Enhancing of STEM Education Concept on the Science Subject of Seventh Grade Students through Problem Based Learning
Article Sidebar
Main Article Content
Abstract
The purposes of this research were 1) to design and create lesson plan on the Science subject through Problem Based Learning to enhancing of STEM education concept of seventh grade students, 2) to compare learning achievement on the Science subject of seventh grade students before and after learning through Problem Based Learning (PBL) and 3) to compare STEM education concept on the Science subject of seventh grade students before and after learning through Problem Based Learning (PBL). The participants were 160 seventh graders of Kasetsart University Laboratory School, Kamphaeng Saen Campus, Educational Research and Development Center of Thailand. The research sample consisted of 36 students in Mathayom 1/1 obtained by cluster random sampling. The research instruments consisted of 1) lesson plan on the Science subject through Problem Based Learning (PBL) to enhancing of STEM education concept of seventh grade students, 2) learning achievement test of science and 3) STEM education concept test. Statistics used in data analysis, mean, standard deviation, t-value.
The results were as follow : 1) lesson plan on the Science subject through Problem Based Learning to enhancing of STEM education concept of seventh grade students with an index of conformity of 0.67–1.00, 2) The students of seventh grade had learning achievement after the treatment was significantly higher than that before the treatment at the .05 level and 3) The students of seventh grade had STEM education concept after the treatment was significantly higher than that before the treatment at the .05 level. In addition, the researchers observed student behavior through participatory and informal interviews. The students commented that knowledge and understanding of content, scientific process skills, motivation for learning and collaborative in group member affects STEM education concept of seventh grade students.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Article Accepting Policy
The editorial board of Thai-Nichi Institute of Technology is pleased to receive articles from lecturers and experts in the fields of business administration, languages, engineering and technology written in Thai or English. The academic work submitted for publication must not be published in any other publication before and must not be under consideration of other journal submissions. Therefore, those interested in participating in the dissemination of work and knowledge can submit their article to the editorial board for further submission to the screening committee to consider publishing in the journal. The articles that can be published include solely research articles. Interested persons can prepare their articles by reviewing recommendations for article authors.
Copyright infringement is solely the responsibility of the author(s) of the article. Articles that have been published must be screened and reviewed for quality from qualified experts approved by the editorial board.
The text that appears within each article published in this research journal is a personal opinion of each author, nothing related to Thai-Nichi Institute of Technology, and other faculty members in the institution in any way. Responsibilities and accuracy for the content of each article are owned by each author. If there is any mistake, each author will be responsible for his/her own article(s).
The editorial board reserves the right not to bring any content, views or comments of articles in the Journal of Thai-Nichi Institute of Technology to publish before receiving permission from the authorized author(s) in writing. The published work is the copyright of the Journal of Thai-Nichi Institute of Technology.
References
Fortus, D., Krajcikb, J., Dershimerb, R. C., Marx, R. W., & Mamlok-Naamand, R. (2005). Design-based science and real-world problem solving. International Journal of Science Education, 27(7), 855–879.
Chamras Intalapaporn, Marut Patphol, Wichai Wongyai & Srisamorn Pumsa-ard. (2015). The study guidelines for learning management of the STEM Education for elementary students (in Thai). Veridian E-Journal Silpakorn University. 8(1), 62–74.
Chutipuk Kemwimoottiwong. (2017). Action research: student development for activities planning design of stem education with active learning (in Thai). Ganesha Journal, 13(2), 109–127.
Good, C. V. (1973). Dictionary of Education. New York, NY: McGraw-Hill Book.
Kamolchart Klomim. (2016). Learning management based on STEM education for student teachers (in Thai). Journal of Education Naresuan University, 18(4), 334–348.
Kolberg, L. (1976). “Moral stages and moralization : The cognitive development approach,” In T. Lickona (Ed.), Moral Development and Behavior: Theory and Research and Social Issues (pp. 31–53). New York, NY: Holt, Rienhart and Winston.
Komarraju, M., Karau, S. J., & Schmeck, R. R. (2009). Role of the big five personality traits in predicting college students' academic motivation and achievement. Learning and Individual Differences, 19(1), 47–52.
Lou, S. J., Shih, R. C., Diez, C. R. & Tseng, K. H. (2011). The impact of problem-based learning strategies on STEM knowledge integration and attitudes: An exploratory study among female Taiwanese senior high school students. International Journal of Technology and Design Education, 21(2), 195–215.
Ministry of Education. (2018). The Basic Education Core Curriculum, B.E. 2551 (Revised Edition, B.E. 2560) (in Thai). Bangkok, Thailand: Prigwan Graphic.
Ministry of Education. (2009). The Basic Education Core Curriculum B.E. 2551 (in Thai). Bangkok, Thailand: The Agricultural Co-operative Federation of Thailand.
Nanthacha Ammarit. (2016). An action research developing 10th grade students' scientific problem solving using problem-based learning strategies based on STEM education in the topic of work and energy (in Thai). (Master’s thesis). Retrieved from http://dcms.lib.nu.ac.th/dcms/TDC2560/468/Nanthacha%20Ammarit.pdf
Office of the National Education Commission. (2010). National Education Act of 1999 Amendment (No. 2) B.E. 2545 and (No. 3) 2010 (in Thai). Bangkok, Thailand: Office of Academics and Educational Standards.
Prasart Nuangchalerm. (2015). Learning Science in 21st Century (in Thai). Bangkok, Thailand: Chulalongkorn University Press.
Pacharee Kumsingsant, Khak Boonmatun, & Namthip Ongardwanich. (2017). Factors Affecting Science Process Skill Learning Management of Science Teacher the Office Phetchabun Primary Education Area Office 3 (in Thai). Paper presented at the 4th National Phetchabun Rajabhat University National Academic Conference, Phetchabun, Thailand.
Rodsarin Pantu, Chutipuk Kemwimoottiwong, Anodar Ratchawet, & Panupat Chaiworn. (2019). The model of STEM education leader teacher development for the school under Chiang Mai primary education service area office 2 (in Thai). Journal of Humanities and Social Sciences Thonburi University, 13(3), 133–144.
Somnuk Pattiyathanee. (2013). Educational Measurement (4th ed.) (in Thai). Kalasin, Thailand: Prasarn.
Suthida Chamrat. (2019). The definition of STEM and key features of STEM education learning activity (in Thai). STOU Education Journal, 10(2), 13–34.
Wallee Satayasai. (2004). Problem-Based Learning as a Student-Centered Learning (in Thai). Bangkok, Thailand: Booknet
Walton H. J. & Matthews M. B. (1998). Essentials of problem-based learning. Medical Education, 23(6), 542–558.
Wannisa Roikrong & Thitiya Bongkotphet (2019). STEM problem-based learning on exploration and production of petroleum topic to enhance of scientific literacy of the 9th grade students (in Thai). Social Sciences Research and Academic Journal, 14(3), 135–148.
Wheatley, G. H. (1991). Constructivist perspective on science and mathematics learning. Science Education, 75(1), 9–21.