DESIGNING THE INNOVATIVE LEARNING MANAGEMENT PLANS IN FORM OF THE STEM EDUCATION INSTRUCTIONAL METHOD TO DEVELOP THE PRIMARY STUDENTS OF THEIR CREATIVE THINKING LEARNING PROCESSES IN SCIENCE CLASS AT THE 2ND GRADE LEVEL

The purposes of this research study for designing the innovative learning management lesson plans in the form of the STEM Education Method (STEMe) on Magnetic Force Issue in science class which were to develop an innovative learning management lesson plan that based on the model of learning management with the STEMe, students’ learning achievements of their assessing pretest and posttest techniques based on the STEMe were compared, students’ creative thinking abilities (CTA) of their pre-CAT and post-CAT based on the model of learning management with the STEMe were assessed, and students’ learning achievements of their assessing posttest and their creative thinking abilities based on the model of learning management with the STEMe were associated. Administering this research target group which a sample consisted of 32-primary students at the 2nd grade level in the second semester in the academic year 2016 from Rajabhat Maha Sarakham University Demonstration School under the Office of Higher Educational Commission was selected. Using a main Innovative Learning Management Lesson Plan (ILMLP) in the form of the STEMe in 14 hours was designed. Students’ learning outcomes of their pretest and posttest assessments were obtained using the 30-item Science Achievement Test (SAT). Students’ performances of their creative thinking abilities were determined using the 8-item Creative Thinking Ability Assessment (CTAA). Statistically significant with means, standard deviation, percentage, independent t-test, simple and multiple correlations of Pearson’s movement correlation were analyzed. The results of these research finding have found that followed as: The innovative learning management plans in the form of the STEMe were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of the ILMLP to management of students’ activities in science class indicated that of 99.55/80.10. The average mean scores of students’ post learning achievements was a higher than the learning outcomes of their pre-test with the LAT on Magnetic Force Issue were differentiated evidence at the 0.01 level, significantly. Comparisons between students’ creativity thinking abilities of their pre-SAT and post-SAT assessments were assessed with the CTAA based on the model of learning management with the STEMe were differentiated that evidence of statistically significant at the 0.01 level. Associations between students’ learning outcomes of their posttest (SAT) assessment and their creative thinking abilities (CTAA) toward science in science class were related of the variance in previous critical thinking abilities and science rerated that evidence of statistically significant at the 0.01 level.   Article visualizations

ENCOURAGEMENT OF STUDENTS’ LEARNING ACHIEVEMENTS AND THEIR ATTITUDES TOWARDS SCIENCE THROUGH THE STEM EDUCATION INSTRUCTIONAL METHOD IN SCIENCE CLASS AT THE 9TH GRADE LEVEL

To investigate the encouragement of students’ learning achievements and their attitudes towards science through the STEM education instructional method in science classes at the 9th grade level was to develop learning management with the STEM education instructional method on Electrical Circuit Connection and Ohm’s Law Issue in science class of secondary students at the 9th grade level to be effective process and result (E1/E2) according to criteria effectiveness of 75/75, students’ learning achievements of their posttest assessment of their attitudes towards science and the 75-percent criterion with the STEM Education instructional method were compared, which were the main of research objectives with a sample of 35 secondary students in Watsratong Municipal School under Roi-Et Municipality Province in the second semester of the academic year 2016 with the purposive sampling technique were selected. Using the Innovative Instructional Lesson Plan (IILP) through the STEM education instructional method obtained at the Strand 8: Nature of Science and Technology, Standard SC 8.1: Electric and Electronics was administered. Students’ learning achievements were assessed with the 30-item Learning Achievement Test (LAT) that it had the discriminative value ranged from 0.60 to 1.00, with a 0.88 confidence interval. Students’ perceptions of their attitudes toward science were assessed with the Test Of Scène-Related Attitude (TOSRA) that obtained of 8 items and the Cronbach alpha reliability of the TOSRA was 0.82. The results of these findings have found that: The E1/E2 efficiency was 77.55/76.19, which is higher than the standard set of 75/75 performance criteria. Comparisons between students’ learning achievements of their post LAT and the 75-percent criterion was 76.19% ( = 22.85, = 2.01) and the mean scores of LAT and the 75-percent was differentiated at .05 levels, significantly. Students’ perceptions of their attitudes towards science with the TOSRA indicated that a highest level ( = 4.51, = 0.56) and associations between students’ learning achievements and their attitudes toward science revealed that are positive relatively, significantly.  Article visualizations

DEVELOPMENT OF ACTIVITY-BASED LEARNING CONCEPTUAL APPROACH WITH THE STEM EDUCATION INSTRUCTIONAL METHOD ON THE PHOTOSYNTHESIS ISSUE AT THE 11TH GRADE LEVEL TO PROMOTE STUDENTS’ LEARNING ACHIEVEMENTS AND THEIR SYSTEMATIC THINKING ABILITIES

The purposes of this research study were to develop solving-problems in science learning approach with the Problem-Based Learning (PBL)  instructional lesson plans to enhance students’ learning achievements and their solving-problem abilities in science with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 80/80, students’ learning achievements of their post assessing test and the criteria learning outcomes at 80% with the PBL, and students’ solving-problem abilities and the criteria learning outcomes at 80% with the PBL toward science were compared, and to associate between  students’ learning achievements and their solving-problem abilities with the PBL was analyzed. Administrations with a sample size which consisted of 48 lower secondary educational students at the 9th grade The aims of this research study were 1) to develop activity-based learning conceptual approach with the STEM Education instructional method on the photosynthesis issue to promote students’ learning achievements and their systematic thinking abilities  at the 11th grade level with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 75/75, 2) to compare between students’ learning achievements of their pre-test and post-test assessments with the STEM Education instructional method on the photosynthesis issue, 3) to compare between students’ systematic thinking abilities of their pre- and post-learning activities that based on learning conceptual approach with the STEM Education instructional method on the photosynthesis issue, 4) to analyze of students’ associations between  their learning achievements and their systematic thinking abilities with the post learning activities that based on learning conceptual approach with the STEM Education instructional method on the photosynthesis issue. Data administrations with a sample size consisted of 21 upper secondary educational students at the 11th grade level from Mahawichanukul School under the Maha Sarakham Secondary Educational Service Area Office 26 with the purposive sampling random technique was selected. The research instruments were determined with a main-STEM Education instructional method’s lesson plan to management of the activity-based learning conceptual approach in 15 hours, the Learning Achievement Assessing Test, and the Systematic Thinking Ability Measuring Test were used. Statistically significant with the average mean score, standard deviation, percentage, independent variable t-test were analyzed, simple and multiple correlations, standardized regression weight validity, and coefficient predictive value (R2) were associated.            The results of these research findings have revealed as:Students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of the STEM Education instructional method’s lesson plan to management to the activity-based learning conceptual approach indicated that of 77.16/75.24, which was higher than standardized criteria of 75/75.Students’ learning achievements of their pre-test and post-test assessing differences were also found evidence of statistically significant at the 0.01 level.Students’ responses of their systematic thinking abilities to their previous and lately learning with the STEM Education instructional method’s lesson plan to management of the activity-based learning conceptual approach were differentiated evidence of 0.01, significantly.Associations between students’ performances of their learning achievements and their systematic thinking abilities toward their activity-based learning conceptual approach with the STEM Education instructional method on the photosynthesis class were considered together, there was a significant evidence of the 0.01 with the systematic thinking abilities, relatively.  Article visualizations