The objective of this research synthesis is to synthesize research about STEM Education Approach effected on students’ creative thinking skills in Thailand. Period of published research papers from 2010 until 2019 in education field. The related literatures used in this study were chosen from Thai Digital Collection and Thailand Library Integrated system by using the meta-analysis research method. The research tool used was the synthesis record form. Research results can be summarized as follows; They are 10 STEM Education researches, were frequency published in 2017 (80%), the most researchers were female who studied in master degree of Science Education at Rajabhat Mahasarakham University. The most research objectives were about to study and to compare achievement and creative thinking skills of students by using STEM instruction model with Science content. The most research instruments were lesson plans and creative thinking skills measurement form. The most samples were purposive sampling of lower secondary school students with experimental research design. The effect size (d) of research = 0.307 indicating that the STEM instruction model has a positive impact on students’ learning achievement more than control group.

The purpose of this study was to examine the effectiveness of traditional versus problem based learning on high school Science Problem Solving skill. Two class of students were recruited from three classes of grade 7 students at one school in Northern Thailand. Using Pretest – Posttest Control Group Design, Student were assigned to an experimental (N=33) and a control (N=33). The research instruments were 1) Two pedagogical of lesson plans by using Problem Based Learning and 5E Model 2) The Science Problem Solving skill test. which were included 20 items of the multiple choice test. The finding showed that students’ Science Problem Solving skill in the experimental group were significantly higher than in the control group.

The purpose of this research was to validate the assessing interest in STEM content scale. The sample in this research was 552 students in upper secondary school at Fangchanupathum School, Chiang Mai, Thailand, who validated the assessing interest in STEM content scale, which used a rating scale of four factors consisting of (1) science, (2) mathematics, (3) laboratorial skills, and (4) technology and 20 items. Confirmatory factor analysis was used to confirm the construct validity of the assessing interest in STEM content scale adapted from the study by Tyler-Wood, Knezek, and Christensen. The results confirmed that the construct validity of this assessing interest in STEM content scale had an excellent fit. They showed that the fitness index of validating the assessing interest in STEM content scale was X2 statistic of 163.679 (degree of freedom = 141, P value = 0.0928) and the X2/df ratio having a value of 1.160 indicating a good fit. The comparative fit index (CFI) was 0.991, and Tucker–Lewis coefficient (TLI) was 0.988. The root mean square error approximation (RMSEA) was 0.017. The standardized root mean residual (SRMR) was 0.047. All the indicators indicated that there was a good fit between the empirical data and the hypothetical measurement model.