A study of STEM education’s integration in vocational school teacher’s instruction guidelines

Ramkhamhaeng University, Bangkok, Thailand

^* Corresponding author: suebpong_p@hotmail.com

Abstract

This research aims to (1) study the problems with integrating Science, Technology, Engineering and Mathematics (STEM) education into teaching by vocational college teachers and (2) to determine the most appropriate method for applying STEM education to teaching by vocational college teachers. The sample for this study was 400 vocational college teachers affiliated with the Office of the Vocational Education Commission, Bangkok, chosen using the technique of simple random sampling. The research instruments included a questionnaire on the problems with integrating STEM education into teaching by vocational college teachers and the demands of such integration, with a reliability of .945. The statistical methods included mean, standard deviation, and content analyses of focus group discussions. The results showed that (1) the problems with integrating STEM education into teaching by vocational college teachers related to four aspects: content, operational skills, learning activities, and an application of practical knowledge at high levels and (2) the most appropriate method of applying STEM education to teaching by vocational college teachers should include encouraging teachers to incorporate lesson content of STEM education which allows the learners to think reasonably and logically, while improving their ability to seek knowledge and solve problems systematically. Teaching and learning activities should also focus on 21st century skills and how to integrate those skills into knowledge gained from STEM education so that it benefits society in practical ways.