STEM Lesson Supplementary Activities for Primary School Students: Corn Pudding for Health and Second Career Promotion
Keywords:
STEM education, corn pudding, health promotion, second career, science educationAbstract
Background and Aims: Education in the 21st century must cultivate students’ holistic competencies in alignment with the Sustainable Development Goals (SDGs) and following the principles of STEM education. This study aimed to design and assess the appropriateness of a STEM supplementary learning activity titled “Corn Pudding for Health and Second Career Promotion” for primary school students.
Methodology: A mixed methods research design was employed, including document analysis, expert panel consultations, and activity evaluation. The research participants consisted of seven individual university lecturers and experts in primary education. A six-domain activity evaluation form was used as the research instrument, and data were analyzed using mean and standard deviation.
Results: The designed STEM activity followed the seven-step contextual STEM framework and focused on integrating interdisciplinary knowledge to create a health-oriented corn pudding product. Students engaged in scientific inquiry, applied technological skills, and participated in collaborative classroom activities that reflected real-life situations. The activity also promoted health awareness through appropriate and sufficient dietary practices. The overall appropriateness of the activity was rated at a very high level (M=4.60, SD=0.06).
Conclusion: The activity was found to be effective in enhancing students’ nutritional knowledge, scientific skills, design thinking, and awareness of potential second careers. It demonstrated the value of a structured interdisciplinary approach to primary education.
References
Abdi, A. (2014). The Effect of Inquiry-based Learning Method on Students’ Academic Achievement in Science Course. Universal Journal of Educational Research, 2(1), 37–41. https://doi.org/10.13189/ujer.2014.020104
Alake-Tuenter, E., Biemans, H. J. A., Tobi, H., & Mulder, M. (2013). Inquiry-based science teaching competence of primary school teachers: A Delphi study. Teaching and Teacher Education, 35(3), 13–24. https://doi.org/10.1016/j.tate.2013.04.013
Bybee, R. W. (2018). STEM education now more than ever. National Science Teachers Association Press.
Creswell, J. (2008). Educational research: Planning, conducting and evaluating quantitative and qualitative research (3rd ed.). Pearson Prentice Hall.
Dawadi, S., Shrestha, S., & Giri, R. A. (2021). Mixed-Methods Research: A Discussion on its Types, Challenges, and Criticisms. Journal of Practical Studies in Education, 2(2), 25–36. https://doi.org/10.46809/jpse.v2i2.20
Jegede, O. J., & Taylor, P. C. (1995). The role of Negotiation in Constructivist-Oriented Hand-On and Minds-On Science Laboratory Classroom.
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The Technological Pedagogical Content Knowledge Framework. In Handbook of Research on Educational Communications and Technology (pp. 101–111). Springer New York. https://doi.org/10.1007/978-1-4614-3185-5_9
Pigozzi, M. J. (2007). Quality in Education Defines ESD. Journal of Education for Sustainable Development, 1(1), 27–35. https://doi.org/10.1177/097340820700100108
Sutaphan, S., & Yuenyong, C. (2019). STEM Education Teaching approach: Inquiry from the Context Based. Journal of Physics: Conference Series, 1340(1). https://doi.org/10.1088/1742-6596/1340/1/012003
Suwannahitatorn, A., & Kanchanawasri, S. (2016). Development of the lesson plan evaluation form for secondary school teachers. Online Journal of Education, 11(4), 574–586.
Taylor, P. C. (2014). Constructivism. In Encyclopedia of Science Education. Springer Netherlands. https://doi.org/10.1007/978-94-007-6165-0_102-2
Taylor, P. C., Fraser, B. J., & Fisher, D. L. (1997). Monitoring constructivist classroom learning environments. International Journal of Educational Research, 27(4), 293–302. https://doi.org/10.1016/S0883-0355(97)90011-2
Tilbury, D. (2011). Education for Sustainable Development: An Expert Review of Processes and Learning. UNESCO.
Tobin, K., & Tippins, D. (1993). Constructivism as a referent for teaching and learning. In K. Tobin (Ed.), The practice of constructivism in science education (pp. 3–21). AAAS Press.
UNESCO. (2022). Transformative Education. https://unesdoc.unesco.org/ark:/48223/pf0000246300
United Nations. (2015). Sustainable Development Goals (SDGs). Department of Economic and Social Affairs. https://sdgs.un.org/goals
United Nations (UN). (n.d.). TRANSFORMING OUR WORLD: THE 2030 AGENDA FOR SUSTAINABLE DEVELOPMENT. Retrieved February 1, 2023, from https://sustainabledevelopment.un.org/content/documents/21252030%20Agenda%20for%20Sustainable%20Development%20web.pdf
Venskuvienė, N. (2019). HIGHER ORDER THINKING TASK AND QUESTION APPLICATION IN THE WORLD COGNITION LESSONS IN PRIMARY FORMS. 245–250. https://files.eric.ed.gov/fulltext/ED619662.pdf
กระทรวงศึกษาธิการ. (2551). หลักสูตรแกนกลางการศึกษาขั้นพื้นฐาน พุทธศักราช 2551. โรงพิมพ์ชุมนุมสหกรณ์การเกษตรแห่งประเทศไทย จำกัด.
บุญชม ศรีสะอาด. (2551). การวิจัยเบื้องต้น (7th ed.). สุวีริยาสาส์น.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Journal for Developing the Social and Community
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Articles that are published are copyrighted by the authors of the articles
