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.
The STEM flower: The designing tool for effective STEM instruction
Sittichai Wichaidit, Surawit Assapun, Narupot Putwattana, Chalida Joongpan, Sittichoke Tabthong, Ekawat Chowicharat; The STEM flower: The designing tool for effective STEM instruction. AIP Conf. Proc. 7 March 2019; 2081 (1): 030015. https://doi.org/10.1063/1.5094013
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