The Effects of Integrated STEAM Education Learning Provision on Visual Thinking of Young Children

Abstract

The purpose of this study was to study the effects of integrated STEAM Education learning provision on visual thinking of young children. The Sampling in this study were 3 boys and 3 girls in kindergarten level 3 at the demonstration school in Bangkok. This study was conducted during the 2020 academic year for 6 weeks. Each week contains 3 days of the controlled study and 45 minutes for each day. The tools used in this study were 6 integrated lesson plans of STEAM Education for promoting visual thinking of young children and an assessment form of visual thinking of young children. Data analyzed through mean, median, and content analysis.

The results of this study showed that young children who participated in the integrated STEAM education provision for promoting visual thinking in the mean score on visual thinking of young children was higher than before. The mean score before studied was 14.17, standard deviation was 2.32, and then after the study, the mean score was about 32.50, median about 1.87.Furturemore, young children had continuous improvement of visual thinking, that consist of 1) Understand: children could identify their desire to create creative work by drawing. 2) (re) Define: children were able to describe the details of what they wanted to create for understanding of others. 3) Ideate: children were able to add illustrations that show stories related to creative work by drawing. 4) Visualize: children were able to connect what they wanted to create and the illustrations to be stories. 5) Share: children were able to present drawings that illustrated the story for others to understand and exchange their ideas. 6) Reflect: children were able to rethink and present what they had drawn to meet their needs.