DEVELOPMENT OF TEACHING MODEL BASED ON STEAM EDUCATION CONCEPT COMBINED WITH INTEGRATED TEACHING TO PROMOTE CREATIVE THINKING SKILLS FOR INNOVATIVE INTEGRATED AGRICULTURAL TECHNOLOGY

Jamree Khrueahong; Pakkapong Poungsuk; Piyanard Junlek

doi:10.55003/IJIET.7205

Authors

Jamree Khrueahong Department of Agricultural Technology, Faculty of Agricultural Technology and Industrial Technology, Nakhon Sawan Rajabhat University, Nakhon Sawan 60000 Thailand.
Pakkapong Poungsuk Department of Agricultural Education, Faculty of Industrial Education and Technology, King Mongkut's Institute of Technology Ladkrabang, Bangkok 10250 Thailand.
Piyanard Junlek Department of Agricultural Education, Faculty of Industrial Education and Technology, King Mongkut's Institute of Technology Ladkrabang, Bangkok 10250 Thailand.

DOI:

https://doi.org/10.55003/IJIET.7205

Keywords:

STEAM education, Creative thinking, Integrated teaching, Agricultural technology

Abstract

This study was to develop teaching model based on STEAM education combined with integrated teaching, investigate an effect of using the teaching model based on the concept of STEAM education combined with the integrated teaching, and promote creative thinking skills for innovative integrated agricultural technology of Nakhon Sawan Rajabhat University students. The sample group consisted of 21 students who registered for the course Sustainable Agriculture and Smart Consumption in the first semester of the academic year 2024. They were obtained by simple random sampling (drawing). A single-group pre-test/post-test design was employed. This research and’s development comprised six steps: 1) identifying the problem, 2) exploring related concepts, 3) designing a solution method, 4) developing, 5) presenting, and 6) evaluating. Data were analyzed using descriptive statistics and a paired-samples t-test to compare pre-test and post-test knowledge scores. Findings showed that the students had a higher level of knowledge than before with a statistical significance level at .001. It was found that the students had a highest level of skills in creative thinking ( $\bar{x}$ = 3.37, SD = 0.58 on a 4-point scale) and they had a high level of satisfaction with the teaching model ( $\bar{x}$ = 4.30, SD = 0.46 on a 5-point scale). This implied that the teaching model could be used for developing knowledge and skills in creative thinking for innovative integrated agricultural technology of Nakhon Sawan Rajabhat University students. Limitations include the small sample size, which may limit the generalizability of the findings.

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