Teachers’ Responses to an Integrated STEM Module: Collaborative Curriculum Design in Taiwan, Thailand, and Vietnam

Lin, Pei‐Ling; Chien, Yu-Ta; Chang, Chun‐Yen

doi:10.1007/978-3-030-52229-2_26

Cited by 4 publications

(3 citation statements)

References 16 publications

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“…Salah satunya yaitu dengan menerapkan pendekatan pembelajaran Science, Technology, Engineering And Mathematics (STEM) yang merupakan pendekatan interdisipliner (Hsu & Fang, 2019;Kennedy & Odell, 2014;Komarudin, Suherman, & Anggraini, 2021;Puspitasari, Herlina, & Suyatna, 2020;Widjaja, Hubber, & Aranda, 2019), yang menuntut siswa mempunyai ilmu dan keahlian dibidang sains, teknologi, teknik dan juga matematika, sehingga membangun kemampuan berpikir kritis seperti penyelesaian masalah, penelitian ilmiah dan pengembangan kemampuan diri siswa untuk meningkatkan efikasi diri (Ibnah & Rosidin, 2018). Dalam pelaksanaannya, pembelajaran STEM perlu diintegrasikan dengan media pembelajaran yang dapat mendukung tercapainya tujuan pembelajaran (Khalil & Osman, 2017;Kurniati, Andra, & Distrik, 2021;Lin, Chien, & Chang, 2020;Selisne, Sari, & Ramli, 2019;Shukri, Ahmad, & Daud, 2020). Ada beberapa media pembelajaran yang dapat digunakan yaitu antara lain fishbone diagram.…”

Section: Pendahuluanunclassified

The Effect of STEM-Fishbone diagram Learning on Critical Thinking Ability and Self-Efficacy: A Study on High School Students

Puspita

Hidayah²,

Puspitasari³

et al. 2023

phen

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The purpose of this study was to determine the effect of STEM-fishbone diagram learning on critical thinking skills and self-efficacy of high school (SMA) students. This type of research is Quasi-Experimental Design. The population in this study were all students of class XI SMA Al-Kautsar Bandar Lampung. The sampling technique used cluster random sampling, obtained class XI MIPA 5 (experimental class) and class XI MIPA 7 (control class). The collection technique used is in the form of tests and questionnaires. The research instrument used was a test of the ability to think critically and self-efficacy. The technique uses the MANOVA test. The results of the study stated that there was an influence of STEM-fishbone diagram learning on the critical thinking skills and self-efficacy of high school students in Bandar Lampung, besides that it was also known that there was an influence of STEM-fishbone diagram learning on the critical thinking skills of high school students in Bandar Lampung and there was an influence on learning STEM-fishbone diagram on self-efficacy of high school students in Bandar Lampung.

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Section: Pendahuluanunclassified

The Effect of STEM-Fishbone diagram Learning on Critical Thinking Ability and Self-Efficacy: A Study on High School Students

Puspita

Hidayah²,

Puspitasari³

et al. 2023

phen

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“…Studies on the impact of STEM PD programs for Thai teachers have been conducted (Lin et al, 2020;Yuenyong, 2019). For example, Faikhamta, Lertdechapat and Prasoblarb (2020) developed and examined the influence of a pedagogical content knowledge (PCK)-based STEM PD program on the development of teachers' PCK in teaching STEM lessons.…”

Section: Stem Education In Thailandmentioning

confidence: 99%

Investigating the Instructional Leadership of STEM Educators in Thailand

Teo

Faikhamta

Lau

2022

STEM

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This article reports on the survey findings of a study on the STEM leadership of 134 STEM middle school educators (118 teachers and 16 principals) in Thailand who led in STEM curriculum writing and teaching in their schools. The data were analysed using Rasch analysis of three constructs, namely, their views about STEM teaching, STEM capital and self-empowerment to teach STEM lessons. The findings showed that the educators generally responded positively to the three constructs. They thought that STEM should be integrated and could potentially stand alone as an independent discipline. The teachers wished for more resources and had the support of colleagues. The teachers lacked confidence in STEM teaching. Implications for specific areas of support, especially the forming of STEM professional learning communities to support the teachers, are suggested.

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“…According to the National Research Council (U.S.) (2011,2012), the United States is a pioneer in the field and has integrated science and engineering throughout its curriculum. STEM education's rise to prominence in the United States has been closely followed by other countries, such as Australia (Zhou et al, 2020), England (Skilling, 2020), Egypt (El Nagdi & Roehrig, 2020), Malaysia (Markus et al, 2021), South Korea (Kang, 2019), Thailand (Lin et al, 2020), and several other countries.…”

Section: Introductionmentioning

confidence: 99%

STEM teacher professional development in pre-service teacher education: A literature review

Suryadi

Purwaningsih

Yuliati

et al. 2023

WJE

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Science, technology, engineering, and mathematics (STEM) education has recently been gaining popularity in a number of countries. This seems to have ramifications for increasing the intensity with which professional development programmes are implemented at both in-service and pre-service teacher levels. The present study provides a systematic literature review on scientific articles published between 2015 and 2021, examining how STEM teacher professional development programmes (STEM-TPD) led in the pre-service teacher corpus. Following a screening process, 66 studies were found to be eligible and in compliance with the review criteria. The review's findings indicate a positive trend in STEM-TPD scientific articles, with an increase in publications from year to year in many countries. The majority of studies were conducted in the United States and Turkey using various research methods. The STEM-TPD programme is carried out in three areas, namely, included in existing courses, conducted outside of lectures, and carried out on newly developed courses. We also ultimately discuss the seven most frequently used elements of STEM-TPD and the types of participant collaboration.

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Teachers’ Responses to an Integrated STEM Module: Collaborative Curriculum Design in Taiwan, Thailand, and Vietnam

Cited by 4 publications

References 16 publications

The Effect of STEM-Fishbone diagram Learning on Critical Thinking Ability and Self-Efficacy: A Study on High School Students

The Effect of STEM-Fishbone diagram Learning on Critical Thinking Ability and Self-Efficacy: A Study on High School Students

Investigating the Instructional Leadership of STEM Educators in Thailand

STEM teacher professional development in pre-service teacher education: A literature review

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