Middle School Science Curriculum Research Articles

The role of equitable classroom cultures for supporting interest in science

AbstractSupporting student interest in science is critical for broadening participation in the field because interest, even more than achievement, is associated with pursuing future science education and careers. In this study, we explore the conjecture that equitable classroom cultures can support interest in science. Specifically, we examine the idea that science classroom cultures that equitably reflect collective enterprise (where students engage collaboratively in scientific sensemaking) and care (where students believe that they are valued and respected members of the classroom community) support students, particularly those from historically marginalized populations, to develop interest in science. The study is part of a field test of a new middle school science curriculum called OpenSciEd. Data consist of survey responses from 847 students across 34 teachers located in nine states. Our analysis employed mixed‐effects models to accommodate the nested structure of the data. We found that classrooms vary substantially in the degree to which they reflect collective enterprise and care, indicating that classroom culture is a perceptible and consequential feature of the shared classroom environment. Student background did not predict reports of collective enterprise or care, providing evidence that classrooms in our sample were equitable along these dimensions. Critically, collective enterprise and care are both strongly associated with student‐reported interest in science. These findings underscore the importance of attending to classroom culture and the relational aspects of science learning as we seek to expand interest in science, particularly for students from historically marginalized populations.

Infusion PCTS Syntax in the Implementation of the Middle School Science Curriculum

Curriculum implementation is an important stage in supporting the success of a curriculum designed by educational institutions. This research aims to apply the PCTS syntax in one of the science learning materials in junior high schools. PCTS is a learning model that focuses on improving students' critical thinking abilities through solving contextual problems. The method used in this research is a qualitative method using a descriptive approach. Data was collected through document study. Data analysis techniques through reduction, presentation, and conclusion. The findings obtained are that the PCTS model is quite easy to apply to science learning as a form of curriculum implementation, and is very supportive of improving students' critical thinking through the PCTS syntax, especially in the last two steps of the syntax. The conclusion is that the PCTS model is believed to support the implementation of the Merdeka Science Curriculum for Middle Schools in improving the critical thinking of individual students through the infusion of PCTS model syntax in science learning at the middle school level. AbstrakImplementasi kurikulum merupakan tahapan penting dalam menunjang keberhasilan suatu kurikulum yang dirancang oleh institusi pendidikan. Tujuan penelitian ini adalah untuk mengaplikasikan syntax PCTS dalam salah satu materi pembelajaran IPA di SMP. PCTS merupakan model pembelajaran yang berfokus pada peningkatan kemampuan berfikir kritis siswa melalui penyelesaian masalah kontekstual. Metode yang digunakan dalam penelitian ini yaitu metode kualitatif menggunakan pendekatan deskriptif. Data dikumpulkan melalui study dokumen. Teknik analisis data melalui reduksi, penyajian dan penarikan kesimpulan. Temuan yang didapat yaitu model PCTS ini cukup mudah diaplikasikan kedalam pembelajaran IPA sebagai bentuk implementasi kurikulum, dan sangat mendukung terhadap peningkatan critical thinking siswa melalui syntax PCTS, khusunya pada dua langkah terakhir syntax tersebut. Kesimpulannya bahwa Model PCTS ini diyakini akan mendukung implementasi Kurikulum Merdeka IPA SMP dalam meningkatkan critical thinking siswa secara individu melalui infusi syntax model PCTS dalam pembelajaran IPA tingkat SMP.Kata kunci: Critical thinking; implementasi kurikulum; model PCTS; pembelajaran IPA

Investigating the effects of creative educational modules blended with Cognitive Research Trust (CoRT) techniques and Problem Based Learning (PBL) on students' scientific creativity skills and perceptions in science education

In today's world, the growth of technology and the continuous creation of new products have made innovation and creativity more important in many fields. It has become increasingly essential to nurture individuals' creativity within the educational framework they undergo. Student-centered approaches have proven to be effective in fostering creativity. Consequently, in this study, we utilized problem-based learning, a representative student-centered method, alongside five techniques sourced from the creativity section, which constitutes the fourth section of the CoRT program—a recognized toolset for enhancing creative abilities—to facilitate the development of students' creativity. Twelve modules, with three designed for each grade level, have been created for the middle school science curriculum. These modules are founded on a framework that integrates the problem-based learning (PBL) approach with five creativity strategies derived from the fourth section of Edward de Bono's Cognitive Research Foundation (CoRT) Thinking Program. Given that creativity varies depending on the specific field, the present study sought to cultivate students' creative skills within the domain of science education. The effects of the modules developed for this purpose on students' scientific creativity and their opinions on the activities in the module and their creative thinking skills are revealed. The research design is a case study that aims to examine the concept of scientific creativity in depth. In the study, students' creativity skills were assessed by administering the Scientific Creativity Test (SCT), a scale specific to creativity, as a pre-test before and after the intervention, and by applying educational activities based on divergent and convergent thinking during the implementation process. Qualitative data was collected from the responses of 12 participants to the SCT, which consists of five open-ended questions and a product development task. In addition, in-depth interviews were conducted with eight participants and systematic analysis was applied to SCT and interview data. The results revealed that most students exhibited improved creativity skills as reflected in their responses on the post-test administered by SCT. When we examine student opinions concerning scientific creativity and the developed modules, the majority expressed positive views, which demonstrates that the educational modules developed within the scope of this study can enhance the creative potential of students, especially in the product development section.

The Place of Zero Waste Approach and Principles in Middle School Science Curriculum

Sıfır atık yaklaşımı, son dönemde ülkemizin de üzerinde önemle durduğu ve yaygınlaştırmaya çalıştığı ulusal ve uluslararası çevre politikalarından birisidir. Bu araştırmanın amacı, 2018 yılı Fen Bilimleri Dersi Öğretim Programı’ndaki sıfır atık ile ilgili kazanımları belirlemek ve bu kazanımlarda yer alan sıfır atık ilkelerinin durumunu ortaya koymaktır. Araştırmada nitel araştırma yöntemlerinden doküman inceleme deseni kullanılmıştır. Verilerin analizinde içerik analizden faydalanılmıştır. Araştırma süresince bulgular üç farklı uzmana kontrol ettirilerek çalışmanın güvenirliği artırılmaya çalışılmıştır. Araştırma sonucunda sıfır atık ile ilgili kazanımlara 5., 6., 7., ve 8. sınıf seviyesinde yer verildiği, en fazla kazanımın 8. sınıf düzeyinde, sonra 5. sınıf düzeyinde olduğu, en az kazanımın ise 6. sınıf düzeyinde olduğu tespit edilmiştir. 6. sınıf kazanımlarının oldukça yetersiz olduğu belirlenmiştir. Kazanımların sınıf seviyelerine dağılımında belirli bir düzen olmadığı da tespit edilmiştir. Ayrıca kazanımlarda sıfır atığın en çok “Tüketme” ve “Az Tüket” ilkelerinden bahsedilirken, geri dönüşümle ilgili konulardaki eksiklikler fark edilmiştir. “Değerlendir” ve “Değiştir” ilkelerine ise yeterince yer verilmediği, hatta buna yönelik kazanım ve konuların oldukça yetersiz olduğu da elde edilen bulgulardandır. Eksik olan konu ve ilkelere yeni öğretim programında yer verilmesi ve eğitimcilerin ders sırasında bu konulara yer vermesi hem sıfır atık yaklaşımın yaygınlaşmasını sağlayacak hem de sıfır atıkla ilgili eksik ve yanlış öğrenmelerin önüne geçecektir.

Integrating historical cases in middle school science curriculum: Copernican revolution and the solar system

Research shows that middle school science teachers in the United States rarely integrate history of science or historical cases in their lessons (Hottecke & Allchin, 2020). History of science plays a great role in building robust foundational knowledge in science disciplines, especially in the hearts of middle school students. This article describes a step-by-step teaching technique on how to integrate historical cases in middle school science lessons. In this paper, the author used a historical case of Copernican revolution and the solar system as an illustration to demonstrate how middle school science teachers could effectively explain scientific concepts to their students through historical perspectives.

Incorporating investigations of environmental racism into middle school science

AbstractTo promote a justice‐oriented approach to science education, we formed a research‐practice partnership between middle school science teachers, their students, curriculum designers, learning scientists, and experts in social justice to co‐design and test an environmental justice unit for middle school instruction. We examine teacher perspectives on the challenges and possibilities of integrating social justice into their standards‐aligned science teaching as they participate in co‐design and teach the unit. The unit supports students to investigate racially disparate rates of asthma in their community by examining pollution maps and historical redlining maps. We analyze interviews and co‐design artifacts from two teachers who participated in the co‐design and taught the unit in their classrooms. Our findings point to the benefits of a shared pedagogical framework and an initial unit featuring local historical content to structure co‐design. Findings also reveal that teachers can share similar goals for empowering students to use science knowledge for civic action while framing the local socio‐political factors contributing to the injustice differently, due in part to different institutional supports and constraints. Student interviews and a pre/postassessment illustrate how the unit facilitated students' progress in connecting socio‐political and science ideas to explain the impacts of particulate matter pollution and who is impacted most. Analyses illuminate how teachers' pedagogical choices may influence whether and how students discuss the impact of systemic racism in their explanations. The findings inform refinement of the unit and suggest supports needed for co‐design partnerships focused on integrating social justice and science.

Scientific communities of practice: K–12 outreach model around organism responses to repeated hurricane disturbances

AbstractCollaboration between ecologists and learning scientists can give rise to powerful models for scientific outreach within ecology. This paper presents a process by which learning scientists and ecologists codesigned a science curriculum that invites students to join an ecological community of practice. In the Journey to El Yunque middle school science curriculum, students engage with simulation models generated from data gathered by Luquillo Long Term Ecological Research (LUQ LTER) scientists. Journey to El Yunque students can explore post‐hurricane population changes in yagrumo (Cecropia schreberiana), tabonuco (Dacryodes excelsa), coquís (Eleutherodactylus coquí), snails (Caracolus caracola), anoles (Anolis stratulus and A. gundlachi), veiled stinkhorn mushrooms (Dictyophora indusiata), and caterpillars (Historis odius). Ecology‐based revisions to Journey to El Yunque have included adding models of the effects of repeated hurricanes on limiting factors, based in part on findings from a canopy trimming experiment. Revisions based on classroom testing include simplifying student‐facing model controls to allow students to focus on the essential model components. The ongoing collaboration that keeps the Journey to El Yunque curriculum on the cutting edge of ecological and educational advances has been sustained for over two decades. We attribute the longevity of this work to (1) the long‐term nature of LUQ LTER, (2) a sustained interdisciplinary collaboration, and (3) our long‐term relationships with schools.

Epidemiology in Middle School Science Curricula: a COVID-19 Pre-post Intervention.

It is of great importance that science educators teach COVID-19 and related pandemics to boost students’ scientific literacy. A mixed methods research design (pre-post test instrument [N = 86] and semi-structured interviews [N = 11]–August 2020 to June 2021) evaluated the ability of an intervention (12 h, three-session, 3-day, online workshop) to augment middle school inservice science teachers’ (Eastern Saudi Arabian province) ability to teach about medical terminology and the epidemiology of diseases. Teachers’ cognitive gains were measured through evaluating their knowledge, comprehension, and application of workshop content before and after the intervention. Descriptive statistics and inferential t tests revealed statistically significant cognitive differences overall (p < .01) (posttest mean = 26.26/30, SD 2.83, t value 18.51) and along knowledge (posttest mean = 5.72/7), comprehension (mean = 7.50/8), and application (mean = 13.05/15). A high effect size coefficient n2 indicated a large effect on cognitive gains. Thematic analysis about participants’ subsequent efforts teaching workshop content to students revealed positive and negative experiences. The former included improved student engagement with the curriculum, community connections via project-based learning, and opportunities to teach colleagues about COVID-19. The latter concerned insufficient time, an obligation to teach the current curriculum without adding COVID-19 content, and administrative resistance. Recommendations pertain to augmenting the workshop curriculum and likeminded research initiatives.

Learning to think spatially through curricula that embed spatial training

AbstractStrong spatial skills are foundational in predicting students' performance in science, technology, engineering, and mathematics education. Decades of research have considered the relationship between thinking spatially and how scientists reason and solve problems. However, few studies have examined the factors that influence improvement in students' spatial thinking during their school science curricula. The present study investigates the ThinkSpace curricula—two middle school astronomy units designed to support students' ability to apply the spatial skill of perspective‐taking (PT) while learning to explain lunar phases (3 days) and the seasons (8 days). U.S. students in 6th and 8th grades (N = 877) across four districts participated in the study, completing assessments before and after the ThinkSpace curricula, along with an additional group of students in 6th and 7th grades (N = 172) who participated as a spatial control group. Data collection included multiple‐choice content assessments, PT skill assessments, and interviews (from a sub‐sample of 96 students), before and after instruction. After participating in ThinkSpace curricula, students demonstrated improved spatial thinking within the domain of astronomy, as measured by improved written content assessments, increased application of PT during conceptual interviews, and a general measurement of PT skill. Higher initial PT skill and higher gain in PT skill predicted greater improvement in students' astronomy understanding, even when accounting for their initial content knowledge. Although ThinkSpace students in all demographic groups improved PT skill post‐instruction, 8th graders (who were in districts with lower SES), and females were predicted to have smaller gains in their PT skill than the 6th graders (who were in districts with higher SES) and male students. These findings suggest that middle school students' spatial thinking in science can be improved during their middle school science curricula, but questions remain concerning how to reduce spatial‐learning gaps that are associated with gender and possibly SES.

Design and Evaluation of the Environmental Outreach Activity for Middle School Students.

The design and development of an outreach activity targeted at 6th grade middle school students, which aims to determine the level of phosphate in samples of water from nearby lakes and streams, are detailed. Several parameters were noted as key to the successful implementation of this activity in a school setting and to it being well-received by both students and teachers. These include the hands-on nature of the experiment, the use of professional scientific equipment and protocols, and the relevance to everyday life and nearby societal issues. Incorporation of the activity into the middle school science curriculum and educational standards are discussed. Qualitative data indicate that the outreach activity was positively received by students and teachers alike. Statistical differences were found between schools and gender even before performing the activity, suggesting that not all student audiences have the same predisposition for science. Overall, the outreach activity appeared to increase stronger endorsements of positive attitudes toward science. Cumulatively, these results suggest that the outreach activity was well-received and engaging and indicate that it increases positive attitudes toward science, though more in-depth and longitudinal analyses are necessary for future studies.

Comparison of TIMSS 2019 Science Framework and Korean Middle School Science Curriculum

본 연구에서는 TIMSS 2019의 8학년 평가틀과 우리나라 2009 및 2015 과학과 교육과정을 비교하여 그 차이점을 분석하였다. 생명 영역에서 우리나라 교육과정과 TIMSS 2019 과학 평가 목표 사이의 차이가 가장 많았으며, 물리 영역에서는 TIMSS 2019 과학 평가 목표 중 우리나라 중학교 과학교육에서 다루지 않는 내용은없어 교육과정상 일치도는 가장 높았다. TIMSS 2019 평가틀의 8학년 생물 영역의 평가 목표 중에서 우리나라 중학교 교육과정에서 전혀 다루고 있지 않는 내용은 ‘생 물의 특성과 생명 활동’에서 인간과 기타 척추동물 간의 기관과 기관계 비교&#8231;대조,생태계에서의 에너지 흐름과 개체군이나 생물 사이의 공생, 개체군의 크기에 영향을 주는 요인들, 그리고 건강 관련 목표들이었다. 화학 영역의 평가 목표 중에서 우리나라 중학교 교육과정에서 전혀 다루고 있지 않는 목표는 ‘원소 주기율표’, ‘물리적 성질과 화학적 성질의 구분’, ‘화학 반응 속도’, ‘화학 결합’ 등이다. 이들 내용들은 우리 나라에서는 모두 고등학교 과정에서 다루고 있는 내용이다. 지구과학 영역의 평가 목표 중에서는 지구의 자원과 관련된 내용이 주로 다루어지지 않고 있어 교육과정 개정 시 이들 내용에 대한 포함 여부와 정도에 대한 논의들이 필요할 것으로 생각된다.

Culturally Relevant Science: Incorporating Visualizations and Home Culture in An Invention-oriented Middle School Science Curriculum

Culturally Relevant Science: Incorporating Visualizations and Home Culture in An Invention-oriented Middle School Science Curriculum

Graphing as a Means to Improve Middle School Science Learning and Mathematics-Related Affective Domains

This study evaluated the effectiveness of the Mathematics Infusion into Science Project (MiSP), which integrated science and mathematics in an engaging middle school science curriculum that fostered improvements in science content knowledge, higher-level problem solving, and affective domains related to mathematics. The project design was based upon a framework that suggests cross-curricular designs promote scientific thinking and positive attitudes towards the role of mathematics in learning and communicating science. The curriculum incorporated graphing skills that complemented eighth grade science concepts such as thermal energy transfer, density, and photosynthesis. Using a quasi-experimental wait-list control design, this research explored the impacts of MiSP in terms of students’ content knowledge, application ability, reasoning skills, and affective domains over the course of one academic year. Over two academic years, 28 teachers participated in 87 h of professional development and 1135 students experienced mathematics-infused lessons and completed pre- and post-science assessments and attitude surveys. Data analyses utilizing analysis of covariance indicated significant improvements in science disciplinary knowledge, higher-order science process skills, and select affective domains, with small to medium effects. Further analyses indicated that treatment-related improvement in science process skills was not mediated by the significant affective domains including linear equation confidence, graph construction confidence, and mathematics applicability recognition. Quantitative findings support the use of graphing-infused curricula in middle schools to improve student science learning and mathematics-related attitudes. Implications for implementing science-mathematics integrated curricula and assessing reform-based science initiatives are discussed.

Insertion points of the essential nanoscale science and technology (NST) concepts in the Israeli middle school science and technology curriculum

Abstract If we wish to integrate modern science such as nanotechnology into the school science curriculum, we need to find the natural insertion point of modern science with the science, technology, engineering and math curriculum. However, integrating nanoscale science and technology (NST) essential concepts into the middle school science curriculum is challenging. The current study was designed to identify the insertion points of the eight NST essential concepts in the middle school science and technology curriculum. Middle school science and technology teachers underwent a course that included all eight NST essential concepts, aiming to help them understand the NST essential concepts in depth. Then, they were asked to identify a natural insertion point in the existing science and technology curriculum for each of the NST essential concepts. To support research validation, two different groups of teachers participated in two sequential stages of the study (the identification stage and the validation stage). The teachers in the identification stage identified the insertion points of all eight NST essential concepts in the subjects of the science and technology curriculum, which reflects the relevance of the NST concepts from the teachers’ perspective in terms of pedagogical level. The majority of the identified insertion points were validated in the second stage. Forty-two insertion points of the NST essential concepts were suggested to be integrated in middle school science and technology curriculum. All the insertion points that were suggested in the identification stage were confirmed in the validation stage. Another 11 new insertion points were added at the validation stage. The connections to the different scientific subjects in the curriculum are as follows: 19 insertion points were suggested by the teachers in the chemistry part of the chemistry curriculum, 12 in the life science, four in the physics-energy, and seven in technology-systems and products. The results present the opportunity to expose middle school students to contemporary science using the existing science and technology curriculum. The study serves as an example of integrating NST concepts into a middle school science curriculum in Israel, but it can be applied in other science curricula worldwide, taking into consideration the topics included in each curriculum.

SOLO Taxonomy: Increased Complexity of Conceptual Understanding about the Interconnection between Convection and Natural Disasters Using Hands-On Activities

Convection is an underlying concept that explains the occurrence of natural disasters such as storms, earthquakes and Tsunamis. However, in the middle school science curriculum of Thailand, convection and natural disasters are rather taught in isolation. In addition, hands-on activities that show the link between convection and the occurrence of natural disasters do not exist in the curriculum. Therefore, this study aims to develop a set of cost-effective hands-on activities to promote students’ conceptual understanding and their ability to link these concepts together. There were 101 ninth graders taking part in this pre-post experimental study. The result shows that based on a conceptual test, there was a statistically significant increase in the students’ mean scores after participation in the developed activities compared to before participation. In addition, there was an increase in complexity of conceptual understanding as there was a statistically significant shift towards a positive direction of complex understanding along the continuum of the SOLO taxonomy. It is therefore suggested to implement the developed hands-on activities in the middle school science curriculum to enhance students’ understanding of convection related to the occurrence of natural disasters.

Problem-based science, a constructionist approach to science literacy in middle school

Abstract This paper describes a four-year observation using a model designed and tested in a middle school maker space, called problem-based science (PbS). PbS was used as the primary model for a middle school science curriculum adapted by the tools and mindsets of the maker movement. PbS is learning through inventing and problem solving — while using the latest in fabrication technology, like 3D printers and laser cutters, as well as more traditional making skills, like electronics, robotics, sewing and carpentry. PbS is based on Seymour Papert’s constructionism, set to a science curriculum taught full time in a makerspace or fablab. Bridging ideas in design thinking, maker education, and applied math and science, the term problem-based science was used to describe how learning would look, sound, and feel different in a makerspace, when a focus was on learner-centered curriculum. The design and testing of this curriculum took place as part of the 5th and 6th grade science courses offered at a private (non-public) school in California (USA) the fall of 2012, through the spring of 2016. Through daily formative assessment, as well as exit surveys, the patterns and benefits of learning in a self-directed learning space, designed for constructionism, were observed. This paper shares the highlights of those years. Video taped exit surveys conducted by the author, show that self-direction is both challenging and rewarding, students often felt trusted and respected, even if they did not always feel supported in a manner common in a more teacher directed classroom setting. Daily informal classroom observations revealed that using student driven, open-ended problem solving, rather than a 100% teacher led, step by step lab, lends to a more diverse pool of leadership practice in students and higher engagement in hard problems. Students typically seen as struggling in traditional classrooms, identified as experts and successful learners in this setting. Lastly, using PbS as a model for science literacy allows the youngest of learners to practice mindsets and habits typical of real scientists and inventors, fostering early identify formation in STEM fields.

Nature of Science as Portrayed in the Middle School Science and Technology Curriculum: The Case of Turkey

Nature of Science as Portrayed in the Middle School Science and Technology Curriculum: The Case of Turkey

An Exploratory Analysis of a Middle School Science Curriculum: Implications for Students With Learning Disabilities

An exploratory study of a middle school curriculum directly aligned with the Next Generation Science Standards was conducted with a focus on how the curriculum addresses the instructional needs of students with learning disabilities. A descriptive analysis of a lesson on speed and velocity was conducted and implications discussed for students with learning disabilities. Areas of strength are noted, including the use of color-coded equations, teacher demos, visual learning, and inquiry-based labs. It was determined that situations likely to create difficulties for students with learning disabilities include a heavy emphasis on reading and fast-paced, verbally demanding, discussion-based activities.

Pre-service Science Teachers’ Views on Conceptual Change Strategies and Practices Carried out

This research was conducted to determine pre-service science teachers’ views related to misconceptions and conceptual change strategies at an urban university in Aegean Region, Turkey. It was a 5-week study with 28 students. Before the implementation, students were given a test which consisted of open-ended questions aiming to determine the pre-service science teachers’ ideas about misconceptions and conceptual change strategies. On the first week of the study, students were given information on how to identify and remove the misconceptions by using conceptual change strategies. Different kinds of activities based on conceptual change strategies were also presented to them. Seven groups were formed with 28 people and they were asked to prepare activities based on conceptual change strategies related to a unit in middle school science curriculum. They chose a unit and prepared activities for two weeks. Secondly, they presented their activities in the classrom during two weeks. After presentations, a test which had the same questions with the 1st test was given to the pre-service science teachers. Also the 2nd test had three different questions, which was related to their opinions about the applications from the 1st test. The results of tests were analyzed qualitatively. Before the study, pre-service science teachers didn’t know how to identify and remove misconceptions exactly. Thanks to this study, they learned conceptual change strategies and their applications. After the study, they said that they liked the activities based on conceptual change strategies.

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

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.