Learning Management Through the Combination of STEAM Education and Phenomenon-Based Learning to Develop Creative Thinking of secondary 6 (Grade 12) Students Sayrung Tongsoong, Rossarin Jermtaisong(*)
RMUTT
Abstract
Learning management based on STEAM
Education is the integration which combine the knowledge of
Science, Technology, Engineering, Art, and Mathematics all
together to the real world phenomena. This would lead to the
diverse perspectives in an interdisciplinary way. In this research,
The purposes were to: 1) develop learning management of
STEAM education combined with phenomenon-based learning
for secondary 6 (grade 12) students, 2) compare creative thinking
in Physics before and after traditional learning management, 3)
compare creative thinking in Physics before and after learning
management through the combination of STEAM Education and
Phenomenon-based learning, and 4) compare creative thinking in
Physics after studying through STEAM education combined with
phenomenon-based and traditional learning management.
Research sample was two classes of secondary 6 (grade 12)
students in the first semester of the academic year 2020 studying
at Sakaeo School, Sakaeo province, Thailand selected by cluster
random sampling. The total number was 70 students and was
divided into 2 groups as experimental group and control group.
Each group contained 35 students. The research instruments
consisted of learning management plans, creative thinking tests
in science which consisted of 5 questions and creative work
evaluation form. Mean, percent, S.D., T-test Independent and Ttest Dependent were used for data analysis. The results revealed
that 1) the development of learning management through the
combination of STEAM Education and Phenomenon-based
learning consisted of 6 steps (3PA): Phenomenon (P), Analyze
(A), Plan (P), Application (A), Presentation (P), and Adjust (A) 2)
creative thinking in Physics for students studying through
traditional learning management showed that the after study was
higher than the before study at the statistical significance level of
.05, 3) creative thinking in Physics for student studying learning
management through the combination of STEAM Education and
Phenomenon-based learning showed that the after study was
higher than the before study at the statistical significance level of
.05, and 4) creative thinking in Physics for student studying of the
learning management through the combination of STEAM
Education and Phenomenon-based learning showed higher than
the traditional learning management at the statistical significance
level of .05.
Keywords: STEAM Education; Phenomenon based learning; Creative thinking.
