Sukhothai into STEM-BCG Classroom: Promoting Competency of Sustainable Coexistence with Living in the Harmony of Nature and Science
Article Sidebar
Main Article Content
Abstract
Despite the emphasis of STEM education on applying knowledge and skills through practical, real-world experiences, students frequently encounter difficulties in designing environmentally sustainable solutions. This study aims to delineate best practices in STEM-BCG education that cultivate competency of sustainable coexistence with living in the harmony of nature and science. Furthermore, it seeks to examine the behaviors indicative of these competencies following participation in BCG educational activities. Data were collected from lesson plans addressing local issues in Sukhothai Province, including activity sheets and post-learning reflections. The analysis employed deductive methods and thematic analysis. The results suggest that effective instructional practices should involve the precise determination of situational conditions and contexts, the incorporation of real-life materials for experiential learning, and the alignment of media and technology with their applicational purposes. These practices facilitate students' problem analysis and the development of diverse solutions informed by prior experiences. Additionally, integrating local community contexts in Sukhothai into the teaching process fosters meaningful learning experiences, maximizes students' potential, and supports the development of competencies and innovations essential for community advancement.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
หากผู้เสนอบทความมีความจำเป็นเร่งด่วนในการตีพิมพ์โปรดส่งลงตีพิมพ์ในวารสารฉบับอื่นแทน โดยกองบรรณาธิการจะไม่รับบทความหากผู้เสนอบทความไม่ปฏิบัติตามเงื่อนไขและขั้นตอนที่กำหนดอย่างเคร่งครัด ข้อมูลของเนื้อหาในบทความถือเป็นลิขสิทธิ์ของ Journal of Inclusive and Innovative Education คณะศึกษาศาสตร์ มหาวิทยาลัยเชียงใหม่
References
Assegaff S., Kurniabudi, K. & Hendri, H. (2016). Social media success for knowledge sharing: Instrument content validation. International Journal of Electrical and Computer Engineering, 6(5), 2447-2453.
Bradley G., & Churchill, D. (2023). STEM teachers’ private theories and their learning design in international schools in Hong Kong. European Journal of STEM Education, 8(1), 1-13.
Capobianco, B. M., Nyquist, C., & Tyrie, N. (2013). Shedding light on engineering design. Science and Children, 50(5), 58-64.
CBE Thailand. (2021). Competency-based education. Retrieved from https://cbethailand.com [in Thai]
Chamrat, S. (2017). The definition of STEM and key features of STEM education learning activity. STOU Education Journal, 10(2), 13-34. [in Thai]
Faikhamta C., Suknarusaithagul N., Yokyong S., Panyanukit P., Muangsong K., Ninubon J., & Prasoplarb T. (2022). Decoding STEM education integrated with BCG economic model activity. IPST Magazine, 50(238), 31-37. [in Thai]
Faikhamta, C., Awae, M., Suknarusaithagul, N., & Mutcha, P. (2023). Research trends in STEM education in Thailand. CMU Journal of Education, 7(1), 29-43. [in Thai]
Hanuscin, D. L., & Zangori, L. (2016). Developing practical knowledge of the Next Generation Science Standards in elementary science teacher education. Journal of Science Teacher Education, 27(8), 799-818.
Honey, M., Alberts, B., Bass, H., Castillo, C., Lee, O., Strutchens, M. M., Vermillion, L., & Rodriquez, F. (2020). STEM education for the future: A visioning report. Washington, DC: National Science Foundation.
Morrison, J., & Bartlett, V. R. (2009). STEM as a curriculum. Retrieved from https://www.edweek.org/teaching-learning/opinion-stem-as-a-curriculum/2009/03.
National Science and Technology Development Agency. (2020). What is BCG economy model. Retrieved from https://www.nstda.or.th/home/knowledge_post/what-is-bcg-economy-model/. [in Thai]
Pongsophon, P., Pinthong, T., Lertdechapat, K., & Vasinayanuwatana, T. (2021). Developing science teachers’ understanding of engineering design process through workshop on biomimicry for green design. Srinakharinwirot Science Journal, 37(1), 56-57. [in Thai]
Roehrig, G. H., Dare, E. A., Ellis, J. A., & Ring-Whalen, E. (2021). Beyond the basics: A detailed conceptual framework of integrated STEM. Disciplinary and Interdisciplinary Science Education Research, 3, 1-18.
Sevian, H., Judy, D. Y., & Parchmann, I. (2018). How does STEM context-based learning work: What we know and what we still do not know. International Journal of Science Education, 40(10), 1-13.
Srikoom, W., Faikhamta, C., & Hanuscin, D. (2018). Dimensions of effective STEM integrated teaching practice. K-12 STEM Education, 4(2), 313-330.
Starfish Academy. (2022). Using technology to support teaching and learning management. Retrieved from https://www.starfishlabz.com. [in Thai]
Tytler, R. (2020). STEM education for the twenty-first century. Integrated approaches to STEM education: An International Perspective, 21-43.
Vasquez, J. A., Sneider, C., & Comer, M. (2013). STEM lesson essentials: Integrating science, technology, engineering, and mathematics. Portsmouth, N.H.: Heinemann Publishing.
Xu, L., Fang, S.C., & Hobbs, L. (2023). The relevance of STEM: A case study of an Australian secondary school as an arena of STEM curriculum innovation and enactment. International Journal of Science and Mathematics Education, 21, 667–689.
Yuan, X., Yu, Le., & Wu, Hao. (2021). Awareness of sustainable development goals among students from a Chinese senior high school. Education Sciences, 11(458), 1-25.
