Understanding and Satisfaction towards STEM Education of Primary School Teachers through Professional Development Program

Suebsing, Saksri; Nuangchalerm, Prasart

doi:10.15294/jpii.v10i2.25369

Cited by 20 publications

(29 citation statements)

References 23 publications

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“…Additionally, STEM education management provides the students with intellectual, skill and required quality improvement. It is obvious that the students get and apply the knowledge appropriately for specific purposes (McComas & Burgin, 2020;Suebsing & Nuangchalerm, 2021).…”

Section: Introductionmentioning

confidence: 99%

Emotional, Attitude and Classroom Action Research Competency Conduction of Undergraduate Students Through STEM Education

Poonputta¹

2021

JEL

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The purposes of this research were: 1) to develop lesson plans for STEM education for undergraduate students with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 75/75, 2) to compare emotional, attitude towards research, and classroom action research competency of undergraduate students before and after implementing STEM education. The sample was one class of the teaching profession program in Chemistry. The experimental group was selected by simple random sampling. The research instrument was lesson plans for STEM education management and practical skill development, a test of research knowledge, a research skill assessment form, an observation form, and a questionnaire. The statistics used were the percentage, mean, standard deviation, and Multivariate Paired Hotelling’s T-Square. The research results showed that 1) the efficiency of the STEM lesson plans for undergraduate students’ processing performances was 87.12 percent, and the performance results were 74.17 percent (87.12/74.17), meeting the set criteria of 75/75, 2) students had emotional, attitude towards research and classroom action research competency conduction after implementing the lesson plans of STEM education was significantly higher than before at the .05 level of statistics.

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Section: Introductionmentioning

confidence: 99%

Emotional, Attitude and Classroom Action Research Competency Conduction of Undergraduate Students Through STEM Education

Poonputta¹

2021

JEL

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“…Participants are trained to solve problems from science concepts and practice doing science material tests. The STEM approach must involve the active participation of many parties, including students, teachers, administrators, and laboratory assistants (Altan & Ercan, 2016;Al Salami et al, 2017;Houchens et al, 2017;Suebsing & Nuangchalerm, 2021). STEM learning has the following characteristics: (1) focus on world issues and problems; (2) the engineering design process in learning; (3) involve students directly; (4) students are involved in productive work teams; (5) apply rigorous science and mathematics content in learning; (6) failure in practicum is an important lesson material to find the correct answer (Toto et al, 2021); (7) the ability to read and write science and think scientifically.…”

Section: Resultsmentioning

confidence: 99%

Prospective Madrasah Teachers' Scientific Competencies Integrated with Scientific Literacy through the STEM Approach

Rokhimawan

Yuliawati

Kamala

et al. 2022

JPII

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This study aims to measure the scientific competence of prospective teachers of Madrasah Ibtidaiyah integrated scientific literacy through a STEM approach. The research method used was descriptive quantitative with a sample of 40 students from the same study program at two different universities. The selected sample has taken basic science courses with a minimum score of B. This research used a purposive sampling technique, where the sampling actively participates in learning activities. Data were collected using a set of instruments to analyze the prospective teachers’ scientific competence. The instruments were declared valid based on expert judgment and showed a Cronbach Alpha score of 0.68 before being used. Scientific competence data were obtained from the results before and after the essay, practicum, multiple-choice test, and questionnaire instruments. Data were analyzed descriptive quantitative using inferential statistics with a T-test. Inferential statistical analysis revealed differences in scientific competence of prospective madrasah teachers in Study Program A and Study Program B (t = 5.98 1.83). The measurement results of the test of science content mastery aspect with an average of 58.3 and 50.8. The practicum mastery of science process skills results from the problem-solving skills test are 48.4 and 39.6. From the questionnaire results on scientific literacy, students still need to improve their independence in studying science, scientific thinking skills, the ability to use scientific knowledge in problem-solving, and integrating the STEM approach. From the findings, it can be concluded that the analysis of the scientific competence of prospective madrasah teachers shows an apparent and significant difference. The prospective madrasa teachers’ scientific competence is needed to prepare students as prospective teachers who are STEM literate.

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“…Teachers have to understand the linkage between contents and process which relevant to nature of students' learning. The most effective curriculum and instruction starts with teacher development, conditions of trainees before training who are prepared and motivated to receive training learn better than those who are not ready and without motivation (Ugras, 2018;Julià & Antolí, 2019;Suebsing & Nuangchalerm, 2021). The motivation is the expectation of the results obtained from the training to lead to better performance.…”

Section: Discussionmentioning

confidence: 99%

STREAM Education Curriculum for Primary Thai Language Teachers and School Implementation

Prommaboon

Boongthong

Nuangchalerm

2022

JEI

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This research employed mixed method for development curriculum for primary Thai language teachers according to STREAM education. The participants were 17 volunteering primary Thai language teachers for curriculum development and 110 primary students from 6 primary schools for curriculum implementation. The findings revealed that teachers were well-versed in the STREAM education curriculum, and that instructional management was at a high level. Thai teachers were capable of developing a STREAM-based integrated curriculum and learning management system. Students can improve their reading, writing, and analytical thinking skills as a result of the implementation. The result is fruitful for teachers and students in self-development, learning skill, and learning competency by employing integrated approach. Indeed, STREAM education should be more continuously improved and invite to school curriculum and instructional practices based on different contexts.

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Understanding and Satisfaction towards STEM Education of Primary School Teachers through Professional Development Program

Cited by 20 publications

References 23 publications

Emotional, Attitude and Classroom Action Research Competency Conduction of Undergraduate Students Through STEM Education

Emotional, Attitude and Classroom Action Research Competency Conduction of Undergraduate Students Through STEM Education

Prospective Madrasah Teachers' Scientific Competencies Integrated with Scientific Literacy through the STEM Approach

STREAM Education Curriculum for Primary Thai Language Teachers and School Implementation

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