การพัฒนาชุดกิจกรรมการเรียนรู้วิทยาศาสตร์ตามแนวสะเต็มศึกษาร่วมกับการเรียนรู้แบบร่วมมือ ที่ส่งผลต่อการแก้ปัญหาอย่างสร้างสรรค์ ทักษะการทำงานเป็นทีมและผลสัมฤทธิ์ทางการเรียน ของนักเรียนชั้นประถมศึกษาปีที่ 5

Abstract

The purposes of this research were to: 1) to determine the efficiency of science learning activity package entitled Force and Pressure using STEM Education and Collaborative Learning for Prathomsuksa 5 students; 2) to compare students’ creative problem solving; 3) to compare students’ teamwork skills; 4) to compare students’ learning achievement before and after the intervention; and 5) to compare creative problem solving and learning achievement of students with different science process skills (high, moderate, and low) after the intervention. Selected by cluster random sampling using the classrooms as the sampling unit, the samples were 18 Prathom suksa 5 students who enrolled in the second semester of the 2018 academic year at Ban Patoey School under the Mukdahan Primary Educational Service Area Office. The research instruments consisted of: 1) a science learning activity package using STEM Education and Collaborative Learning, 2) a form to measure students’ creative problem solving, 3) a form to assess students’ teamwork skills, 4) a learning achievement test, and 5) a test to evaluate students’ science process skills. Statistics for data analysis comprised mean, standard deviation, E1/E2, t –test for Dependent Samples, One – Way ANOVA, One–Way MANCOVA, and One–Way ANCOVA.                                                                                                                                        The study revealed these results:                                                                                                                                          1. The science learning activity package using STEM Education and Collaborative Learning for Prathomsuksa 5 students showed an efficiency of 90.54/87.40 which was higher than the set criteria.                          2. The students’ creative problem solving was significantly higher than that of before the intervention at the .05 level of significance.                                                                                                                                                              3. The students’ teamwork skills were significantly higher than those of before the intervention at the .05 level of significance.                                                                                                                                                                      4. The students’ learning achievement was significantly higher than that of before the intervention at the .05 level of significance.                                                                                                                                                              5. The creative problem solving of students with different science process skills after the intervention was at the .05 level of significance. The students who had a high level of science process skills had a higher level of creative problem solving than those whose science process skills were moderate and low, respectively. The students’ learning achievement after the intervention was not varied.