จากการรู้วิทยาศาสตร์และการสืบเสาะสู่สะเต็มศึกษาและการออกแบบ; FROM SCIENTIFIC LITERACY AND INQUIRY TO STEM EDUCATION AND DESIGN

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ลือชา ลดาชาติ (Luecha Ladachart) ลฎาภา ลดาชาติ (Ladapa Ladachart)

Abstract

ด้วยแรงกดดันทางเศรษฐกิจและสังคม สะเต็มศึกษาได้รับความสนใจมากขึ้นในช่วงไม่กี่ปีที่ผ่านมา บทความนี้มุ่งนำเสนอหลักการและเหตุผลของการเปลี่ยนแปลงจุดเน้นของการจัดการศึกษาวิทยาศาสตร์ จากเดิมที่เป็นการรู้วิทยาศาสตร์มาเป็นสะเต็มศึกษา อันเป็นเหตุให้เกิดการเปลี่ยนแปลงแนวทางการจัดการเรียนการสอน จากเดิมที่เน้นการสืบเสาะทางวิทยาศาสตร์มาเป็นการออกแบบเชิงวิศวกรรม บทความนี้นำเสนอบนพื้นฐานของการวิจัยและทฤษฎีการเรียนรู้ว่า การเรียนรู้โดยการออกแบบสามารถเป็นทางเลือกในการจัดการเรียนการสอนตามแนวทางสะเต็มศึกษา ซึ่งนักเรียนจะได้เรียนรู้วิทยาศาสตร์ผ่านกระบวนการออกแบบเชิงวิศวกรรม อย่างไรก็ดี ครูมีความท้าทายบางประการในการจัดกิจกรรมการเรียนรู้ที่มีการออกแบบเป็นฐาน


FROM SCIENTIFIC LITERACY AND INQUIRY TO STEM EDUCATION AND DESIGN


Because of economic and social pressure, STEM education has gained more attention in recent years. This article aims at presenting the rationale of the changing focus on science education from scientific literacy to STEM education, resulting in a change in an instructional approach from scientific inquiry to engineering design. This article presents based on empirical research and contemporary theories of learning that learning by design can be an alternative learning approach to STEM education, which students can learn science through engineering design processes. However, teachers have some challenges to conduct design-based learning activities.

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บทความวิชาการ (Academic Articles)

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