The Effect of Integration STEM Education with Project-Based Learning on Creative and Critical Thinking Skills Development of Pre-service Chemistry Teachers
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Abstract
This research aimed to investigate the impact of project-based learning that integrates with STEM on pre-service teachers’ creative and critical thinking skills in the topic of “Garbage Designer: Who Uses Waste as Inspiration for New Products”, that pre-service teacher chemistry teacher found and would like to solve waste materials problem in Songkhla old town community. The sample group for this research was 34 pre-service chemistry teachers, Faculty of Education at Thaksin University, Songkhla campus that chosen based on the purposive sampling technique. Qualitative research method was employed in this research.
The research tools consisted of 1) Creativity Product Analysis Matrix (CPAM) 2) Paul-Elder Critical Thinking Framework and 3) classroom observation form. The results of this research showed that STEM Education with project-based learning was able to enhance the average creative and critical thinking skills of pre-service chemistry teachers in all indicators. The enhancement of pre-service chemistry teachers’ creative thinking skills was observed by the average scores of pre-service chemistry teachers’ creative dimension equal to 72%, and pre-service chemistry teachers’ creativity was categorized as good. Moreover, critical thinking skill was also observed, indicated by the mean score of the pre-service chemistry teacher was 3.3 out of 4.0 which was categorized as advanced thinker. Based on the result, STEM Education with project-based learning had a good impact on the improvement of pre-service chemistry teachers’ creative and critical thinking. This finding was expected to help the teachers rethink how the pre-service teacher benefit from their involvement in the integrated STEM with projectbased learning activities and restructure their teaching strategies to achieve student-centered learning.
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