การสำรวจความพึงพอใจและความคิดเห็นของครูต่อการประยุกต์ใช้ STEAM บูรณาการภาษาไทยและภาษาอังกฤษในชั้นเรียนประถมศึกษา

Sasilak Rodphotong

Authors

Sasilak Rodphotong Lecturer, English Program, Bachelor of Education, Faculty of Humanities and Social Sciences, Thepsatri Rajabhat University

Keywords:

STEAM, Bilingual Integration, Primary Teachers , Satisfaction , Perceptions

Abstract

This research aimed to study primary school teachers' satisfaction and opinions on the implementation of integrated STEAM with Thai and English in classrooms. The participants were 12 primary school teachers who joined participated in practical development workshops on designing and implementing bilingual STEAM activities. Data were collected through a 5-point Likert scale questionnaire, semi-structured interviews, and teaching reflection reports, and analyzed with descriptive statistics and content synthesis analysis.

The results revealed that teachers’ satisfaction with the development program was at a high level ( $\bar{x}$ = 4.36, SD = 0.42), with the highest scores for appropriateness of activities for actual classroom use and overall satisfaction. Teachers indicated that activity structure, task examples, and appropriate timing enhanced their confidence in applying the approach. Regarding opinions on bilingual STEAM implementation, teachers expressed positive attitudes ( $\bar{x}$ = 4.18, SD = 0.48), recognizing its benefits in promoting student engagement and developing language skills. However, limitations were found concerning time 1, resources, and the need for additional teaching materials. In conclusion, teachers showed positive attitudes and continued to use this approach. However, systematic support such as practical consultation, ready-to-use resources, and professional learning communities is essential for developing transitioning from trial use to actual classroom implementation and enhancing teacher competencies.

Downloads

Download data is not yet available.

References

สำนักงานคณะกรรมการการศึกษาขั้นพื้นฐาน. (2021). แนวทางการจัดการเรียนรู้แบบสองภาษาในสถานศึกษาขั้นพื้นฐาน. โรงพิมพ์ชุมนุมสหกรณ์การเกษตรแห่งประเทศไทย.

Best, J. W. (1981). Research in Education (4th ed.). Prentice - Hall.

Boice, K. L., Alemdar, M., Jackson, J. R., Kessler, T. C., Choi, J., Grossman, S., &Usselman, M. (2024). Exploring Teachers’ Understanding and Implementation of STEAM: One Size Does Not Fit All. Frontiers in Education, 9, Article 1401191. https://doi.org/10.3389/feduc.2024.1401191

Coyle, D., Hood, P., &Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press.

Darling-Hammond, L., Hyler, M. E., &Gardner, M. (2017). Effective Teacher Professional Development. Learning Policy Institute. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report

Desimone, L. M. (2009). Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140

Freeman, A., Adams Becker, S., Cummins, M., Davis, A., &Hall Giesinger, C. (2017). NMC/CoSN Horizon Report: 2017 K – 12 Edition. The New Media Consortium. https://library.educause.edu/resources/2017/12/horizon-report-k-12-edition-2009-2017

Grapin, S. E., Ramos Borrego, M., &Navarro, V. G. (2025). Translanguaging in U.S. K – 12 Science and Engineering Education: A Review of The Literature Through The Lens of Equity. Journal of Research in Science Teaching, 62(1), 15–48. https://doi.org/10.1002/tea.22012

Herro, D., Quigley, C., &Cian, H. (2019). The Challenges of STEAM Instruction: Lessons from The Field. Action in Teacher Education, 41(2), 172–190. https://doi.org/10.1080/01626620.2018.1551159

Huang, P., Yang, H.-T., Chan, C.-Y., Yan, C.-X., &Hwang, Y. (2025). Integrating STEAM Activity in Language Learning: A Study in Yunlin Rural Elementary School. International Journal of Innovative Research and Scientific Studies, 8(5), 35–52. https://doi.org/10.53894/ijirss.v8i5.8566

Kang, N.-H. (2019). A Review of The Effect of Integrated STEM or STEAM (Science, Technology, Engineering, Arts, and Mathematics) Education in South Korea. Asia - Pacific Science Education, 5, Article 6. https://doi.org/10.1186/s41029-019-0034-y

Kemmis, S. & McTaggart, R. (1988). The Action Research Planner (3rd ed.). Deakin University Press

Kraft, M. A., Blazar, D., &Hogan, D. (2018). The Effect of Teacher Coaching on Instruction and Achievement: A Meta - Analysis of The Causal Evidence. Review of Educational Research, 88(4), 547–588. https://doi.org/10.3102/0034654318759268

Lemmi, C. & Pérez, G. (2024). Translanguaging in Elementary Science. International Journal of Science Education, 46(1), 1–27. https://doi.org/10.1080/09500693.2023.2185115

Nuangchalerm, P. (2018). Investigating Views of STEM Primary Teachers on STEM Education. Chemistry: Bulgarian Journal of Science Education, 27(2), 208-215.

Nuangchalerm, P., Prachagool, V., Prommaboon, T., Juhji, J., Imroatun, I., &Khaeroni, K. (2020). Views of Primary Thai Teachers Toward STREAM Education. International Journal of Evaluation and Research in Education, 9(4), 987–992. https://doi.org/10.11591/ijere.v9i4.20595

Park, M.‐H., Dimitrov, D. M., Das, A., &Gichuru, M. (2016). The Teacher Efficacy for Inclusive Practices (TEIP) Scale: Dimensionality and Factor Structure. Journal of Research in Special Educational Needs, 16(1), 2-12. https://doi.org/10.1111/1471-3802.12047

Pittas, E. & Tompkins, L. (2024). A Systematic Review of Student Learning Outcomes in CLIL in LOTE. Frontiers in Education, 9, Article 1447270. https://doi.org/10.3389/feduc.2024.1447270

Prachagool, V., Nuangchalerm, P., Subramaniam, G., &Dostál, J. (2016). Pedagogical Decision Making Through The Lens of Teacher Preparation Program. Journal for the Education of Gifted Young Scientists, 4(1), 41–52. https://doi.org/10.17478/JEGYS.2016116351

Rehman, N., Huang, X., Mahmood, A., Zafeer, H. M. I., &Mohammad, N. K. (2025). Emerging Trends and Effective Strategies in STEM Teacher Professional Development: A Systematic Review. Humanities and Social Sciences Communications, 12, Article 32. https://doi.org/10.1057/s41599-024-04272-y

Surahman, E. & Wang, T.-H. (2023). In - Service STEM Teachers’ Professional Development Programmes: A Systematic Literature Review 2018–2022. Teaching and Teacher Education, 135, Article 104326. https://doi.org/10.1016/j.tate.2023.104326

Wongthong, P., Thaksin, S., &Soongyai, T. (2021). Development of Teacher Training Model Using Coaching and Monitoring for Enhancing STEAM Education Teaching Practice in Small - Sized Primary School. Journal of Education and Innovation, 24(1), 212–225. https://so06.tci-thaijo.org/index.php/edujournal_nu/article/view/188791

Yim, I. H. Y., Su, J., &Wegerif, R. (2025). STEAM in Practice and Research in Primary Schools: A Systematic Literature Review. Research in Science & Technological Education, 43(4), 1065–1089. https://doi.org/10.1080/02635143.2024.2440424