115 / 192
[
] 115
2. GLOBE Learning and Community (GLC)
GLOBE Learning and Community (GLC) is a project that encour-
ages student-teacher-scientist-community research on local
problems and community concerns through inquiry-based learn-
ing. The Young Soil Scientist Project was initiated as a GLC project
in 2005 in collaboration with the Land Development Department,
to train young students to use GLOBE standard measurements and
scientific inquiry to diagnose and cure soil problems. The Young
Soil Scientist Project involved students, teachers, scientists and local
communities in collaborative work on the actual soil problems in
each local area.
IPST and its university partners have organized Young Soil
Scientist Camps every year since 2006. There are now 153 schools
trained in the Young Soil Scientist Camps and funded for soil
research by the GLOBE Thailand IPST.
3. Earth System Science in the school curriculum
To integrate ESS principles and approaches into the school curriculum
based on the National Science Education Standard (NSES), IPST has
developed the Earth System Science curriculum for grade 4-9 students,
including a teachers’ guide and student activities, in order to help
students to learn about ESS through doing authentic science in a natural
setting by using scientific inquiry. There are now 385 schools carrying
out the ESS curriculum as an additional curriculum in their schools.
4. Earth System Science in pre-service
As teachers play an important role in encouraging students to
conduct GLOBE activities, and pre-service teacher preparation for
ESS is required for successful GLOBE implementation, IPST has
promoted the integration of ESS into the pre-service programme
since 2006. ESS for Pre-service Education workshops have been
conducted for universities every year and the ESS Integration in
Pre-service Education Guide has been developed for universities to
use for their implementation since 2009. At present, 33 universities
are participating in this project. Follow-up activities are
arranged through visits and meetings.
5. GLOBE Phenology Protocols
To increase scientific understanding of a new disci-
pline of ESS in the area of phenology, IPST has
originated the budburst, green up, green down, and
flowering phenology protocols. These protocols
help students understand how seasonal change is an
indicator as well as an effect of climate change and
profoundly affects the balance of life in an ecosys-
tem. Two protocols were initiated and developed
by Dr. Sompong Thammathaworn from Khon Kaen
University Nongkhai Campus and Mr. Pattrawut
Pusingh, funded by the GLOBE Thailand IPST.
Thai mosquito protocols
A mosquito web database has been developed that Thai
students and teachers can access, where they can enter
and visualize real-time mosquito data online. By using
these protocols, students can investigate how mosquito
larvae quantities and distribution are related to local
atmospheric conditions.
Thai coral protocols
These protocols include assessments to estimate the
percentage of coral growth, and of living and dead coral
and algae, and the prevalence of coral bleaching and
disease. In addition, researchers have been collecting
atmospheric and hydrological data regarding sea surface
temperature and light intensity. Research has taken
place on Ngai, Ma and Raja Islands in the Andaman
Sea. Thai mosquito and coral protocols were initi-
ated and developed by Dr. Mullica and Dr. Krisanadej
IPST maintains contact with GLOBE scientists
Teacher training for ESS curriculum
Image: GLOBE Thailand
Image: GLOBE Thailand