This study aimed to clarify plausibility of developing STEM education learning activities based on Thai local wisdom. Research method regarded document analysis. The author previous research about toys and local wisdom were analysed for STEM education. The local toys in northern part of Thailand were selected to represent how they could be used in classroom for STEM education. Two kinds of toys were explained. These included (1) Bunbeu and (2) E-plor. The paper clarified the components of toys, how to play the toys, and STEM knowledge behind playing the toys. This study may have implications for STEM education learning activities.
The purposes of this research were to:1) develop and determine the efficiency of the science teaching model by using research-based,2) evaluate the effectiveness of the science teaching model by using research-based. 34 students who studied elementary education major of Faculty of Education at Chiang Mai Rajabhat University, 2018 were drawn to be the sample of the study. They were selected from simple random sampling. Research instruments consisted of the science teaching model by using research-based, a handbook for the model, units and lesson plans, research skills assessment forms, and creative problem-solving skills tests. The data were analyzed by Mean, Standard Deviation, a T-Test Dependent, and content analysis. The results found that: 1) the model has consisted of five elements; these were (1) principles (2) objective (3) the learning process (4) the 3-part assessments and (5) the important conditions for using the model met the efficiency of 81.36/76.86, 2) The effectiveness of the model indicated that 2.1) after using the model, the students' creative problem-solving skills were significantly higher than before the instruction at .05level,2.2) the students who had different basic abilities and learning styles had higher development of research skills from a moderate level to a high level, and had higher development of creative problem-solving skills from a low level to a moderate level, 2.3) the retention of research skills were found only in the students that had high basic abilities and low basic abilities, the collaborative learning styles and dependent learning styles, all groups of the students had retention of creative problem-solving skills at the follow-up phase.
This research aims to 1) create a teaching model that enhances the scientific reasoning capabilities of senior high school students, and 2) study the effect of using teaching patterns on the ability to reason scientifically.Samples include fourth-grade students at Phusangwittayakhom School in Phayao Province, 14 persons in the second semester of the academic year 2019.This is obtained by a specific selection of research instruments include teaching formats and a measure of the scientific reasoning capabilities of curved motion, and analyze the data by looking for averages, standard deviations, and finding influence sizes.The results showed that the improved teaching model consisted of (1) principles, (2) aim, (3) the four learning processes include concept test, observation, discussion, elaboration, and discussion, and (4) measurement and evaluation. The results of a teaching model that enhanced the ability to reason scientifically showed that projectile 1 movement had an influence size of 2.0, projectile 2 movement has an influence size of 2.1, horizontal circular movement the influence size is 1.7, and vertical circular movements, the influence is 0.5.Considering the composition of scientific reasoning as a whole, it found that claims were the most identifiable element of 75.77, followed by evidence accounted for 54.08 percent, and reasoning accounted for 20.92 percent respectively.
Thailand development policy focuses on developing people of all ages and building up their Thainess to create a strong society with high morality. The learning process and curriculum are relevant to the locality. This paper explores the meaning of scientific literacy and the guidelines for teaching by using indigenous knowledge among artisans to promote scientific literacy drive for education in the Thailand 4.0 era. The data were collected through focus group discussions using five questions about scientific literacy. The participants were eight Thai science scholars, selected by purposive sampling, who have experience in science education. The ideas of each Thai scholar are summarized by the researcher and are confirmed by the individuals. This study found that the meaning of scientific literacy is the individual's knowledge, understanding, and ability to use scientific knowledge, scientific processes, and scientific mindset to analyze and evaluate information, construct scientific concepts, as well as apply knowledge to solving problems in his or her daily life. The findings can be used to design and develop science curriculum. Science educators should collect and analyze information, creating science curriculum and textbooks integrated with indigenous knowledge that artisans could use to create products or inventions with modern science and technology to add value to the existing ones and transfer knowledge to other areas. This would result the student's life and career skills development, leading to the commercial value-adding. This could move Thailand from a middle-income country to a high-income country.
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