Promoting productive thinking and physics learning achievement of high school students through STEAM education
Abstract
Through STEAM education, this action research aims to improve senior high school students' ability to think critically and learn effectively. The target group for this study consisted of 36 senior high school students from one school in Thailand. A STEAM education lesson plan, a test of productive thinking, and a test of learning achievement were used as research tools. Statistics tools including mean, standard deviation, and percentage were used to analyze the data. The study showed that throughout the first and second cycles, students had scored 51.16% and 65.15% on the productive thinking scale respectively. The learning organization improved the academic performance of the students in each cycle. It is reasonable to infer and consider the potential that STEAM education can support students' intellectual development. It is useful for scientific instruction in schools, but teachers also need to be knowledgeable about how to organize their classes.
Keywords
Full Text:
PDFReferences
Auernhammer, J., & Roth, B. (2022). Different types of productive thinking in design: From rational to social design thinking. In Design thinking research: achieving real innovation (pp. 271-290). Cham: Springer International Publishing.
Bertrand, M. G., & Namukasa, I. K. (2020). STEAM education: student learning and transferable skills. Journal of Research in Innovative Teaching & Learning, 13(1), 43-56.
Fausan, M. M., Susilo, H., Gofur, A., Sueb, & Yusop, F. D. (2021). Assessing students’ prior knowledge on critical thinking skills in the biology classroom: Has it already been good?. In AIP Conference Proceedings (Vol. 2330, No. 1, p. 030016). Guzey, S. S., & Jung, J. Y. (2021). Productive thinking and science learning in design teams. International Journal of Science and Mathematics Education, 19, 215-232.
Husnaini, S. J., & Chen, S. (2019). Effects of guided inquiry virtual and physical laboratories on conceptual understanding, inquiry performance, scientific inquiry self-efficacy, and enjoyment. Physical Review Physics Education Research, 15(1), 010119.
Kim, Y., & Park, N. (2012). Development and application of STEAM teaching model based on the Rube Goldberg’s invention. In Computer science and its applications: CSA 2012 (pp. 693-698). Springer Netherlands.
Kwangmuang, P., Jarutkamolpong, S., Sangboonraung, W., & Daungtod, S. (2021). The development of learning innovation to enhance higher order thinking skills for students in Thailand junior high schools. Heliyon, 7(6), e07309.
Listiana, I., Abdurrahman, A., Suyatna, A., & Nuangchalerm, P. (2019). The effect of Newtonian dynamics STEM-integrated learning strategy to increase scientific literacy of senior high school students. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 8(1), 43-52.
Manz, E., Lehrer, R., & Schauble, L. (2020). Rethinking the classroom science investigation. Journal of Research in Science Teaching, 57(7), 1148-1174.
Meyer, M. W., & Norman, D. (2020). Changing design education for the 21st century. She Ji: The Journal of Design, Economics, and Innovation, 6(1), 13-49.
Nuangchalerm, P., Prachagool, V., El Islami, R. A. Z., & Abdurrahman, A. (2020). Contribution of integrated learning through STEM education in ASEAN countries. Jurnal Pendidikan Progresif, 10(1), 11-21.
Nuangchalerm, P., Prachagool, V., Prommaboon, T., Juhji, J., Imroatun, I., & Khaeroni, K. (2020). Views of primary Thai teachers toward STREAM education. International Journal of Evaluation and Research in Education, 9(4), 987-992.
Onsee, P., & Nuangchalerm, P. (2019). Developing critical thinking of grade 10 students through inquiry-based STEM learning. Jurnal Penelitian dan Pembelajaran IPA, 5(2), 132-141.
Prince, M., Felder, R., & Brent, R. (2020). Active student engagement in online STEM classes: Approaches and recommendations. Advances in Engineering Education, 8(4), 1-25.
Prommaboon, T., Boongthong, S., & Nuangchalerm, P. (2022). STREAM education curriculum for primary Thai language teachers and school implementation. Journal of Educational Issues, 8(1), 84-100.
Queiruga-Dios, M. Á., López-Iñesta, E., Diez-Ojeda, M., Sáiz-Manzanares, M. C., & Vazquez Dorrio, J. B. (2020). Citizen science for scientific literacy and the attainment of sustainable development goals in formal education. Sustainability, 12(10), 4283.
Quigley, C. F., & Herro, D. (2019). An educator's guide to steam: Engaging students using real-world problems. Teachers College Press.
Sharon, A. J., & Baram‐Tsabari, A. (2020). Can science literacy help individuals identify misinformation in everyday life?. Science Education, 104(5), 873-894.
Stehle, S. M., & Peters-Burton, E. E. (2019). Developing student 21st Century skills in selected exemplary inclusive STEM high schools. International Journal of STEM Education, 6(1), 1-15.
Supena, I., Darmuki, A., & Hariyadi, A. (2021). The influence of 4C (Constructive, Critical, Creativity, Collaborative) learning model on students' learning outcomes. International Journal of Instruction, 14(3), 873-892.
Utami, P. P., & Vioreza, N. (2021). Teacher work productivity in senior high school. International Journal of Instruction, 14(1), 599-614.
Voorhees, D. H., LeMay, L. E., Nagy, E. A., & Perez, A. E. (2022). Successes with metacognition: Empowering faculty and transforming student learning. New Directions for Community Colleges, 2022(199), 17-33.
Wilson, H. E., Song, H., Johnson, J., Presley, L., & Olson, K. (2021). Effects of transdisciplinary STEAM lessons on student critical and creative thinking. The Journal of Educational Research, 114(5), 445-457.
Yakman, G. (2008). STEAM education: An overview of creating a model of integrative education. Virginia Polytechnic and State University.
DOI: https://doi.org/10.53889/jgl.v3i1.218
Article Metrics
Abstract view : 520 timesPDF - 310 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Piyathida Polmart, Prasart Nuangchalerm
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.