ผลการจัดการเรียนรู้ตามแนวทางสะเต็มศึกษา ระหว่างผู้เรียนที่มีแบบการเรียนรู้แตกต่างกัน วิชาวิทยาศาสตร์ ชั้นมัธยมศึกษาปีที่ 2

Abstract

This research aims 1)  to study learning  achievement of STEM  Education between different styles learner, 2)  to compare pre and post  learning achievement, Science process skills and  attitude toward science learning with STEM education, between different learning styles learner. The sample use in this research were matthayomsuksa 2/7 and 2/8 students, 42 students of one class room, who learned  in the 1^st  semester of 2016 academic year of  MuangKalasin school  Ampher Muang Kalasin Province, Kalasin  secondary educational Area 24. The sample was selected  by  Multistage Random sampling technique. The tools used in this research consisted of 1) 7 plan of 14 hours of STEM  educational Teaching plans, matter and substance, matthayomsuksa 2,  2)  60 items of student learning style survey form, 3) science learning achievement on the topic of matter and substance that is multiple choices form of 40 items ; 4 choices per item, 4) test  of  science  process skills  that include 13 skills; 30 items ( 4 choices per item),  5) 20 items of rating scale (5 level )  of science attitude test. Statistic used  in this  research were paired  samples  t-test, F-test (One-way MANOVA). The result revealed that:

                   1)  Students  who  learned  with STEM educational management had their average learning achievement, science  process  skills and attitude toward science learning,  pre  score learning were 12.07, 11.21  and 3.82  (on the high level) in order. Whilst post  score  were  25.21 (52.12%), 21.07 (46.80%)  and 4.53 (15.67%)  (on the highest level) in order. The students who learned with STEM  Educational  management had post learning achievement, science process skills and attitude in science skills higher than pre-learning at .05 level of statistical significance.

               2)  Different learning style students had no significant in learning achievement but students who learned with STEM Educational management had  science process skills and science attitude higher than pre-learning at .05 level of  statistical significance. The critical thinking learning style students had average  score  of science process  skills and science attitude higher than other.