Science Teacher Development Model using STEM Education for the schools with Non-Science Major Teachers

Abstract

This research employed research and development method with the following objectives: 1) To study the present states, needs and problems of teachers on learning management behavior based on STEM education; and 2) to create a science teacher development model (STDM) through STEM for the schools with non-science majoring teachers (NSMT). The research was implemented in forms of research and development by dividing into 2 phases including: 1) Studying the present states, needs and problems of teachers on learning management through STEM education; and 2) Creating science teacher development model through STEM education for the schools with NSMT in the schools under the Chaiyaphum Primary Educational Service Area Offices. The target group was 15 of non-science majoring teachers in the schools under the Chaiyaphum Primary Educational Service Area Offices. Key informants were the experts, school administrators, chiefs of academic affairs departments, teachers, education supervisors and students from 11 schools. The instruments used for collecting the data were questionnaires, structured interview formats, the issues for focus group discussion and the evaluation form of the effectiveness of the model. The statistics for analyzing the quantitative data were frequency, percentage, mean and standard deviation while the qualitative data were analyzed by using content analysis. The research results were as the followings: 1) The overall present state of the learning management behavioral of teachers through STEM education was at a low level. When it was considered by aspect, it was found as the followings. The highest mean was the aspect of learning activities and chronologically followed by learning measurement and evaluation aspect, knowledge application aspect and the aspect of questioning for stimulating students. 2) The overall needs of teachers on learning management behavior of the teachers by using STEM education was at a high level. When it was considered by aspect, it was found as the followings. The highest level aspect was learning activities and chronologically followed by questioning for stimulating students aspect, learning measurement and evaluation aspect and knowledge application aspect. 3) Science teacher development model (STDM) through STEM education for the schools with NSMT consisted of 7 elements namely: 1) principles of the model; 2) objectives; 3) target groups; 4) stages and procedures consisting of 4 components including: stage 1 as MOU agreement, stage 2 as group organizing for learning activities through STEM education including steps of GPERC Model comprising of: (1) Goals Clarified: G, (2) Presenting and Practicing: P, (3) Exchange: E, (4) Reflection: R, (5) Concluding and Applying: C; stage 3 as learning management operation through STEM education; and stage 4 as learning management evaluation through STEM education; 5) contents of the model; 6) model evaluation; and 7) condition of success.