STEM partnership for design-based learning in PM 2.5 crisis for high school

Abstract

This collaborative action research aimed to understand how a schoolteacher, science educator, mathematics educator, scientist, and engineer were able to work collaboratively in STEM lessons. All researchers took part in STEM activity through design-based learning in the PM 2.5 crisis for high school students in Bangkok. A content analysis approach was used to analyse how the partnership works together and how STEM integration occurred across activities, such as lesson plans, classroom participation, and reflective journal. The positions and roles of science teachers, science and mathematics educators, scientists, and engineers were addressed. Three themes emerged as critical success factors from the present research, namely students’ learning, STEM integration, and good practices in STEM partnerships. This research suggests proper advance preparation for the members of a STEM partnership.