การพัฒนารูปแบบการจัดการเรียนรู้วิทยาศาสตร์ตามแนวคิดสะเต็มศึกษาเพื่อส่งเสริมความฉลาดรู้ทางวิทยาศาสตร์และเจตคติต่อวิทยาศาสตร์ของนักเรียนชั้นประถมศึกษาปีที่ 6

Abstract

Science and technology were considered an important tool to determine the aspect of the development of society and the nation nowadays. In order to develop technology and create an innovation, it is necessary to support the scientific literacy of students. The purposes of this research were to 1) develop the science Learning model based on STEM education to enhance scientific literacy and attitudes towards science among Prathomseuksa 6 students, 2) compared scientific learning before and after implementation 3) compared the student’s attitudes towards science learning before and after implementation. The samples group consisted of 13 students in the first semester of 2022. The research instruments were the science Learning model based on STEM education manual, lesson plan, the science achievement test, attitudes towards science’s assessment, field note. The data were analyzed by using mean of percentage, arithmetic mean, standard deviation, Dependent Sample T-test and content analysis. The research found that; 1) The science Learning model based on STEM education are consist of 6 elements; 1. principle 2. objective 3. learning content 4. process of learning teaching of 7 steps 1) Identify Problem 2) Search Related Information 3) Design Solution 4) Plan and Solve Problem 5) Test Evaluation and Design Improvement 6) Present and Reflect Feedback and 7) Crystalize Core concept 5. media and visuals 6. measurements and evaluation by following the result of The Joint Committee on Standard of Educational Evaluation of 4 standards had mean score in high level. 2) The science literacy were higher than before experiment at the level of .05 significant. 3) The student’s attitudes towards science learning were higher than before at the level .05 significance. Hence, the students of Prathomsuksa 6 were able to do the activity or complete the task with creativity. Moreover, they had skills in term of scientific literacy and attitudes towards science were obviously higher. In addition, the result of scientific competence of students were improved and had reflected the results that the students were interested toward the activity.