Publication: An investigation of pre-service teachers' teaching active learning to be STEM Education
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Issued Date
2021
Resource Type
Language
eng
File Type
application/pdf
ISSN
17426588
Other identifier(s)
2-s2.0-85104633100
Rights Holder(s)
Scopus
Bibliographic Citation
Journal of Physics: Conference Series. Vol 1835, No.1 (2021)
Suggested Citation
Dearamae R., Safkolam R., Yacob M. An investigation of pre-service teachers' teaching active learning to be STEM Education. Journal of Physics: Conference Series. Vol 1835, No.1 (2021). doi:10.1088/1742-6596/1835/1/012065 Retrieved from: https://hdl.handle.net/20.500.14740/7830
Author(s)
Abstract
Teaching and learning in science class of Thailand focused on the teaching integrated approaches to STEM education. To enhance students to participate in doing an activity and learning in class in order to provide the students to more understand about the scientific contents. Therefore, the aim of this study was to investigate pre-service teachers' teaching active learning to be STEM education. In this studied, there were two pre-service teachers to be case studies, PST-A and PST-B. The data were collected by investigation lesson plans, classroom observation and interview. Then, the data were analyzed by grouping word by using the criteria of characteristics of active learning from Bonwell & Eison [3] and interpretation. The results found that PST-A and PST-B teaching corresponding to characteristics of active learning. The teaching activities of all of them were the feature of teaching activity in STEM education were; 1) students were development skills and engaged in doing activities such as practicing, observing, discussion, collaboration and calculation, this teaching and learning prompted students learn science by using science and mathematics in STEM, 2) students' learning was using simulation and video teaching about solar cell, this teaching and learning prompted students learn science by using technology in STEM, and 3) students are involved with higher order thinking and their attitudes such as analysis, design and creating, this teaching and learning prompted students learn science by using engineering in STEM. From the results shown that when pre-service teachers teach students with active learning in class could prompt students' learning to be STEM education. © Published under licence by IOP Publishing Ltd.