(STEM) Education in Thailand and in ASEAN

Implementing Science, Technology, Mathematics, and Engineering (STEM) Education in Thailand and in ASEAN

A Report Prepared for: The Institute for the Promotion of Teaching Science and Technology (IPST)

Prepared by: Edward M. Reeve, PhD Professor Utah State University School of Applied Sciences, Technology, and Education Technology and Engineering Education Logan, Utah 84322 USA [email protected]

May, 2013

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I. INTRODUCTION – (Why STEM?) Today the world is increasingly becoming more globalized and interconnected every day. Migration is changing the demographics of our communities as we now find ourselves in daily contact with people from around the world. Today’s college graduates are competing for jobs and opportunities on a global scale because of the ability to connect with anyone anywhere and because of the growth in international trade. The effects of globalization can be seen around the world, including in Thailand and the other the others in the Association of Southeast Asian Nations (ASEAN). ASEAN can be described as a geo-political and economic organization of ten countries (i.e., Indonesia, Malaysia, the Philippines, Singapore, Thailand, Brunei, Burma (Myanmar), Cambodia, Laos, and Vietnam) located in Southeast Asia (Association of Southeast Asian Nations, n.d.). Globalization is a process of interaction and integration among the people, companies, and governments of different nations and its effects can be seen everywhere. It is a process driven by international trade and investment and aided by information technology and is changing the world in which we live. It is forcing people to be able to communicate and live with one another. It is helping unite our interests together and forcing us to think about how it impacts our daily lives (The Levin Institute, 2013). The ASEAN Ministerial Meeting on Science and Technology (AMMST, n.d.) discussed the importance of science, technology and innovation to the region and noted the following, “science, technology and innovation can be powerful determinants and enablers of economic development, educational programs and protection of the environment. This view is shared by the ASEAN Leaders who have recognized science and technology (S&T) as a key factor in sustaining economic growth, enhancing community well-being and promoting integration in ASEAN.” One of the greatest assets a country can have is an educated workforce who can sustain themselves, participate in decisions that impact their well-being, and work together to help improve a countries’ economic and living conditions. As the ASEAN Curriculum Sourcebook (2012) notes, “Education must empower young people so that they can not only adapt and respond to their fast-changing world, but also participate actively in shaping a better future for themselves, their families and communities, and for the ASEAN region as a whole” (p. 11). To stay globally competitive, many nations are calling for increased studies in the fields of Science, Technology, Engineering and Mathematics (STEM) at all levels of education. Teaching STEM in primary and secondary education can help students become interested in STEM careers and build a nation’s STEM-educated workforce that can be used to meet the demands of business and industry in a complex and technology-driven economy. Furthermore, a STEM-educated workforce working with other STEM professionals from around the world will be needed to solve many of the global issues and problems the world 2

face’s today (e.g., global warming, air and water pollution, clean drinking water, and food security). Today STEM is a popular acronym used in education and many countries want to improve or implement STEM education in their country. For example, Anjira Assavanonda (April, 2013) in her discussion on Thailand’s need to develop new curriculum that prepares students to be ready to enter the workforce notes that in Thailand, the Committee on Basic Education Curriculum Reform was formed in March and initially, agreed the new curriculum should cover six groups of knowledge: (1) language and culture (2) STEM (science, technology, engineering and maths) (3) work life (4) media skills and communication (5) society and humanity, and (6) ASEAN and the world. The purpose of this paper is to provide an American perspective on STEM education and to discuss what is needed to implement it into primary – secondary education in Thailand and all of ASEAN. To effectively implement STEM education in Thailand and ASEAN begins with a good understanding of the STEM components, an interpretation on the meaning of STEM education, an understanding of the factors that need to be considered when implementing STEM education, and a plan for developing and implementing STEM education.

II. THE COMPONENTS OF STEM (What is STEM?) The fields of Science, Technology, Mathematics, and Engineering are represented by the acronym STEM. It is a very popular acronym used broadly, but it still lacks a clear definition or consensus among educators. It is a term that had its origins in the 1990s at the National Science Foundation (NSF) in the U.S.A. and today the term is used as a generic label for any event, policy, program, or practice that involves one or several of the STEM disciplines. STEM is a term that has been adopted by government, educators, business, community, and industry leaders to communicate an urgent need for educating students and preparing them to be college and workforce ready. It is also a “slogan” that the education community has embraced without really taking the time to clarify what the term might mean when applied beyond a general label. In the U.S., the term is often interpreted to mean science or math and seldom does it refer to technology or engineering (Bybee, 2010). When discussing STEM, it is helpful to review each discipline and its role in STEM. From an American perspective, the following provides a review of each STEM discipline and its role in education.

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Science: In the U.S., and in most countries around the world, science is a wellestablished required “core” school subject in grade levels K-12 (i.e., kindergarten through grade twelve). In the U.S., good science curricula is developed using national science standards that identify what students should know and be able to do in selected grade levels. Science can be defined as the study of the natural world that includes observable and measurable phenomena within the universe. It is a tool used by scientists to understand objectively the ever-changing, natural world in which we live. The three general areas of science include: (1) Physical Science, (2) Life Science, and (3) Earth and Space Science. In the U.S., the Next Generation Science Standards - NGSS (NGSS, 2013) were released in April 2013 and these new K–12 science standards will be rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education. The NGSS view the purpose of science education to be that of “STEM literacy” that can be described as the ability to equip students with the knowledge and skills essential for addressing society’s needs. These needs include growing demand for pollution-free energy, to prevent and cure disease, to feed Earth’s growing population, maintain supplies of clean water, and solve the problem of global environmental change. Technology: Technology is about human innovation in action and it is everywhere. Technology is used to modify the natural world to meet human needs and wants and often used to make our lives better and safer. Because of technology, we can travel great distances (e.g., in a train or plane), communicate around the world using our mobile phones, and we use it to heat up hot water for tea or coffee. Because of “airbag technology” we are safer in our automobiles and “helmet technology” has saved many motorcycle riders from serious injury. Technology Education: Students learn about technology in the field of study typically identified as technology education. The major goal of technology education is “technological literacy” that can best be described as “one's ability to use, manage, evaluate, and understand technology” (ITEEA, 2000/2002/2007). The field of study known today as “Technology Education” began in the U.S. in the late 1800s and it was first known “Manual Training.” Manual Training quickly broadened into “Manual Arts” and then at about the turn of the century it again evolved into the field of “Industrial Arts.” From the early 1900s until the mid 1980s, Industrial Arts (often referred to as “shop”) was a very popular general education program that provided mostly young men with practical hands-on tool skills and knowledge about industry and its impacts on society. In the 1980s, the field again evolved into Technology Education that focused learning in the areas of communications technology, energy and power transportation, construction technology and manufacturing technology. In the early 2000s, the field again began to see education reform efforts showing the importance of teaching science, technology, 4

engineering, and mathematics (STEM) in our schools. Because many technology education programs were already teaching technology and engineering concepts and principles, they begin to change their names to reflect this. Today many programs and organizations across the U.S. that were formerly identified as “technology education” are now known as Technology and Engineering Education. In the U.S., technology and engineering education is a “general education” subject that offers students, typically in grades 6-12, the opportunity to learn about technology through a variety of technology education courses. Many technology and engineering education courses are developed following national technology education standards known as the Standards for Technological Literacy: Content for the Study of Technology – STL (ITEEA, 2000/2002/2007). The STL consists of 20 content standards and related benchmarks that define what students should know, understand, and be able to do in order to be technologically literate in grades K-12. They are not a curriculum because they do not provide the specific details on how the content is to be organized and delivered. The STL place a large emphasis on teaching students how to solve real-world problems. One problem solving approach emphasized in the STL is the “Engineering Design Process” that is often used by engineers to solve open-ended problems. One of the major philosophies of technology education is to teach student how to solve problems. Problem solving is an important life-long skill that all students need to learn as it is often used daily throughout one’s live. Problem solving involves the ability to find solutions to problems using creativity, reasoning, and past experiences along with available information. A “basic problem solving approach” consists of:  Knowing the Issues  Considering all Possible Factors  Finding a Solution The problem solving approach often presents students with two different types of problems, structured and ill-structured. Structured problems contain only one right answer and typically can only be solved using one set approach. The more popular approach used in technology education is to provide students with ill-structured or open-ended problems that present problems that can be correctly solved using multiple approaches. In technology education, many problem solving approaches and techniques are presented. These approaches and techniques include:  Troubleshooting  Research & Development (R&D)  The Scientific Method – Scientific Inquiry  The Engineering Design Process  Invention and Innovation 5

It is interesting to note that the NGSS emphasizes integrating technology and engineering into science education. In fact, the NGSS are making a commitment to fully integrate engineering and technology into the structure of science education by raising engineering design to the same level as scientific inquiry in the classroom. In the NGSS, the core ideas of engineering and technology are given the same status as core ideas in the other major science disciplines and they too promote the “engineering design” problem solving process. Technology and Engineering Education should not be confused with Information and Communication Technology (ICT). ICT is a term with many meanings, however a basic definition defines it as “an umbrella term that includes any communication device or application, encompassing: radio, television, cellular phones, computer and network hardware and software, satellite systems and so on, as well as the various services and applications associated with them, such as videoconferencing and distance learning” (SearchCIO-Midmarket, 2003). ICT can be used to enhance the teaching of STEM education and in many STEM courses; the concepts and principles associated with ICT could be taught. Technology and Engineering Education should also not be confused with vocational education. Known in the U.S. as Career and Technical Education (CTE) and professionally supported by the Association for Career and Technical Education (www.acteonline.org), CTE prepares students to enter the workforce after high school. CTE offers student a variety of competency-based hands-on one and two year education programs (e.g., in areas such as agriculture, business, family and consumer sciences, health, and trade and industry) that prepare youth and adults for a wide range of high-wage, high-skill, high-demand careers. Design and Technology: Design and Technology (DT) is a school subject offered at all levels of primary and secondary school in many countries around the world and is a required part of the curriculum in International Baccalaureate (IB) schools. Around the world, it a school subject that shares many similarities to the technology and engineering education courses that are offered in the U.S. In DT, students learn about broad range of technologies (e.g., food, manufacturing, wood, and textiles) and are challenged with many solving real-world problems using a design process. It is also a school subject that emphasizes using good design elements and principles (e.g., shape, color, texture and form). For example, engineers create technology that works and designers work with them to make sure that it looks good. Engineering: Engineering is the science, skill, and profession of acquiring and applying scientific, economic, social, and practical knowledge, in order to design, build, and maintain structures, machines, devices, systems, materials and processes (Engineering, n.d.). Engineering is the profession in which a knowledge of the mathematical and natural sciences gained by study, experience, and practice is applied with judgment to develop ways to utilize economically the materials and forces of nature for the benefit of humankind (Accreditation Board for Engineering and Technology - ABET). It is a profession made up of many specialty areas such as mechanical engineering where engineers apply scientific principles to 6

the design, construction, and maintenance of engines, cars, and machines; civil engineering that focuses on buildings, bridges, and roads; electrical engineering that design and build electrical machines and communication systems; chemical engineering that is involved with chemical plant and machinery; and, aeronautical engineering that works with aircraft and their related subsystems Accreditation Board for Engineering and Technology. Engineering education typically occurs at the post-secondary level and trains individuals to become engineers in a selected field of engineering. At the K-12 levels, engineering education can more correctly be described as “pre-engineering” since no true engineering education courses (e.g., statics or dynamics) are offered in K-12 schools. In the U.S., Engineering Education (pre-engineering) is not a formal K-12 school subject and there are no national standards associated with this field of study. In the U.S., the first decade of the 21st century has been an interesting one in terms of engineering education. At the collegiate level, schools and colleges of engineering have begun to realize that a change in their approach is required to increase student retention, with the introduction of more hands-on, project-based introductory courses surfacing as the most common curriculum change. However, teaching engineering at the K-12 level does have some, but limited presence in U.S. schools and there are efforts to keep expanding this trend. For example, there are national organizations developing “pre-engineering” curricula that introduces students to engineering principles and concepts. One of the largest organizations in the U.S. doing this is a program called Project Lead the Way (PLTW) that provides rigorous and innovative STEM education curricular programs for use in middle and high schools. PLTW (www.pltw.org) programs are offered in more than 4,000 schools in all 50 states in the U.S. and they developed their own curricula and a required training program for teachers who use their curricula. Often taught by technology education and science teachers, PLTW uses hands-on project and problem-based learning activities that provide students opportunities to create, design, build, discover, collaborate and solve problems while applying what they learn in math and science. Mathematics: Mathematics is the science of patterns and relationships and provides an exact language for technology, science, and engineering. Like science, math is a wellestablished required “core” school subject in K-12 schools in the U.S. Math curricula is developed using national math standards. In the U.S., there are no national curriculums for states to follow; meaning each state and even each school district can develop their own math curricula that hopefully have been developed on national standards. A problem in the U.S. for students enrolled in math classes has been that if they transfer to another state, or even to another district, they may enroll in the “same class” and be required to learn materials that were not previously covered in their former class. To try and build consistency and quality in the teaching of math and other subjects in the U.S., the Common Core State Standards Initiative (www.corestandards.org) began and today, 45 states and 3 territories are participating in this initiative. 7

III. THE MEANING OF STEM EDUCATION - (What is STEM Education?) The basic purpose of education is to prepare people to be able to live, work, and contribute to the society in which they live. A STEM education provides students with knowledge and skills in the areas of science, technology, engineering, and mathematics. In the U.S., almost all K-12 schools require the core subject areas of math and science. At the secondary school level, these courses are typically taught as “stand alone” courses. Today, many schools across the U.S. offer elective technology education courses, especially in grades 6-12 and there is a growing trend to offer students pre-engineering elective courses in these same grade levels. Unfortunately, when these subject areas are offered, they are often taught in “silos” where students have limited opportunities to learn how the STEM areas are integrated together. The philosophy of STEM education today should be “a belief that promotes the teaching of STEM concepts, principles, and techniques in an integrated approach.” Promoting STEM integration provides opportunities for teachers to show students how STEM concepts, principles, and techniques are used in the development of most products, processes, and systems that students use in their daily lives. Tsupros (2009) provides a very good definition of STEM education by stating that it is “an interdisciplinary approach to learning where rigorous academic concepts are coupled with real-world lessons as students apply science, technology, engineering, and mathematics in contexts that make connections between school, community, work, and the global enterprise enabling the development of STEM literacy and with it the ability to compete in the new economy.” STEM education in the U.S. today promotes STEM integration that provides opportunities for STEM teachers, typically teaching in their own specific discipline courses, to show students how STEM concepts, principles, and techniques are used in the development of most products, processes, and systems that students use in their daily lives. In the future, STEM education may consist of standalone STEM courses taught by “STEM teachers” who have received in-depth training in all the STEM areas. Also in the near future, STEM education may broaden to include additional subject areas. For example, there is a movement in the U.S. by some to add “art” to STEM to create “STEAM” to show how “art and design” helps brings creativity and innovation to STEM (STEM to STEAM, 2013).

IV. FACTORS TO CONSIDER WHEN IMPLEMENTING EDUCATION – (How to Deliver STEM Education)

STEM

Developing and implementing a quality STEM education program begins by having a “vision” of the meaning of STEM education and having a good understanding of each of the STEM areas and how they integrate with one another. It also requires a commitment by government, educators, business, community, and industry leaders to support STEM education and education reform.

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ASEAN supports educational reform. The ASEAN Economic Community (AEC) is working toward transforming ASEAN into a single market and production base by 2015. The AEC will increase regional economic prosperity and stability and reduce the development gaps among members. It will provide opportunities for those involved in educating its youth opportunities to reform education in the region (ASEAN Secretariat, 2012). In fact, educational reform has already been promoted in the recently released ASEAN Curriculum Sourcebook (2012). The Sourcebook is a teaching resource for primary and secondary schools that promotes a prosperous ASEAN community and the development of high quality curriculum. For example, the Sourcebook calls for the adoption of appropriate basic education pedagogy, content and assessment through the integration of cultural identity awareness principles, values and practices in appropriate learning areas and processes. Furthermore, it engages teachers and students, in a variety of teaching-learning strategies, to explore the means to which ASEAN peoples live and adapt to present realities and opportunities amidst different cultures, languages and religions. In the ASEAN Curriculum Sourcebook, the authors note the importance of teaching the subject area of Technology Education along with the other broad subject areas that include: History and Social Studies; Science and Mathematics; Civic and Moral Education; Languages and Literature; the Arts; Health and Physical Education. It is admirable that this document recognizes the importance of teaching technology education in the ASEAN and it appears to use the term “technology” in a broad sense instead of a narrow fashion to mean only learning about information and communication technologies. Unfortunately, this document makes no reference to STEM education and “engineering” is not mentioned once in the document. However, the Sourcebook does provide very good learning outcomes for Science and Mathematics and Technology Education. In Thailand, good resources for STEM curriculum developers are the “Basic Education Core Curriculum B.E. 2551 (A.D. 2008 - www.act.ac.th/document/1741.pdf) in Science, Math, and in Occupations and Technology the strands of “Design and Technology” and “Information and Communication Technology.” Developed by The Institute for the Promotion of Teaching Science and Technology (IPST), these resources provide standards in each subject that details what students should know and be able to do in selected grade levels.

VI. A PLAN FOR DEVELOPING AND IMPLEMENTING STEM EDUCATION - (How do we Deliver STEM Education?) To make STEM education a reality in ASEAN will require all those involved in STEM education, including primary, secondary and tertiary educators, to develop a sound plan and strategy for moving STEM education forward. At the college and university levels, STEM education programs will need to train STEM teachers on how to effectively develop and implement STEM education programs and curricula. At the primary and secondary 9

education levels, practicing teachers will need professional development to learn the “best practices” on how to teach STEM in their subject area. There are many important factors that program developers should consider when planning, developing and implementing quality STEM education programs and curricula at the primary and secondary levels in ASEAN. These important factors include: Educational Standards and Learning Objectives: STEM education programs and curricula must be developed on sound educational standards and learning objectives. National and international standards, including content standards that specify what students should know and be able to do at certain grade levels should be reviewed when developing STEM education materials. Furthermore, activities, and experiences developed for use in STEM education programs should be developed using realistic learning objectives that students can achieve. They should be objectives that instructors can teach and evaluate to see if students are learning the materials. The ASEAN Curriculum Sourcebook (2012) should be commended as it provides ASEAN educational curriculum developers with learning outcomes, essential questions and suggested teaching and learning activities that can be used to achieve the learning outcome. For example, shown below are items from a learning outcome from the subject the area of Technology Education that has been targeted for upper primary students.   

Learning Outcome: Technology helps people of ASEAN communicate and collaborate with one another. Essential Questions: How does technology help people of ASEAN work together? Suggested Teaching and Learning Activities: Research different technologies that are available across ASEAN and create a visual exhibition of them, describing a situation where each would be useful in promoting communication and cooperation.

Teachers: Education is about providing people with new knowledge and skills so that they can live and work in today’s 21st global society. In our schools, teachers are the individuals who expose students to new knowledge and skills and inspire them to think and be creative. Good teachers really do make a difference. For example, In a recent report in Thailand on Thai students' scholastic performances dropping again in the international assessment, the Trends in International Mathematics and Science Study (TIMSS) 2011, Precharn Dechsri, deputy director of the Institute for the Promotion of Teaching Science and Technology (IPST) noted that "The problem over the quality of teachers was a major cause of Thailand's drop in performance in TIMSS 2011” (The Nation, December 12, 2012). Those in ASEAN must work to prepare quality teachers who understand the STEM areas and are “good teachers” that know how to teach and motivate students to learn. Good teachers can take difficult content and make it easy to learn and can engage students with activities, experiences, and stories that allow student to apply what they have been learning. 10

Good teachers possess many quality traits that include: enthusiasm, knowledge of the subject area, confidence in their abilities, an understanding of how students learn, the ability to provide a variety of “real-world” problems for students to solve, the ability to integrate ICT into their teaching and learning situations, using good assessment and evaluation practices, using student-centered approaches to teaching, and teaching for understanding. Curriculum Development: STEM education curriculum for ASEAN must be developed using good curriculum development approaches. A curriculum takes content and shapes it into a plan for effective teaching and learning. Those who develop STEM curriculum are encouraged to find and use a good curriculum development model. An example of good curriculum model to utilize is the model presented in Understanding by Design (UbD) that was written by Grant Wiggins and Jay McTighe (2005). UbD is a framework for designing curriculum units, performance assessments, and instruction that leads students to a deep understanding of the content being taught. The major concept presented in UbD is the “Backward Design” curriculum development model. Backward Design is a conceptual framework, design process, and accompanying set of design standards. It is a way to design or redesign any curriculum to make student understanding more likely. Backward Design is a three stage process to help curriculum developers come up with a coherent curriculum. It is a method of designing educational curriculum by setting goals before choosing instructional methods and forms of assessment. The three stages of Backward Design are shown below. Stage I: Stage II: Stage III:

Identify the results desired. Determine acceptable levels of evidence that support that the desired results have occurred. Design activities that will make desired results happen.

Two important ideas presented in Understanding by Design are emphasis on developing “essential questions” and a need to teach for “understanding”. Essential questions are those questions that ask the most important ideas or concepts about the topic or subject being studied. For example, when studying a unit on mass transportation, an essential question might ask: “Why did Thailand’s Bangkok Mass Transit System (BTS) develop the ‘Sky Train’ system and how does the system operate?” This question asks for the “essentials” about the system. It is also important that teachers ask “factual” information questions as they can be used to better help students learn how to answer the essential question. For example, a factual question when learning about mass transportation in Thailand would be: “What power is used to move the BTS Sky Train from station to station? The other important concept presented in Understanding by Design deals with the concept of “understanding.” How do we know when students truly understand? They say they know it, but do they really? When a person “truly understands” something, they know more than just the facts, they can explain it, and apply what they have learned, especially in new 11

and unique situations. For example, when students know and understand the basic steps involved in problem-solving, they can use this knowledge to solve new problems. Instructional Approaches: Those who develop STEM education curriculum for ASEAN should learn about the popular approaches used in teaching STEM concepts. STEM education should emphasize using “inquiry-based learning.” Inquiry-based learning describe approaches to learning that are based on the idea that when students are presented with a scenario or problem and assisted by an instructor, they will identify and research issues and questions to develop their knowledge or solutions (Inquiry-based Learning, n.d.). Inquiry-based learning is an instructional style based on the idea that learning may be facilitated by giving students the opportunity to explore an idea or question on their own. To arrive at an answer or to better understand the concept, students often collect and analyze data. For example, inquiry-based learning can be applied to a science class to help students understand the importance of sunlight for plant growth. Students try growing plants in various levels of sunlight (next to the window, in a closet, in the middle of the classroom) and learn about the importance of the sun by watching the plants grow (education.com, n.d.) Inquiry-based learning approaches are popular approaches used in the teaching of science, and technology and engineering. Science education uses a form of inquiry-based learning known as “scientific inquiry.” In technology and engineering education, a popular inquiry-based learning approach is known as “engineering design.” Both approaches are similar in nature, with the major differences being in how the problems or questions are asked and solved, remembering that science explores the natural world and that engineering and technology focus on the human-made world. Presented in A Framework for K–12 Science Education (NRC, 2012) are the multiple ways in which scientists explore and understand the world and the multiple ways in which engineers solve problems. Shown below are the practices used by scientists and engineers to explore the world and solve problems.  Asking questions (for science) and defining problems (for engineering)  Developing and using models  Planning and carrying out investigations  Analyzing and interpreting data  Using mathematics, information and computer technology, and computational thinking  Constructing explanations (for science) and designing solutions (for engineering)  Engaging in argument from evidence  Obtaining, evaluating, and communicating information Scientific inquiry is a popular teaching approach used in science education. Engineering design is a popular approach used in technology and engineering education. In the new Next Generation Science Standards (2013), both approaches are given equal importance in the teaching of science and will be helpful for those who are designing STEM education programs. As previously noted, both approaches are similar in nature as they are 12

driven on raising questions and defining problems. In addition, both approaches promote active hands-on experiential learning (i.e., learning from the experience) using real-world problems that help to engage students in their learning and promotes a “deep understanding” of the content being studied. Both approaches also promote “student-centered” learning and having teachers act as “facilitators” of knowledge where they direct students to the information they need. Finally, both approaches promote the learning theory known as “constructivism” that is based on students' active participation in problem-solving and critical thinking activities that they find relevant and engaging. In constructivism, students are "constructing" their own knowledge by testing ideas and approaches based on their prior knowledge and experience and applying these to a new situation. In a STEM setting, students can learn to apply inquiry-based learning approaches through a variety of instructional methods. For example, in science education, the scientific method is a very popular strategy used for logically testing hypotheses, proving theories or constructing generalizations. Technology and engineering education often use an engineering design approach to solve problems. Technology and engineering problems are often presented in an “engineering design challenge” (see appendix A) that present students with an engineering problem to solve and the criteria and constraints related to solving the problem. Often included with a design challenge is a teacher information sheet that helps the teacher present the lesson (see appendix A). Another very popular instructional method that requires students to use an inquiry-based learning approach is problem-based learning (PBL) that can be used to present a scientific or technological problem to solve. PBL gives students real-world (authentic) problems that require them to cooperatively work together to seek solutions to the real-world problems. Engineering Design: Engineering Design is important concept that engineers and technologists use when they are developing a new technology. There are many variations to this approach. Design is important concept promoted in ITEEA’s Standards for Technological Literacy (ITEEA 2000/2002/2007) where many of the “standards” are focused on learning about design, how to do design, and learning about the designed world (e.g., construction and manufacturing). In the STL, they describe an “engineering design” process that engineers use when they are developing a new technology and there are many variations to this approach. The steps presented in the STL include:  Defining a problem  Brainstorming  Researching and generating ideas  Identifying criteria and specifying constraints  Exploring possibilities  Selecting an approach  Developing a design proposal  Making a model or prototype  Testing and evaluating the design using specifications  Refining the design  Creating or making it  Communicating processes and results. 13

The design process is fundamental to technology and engineering. In the field of engineering, engineers face many challenges and problems that must be solved, and they solve them primarily by applying the mathematical and science principles (e.g., calculus and physics). To solve problems, engineers use an approach called “engineering design” or “technological design.” There are many variation of the engineering design process, but they all present a systematic process for solving a problem or challenge. The 7-Step “technological design process” promoted by Thailand’s Institute for the Promotion of Science and Technology (IPST) is an acceptable approach. In this approach, they identify the following seven steps that can be used to solve technological design problems: 1. Identify the Problem, Need, or Preference. 2. Information Gathering to Develop Possible Solutions 3. Selection of the Best Possible Solution 4. Design and Making 5. Testing to See if it Works 6. Modifications and Improvement 7. Assessment Scientific inquiry is popular teaching approach used in science education and engineering design is used in technology and engineering education. In the NGSS, both approaches are given equal importance in the teaching of science. In addition, both approaches are similar in nature as they are driven on raising questions based on real observations. The following are major characteristics both approaches share:  Promotes Hands-On Learning  Student-Centered  Develops Critical Thinking and Investigative Skills  Promotes Real Understanding  Promotes Real-World Learning  Promotes Experiential Learning  Promotes Constructivism  Teachers act as Facilitators of Knowledge Both approaches promote active hands-on experiential learning (i.e., learning from the experience) where students learn to apply what they are learning. Hands-on learning, using real-world problems helps to engage students in their learning and can promote a “deep understanding” of the content being studied. Both approaches promote “student-centered” learning (i.e., active learning that has been designed to meet the needs, abilities, interests, and unique earning styles of the students and requires students to be responsible participants in their own learning) where teachers act as a “facilitators” of knowledge, directing students to the information they need. Student-centered learning is a contrast to “teacher-centered learning” traditional learning that has the teacher at its center in an active role and students in a passive, receptive role (i.e., listening to a lecture).

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Both approaches promote the learning theory known as “constructivism” that is based on students' active participation in problem-solving and critical thinking activities that they find relevant and engaging. In constructivism, students are "constructing" their own knowledge by testing ideas and approaches based on their prior knowledge and experience and applying these to a new situation. Both approaches also require instructors to assess student learning. When evaluating students using the scientific method, instructors would evaluate such items as:  The development of the questions to test.  How well was the experiment was conducted – was it valid?  The reporting of the results.  A reflection of the experiment – what went well and what could be improved if it was done again (e.g., changing variables). There are many strategies for evaluating and assessing engineering design activities. Kelley (2008) identified a variety of methods that teachers use and noted the top three were:  Provide evidence of idea generation strategies (e.g. brainstorming, teamwork, etc.)  Develop a prototype model of the final design solution  Work on a design team as a functional inter-disciplinary unit. When assessing student learning, many instructors use a scoring “rubric.” Scoring rubrics are useful for evaluating students involved in inquiry-based learning activities. A scoring rubric is an attempt to communicate expectations of quality around an assigned activity or task. Scoring rubrics often show a consistent set of criteria for grading the activity. Scoring rubrics help set clear expectations for students and provide a means for instructors to objectively grade and object or project. The components of a scoring rubric would include objectives related to the task, and a scoring system to rate various levels of performance of the task. An example of simple scoring rubric is shown below: Task/Criteria Completion of Prototype.

1 Started, but not completed

2 Completed but does not work.

Design of Prototype

Poor Design – Design principles not used.

Fair Design Design principles used but product does not look good.

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3 Completed and works well most of the time. Good Design Design principles used and product looks good.

4 Completed and works well all of the time. Excellent Design - Design principles used and the product looks great.

So how do the approaches differ? The approaches differ in the ways they approach the content to be learned. Scientific-inquiry is best used to study the natural world and engineering design or technological design is best used to study the human-made world. Shown in Figure 1 is a comparison between the methods and approached used in scientific inquiry and engineering design.

Scientific Inquiry Primary Instructional Approach used in Science Education Characteristics

The Engineering Design Process Primary Instructional Approach used in Technology & Engineering Education The Human-Made World The Technological or Engineering Design Process

Content Area Focus The Natural World Primary Inquiry Method used The Scientific Method to Teach the Content in the Discipline Initial Step in the Inquiry Identification of a Problem or Identification of a Problem or Method Question Needs Statement Primary Approach used to Hypotheses and Variables Engineering Design Direct the Inquiry Process Challenge (Sometimes called a Design Brief or Design Statement. Philosophical Aims - Scientific Literacy - Technological Literacy - Improving Human Life - Improving Human Life - Promoting Careers in - Promoting Careers in STEM STEM - Finding answers to - Finding solutions to questions based on real technological or engineering observations that occur in the problems and challenges. natural world. Laboratory Required Scientific Tools, Materials, Technological Tools, and Equipment Materials, and Equipment Examples of Common - Lectures & Discussions - Lectures & Discussions Instructional Strategies Used - Demonstrations - Demonstrations - Cooperative Learning - Cooperative Learning - Virtual Field Trips - Problem-Based & Project- Problem Based Learning Based Learning - Student Competitions Figure 1.

A comparison between the methods and approached used in scientific inquiry and engineering design.

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In technology education, the primary inquiry method used is the technological or engineering design process that was previously discussed. As noted, there are many variations of this approach. Shown in Figure 2 is a modified comparison between the scientific method and engineering design process as envisioned by Science Buddies (2012). Steps in The Scientific Method 1. Identification of a Problem or Question 2. Do Background research 3. Formulate Hypothesis and Identify Variables 4. Design Experiment, Establish procedures 5. Test the Hypothesis by Doing an Experiment 6. Analyze Results and Draw Conclusions 7. Communicate Results

Figure 2.

Steps in The Engineering Design Process 1. Identification of a Problem or Needs Statement 2. Do Background research 3. Specify requirements in an Engineering Design Challenge. 4. Create Alternative Solutions, Choose the Best one and Develop it 5. Build a Prototype 6. Test and Redesign as Necessary 7. Communicate Results

A comparison between the scientific method and engineering design process (Science Buddies, 2012).

The previous comparisons shown in Figure 1 between the methods and approaches used in scientific inquiry and engineering design identify key concepts, methods and approaches utilized in each method. As previously discussed, the content area focus of science in the natural world and the content focus of technology education is the human-made world. In science education, the primary inquiry method utilizes the scientific method. As Science Buddies (2012) note, the scientific method is a way to ask and answer scientific questions by making observations and doing experiments. They discuss the steps of the scientific method and note they are as follows:  Ask a Question  Do Background Research  Construct a Hypothesis  Test Your Hypothesis by Doing an Experiment  Analyze Your Data and Draw a Conclusion  Communicate Your Results When using the scientific method, Science Buddies (2012) encourages students to conduct “fair tests” when utilizing the scientific method and note that a "fair test" occurs when the experimenter changes only one factor (variable) and keep all other conditions the same. It is interesting to note that in their discussion of the scientific method they comment that “While scientists study how nature works, engineers create new things, such as products, websites, environments, and experiences” (p. 1).

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STEM Integration: Those involved in developing STEM education in ASEAN should develop activities (e.g., robotics) and experiences (e.g., field trip to manufacturing plant) that promote STEM integration. STEM integration should involve two or more of the components of STEM and show them how the concepts, principles, and techniques are used and connected in the development of most products, processes, and systems used in their daily lives. STEM integration help promotes “systems thinking” (i.e., thinking about the process of understanding how things, regarded as systems, influence one another within a whole). STEM integration also helps to promote a deep understanding of the interdisciplinary nature of STEM. A simple STEM integration activity would show students a picture of an object and ask them to note how STEM was involved in the object’s development. Assessment and Evaluation of STEM Curricula and Programs: Those who develop and implement STEM education in ASEAN must remember to continually asses and evaluate STEM programs and curricula to see if the objectives and learning outcomes associated with the program or curriculum are being met. In addition, instructors responsible for teaching STEM curricula are encouraged to use both formative and summative assessments in their programs and revise the curriculum as needed. Good instructors continually assess their students through formative (e.g., questioning students) and summative (e.g., end of level tests) assessment methods and adjust their teaching as needed to ensure that all students can learn the materials. It is recommended, that instructors use both formative and summative assessments in the classroom because they both can be used to gather information on student learning. Summative assessments are given periodically to determine at a particular point in time what students know and do not know. There are many types of summative assessments, the best known examples would include: • End-of-unit or chapter tests • End-of-term or semester exams Summative assessment only captures students learning at a particular point in time. Therefore, many recommend using formative assessment that can provide instructors with information they can used to adjust their teaching and improve student learning. Formative assessment can be used when students are “practicing” learning the materials. Typically not graded, formative assessments involve students in the assessment process and can help motivate them to learn the materials. When using formative assessment, instructors can give students “positive feedback” and provide them with the help they need to complete the assigned task. Examples of formative instructional strategies would include:  Criteria and goal setting – Asking students about what they are planning to accomplish (e.g., in today’s activity) and how they plan to do it. Making sure if students know what is expected of them and the level of quality that is needed in the activity. 18

   

Observations – walking around the room to gather evidence of student learning. Questioning strategies – Asking questions that probe for understanding. Self and peer assessment – asking students to reflect on how they are doing and asking their peers to also reflect. Student record keeping – students keep records of their own work and this helps to see where they are at in accomplishing a selected learning goal

V. CONCLUSION Globalization and Thailand’s and ASEAN’s desire to compete and stay competitive with the rest of the world will require it to develop and implement quality science, technology, engineering and mathematics (STEM) education programs throughout all levels of education in the region. Based on an American perspective of implementing STEM education, the purpose of this paper was to provide suggestions for those considering developing primary and secondary STEM education programs. In this paper, the components of STEM were reviewed, followed by a discussion on the meaning of STEM education. Next, discussions of the factors that need to be considered when implementing STEM education were presented. Finally, the important factors that program developers should consider when planning, developing and implementing quality STEM education programs and curricula at the primary and secondary levels were reviewed. Factors reviewed included those related to educational standards and learning objectives, teachers, curriculum development, instructional approaches, STEM integration, and the assessment and evaluation of STEM curricula and programs.

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REFERENCES Accreditation Board for Engineering and Technology (ABET). www.abet.org ASEAN Ministerial Meeting on Science and Technology (AMMST, n.d.). Retrieved April 30, 2013 from: http://www.asean.org/communities/asean-economiccommunity/category/asean-ministerial-meeting-on-science-and-technology-ammst ASEAN Secretariat (2102). ASEAN Economic Community. Retrieved from: http://www.asean.org/communities/asean-economic-community Assavanonda, A. (April 30, 2013). New curriculum must ready students for the workforce. The Bangkok Post. Retrieved April 30, 2013 from: http://www.bangkokpost.com/opinion/opinion/347646/new-curriculum-must-readystudents-for-the-workforce Association of Southeast Asian Nations (n.d.). In Wikipedia. Retrieved March 30, 2013 from http://en.wikipedia.org/wiki/Association_of_Southeast_Asian_Nations Association of Southeast Asian Nations - ASEAN (2012). ASEAN Curriculum Sourcebook. Retrieved from: http://www.asean.org/resources/publications/aseanpublications/item/asean-curriculumsourcebook Bybee, R. (2010). Advancing STEM Education: A 2020 Vision. Technology and Engineering Teacher, 70(1), pp. 30-35. Education.com (n.d.). Inquiry-based Learning. Retrieved April 21, 2013 from: http://www.education.com/definition/inquirybased-learning/ Engineering (n.d.). In Wikipedia. Retrieved March 30, 2013 from http://en.wikipedia.org/wiki/Engineering Garrison, C., & Ehringhaus, M. (2007). Formative and summative assessments in the classroom. Retrieved May 6, 2013 from http://www.amle.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx International Technology and Engineering Educators Education Association (ITEEA) (2000/2002/2007). Standards for technological literacy: Content for the study of technology. Reston, VA: Author Retrieved from: http://www.iteea.org/TAA/PDFs/xstnd.pdf Inquiry-based Learning (n.d.). In Wikipedia. Retrieved March 30, 2013 from http://en.wikipedia.org/wiki/Inquiry-based_learning Kelley, T.R. (2008). Examination of engineering design in curriculum content and assessment practices of secondary technology education. Doctoral Dissertation available at http://ncete.org/flash/pdfs/kelley_todd_200808_phd.pdf National Research Council – NRC (2012). A Framework for K–12 Science Education. http://www7.nationalacademies.org/bose/Standards_Framework_homepage.html Next Generation Science Standards - NGSS (2013). Retrieved from: http://www.nextgenscience.org Science Buddies (2102): http://www.sciencebuddies.org SearchCIO-Midmarket, (2003). ICT (information and communications technology - or technologies). Retrieved at from http://searchcio-midmarket.techtarget.com/definition/ICT 20

STEM to STEAM (2013). STEM to STEAM. Retrieved from: http://stemtosteam.org The Levin Institute, (2013). What Is Globalization? Retrieved from: http://www.globalization101.org/what-is-globalization The Nation (December 12, 2012). Thai students drop in world maths and science study. Retrieved from: http://www.nationmultimedia.com/national/Thai-students-dropinworld-maths-and-science-stud-30195966.html Tsupros, N., R. Kohler, and J. Hallinen, 2009. STEM education: A project to identify the missing components. A collaborative study conducted by the IU1 Center for STEM Education and Carnegie Mellon University. Retrieved from http://www.iu1stemcenter.org/files/PSTA_20308.pdf Wiggins and McTighe (2005). Understanding by Design. Expanded 2nd Edition. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD) (www.ascd.org)

About the Author: Dr. Edward M. Reeve is a professor and teacher educator in area of Technology and Engineering Education (TEE) in the School of Applied Sciences, Technology and Education at Utah State University (USU). He has been at USU for more than 25 years where he has worked to advance knowledge in the fields of technology and engineering education and career and technical education. His professional interests are in the areas related to educational standards, curriculum development in science, technology, engineering, and mathematics (STEM), competency-based education, and internationalizing the curriculum. Dr. Reeve received his PhD in education in industrial technology from The Ohio State University with emphases areas in cognitive science and educational administration. He has experience as a secondary school technology education teacher and as an administrator at the collegiate level. He is a former international consultant to Thailand where worked on the Thai Skills Development project that was sponsored by the Department of Skill Development (DSD), Ministry of Labour and Social Welfare and was funded by a loan from the Royal Thai Thailand Skills Development Project Government and Asian Development Bank (ADB). In addition, he is a former Fulbright Scholar (Thailand) and Fulbright Senior Specialist (Thailand) and American Council on Education (ACE) Fellow. He recently just completed a three year term as President (2010-2103) of the Council on Technology and Engineering Teacher Education (CTETE) and is now serving a three year term as a board member for International Technology and Engineering Educators Education Association (ITEEA). 21

Appendix A Sample Engineering Design Student Activity Sheet Engineering Design Challenge M&M Candy Dispenser Conditions Challenge Criteria and Constraints

Resources Evaluation

A store owner would like to reward the children who visit his store by giving them a few free M&M’s candy. Develop a prototype of “candy dispenser” that freely dispenses a few M&M’s candy to children. Criteria: Must be able to freely dispense a few (3-6) M&M’s at a time. Must hold at least one bag of M&M’s. Constraints: Built using only materials and tools supplied. Must be completed in five 50 minute class periods. Various tools, materials, and equipment available in the classroom. - Prototype (50%) - Engineering Notebook Documenting Engineering Design Process (25%) - STEM Concepts (25%)

Teacher Information Sheet Engineering Design Challenge M&M Candy Dispenser 1. Preparation

2. Presentation

3. Application

4. Evaluation

- Obtain Resources: Tools, materials, and supplies for the activity. - Prepare Student Worksheets. - Obtain Engineering Notebooks Review Learning Objectives of the Design Challenge: 1. To provide students with an opportunity to apply the design process. 2. To show how the concepts STEM are connected in product development. 3. To learn to work together in a collaborative group setting. 4. To learn how to use common tools and equipment. 1. The components of STEM and how they are connected. 2. The Engineering Design Process 3. Common Tools, Materials, and Equipment used in manufacturing. 4. The Engineering Design Challenge Criteria: Must be able to freely dispense a few (3-6) M&M’s at a time. Must hold at least one bag of M&M’s. Constraints: Built using only materials and tools supplied. Must be completed in five 50 minute class periods. - Prototype (50%) - Engineering Notebook Documenting Engineering Design Process (25%) - STEM Concepts (25%) 22