In response to the development of technology and to advance global competitiveness, many nations now face a shortage of a suitably trained STEM workforce. To develop the STEM workforce, STEM education has been integrated into the curriculum, which presents a range of challenges for teachers. Thailand is also in the process of integrating STEM education into their educational system. This paper aims to review the integration of STEM education in Thailand, focusing on the challenges of this implementation. Results from the literature reviewed suggest the challenges of STEM integration in Thailand consists of students’ low engagement in learning in the STEM disciplines, challenges in integrating engineering, and teachers’ knowledge and skills in teaching STEM integration. It also provides a review of possible solutions to each including engaging students by using questioning techniques, using the engineering design process (EDP) as a method to integrate engineering, and support teachers in professional development and collaborative partnerships.
The Education Quarterly Reviews is an Open Access publication. It may be read, copied, and distributed free of charge according to the conditions of the Creative Commons Attribution 4.0 International license.The Asian Institute of Research Education Quarterly Reviews is a peer-reviewed International Journal. The journal covers scholarly articles in the fields of education, linguistics, literature, educational theory, research, and methodologies, curriculum, elementary and secondary education, higher education, foreign language education, teaching and learning, teacher education, education of special groups, and other fields of study related to education. As the journal is Open Access, it ensures high visibility and the increase of citations for all research articles published. The Education Quarterly Reviews aims to facilitate scholarly work on recent theoretical and practical aspects of education.
One of the fundamental components of science education in Thailand and other regions is the study of plant diversity. Nevertheless, students' lack of interest in this topic may be due to its overwhelming content and the perceived disconnection to their daily lives. To address this issue, an educational card game that incorporates concepts of plant taxonomy, distinctive characteristics, phylum, and several examples of local plants was developed to provide a more engaging, relevant, and conceptually appropriate approach to learning. An investigation of students' conceptual understanding before and after playing the card game, as well as their motivation towards the intrinsic value of the learning, was undertaken to assess the efficacy of the developed card game. The results of the study revealed that students' participation in the activity led to an increase in conceptual knowledge and a heightened degree of internalisation in motivation. As such, it is recommended that teachers incorporate the use of this educational card game in their curriculum to enhance students' understanding and appreciation of the topic of plant diversity.
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