The Development of STEM Integrated Learning Management Ability in Elementary Student’s Teachers Using Authentic Learning Activities Based on The Authenticity
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Abstract
Developing a strong STEM teacher workforce is essential for improving STEM education. Based on successful prior research on professional development, this study is intended to cultivate STEM pre-service teachers’ ability with authentic STEM learning experience as defined in authenticity. The study aimed to 1) compare STEM integrated learning management ability of elementary student’s teachers before and after using authentic learning activities based on authenticity, and 2) assess the relative gain scores of STEM integrated learning management ability of elementary student’s teachers using authentic learning activities based on authenticity. The participants were 15 second-year students in an elementary education program at Suan Dusit University. The research tools consisted of 1) six authentic learning activities, 3 hours of each activity per week; 2) open-ended STEM integrated activities design test; and 3) STEM integrated classroom management questionnaire. Statistics used in the research include t-test for dependent samples and relative gain score. The research results indicate that after using authentic learning activities based on authenticity, students had a higher STEM integrated learning management ability than before using them. The average overall relative gain score of STEM integrated learning management ability was moderate.
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