Learning Science from Toys: A Pathway to Successful Integrated STEM Teaching and Learning in Thai Middle School

Abstract

A textbook, Science of Toys , developed by the Secondary Science Department of the Institute for the Promotion of Teaching Science and Technology (IPST), is designed to be used in an elective course of the Thai middle school science curriculum. The book contains lessons and learning activities that offer students opportunities to learn science in an integrated approach; that is, students learn scientific concepts and principles such as center of gravity, electronics and simple machines through inquiring and designing, building, testing and playing with toys. An investigation on opinions and suggestions from teachers and students who have used a trial version of the book was undertaken. Three teachers and a total of 124 students from Grade 7 to Grade 9 participated. Data were collected through interviews, questionnaires and classroom observations. The results show that all students and teachers were very satisfied with the content, learning activities and integrated approach of the book. Because of the comparable features between the approach in the textbook and the STEM Guiding Principles (Vasquez, Sneider and Comer, 2013), the results suggest that the approach of teaching science through toys as described in the textbook could have promising implications on teaching and learning integrated STEM in Thai middle school. To be more conclusive on the implications, further investigations are needed to answer several questions; for example, Would STEM literacy and learning achievement of students improve after learning integrated STEM under the approach? Which level of integration (Vasquez, Sneider and Comer, 2013) gives the best results? Could the same approach be applied to teach mathematics? Much more data from teachers and students from all types of schools are also needed.