Status quo and needs of STEM Education curriculum to enhance creative problem solving competency

Abstract

This research aimed to study of status quo and needs for developing STEM education curriculum to enhance creative problem solving competency. Methodology includes in-depth interviews and focus group. Target group were 42 stakeholders, including of school principals, science, mathematics, technology teachers, leader teachers of STEM education and students, in 7 schools within Khon Kaen STEM education network. Research instruments are fieldnotes. Data were analyzed by content analysis. Research result was summarized by analytic description. Research results found that 1) teachers organized STEM instruction through STEM club, additional subject, moderate class–more knowledge activities. Moreover, teachers blended the idea of STEM into teaching in mathematics, science and technology. For STEM instruction problems, some activities do not conform to their school context. Additionally, time for organizing STEM activities and budget for producing learning materials are not enough. 2) Teachers need STEM education curriculum that appropriate for their school context and conform to students’ daily life. It should be designed by collaboration of teachers. It should be able to respond to all students with different abilities. STEM instruction should be focus on students to plan, design, implement, practice, summarize for solving problem and to classify new knowledge associating with science, technology, engineering, or mathematics.