The Development of an Integrated STEM Learning Management Model and the Sufficiency Economy Philosophy that Promotes the Concept of STEM Education and Its Application to Life for Primary and Lower Secondary Students

Abstract

The purposes of this research were to; 1) develop the instructional model to integrate with STEM education and the Sufficiency Economy Philosophy for the improvement of STEM-related celebration and the application for the living of primary students and lower secondary education, and 2) study the results of using an instructional model to integrate with STEM Education and Sufficiency Economy Philosophy for the improvement of STEM-related celebration and the application for the living of primary students and lower secondary education. The research consisted of 10 teachers of Watwaineaw Punsiriwitthaya School and 236 participating students by using volunteer sampling method. The statistics employed to analyze the data were Mean, Standard Deviation, and content analysis. The research findings revealed that; 1) the instructional model to integrate with STEM Education and the Sufficiency Economy Philosophy for the improvement of STEM-related celebration and the application for the living of primary students and lower secondary education was operated as a cooperative process with the following six stages; Analysis, Plan and Design, Action, Observation, Reflection and Exhibit; and 2) the results of the development on an instructional model to integrate with STEM Education and Sufficiency Economy Philosophy for the improvement of STEM-related celebration and the application for the living of primary students and lower secondary education are as follows: (2.1) teachers 'understanding of the STEM education in which the average of teachers' post-process understanding has been found to be higher than the average of teachers' preprocess understanding; (2.2) teachers' capability to design and the instruction to integrate with STEM education and Sufficiency Economy Philosophy were at the high level in all of the indicators; (2.3) students' STEM celebration has been valued at the high level in all of the indicators; and (2.4) participant students were able to provide concepts of the application for their daily life, educational aspect, as well as the appreciation of the value of actions. STEM celebration has been valued at a high level in all of the indicators; and (2.4) participant students were able to provide concepts of the application for their daily life, educational aspect, as well as the appreciation of the value of actions. STEM celebration has been valued at a high level in all of the indicators; and (2.4) participant students were able to provide concepts of the application for their daily life, educational aspect, as well as the appreciation of the value of actions.