Technological Pedagogical Content Knowledge for STEM Education in Thailand

Abstract

The purpose of this study was to develop 40 Science teachers’ Technological Pedagogical Content Knowledge (TPACK) for bringing STEM in their classrooms including Thai context which is also focused on Philosophy of Sufficiency Economy. Teamwork was built from Student teacher, Cooperative Science teachers and University supervisor. Data sources throughout the research project consisted of teacher reflection, classroom observations, Semi-structure interviews, Situation interview and document analysis. Interpretivist framework was used to analyze the data. Quantitative and qualitative data were used to present the research result.Findings indicate that when the Co-TPACK was in progress,the teachersdevelop their TPACK which are a clear indication in their lesson plans and practices. Especially, the teachers identify the 21^stcentury skills as their goals of teaching and learning science through STEM activities focusing on Engineering design process which encouraged their students to reflect on the explicit Philosophy of Sufficiency Economyin aspect of the use of technology. Science cooperative teachers and their student teachers have shown their development of STEMteachers understanding and practice in aspects of STEM definition, STEM background, learning goals based on STEM and the 21^stcentury skills, STEM lesson plan development, classroom practice with STEM lesson, connecting STEM lesson into student’s daily life, and evaluation and assessment of STEM classroom. The development of teachers’ understanding and practice is presented in their lesson plans that are produced during Co-TPACK PD. Moreover, the study also indicates the importance of co-workers between cooperative science teachers and university supervisors in lesson preparation through coaching and mentoring. Their TPACK development help them to create STEM lessons which used more in Phuket context-integrated lessons, technology-integrated teaching and learning that can use  the explicit Philosophy of Sufficiency Economy. Their sustained development is shown in their lesson plans and teaching practices for 4years.Implication for further research, science educators should focus on teacher self-efficiency and teacher’s background in technology knowledge which has factors to support   or obstruct science teachers to develop their STEM practices.