LEARNING ACTIVITY MANAGEMENT ACCORDING TO THE STEM EDUCATION IN CHEMISTRY COURSE ON POLYMER ISSUE FOR SECONDARY STUDENTS AT THE 12TH GRADE LEVEL

Authors

  • Wilailak Panmueang Department of Science Education, Faculty of Education, Rajabhat Maha Sarakham University, Maha Sarakham, Thailand 44000
  • Panwilai Chomchid Department of Science Education, Faculty of Education, Rajabhat Maha Sarakham University, Maha Sarakham, Thailand 44000
  • Tanawat Soamtoa Department of Chemistry, Faculty of Science and Technology, Rajabhat Maha Sarakham University, Maha Sarakham, Thailand 44000

DOI:

https://doi.org/10.46827/ejes.v0i0.763

Keywords:

learning activity management, STEM education, chemistry course, polymer issue, secondary students

Abstract

The aims of this research study were to develop the instructional innovative lesson plan with the STEM Education method in chemistry subject on polymer issue for secondary students at the 12th grade level through the effectiveness criteria of 75/75, to compare between students’ learning achievements of their pretest and posttest techniques in cording to the STEM education in chemistry class for secondary students at the 12th grade level, 3) to assess students’ perceptions of their satisfaction to their learning activity management in cording to the STEM education in chemistry class for secondary students at the 12th grade level. The target group consisted of 42 secondary students at the 12th grade level from Borabu School under the Secondary Educational Service Area Office 26 in academic year 2/2016 with the purposive sampling technique was selected. Using a main instructional innovative lesson plan with the STEM education method in 12 hours was designed, the 30-item Learning Achievement Test ranged from 0.37 to 0.80 and 0.22 to 0.69 for discriminative discriminant (B) and as a whole was 0.85, validity; and the 15-item Science Satisfaction Model that it was a 5-scale rating scale option. Statistically significant for data analysis with percentage, standard deviation, and independent t-test were analyzed. The results of these findings have indicated 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 innovation lesson plans to management to the activity-based learning approach indicated that 78.47/76.51, 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.  Students’ responses of their learning activity management in cording to the STEM education, which the whole as the highest level, significantly.

 

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References

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Published

2017-05-27

Issue

Vol 3, No 6 (2017)

Section

Articles

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