Abstract
This research aims to explore effects of STEM learning management about plant transport on learning progress and creative thinking skills of eleventh grade students at Triam Udom Suksa School of the South, Thailand. The cluster sampling group was a total of 41 students taught by a pre-service teacher at the first semester of the 2020 academic year. The research instruments were a STEM lesson plan on plant transport, a learning achievement test and a creative thinking skill assessment form. The data analysis comprised of mean, standard deviation, normalized gain and paired-samples t-test. The results revealed that using the STEM learning management, students' learning progress on plant transport was developed at a high level <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$(< \mathrm{g} > \geq 0.70$</tex> ) and a moderate level (<g> between 0.30 – 0.70), accounting for 53.66% and 43.9% of all sampling students, respectively. Creative thinking skill was also effectively improved overall ( <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$4.12\pm 0.62$</tex> ). The sample group's average creative thinking skills in each area were significantly higher than before implementation of STEM learning management at the 0.05 level.
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