Scientific imagination plays an important role in learning science. The ways students interact with the learning activities in different classroom contexts can reflect their learning abilities. This research aimed to promote scientific imagination of lower secondary school students using a science learning activities package. The participants were four science teachers and 153 lower secondary school students with five different classroom contexts in Bangkok, Chaiyaphum, Phayao, and Lop Buri provinces of Thailand. The data were analyzed quantitatively using mean, standard deviation and Cohen's d effect size and qualitatively using content analysis considering the contexts of each classroom.