European Journal of Education Studies, 2017

The aims of this research study focused on administrating the innovative instructional management model with the STEM Education in physics class on the Projectile Motion issue of secondary students at the 10th grade level to evaluate the efficiency of the process and the efficiency of the results (E1/E2) of the innovative instructional lesson plan with the efficiency at the determining criteria as 75/75, students’ scientific process skills and the 75-percent criterion with the STEM Education method were compared, students’ learning achievements of their post and their standardized assessments of the 75-percent criterion level were examined, association between students’ scientific process skills and their post learning achievements were assessed. Research administrations, which a sample consisted of 33 secondary students in Watsratong Municipal School, in Roi-Et Province in the second semester of the academic year 2016 with the purposive sampling technique were selected. Assessments...

Asian Journal of Education and Training

The aim of this study was to examine the effect of STEM-based activities conducted in fourth-grade primary school science classes on students' scientific process skills, problem-solving skills and academic success. The study used the experimental model and was carried out according to the pretest-posttest experimental design with a control group. The study group of the research was made up of fourth-grade students at a primary school in the centre of Karaman province. The "Basic Skills Scale", "Problem-Solving Skills Scale" and "Test of Academic Success" were used as data collection tools. Another finding of the study was that the posttest academic success test scores of the students in the experimental group were significantly higher than those of the students in the control group. This finding reveals that the implementation of a STEM-based activity on the subject of simple electrical circuits was effective on academic success (U=109.000 p<.01). Following the instruction carried out on the experimental and control groups, there was no significant difference in the mean posttest Basic Skills Scale scores of students in the experimental group on which the STEM-based activities were applied. Moreover, it was determined that the mean posttest Problem-Solving Skills scores of students in the experimental and control groups participating in the study did not show a significant difference (U=201.500 p>.05). This finding reveals that the STEM-based activities did not have a significant effect on basic process skills or problem-solving skills.

The purposes of this research were to evaluate and develop of An Innovative Instructional STEM Education Strategy Lesson Plan Combined with the Brainstorming Techniques (STEM & BTS) for enhancing students’ learning achievements and transforming their science related attitudes for secondary students at the 8th grade level in science class on Light and Visible Light issue with the processing and performance resulting effective determinant criteria at the level of 75/75. Students’ learning achievements and their science attitudes to their pre and post assessing designs toward their learning management according to the instructional model of learning management in the STEM & BTS were compared. Associations between students’ learning achievements of their posttest assessment and their attitudes toward science with the STEM & BTS for enhancing students’ learning achievements and transforming their science related attitudes were assessed. Administration of the sample size of 25 students at the 8th grade level from Khatiyawongsa School under the Secondary Educational Service Area Office 27, Roi-Et with the purposive random sampling technique was selected. The STEM & BTS composed of an innovative instructional lesson plan and 9 subunits in 15 hours on 5 weeks were instructed management. Students’ learning achievements were assessed with the 50-item Learning Achievement Test (LAT) in four multiple choices of their pretest and posttest assessments. Students’ attitudes toward science were assessed of their perceptions with the 8-item Test Of Science-Related Attitude (TOSRA). Statistically significant was analyzed the data with Mean ((X) ̅), Standard Deviation (S.D.), Percentage, t-test, One-Way ANOVA (eta2), Simple Correlation (r), Standardized Regression Coefficient (β), Multiple Correlation (R), and Coefficient Predictive Value (R2). The results of these research findings followed as: An innovative instructional STEM education strategy combined with the brainstorming techniques for enhancing students’ learning achievements and transforming their science related attitudes at the 8th grade level was assessed of six learning activities by the 3-Professional Experts with the Index of Item Objective Congruence (IOC ), it has found that the IOC indicated of 0.88, students’ responses of their learning activities were at the high level, the relationships of six learning activities with F-test was significant at level of 0.001, and the Cronbach Alpha Reliability of the TOSRA was 0.79. The effectiveness of the innovative learning management lesson plan in form of the STEM & BTS (E1/E2) was 77.64/78.48, which has higher than the standardized determining criteria of 75/75. Students’ learning achievements of their pretest and posttest assessments with the LAT to the STEM & BTS with their posttest was higher than pretest and statistically significant was differentiated, significantly (ƿ < .001). Students’ attitudes toward science were assessed with the TOSRA, the average mean scores with their post-attitude were higher than pre-attitude and statistically significant was differentiated, significantly (ƿ < .01). Associations between students’ learning achievements of their post-LAT their post-TOSRA toward science, the R2 value indicated that 50% of the variance in students’ learning achievements of their science class was attributable to their post attitudes toward science in the STEM & BTS for enhancing students’ learning achievements and transforming their science related attitudes and statistically significant was also found at the 0.01 level, relatively.

This study focuses on investigating the effects of students’ activity-based on learning approaching management through the popular instruction; STEM Education Instructional Model on the Second Newton’s Law (spring and conservative law) issue for fostering students’ creative thinking abilities of their learning achievements to their students’ perceptions of their physics laboratory classroom environments. Administrations, which the sample size consisted of 48 upper secondary educational students at the 10th grade level from Mahasarakham University Demonstration School with cluster random sampling technique was selected. The purposes of this research study were to analyze of the processing performances and the performance results (E1/E2) efficiency at the determining criteria as 75/75. Students’ learning achievements with the pre-test and post-test design were assessed. Students’ learning achievements of their post-test assessment and their creative thinking abilities of their perceptions to their physics laboratory class towards physics were associated. Using the STEM Education instructional innovation’s lesson plans were managed the instructional activities, the Pre-Test and Post-Test Assessments were designed, students’ creative thinking abilities were fostered with the 24-item Guilford Creative Thinking Questionnaire (GCTQ), and students’ perceptions of their classroom learning environment obtained of the 35-item Physics Laboratory Environment Inventory (PLEI) was determined. Statistically significant were analyzed with the Simple and Multiple Correlations, Standardized Regression Weight Validity (β), and Coefficient Predictive Value (R2) were associated. The results of these research findings have revealed as: students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of the STEM Education instructional method’s innovation lesson plans to management to the activity-based learning approach indicated that 78.23/75.38, which was higher than standardized criteria of 75/75. Students’ learning achievements of their pre-test and post-test assessing differences were also found evidence at the 0.01 level, significantly. Associations between students’ learning achievements of their post-test assessment indicated that 26% of the coefficient predictive value (R2) of the variance in students’ creative thinking abilities was attributable to their perceptions for the CTAT. Students’ learning outcomes of their post-test assessment, the R2 value indicated that 35% of the variances in students’ perceptions to their physics laboratory classes for the PLEI. Students’ perceptions of their PLEI classes, the R2 value indicated that 57% of the variances in students’ responses to their creative thinking abilities were attributable to their affecting the activity-based on learning approaching management through the STEM education instructional method for fostering their creative thinking abilities to their learning achievements and their perceptions in physics laboratory classes of upper secondary students at the 10th grade level are provided.

A modern instructional design has been popular in the 21st century, the STEM education: a curriculum based on the idea of educating students in four specific disciplines of science, technology, engineering and mathematics and in an interdisciplinary and applied approach. The purposes of this research study were to develop activity-based learning conceptual approach with the STEM Education instructional method on the Motion issue to assess the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 75/75, students’ learning achievements of their critical thinking abilities and to attitudes toward science of their previous and later learning the assessing tests with the STEM education were compared, associations between students’ learning achievements of their critical thinking abilities and their science attitudes toward physics with the STEM education instructional method were assessed. Administrations with the target group which a sample sizes of 64 secondary students at the 10th grade level in two classes from Jaturapakpiman Ratchadaphisek School under the Roi-Et Secondary Educational Service Area Office 27 with the purposive sampling technique. Students’ instructional approaching management with the STEM Education Instructional Lesson Plans in six weeks in 15 periods in second semester in academic year 2016 was checked quality. Students’ leaning achievements with the Pretest and Posttest Assessing Designs were evaluated. Students’ perceptions were obtained of the 20-item Critical Thinking Ability Test (CTAT). Students’ attitudes were assessed with a short form of Test Of Science-Related Attitude (TOSRA). Statistically significant differences were analyzed with t-test, ANOVA, associated between students’ learning achievements and their critical thinking to their science attitude toward physics were examined with the simple, and multiple correlations, simple regression validity, and coefficient predictive value were associated. The results of these finding have found that: students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of the STEM Education instructional method’s lesson plans to management of students’ activities indicated that of 83.85/81.29, which was higher than standardized criteria of 75/75. Students’ learning achievements from the total score of 40 to their average mean score of pre-test (x ̅ = 15.57, S.D. = 7.06) and post-test (x ̅ = 32.51, S.D. = 1.63) assessments with the STEM Education instructional method were differentiated that evidence of statistically significant at the 0.001 level. Associations between students’ learning outcomes of learning achievements and their critical thinking abilities to their science rerated attitudes toward physics, the coefficient predictive values (R2) indicated that 4% and 5%, 4% and 16%, 33% and 36%, 61% and 62%, 14% and 20%, and 54% and 71% of the variance in students’ learning outcomes of their pre and post learning achievements of their pre-test assessment and their later critical thinking abilities to their later science rerated attitudes, students’ learning outcomes of their post-test assessment and their previous critical thinking abilities to their pervious science rerated attitudes, students’ learning outcomes of their post-test assessment and their later critical thinking abilities to their later science rerated attitudes, students’ learning performances of their previous critical thinking abilities to their pervious and later science rerated attitudes, and students’ learning performances of their later critical thinking abilities to their pervious and later science rerated attitudes toward physics to their physics classes were attributable to their previous learning achievement with the STEM Education instructional method were associated, respectively. Based on all the findings, suggestions for improving student learning achievements in learning are of science on physics subject to enhance students’ critical thinking abilities and their science attitudes with the STEM education instructional method of upper secondary students are provided, interestingly.