Abstract
Instruction based on STEM education has been known and valued as the emphasis on learning through a project which integrates science, mathmatics, technology and engineering disciplines for enhancing learning competency of students, therefore; this study aimed to investigate good practices from STEM education’s instructional models of regional STEM education centers in Thailand, investigate good practices of learning evaluation at schools which are regional STEM education centers. This research design is qualitative and the informants were 8 coordinators at regional STEM education centers and 16 experienced teachers trained from STEM education centers. The research instrument was an interview form (IOC=1.0) and the gained information was analyzed by the content analysis and, then, written as description. The results revealed that (1) the good practices about the instructional models of the regional STEM education centers consisted of (1.1) the practices to propel STEM education in class (1.2) the practices to propel STEM education in courses by employing project or problem-based learning (1.3) the practices to propel STEM education in curricula by the cooperation among teachers of all strands to develop integrated curricula (2) the good practices in learning management design were the inclusion of a school or a community’s context to the learning content and the support of problem solving skill integratedly through 5E cycle (3) the good practices for evaluating learning based on STEM education were evaluating the process of working and its product by authentic evaluation and performance task evaluation and the evaluation criteria was designed to cover all dimensions definitely.
Presenters
Suttipong BoonphadungVice-Dean for Administration, Faculty of Education, Suan Sunandha Rajabhat University
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Science, Mathematics and Technology Learning
KEYWORDS
STEM Education
