Abstract
STEM education suggested that students should be enhanced to learn science with integration between Science, Technology, Engineering and Mathematics. To help Thai students make sense of relationship between Science, Technology, Engineering and Mathematics, this paper presents learning activities of STS Circular Motion Unit. The developing of STS Circular Motion Unit is a part of research that aimed to enhance students’ perception of the relationship between Science Technology Engineering and Mathematics. This paper will discuss how to develop Circular Motion Unit through STS approach in framework of Yuenyong (2006) where learning activities were provided based on 5 stages. These included (1) identification of social issues, (2) identification of potential solutions, (3) need for knowledge, (4) decision-making, and (5) socialization stage. The learning activities could be highlighted as following. First stage, we use video clip of ‘Trucks fail to negotiate dangerous bend in road-Brazil’. Second stage, students will need to identification of potential solutions by design safety road. The need of scientific and other knowledge will be proposed for various alternative solutions. Third stage, students will gain their scientific knowledge through laboratory and demonstration of circular motion. Fourth stage, students have to make decision for the best solution of designing safety road based on their scientific knowledge and others (e.g. mathematics, economics, art, value, and so on). Finally, students will present and share their Design Safety Road in society (e.g. social media or exhibition) in order to validate their ideas and redesigning. The paper may have implications for developing science teaching with STEM education. DOI: 10.5901/mjss.2015.v6n3s1p268
Highlights
Lifelong learning is a prominent public policy theme for many countries and non-governmental organizations for education, economic, political, social and cultural purposes
The 7 STEM guidelines activities (Integrate Science, Technology, Engineering and Mathematics Content; Link all the Science, Mathematics and Technology to real world; Engage in inquiry; Project base; Apply Technology Strategically; Focus on the skills of the Twenty first Century; Building an awareness and participation in the community) will be taken into account for physics leaning on the relationship between science, technology, engineering, and mathematics (STEM)
Students will need to answer the problem on planning by the knowledge of their existence and planned to seek additional knowledge that will encourage students to find out the answer. - Need for knowledge stage : At this stage, students will need to study the scientific knowledge related to the problem. - Decision-making stage : on this stage, the students will use classroom knowledge to review the guidelines to solving and hand on the problem. - Socialization stage: Socialization stage, reflected in the students review of concept and out came the problem
Summary
Lifelong learning is a prominent public policy theme for many countries and non-governmental organizations for education, economic, political, social and cultural purposes. The 7 STEM guidelines activities (Integrate Science, Technology, Engineering and Mathematics Content; Link all the Science, Mathematics and Technology to real world; Engage in inquiry; Project base; Apply Technology Strategically; Focus on the skills of the Twenty first Century; Building an awareness and participation in the community) will be taken into account for physics leaning on the relationship between science, technology, engineering, and mathematics (STEM). It indicates that Science, Technology, and Society (STS) approach could support all these 7 STEM guidelines activities to provide physics learning activities on the relation between STEM. In the learning subject circular motion of physics, are three learning objectives including (1) can describe the phenomenon, (2) solve problems in daily life and (3) apply to subjects of Engineering, Technologies and Mathematics
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