Abstract
The integration approach is not new to education, but it is very necessary for currently educating management. The study aims to explore the efficiency of STEM education for primary teachers through professional development. Participants were 200 primary school teachers who have been working for Roi Et Province, Thailand. STEM education manual guide for teacher, achievement test, and satisfaction questionnaire were used for research instruments. Experimental research, pre-test and posttest design were employed for data collection. The statistics used for data analysis were average, standard deviation, percentage and dependent t-test. Findings revealed that the efficiency of STEM education for primary school teachers reached criteria of 81.50/86.25. Primary teachers had understanding in STEM education by mean score of posttest was higher than pretest score at .01 level of statistical significantly differences. Also, they had satisfaction towards STEM Education at the highest level.
Highlights
Teachers have an important role which is facilitator to help students meet their needs and learning success
The purposes of this study is to explore the efficiency of STEM education for primary teachers through professional development in accordance with criteria 80/80, to compare the results of teacher development in learning management focusing on STEM education for primary school teachers between before and after professional development program, and to study satisfaction with learning activities that emphasize STEM education of primary school teachers with professional development program
The professional development program showed the accordance between process of STEM education and product of program ends
Summary
Teachers have an important role which is facilitator to help students meet their needs and learning success. Teachers are key element to change new normal from reductionistic approach into holistic approach, due to natural setting can be explained by science and its interaction (Aslam et al, 2018). Teacher sometimes made their classroom by control-like environments, make science separate from real life situations, less described how science works in the social dimension. Teaching science needs help students in understanding, science process skills, and attitudes towards learning. That it can be measured and evaluated in accordance with the integration by the ways of teacher uses the method of inquirybased learning in science teaching
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