ISSN 2039-2117 (online) ISSN 2039-9340 (print) Mediterranean Journal of Social Sciences MCSER Publishing, Rome-Italy Vol 6 No 2 March 2015 546 Physics Teachers’ Constructing Knowledge Base for Physics Teaching Regarding Constructivism in Thai Contexts Chokchai Yuenyong* Kongsak Thathong Science Education Program, Faculty of Education, Khon Kaen University, Thailand Email: ychok@kku.ac.th Doi:10.5901/mjss.2015.v6n2p546 Abstract This research aimed to clarify 5 physics teachers’ constructing knowledge base for teaching regarding constructivism. The participants were 5 physics teachers who studying Master degree in science education in Khon Kaen University, Thailand. Three participants applied science, technology, and (STS) approach for developing their teaching regarding constructivism. Other 2 participants applied teaching strategies of Predict Observe Explain (POE). This qualitative research regarded interpretive paradigm for physics teachers’ constructing knowledge base for teaching regarding constructivism during applying STS approach and POE for 2 months of physics teaching. Research instruments include teachers’ lesson plan, observation, teachers’ journal writing, and interviewing. The study explicates such a knowledge base. It is demonstrated what kind of pedagogical content knowledge (PCK) originates from our cooperation with six participating teachers. The pathway of teachers’ constructing PCK will be discussed for provide information of enhancing physics teaching regarding constructivism. This study has implications for science teacher professional development. Keywords: pedagogical content knowledge, constructivism, STS, POE, and professional development Introduction 1. Attempting of moving traditional teaching and learning into regarding constructivism still on the way of pushing teachers to improve after the recent wave of Thailand educational reform began in 1997. However, it seems to be on the right track, the majority of teachers perceived that the key concept of education reform is learner-centred. Learner-centred education evolved out of the constructivist paradigm of learning. Thai learning reform is based on the philosophy of constructivism (ADB, 2002: 14). The ONEC (2002a) provided the meaning of learner-centered approach for all Thai teachers. The learner-centred approach is learning processes aimed at development of the person and the enrichment of their lives. Learners should be offered learning experiences to develop to their highest potential and in line with their aptitude, interests and needs. Learning activities should be organized with regard to individual differences. They should provide learners to interact and relevant to their learning environment in everyday life such as people, nature and technology (ONEC, 2002a: 26 - 27). The goal of Thai science education was addressed along with these crucial aspects of educational reform. The goal of science education aims students to think by considers the relationship between science, technology and society. This goal requires people who held high level of scientific literacy in order to find agreement about local and global issues of science, technology and society (IPST, 2002; Yuenyong and Narjaikaew, 2009). Teachers need to be enhanced to become professional practitioners who have the ability to recognize the most appropriate strategy and design learning experiences for specific learning situations regarding constructivism. Constructivism is described as two basic principles including psychological and epistemological knowledge. It emphasizes that these two kinds of knowledge cannot be separated from knowing (Treagust, Duit, and Fraser, 1996). Literature Review 2. 2.1 Constructivism and Pedagogical Content Knowledge Constructivist psychology is based on the view that knowledge is a human construction (von Glasserfeld, 1992). Piaget’s view is considered as a constructivist because he argues that learners actively participate in the process of construction