In past 2 decades, the learning approach for science and mathematics called STEM education was invented. This approach, instead of focusing on knowledge delivering, values the application of interdisciplinary knowledge including science, technology, engineering and mathematics to solve real world problems. However, the STEM instruction planning with traditional lesson plan was difficult for teachers because this plan was lead to linear way of thinking and planning. Moreover, it cannot be illustrated the relationship of each component and the connection between real-world problems and the lesson. To solve this difficulty, the STEM Flower Model was invented based on human centered design concept. This academic article presents the design model as a tool which illustrates all components of the lesson including learning outcomes, real-world problem, science and mathematics content, learners, learning context, learning activities, learners’ experience, and assessment in the same page. It helps teachers to see the meaningful relationship among each part of the lesson. In addition, this tool also allows for nonlinear design. Teachers can plan their lesson by starting either with learning outcomes or a real-world problem. This makes the tool flexible and helps teachers effectively plan their instruction. The flower model was used in a professional development workshop to enhance the ability of teachers to design STEM lesson plans. Activities designed by the teachers and their opinions in this design model were presented. Further study regarding to this model was recommended in this academic paper.

1.
N. Z.
Chesky
and
M.R
Wolfmeyer
,
Philosophy of STEM Education: A Critical Investigation.
(
Palgrave Macmillan
,
New York
,
2015
) p.
3
2.
J.A.
Vasquez
,
C.
Sneider
and
M.
Comer
, STEM Lesson Essentials, Grades 3-8: Integrating Science, Technology, Engineering, and Mathematics. (
Heinemann
,
New Hampshire
,
2013
) p.
3.
A. W.
Glancy
and
T. J.
Moore
,
Theoretical Foundations for Effective STEM Learning Environments
, Engineering Education Working Papers. Paper 1. (
2013
) available at http://docs.lib.purdue.edu/enewp/1
4.
C.
Bruxvoort
and
J.
Jadrich
,
Science Teacher
,
83
,
23
28
. (
2016
)
5.
N.
Putwattana
.
Integrative Biology Teaching and Learning Model Based on STEM Edcation
,
Proceedings of 20ᵗʰ International Conference on Science Education and Research Training in Schools (ICSERT
), (
World Academy of Science, Engineering and Technology (WASET
),
Tokyo
,
2018
), vol.
20
, p.
2995
2999
.
6.
L. D.
Fink
, Creating significant learning experiences: an integrated approach to designing college courses. (
Jossey-Bass
,
San Francisco
,
2003
) p.
62
7.
A.
Osterwalder
,
The Business Model Ontology-A Proposition In A Design Science Approach
. PhD thesis.
University of Lausanne
,
Switzerland
,
2004
.
8.
A.
Osterwalder
and
Y.
Pigneur
, Business model generation: a handbook for visionaries, game changers, and Challengers. (
Wiley and son
,
New Jersey
,
2010
) p.
44
9.
J. W.
Pellegrino
, “A Learning Sciences Perspective on the Design and Use of Assessment in Education.” in The Cambridge Handbook of the Learning Sciences, edited by
R. Keith
Sawyer
,
Cambridge University Press
,
New York
2014
), pp.
233
252
.
This content is only available via PDF.
You do not currently have access to this content.