Sara Samiphak earned a Doctor of Philosophy (Ph.D.) in the Graduate Group in Science and Mathematics Education (SESAME) from the University of California, Berkeley, in 2014. Prior to this, she earned a Master of Science (M.S.) in Chemistry from UC Berkeley in 2011. She began her academic journey with a Bachelor of Science (B.S.) in Chemistry, complemented by a Mathematics Minor, from the University of Virginia in 2009. Since her high school graduation, she has been awarded the prestigious Royal Thai Scholarship, which provided full funding for her education, from her bachelor's degree through to her Ph.D. studies in the U.S. from 2004 to 2014.
Since her graduation in 2014, she has been serving at the Faculty of Education, Chulalongkorn University. Her major research interest focuses on best practices for teaching the art of happiness and critical thinking in science, exploring how these essential life skills can be integrated into scientific education to promote both intellectual and emotional development.
Since her graduation in 2014, she has been serving at the Faculty of Education, Chulalongkorn University. Her major research interest focuses on best practices for teaching the art of happiness and critical thinking in science, exploring how these essential life skills can be integrated into scientific education to promote both intellectual and emotional development.
Research Papers
- Recent studies on integrating sustainable development priciples into chemistry education (2024). Journal of Research and Innovation for Sustainability, 1(7), 1-9.
- Challenges of multigrade science teaching in small primary schools in Thailand (2023). Procedia of Multidisciplinary Research, 1(10), 31-31.
- Development and Validation of Climate Awareness Measurement Model of High School Students (2022). Development, 33(2), 124-140.
- The impact of pre-service teachers' pedagogical beliefs on teaching science as inquiry: A silent antagonist for effective inquiry-based science lessons (2022). Science Education International, 33(1), 112-121.
- Fostering the grade 10 underprivileged students' inquiring mind through science reflective journal writing and active learning (2019). In AIP Conference Proceedings (Vol. 2081, No. 1). AIP Publishing.
- Action research: Science teachers' beliefs about teaching and learning science (2019). In AIP Conference Proceedings (Vol. 2081, No. 1). AIP Publishing.
- Effects of socioscientific issues-based instruction on argumentation ability and biology concepts of upper secondary school students (2018). In AIP Conference Proceedings (Vol. 1923, No. 1). AIP Publishing.
- The battle of worldviews: a case study of liver fluke infection in Khon Kaen, Thailand (2017). Journal of Evidence-based Complementary & Alternative Medicine, 22(4), 902-908.
- Design a Systems Thinking in Development Engineering: A Case Study of Liver Fluke Infection in Khon Kean, Thailand (2016). In Proceedings of International Conference on Engineering Education and Research.
- Liver Fluke Infection and Fish Consumption in Khon Kaen, Thailand: A Case Study on Negotiating the Middle Ground between Western Science and Eastern Culture (2014). University of California, Berkeley.