THE EFFECT OF STEAM PROJECT-BASED LEARNING BY ENGINEERING DESIGN PROCESS ON PROBLEM-SOLVING ABILITY FOR GRADE 8 STUDENTS ผลการจัดการเรียนรู้โดยใช้โครงงานสะตีมเป็นฐานด้วยกระบวนการออกแบบเชิงวิศวกรรมที่มีต่อความสามารถในการแก้ปัญหา สำหรับนักเรียนระดับชั้นมัธยมศึกษาปีที่ 2
Article Sidebar
Main Article Content
Abstract
The objectives of this research were 1) to develop a lesson plan of STEAM Project-based Learning by engineering design process to develop on students’ problem-solving ability, 2) to study the effectiveness of a learning process of STEAM Project-based Learning by engineering design, and 3) to compare of problem-solving ability between the students learning with STEAM Project-based Learning by engineering design process and the students learning with normal teaching. This research was an experimental research. The samples of this study were 80 grade 8 students from a secondary school in Bangkok. A total number of 80 students were randomly selected by using cluster random sampling method. They were divided into an experimental group (n = 40) was taught using STEAM Project-based Learning by engineering design process and a control group (n = 40) was taught using normal learning method. The research instruments consisted of 1) the lesson plan of STEAM Project-based Learning by engineering design process, 2) the worksheets (STEAM Project) received validity (IOC) between 0.71-1.00, and 3) problem-solving ability test was valid (IOC) between 0.57-1.00, reliability at 0.90. The statistical methods used in data analysis are Percentage, Mean, Standard Deviation, Inter-rater Reliability (Pearson’s Correlation), and Independent Sample t-test. The results of this research revealed that;
1. The quality of a STEAM Project-based Learning by engineering design process lesson plan from experts in curriculum and teaching received the overall quality at the highest level (= 4.77, SD = 0.46).
2. The effectiveness of STEAM Project-based Learning by engineering design process learning method according to standard (E1/E2) was equal to 79.53/77.03 complies with the standards that defined not lower than 75/75.
3. The problem-solving ability of the students in STEAM Project-based Learning by engineering design process was significantly higher than the students in normal learning at the level of .05.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The owner of the article does not copy or violate any of its copyright. If any copyright infringement occurs or prosecution, in any case, the Editorial Board is not involved in all the rights to the owner of the article to be performed.
References
Angganapattarakajorn, V. (2012). Comprehensive knowledge for math teachers: Curriculum, teaching and research. Bangkok: Charansanitwong Printing. [in Thai]
Brahmawong, C. (2013). Developmental testing of media and instructional package. Silpakorn Education Research Journal, 5(1), 7–19. [in Thai]
Jittreechao, B., Kajornsin, B., & Lapanachokdee, W. (2018). The development of creative thinking by using the creative skills practice on computer project subject. Technical Education Journal King Mongkut’s University of Technology North Bangkok, 8(1), 144-151. [in Thai]
Kijkuakul, S. (2015). STEM Education. Journal of Naresuan Education University, 17(2), 201-207.
Lertyosbordin, C., Paramee, P., & Nakmouth, N. (2020). Designing of computational science learning activities by engineering design processes with online simulation to enhance problem-solving abilities. Journal of Education Studies, Chulalongkorn University, 48(2), 56-73. [in Thai]
McGriff, S. J. (2000). Instructional System Design (ISD): Using the ADDIE Model. Instructional Design Models. College of Education, Penn State University.
Ministry of Education. (2017). Indicators and core content group learning area of science (revised edition B.E. 2017) according to the Core Curriculum for Basic Education, 2008. Bangkok: The Agricultural Co-operative Federation Printing. [in Thai]
Molanil, S. (2016). The blended learning on c programming for grade 9 in Debsirin School (Master thesis). Bangkok: King Mongkut's Institute of Technology Ladkrabang. [in Thai]
Moolkum, S., & Moolkum, O. (2019). Writing a learning management plan that focuses on thinking (3rd ed.). Bangkok: Parbpim Printing. [in Thai]
National Research Council (NRC). (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Retrieved on August 7, 2019, from http://www.nap.edu/catalog.php?record_id=13165
Noiwong, W., & Wongthong, P. (2020). Learning activity based on STEAM Education that emphasizes engineering design process in topic of hydroponics for enhancing 21st century skills of upper elementary school students. Journal of Science and Science Education, 3(2), 177-189. [in Thai]
Partnership for 21st Century Skills. (2008). 21st century skills, education, and competitiveness: A resource and policy guide. Arizona: Partnership for 21st Century Skills.
Pornkul, C. (2012). Instructional design for integrating reading, critical thinking, and writing (3rd ed.). Bangkok: Chulalongkorn University. [in Thai]
Praphin, C., Kongmanus, K., Chiranuparp, C., & Kaewurai, W. (2019). The development of an instructional model for computer subject based on project-based learning with social media to enhance information communication and technology literacy for upper primary students. Journal of Education Naresuan University, 21(1), 30-47. [in Thai]
Saleh, S. (2019). Scoring Rubrics. Retrieved August 7, 2019, from http://ded.edu.kps.ku.ac.th/192221/
Sinpeng, D. (2010). Development of learners towards a learning society: Facilitating student-centered learning (2nd ed.). Bangkok: Chulalongkorn University. [in Thai]
Songkhwae, P., & Onthanee, A. (2017). Development of stem learning units to enhance scientific literacy in the topic of preservation land and rock of Maehongson for Prathomsuksa 6 students. Journal of Education Naresuan University, 19(3), 210-224. [in Thai]
Suwathanpornkul, I. (2019). Educational research: Concepts and applications (2nd ed.). Bangkok: Chulalongkorn University. [in Thai]
The institute for the Promotion of Teaching Science and Technology (IPST). (2014). Basic knowledge of STEM Education. Bangkok: The institute for the Promotion of Teaching Science and Technology. [in Thai]
The institute for the Promotion of Teaching Science and Technology (IPST). (2019). Collaborative problem solving: Conclusion for executive. Bangkok: Success Publication. [in Thai]
Tongchai, A. (2016). The importance of engineering in science learning management in the 21st century. Kasetsart Educational Review, 31(3), 48-53. [in Thai]
Weir, J. J. (1974). Problem solving is every- body’s problem. The Science Teacher, 41(4), 16-18.
Wicheansang, K., Mophan, N., & Lateh, F. (2018). Effect of stem education on chemistry achievement, problem solving ability and instructional satisfaction of grade 12 students. Journal of Education Prince of Songkla University, Pattani Campus, 29(3), 149-158. [in Thai]
Wongthong, P. (2020). Integrated steam education teaching practice for improving critical thinking and problem solving abilities of first grade students in small primary school. Journal of Education Khon Kaen University, 43(2), 3-16. [in Thai]
Yakman, G. G. (2008). STEAM Education: An overview of creating a model of integrative education. Retrieved on August 7, 2019, from https://www.academia.edu/8113795/STEAM_Education_an_overview_of_creating_a_model_of_integrative_education