SCIENCE TEACHERS’ PERSPECTIVES AND TEACHING GUIDELINES ON STEM EDUCATION IN LARGE HIGH SCHOOLS IN THE LOWER NORTHERN PART OF THAILAND

Abstract

This research aimed to explore science teachers’ perspectives and guidelines on STEM education in large high schools in the Lower Northern part of Thailand. Seven teachers in the Department of Science and Technology who were experienced in teaching for 2–26 years were pleased to participate in in-depth interviews. The researchers collected data through interviews and document analysis, which were then analyzed by content analysis, member check, and peer debriefing. The findings indicated that 1) the participants understood that STEM education is mixing science, technology, engineering, and mathematics and constructing innovations for solving daily problems. However, they were unclear how to integrate technology and engineering to science; 2) they perceived that STEM education was crucial for the enhancement of higher-order thinking skills when they employed project-based learning, but the collaboration among teachers with is different disciplines was rarely found due to time limitations and lack of facilities; and 3) they did project-based learning activities as STEM-based learning activities if their schools required a student project as an academic evaluation. Some teachers used steps of the engineering design process for STEM education based on the Institute for the Promotion of Teaching Science and Technology guidelines.