STEM Education Using the Engineering Design Process in Work and Energy to Enhance Creative Thinking and Innovation in 21st Century Vocational Certificate Students
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Abstract
The objectives of this research were 1) to study instructional approaches and 2) to examine the outcomes of developing 21st-century creative thinking and innovation skills in the topic of work and energy among vocational certificate students through STEM education based on the engineering design process. The target group consisted of one classroom of 32 vocational certificate students at a vocational college in Uthai Thani Province during the second semester of the 2024 academic year, selected through purposive sampling. The research instruments included three lesson plans, a learning reflection form, activity worksheets, and an assessment form for 21st-century creativity and innovation skills. Data were analyzed using content analysis, mean, and percentage, while qualitative data were validated through triangulation.
The findings revealed as follows: 1) The instructional approach consisted of the following elements: (1) presenting challenging situations related to vocational or engineering roles with detailed conditions, (2) assigning specific roles and responsibilities to students within their groups, (3) gathering data from hands-on activities through sketching, (4) providing instruction on sketching principles and giving examples of designs from different contexts, followed by individual analysis and group decision-making, (5) explaining and demonstrating how to prepare work plans using clear and comprehensive language, (6) incorporating competitive activities to test student projects, and (7) engaging students in collaborative feedback to improve their work through guided questioning, with final presentations of ideas using posters and project prototypes. 2) The results regarding the development of 21st-century creative thinking and innovation skills showed that students demonstrated continuous improvement. The component most frequently exhibited by the students was the ability to successfully create innovations, while the component least demonstrated was creative thinking.
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