STEM Education-Based Learning Management for Creative Thinking Development: Length Measurement Lessons of Grade 3 Students

Autor/inn/en	Prasertsang, Parichart; Komal, Autchareya; Nilvon, Sayfon; Worapun, Wittaya; Lamjuanjit, Yuttachak
Titel	STEM Education-Based Learning Management for Creative Thinking Development: Length Measurement Lessons of Grade 3 Students
Quelle	In: Journal of Educational Issues, 8 (2022) 2, S.603-613 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Grade 3; STEM Education; Creative Thinking; Measurement; Mathematical Concepts; Student Behavior; Elementary School Students; Student Attitudes; Thailand + Suchen Sie Ihr Suchwort? Ausland; School year 03; 3. Schuljahr; Schuljahr 03; STEM; Kreatives Denken; Messverfahren; Student behaviour; Schülerverhalten
Abstract	The main purpose of this research was to develop 3rd grade students' creativity to meet a criterion of 70% by using the STEM Education-based learning management. The target sample included six 3rd grade students of Dongsankaewdongsamran School, Chanuman District, Amnat Charoen Province, Thailand. This research took place in the second semester in the academic year 2020. The design of this research was action research conducted in two cycles. The research instruments were: (1) two lesson plans based on the STEM Education-based learning management; (2) the Torrance Test of Creative Thinking (TTCT); (3) a student behavior observation form; and (4) an interview form. Statistics for data collection were mean and percentages. The results showed that in cycle 1 the STEM Education-based learning management improved four students (66.67%) to pass the criterion of 70%. In cycle 2, two students passed the criterion of 70%. All of them finally passed the criterion (100.00%). In conclusion, the STEM Education-based learning management can promote and develop students' creativity in each cycle. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01