The study of STEM Education management connecting the context of science teachers in the School of Extension for Educational Opportunities in the central region of Thailand

Abstract

The purpose of the research is to study the STEM education learning management connecting the context of science teachers in the School of Extension for Educational Opportunities in central regions of Thailand. Samples used in this study contain 36 science teachers from the School of Extension for Educational Opportunities in the central region.  Conditions for selecting the target groups are defined by considering in the quality in school zoning, school size, location and test results of basic national education (O-NET). The size of target samples is calculated using G * Power software, version 3.1.9.2.  Variables used for the study include STEM  Education learning management connecting the science teachers. Tools used to collect quantitative data are questionnaires regarding teaching practice. Data for analysis contains statistics, frequency statistics, and percentage. Tools used to collect qualitative data include interviewing forms. Analyzing of data for this study include content analysis and verification for the validity of the data by triangulation verification method.

From the quantitative data analysis, it is found that science teachers who participate in the research manage the STEM learning in various forms of connecting and in different proportions with the connection that uses a variety of data sources and link to the most real-life problems. Of 100 percent of teachers perform research from various sources for teaching planning accounted for more than 50 percent of the learning management hours. In addition, more than 90 percent of teachers have organized learning by linking context to solving problems in daily life of students, in proportion to more than 50 percent of learning management hours, while in linking the context of using community learning sources, inviting expert speakers and project-based learning management , these are in small proportion. 44 percent of teachers do not use learning resources in learning management and 80 percent of them invite external speakers to participate in learning management in the proportion of less than 50 percent of the study hours.

Qualitative data analysis represents the expectations of teachers in learning management which can be divided into 2 issues;

Issue 1: The expectation of science teachers to manage STEM learning in a full context consists of sub-issues, namely the use of teaching materials, comprehensive example raising, learning from actual conditions, the process in which students participate and summarize the lessons to connect the context.

                Findings from this research will be empirical data that shows the real situation in the STEM learning management with linking the context in the School of Expansion for Educational Opportunities in the central region which will be a reference for the policy department to use in the planning of the professional development process for  the School of Expansion to promote learning that focuses on linking and practical utilization to enable students in the School of Expansion to receive education at with equal quality. In addition, the results of the research also reflect obstacles in implementing the policy into practice in the classroom as well.