Development and Quality Evaluation of Self-Directed STEAM Lesson Plans Connecting Mathematics and Science for Grade 8 Students
Article Sidebar
Main Article Content
Abstract
This study aimed to (1) develop STEAM lesson plans covering eight learning units for Grade 8 students in educational opportunity expansion schools in Lampang Province, Thailand, by establishing connections among science tasks, mathematical applications, and five-stage self-directed learning activities; and (2) evaluate the appropriateness of the developed plans through expert assessment across six dimensions: key concepts, learning objectives, learning content, learning processes, instructional media, and measurement and evaluation. This developmental research reported the development and evaluation phases. Five experts participated in the evaluation. The research instruments included lesson plans covering eight learning units and a five-point rating scale to evaluate their appropriateness. The research instruments comprised lesson plans covering eight learning units and a 30-item appropriateness evaluation form using a five-point rating scale. Item–objective congruence (IOC) values for the evaluation form ranged from 0.80 to 1.00. Data were analyzed using means and standard deviations, while the characteristics of the plans were described narratively. The findings showed that (1) all eight units incorporated five self-directed learning stages: goal setting, planning, monitoring learning, seeking help when needed, and reflecting on the learning process. Mathematics was connected with science tasks through measurement, calculation, and the use of quantitative information to support decisions, depending on the activity. (2) All units received overall appropriateness ratings at the highest level, with mean scores ranging from 4.59 to 4.67. Across individual dimensions, key concepts, learning objectives, and instructional media received the highest rating in every unit, whereas learning content, learning processes, and measurement and evaluation received ratings ranging from high to the highest level. The findings guide lesson-plan design by connecting disciplinary knowledge with self-directed learning processes and identifying components that require review before classroom implementation.
Keywords: Lesson Plan Evaluation, Self-directed Learning, STEM/STEAM Integration, Connections, Mathematics and Science, Expert Review
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
กระทรวงศึกษาธิการ. (2560ก). ตัวชี้วัดและสาระการเรียนรู้แกนกลาง กลุ่มสาระการเรียนรู้คณิตศาสตร์ (ฉบับปรับปรุง พ.ศ. 2560) ตามหลักสูตรแกนกลางการศึกษาขั้นพื้นฐาน พุทธศักราช 2551. สำนักงานคณะกรรมการการศึกษาขั้นพื้นฐาน.
กระทรวงศึกษาธิการ. (2560ข). ตัวชี้วัดและสาระการเรียนรู้แกนกลาง กลุ่มสาระการเรียนรู้วิทยาศาสตร์ (ฉบับปรับปรุง พ.ศ. 2560) ตามหลักสูตรแกนกลางการศึกษาขั้นพื้นฐาน พุทธศักราช 2551. สำนักงานคณะกรรมการการศึกษาขั้นพื้นฐาน.
Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347–364. https://doi.org/10.1007/BF00138871
English, L. D. (2016). STEM education K-12: Perspectives on integration. International Journal of STEM Education, 3(1), Article 3. https://doi.org/10.1186/s40594-016-0036-1
Forde, E. N., Robinson, L., Ellis, J. A., & Dare, E. A. (2023). Investigating the presence of mathematics and the levels of cognitively demanding mathematical tasks in integrated STEM units. Disciplinary and Interdisciplinary Science Education Research, 5(1), Article 3. https://doi.org/10.1186/s43031-022-00070-1
Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18–33. https://doi.org/10.1177/074171369704800103
Halawa, S., Lin, T.-C., & Hsu, Y.-S. (2024). Exploring instructional design in K-12 STEM education: A systematic literature review. International Journal of STEM Education, 11(1), Article 43. https://doi.org/10.1186/s40594-024-00503-5
Martín-Cudero, D., Cid-Cid, A. I., & Guede-Cid, R. (2024). Analysis of mathematics education from a STEAM approach at secondary and pre-universitary educational levels: A systematic review. Journal of Technology and Science Education, 14(2), 507–528. https://doi.org/10.3926/jotse.2349
Morris, T. H., Koutsouris, G., Stentiford, L., & Bremner, N. (2025). Self‐directed learning—A framework for inclusion ‘In’ and ‘Through’ Education – A systematic review. Review of Education, 13(1), Article e70028. https://doi.org/10.1002/rev3.70028
Nieveen, N. (1999). Prototyping to Reach Product Quality. In J. van den Akker, R. M. Branch, K. Gustafson, N. Nieveen, & T. Plomp (Eds.), Design Approaches and Tools in Education and Training (pp. 125–135). Springer Netherlands. https://doi.org/10.1007/978-94-011-4255-7_10
Quigley, C. F., Herro, D., & Jamil, F. M. (2017). Developing a conceptual model of STEAM teaching practices. School Science and Mathematics, 117(1–2), 1–12. https://doi.org/10.1111/ssm.12201
Salonen, A., Sormunen, K., Eronen, L., & Kokko, S. (2026). The roles of S-T-E-A-M disciplines in STEAM education – systematic literature review of intervention studies. International Journal of Technology and Design Education. Advance online publication. https://doi.org/10.1007/s10798-026-10124-4
Sritrakul, P. (2018). The state of STEM education policy in Northern region, Thailand. Humanities, Arts and Social Sciences Studies, 18(1), 129–147. https://doi.org/10.14456/hasss.2018.11