understanding the principles and the nature of change in the state of substances, solution formation, and chemical reactions; learning the investigative process for acquiring knowledge; developing scientific reasoning; and communicating acquired knowledge that might have useful applications
• Forces and Motion
  • Understanding the nature of electromagnetic, gravitational, and nuclear forces; learning the investigative process for acquiring knowledge; and communicating acquired knowledge that might have useful and ethical applications
  • Understanding the characteristics and various types of motion of natural objects; learning the investigative process for acquiring knowledge; developing scientific reasoning; and communicating acquired knowledge that might have useful applications
•  Energy
  • Understanding the relationship between energy and living things, energy transformation, the interrelationship of substances and energy, and the effects of energy utilization on life and the environment; learning the investigative process for acquiring knowledge; and communicating acquired knowledge that might have useful applications
• Earth’s Processes of Change
  • Understanding the various processes of Earth’s surface and interior, and how the relationship between various processes causes changes in the climate, topography, and form of Earth; learning the investigative process for acquiring knowledge; developing scientific reasoning; and communicating acquired knowledge that might have useful applications
• Astronomy and Space
  • Understanding the evolution of the solar system, galaxies, and the universe; understanding interrelationships within the solar system and their effects on living things on Earth; learning the investigative process for acquiring knowledge; developing scientific reasoning; and communicating acquired knowledge that might have useful applications
  • Understanding the importance of space technology as utilized in space exploration, in analyzing natural resources for the agricultural industry, and in communications; learning the investigative process for acquiring knowledge; developing scientific reasoning; and communicating acquired knowledge that might be applied ethically in real life and to environmental protection, in particular
• The Nature of Science and Technology
  • Applying the scientific process and scientific reasoning in knowledge acquisition and problem solving; understanding that most natural phenomena occur in definite patterns, which may be explained and verified within certain limitations, depending on the data and instruments available during particular periods of time; and understanding that science, technology, society, and the environment are interrelated

The core content of the fourth grade science curriculum (primary school) for the majority of students includes the following:

• Living things and living processes—The general characteristics of living things, and the structure and functions of various systems of living things
• Life and the environment—Relationships among diverse living things in different environments
• Matter and properties of matter—The properties and classification of materials, states of substances, properties of substances, the causes of change of substances, and substances in daily life
• Forces and motion—The outcome of applying forces to objects, pressure, and the basic principles of buoyancy
• Energy—Forms of energy, properties and the basic phenomena of light, and electric circuits
• Earth’s processes of change—characteristics, components, and properties of Earth’s surface and atmosphere
• Astronomy and space—Relationships between the Sun, Earth, and the Moon, which affect natural phenomena
• The nature of science and technology—The relationship of science, technology, and society, the boundaries of science, the scientific mind, and the ethics, morals, and values of science and technology

The core content of the eighth grade science curriculum (lower secondary school) for the majority of students includes:

• Living things and living processes—The characteristics and main components of cells of living things, the relationship between functions of various systems, and inheritance
• Life and the environment—Biotechnology, the diversity of organisms, the behavior of organisms and their response to stimuli, and relationships among organisms in the environment
• Matter and properties of matter—Components and properties of solutions, pure substances, changes of substances in terms of changes of state, the formation of solutions, and chemical reactions
• Forces and motion—Friction, the moment of forces, and motion in daily life
• Energy—The relationship between electrical quantities; the principles of home circuitry, electrical energy, and electronic circuits; the transfer of energy; the law of conservation of energy; heat equilibrium; and reflection, refraction, and the intensity of light
• Earth’s processes of change—The processes that cause changes in Earth’s crust, the source of geological resources, factors affecting atmospheric change, and interactions within the solar system and their effects on various things on Earth
• Astronomy and space—Solar systems, interactions within our solar system, phenomena in the sky, and the importance of space technology
• The nature of science and technology—The relationship of science, technology, and society; the boundaries of science; the scientific mind; and the ethics, morals, and values of science and technology