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Publication
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| Title of Article |
STEM Education Teaching approach: Inquiry from the Context Based |
| Date of Acceptance |
30 July 2018 |
| Journal |
| Title of Journal |
๋Journal of Physics: Conference series (JPCS) |
| Standard |
SCOPUS |
| Institute of Journal |
IOP publisher |
| ISBN/ISSN |
doi: 10.1088/1742-6596/1340/1/012003 |
| Volume |
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| Issue |
1340 |
| Month |
October |
| Year of Publication |
2019 |
| Page |
012003-1 to 012003-18 |
| Abstract |
Abstract. This study aimed to develop theoretical framework for STEM teaching strategies in school setting. The paper clarified what the worldwide leaders and educators’ beliefs, focuses, and actions of STEM education; what the conceptions of STEM education should be provided for teachers; Suggested STEM education teaching in aspect of practicing knowledge in real world through STS approach, concept of technology and engineering reserved for STEM education; the implementation of Yuenyong (2006)’ s STS approach for enhancing students’ applying scientific and other knowledge for designing the solutions in real-world problems. Based on these literatures, this paper will propose the practical idea of STEM education teaching approach which integration key concepts among problem based, project based, inquiry, design, and a real world problem solving as STS. The paper, therefore, propose the theoretical framework of STEM education teaching approach as inquiry from the context based. The teaching approach consists of 7 stages. These include (1) Identification of social issues, (2) Identification of potential solution, (3) Need for knowledge, (4) Decision-making, (5) Development of prototype or product, (6) Test and evaluate the Solution, and (7) Socialization and completion decision stage. The paper discussed more details of each stage. |
| Keyword |
STEM education, pedagogy, context based |
| Author |
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| Reviewing Status |
มีผู้ประเมินอิสระ |
| Status |
ตีพิมพ์แล้ว |
| Level of Publication |
นานาชาติ |
| citation |
true |
| Part of thesis |
true |
| Attach file |
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| Citation |
0
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Journal Publication
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