https://so07.tci-thaijo.org/index.php/IJSET <p><strong>ISSN: 2821-9163 (Online)</strong></p> <p>The <strong>International Journal of Science Education and Teaching (IJSET)</strong>, published by the <strong>Science Education Association (Thailand)</strong> or<strong> SEAT</strong>, is an <strong>open access journal with no article processing charges (APC) and no publication fees.</strong> We welcome original research, academic papers, and review articles addressing a wide range of issues, including physics, chemistry, biology, and technology education. Our scope further encompasses STEM education, science teacher education, early childhood science education, and science curriculum and instruction, as well as other related science educational fields.</p> Science Education Association (Thailand) en-US International Journal of Science Education and Teaching 2821-9163 https://so07.tci-thaijo.org/index.php/IJSET/article/view/10484 <p>The Periodic Table of Elements in Grade 8 Science is often perceived by learners as abstract, content-heavy, and difficult to master using traditional instructional approaches. To address these challenges, this study aimed to develop a web-based educational game titled Catch That Element. Moreover, this study also determines the teacher evaluation, students’ achievement, and students’ perceptions towards the developed material. The study employed a developmental and quasi-experimental research design. The game was developed using the ADDIE model and incorporated interactive challenges, immediate feedback, scoring mechanisms, and increasing levels of difficulty to reinforce students’ knowledge of element names, symbols, atomic numbers, and mass. The participants included 50 Grade 8 students for the implementation of the game, and eight Junior High School Science teachers for the evaluation of the developed game. Statistical analysis also revealed a significant difference between the pretest and posttest scores (normalized gain = 0.89) providing that the instructional material enhances students’ understanding. Moreover, the game gained a rating of “very satisfactory” (mean = 3.72) in the teacher evaluation of content, instructional, and technical quality, indicating that the game meets curriculum standards and supports effective learning. Lastly, the students' perception of the developed game was “very high” (mean = 3.56) in interest/enjoyment, value/usefulness, and perceived choice. These results show that the game is engaging, relevant, promotes autonomous learning, and fosters positive affective and motivational outcomes. Overall, the results highlight the potential of the material in enhancing both cognitive and affective learning outcomes for teaching abstract and content-heavy concepts.</p> Jupiter Yap Kim Mendez Princess Pearl Joy Beniga Leanne Faith Odchigue Bianca Alexa Maxine Olegario Lezqui Orillano Nicole Andrea Vasquez Copyright (c) 2026 All rights reserved by the authors and SEAT.or.th https://creativecommons.org/licenses/by-nc-nd/4.0 2026-04-07 2026-04-07 5 1 1 15 10.14456/ijset.2026.01 https://so07.tci-thaijo.org/index.php/IJSET/article/view/10662 <p>The present research aimed to investigate the integration of precision medicine concepts into biology teacher preparation programs in light of rapid advancements in genomics and biomedical technologies, which have positioned precision medicine as a key component of modern healthcare. A descriptive–analytical mixed-methods design was employed. The participants included 50 pre-service biology teachers enrolled in the Faculty of Education at Kafr El-Sheikh University, along with six experts in curriculum and science education. Data were collected using a structured questionnaire based on a five-point Likert scale to assess participants’ knowledge, attitudes, and readiness regarding precision medicine concepts. In addition, semi-structured interviews were conducted with experts to explore the feasibility, challenges, and strategies for integrating these concepts into teacher preparation programs. Observations of collaborative learning activities and analysis of students’ activity sheets and case-based responses were also used to document practical engagement with precision medicine applications. Quantitative data were analyzed using descriptive statistics (means and standard deviations), while qualitative data were analyzed through thematic analysis. The findings revealed that pre-service biology teachers demonstrated a moderate to high level of awareness of precision medicine concepts, particularly in genomics and preventive medicine. However, comparatively lower levels were observed in pharmacogenomics and ethical considerations. Expert perspectives emphasized the importance of integrating contemporary biomedical innovations into biology teacher education and highlighted the need for curriculum modernization and active learning strategies. The research concludes that integrating precision medicine into biology teacher preparation may contribute to enhancing scientific literacy, critical thinking, and awareness of emerging biomedical developments among future teachers.</p> Naira Darwish Copyright (c) 2026 All rights reserved by the authors and SEAT.or.th https://creativecommons.org/licenses/by-nc-nd/4.0 2026-05-08 2026-05-08 5 1 16 34 10.14456/ijset.2026.02