A STEM Approach on
Energy Education inThailand
Niphon Chanlen
Xth APEC-Tsukuba conference Innovation of Mathematics
Education through Lesson Study Challenges to Energy
Efficiency on STEM and Cross-border Education
13 Feb 2016

Niphon Chanlen, Ph.D.
Educational Backgrounds

Ph.D. (Science Education)
University of Iowa

2006-PresentAcademic staff of The Institutefor The Promotion of Teaching
Science and Technology
Summary of Responsibilities
Curriculum design
Professional development
Learning material design
Educational Research

IPST
The Institute for The Promotionof Teaching Science and Technology

An autonomous entity with budget support andpolicy direction from the Ministry of Education

IPSTMission• Development of basic-education curriculum,methodology and evaluation.
• Training of science teachers, students andtalents.
• Provision of science educational materials.
• Promotion of quality assurance and standard
assessment for in-school science education.
• Science education policy advisory.

Outline• Thailand’s energy situationo Power Development Plan (2015-2036)• Energy education in Thailand
o Fuel energy for transportationo Renewable energy• Energy STEM projectThailand’s Energysituation

Source: http://www.egnret.ewg.apec.org/

Source: http://www.egnret.ewg.apec.org/

Thailand’s Power Development plan
2015-2036 (PDP 2015)
1)

Securityo less dependent on natural gas (target is no more than 40% in 2036
from 65% as of now)o rely more on alternative/ renewable energy, clean coal, andelectricity import from neighboring countries.

2)

Ecology:o releasing 37% less carbon monoxide within 2036
o implementation of energy conservation in 4 key target groups:
industry, business buildings, houses, and public sector.

3)

Economy:o determining appropriate electricity rate that effectively reflects
actual cost, production/transmission/sales systems•

Source: http://www.thaigov.go.th/index.php/en/issues/item/93134-93134.html

Source: http://www.egnret.ewg.apec.org/

Source: http://www.egnret.ewg.apec.org/

Energy Crisis: Protesting• Previous experiences: Health andenvironmental impacts
o Case of Mae moh power plant• Uninformed citizen• Miscommunication
Education as a solution

Energy Educationin Thailand

Thailand educational context

o 400,000 teacherso Large class sizeo Small –medium size schools have no enoughscience teachers for all disciplines
o 10% of science teachers were tested and ranked
in low proficiency base on their test score.
o 80% were ranked in medium proficiency.
o Difficult to access to books and expensivematerials.
How textbooks and materials can help teachers?

Developing textbook forThai teachers• Textbook has to be completed packageo Textbook
o Teacher guidebooko Suggested lesson plano Assessmento Material kits

• Additional materials
o Additional activities (STEM activity)o AR (Augmented Reality)
o Learning Objects
o EbookOverview of Energy Education• 2008: The Basic Education Core Curriculum• 2010: Coordination with ministry of energy• 2011: Launched Fuel energy fortransportation textbook• 2013: Hawaii-Thailand-Lao STEM Education• 2013: Launched Renewable energytextbook• 2013: National and reginal STEM center• 2014: Energy STEM projectPartners

Overview of Energy Education• 2008: The Basic Education Core Curriculum• 2010: Coordination with the ministry ofenergy• 2011: Launched Fuel energy fortransportation textbook• 2013: Hawaii-Thailand-Lao STEM Education• 2013: Launched Renewable energy textbook• 2013: National and reginal STEM centers• 2014: Energy STEM projectWhy energy literacy?
Sufficientinformation tomake a decision
related to Energy

Leading tosustainable use ofresources

Reducing
environmental
impacts

Development of
economic andsociety

Secure the nationenergy supply

Early take on Energy education and STEM

Fuel energy fortransportation

Renewable energy

Put them into realclassroom• Teacher does not like extra works.
• Need to be aligned with curriculum.

Science Curriculum
Basic Science Core
• M.1-M.3 (G 7-9)
• 120 Hrs/ year
• Basic science concepts• Force and motion• Energy• Electricity• etc• Under revisingprocess

Additional Science• M.1-M.3 (G 7-9)• 80 Hrs/ year
• Theme-based textbook• Integrated science• Fuel energy fortransportation• Renewable energy• Science and beauty• Scientific toy• Science project

Fuel Energy for Transportation

Textbook

Teacher guideFuel Energy for Transportation
CH 1: Petroleum exploration andproduction

CH 2: Petroleum products

Fuel Energy for Transportation
CH 3: Current situation of fuelenergy in transportation

CH 4: Renewable energy intransportation

Renewable Energy

Textbook

Teacher guideThe focuses of each chapter
Energy in everyday life
Generating electricity
Advantage and disadvantage

Renewable Energy
CH 1: Hydro PowerRenewable Energy
CH 2: Wind PowerRenewable Energy
CH 3: Solar PowerRenewable Energy
CH 4: Bio-Mass/ Bio Fuel

Renewable Energy
CH 5: Nuclear PowerPromoting the Fuel energy for transportation andrenewable energy textbook
2014-2016• Professional development: 16 PDs throughoutThailand• At least 1600 teachers were trained.
• Supporting textbook and teacher guidebook• Supporting materials• Energy projects award in schools• Scholarship students
2016-2017• Program evaluation

••••Integrated Science concepts
Early attempt on STEM
Activities are mostly cook-book styleNo strong evidence of engineering designprocess

Overview of Energy Education• 2008: The Basic Education Core Curriculum• 2010: Coordination with ministry of energy• 2011: Launched Fuel energy fortransportation textbook• 2013: Hawaii-Thailand-Lao STEM Education• 2013: Launched Renewable energytextbook• 2013: National and reginal STEM center• 2014: Energy STEM projectHawaii-Thailand-Lao PDR STEM
Education ProjectHawaii-Thailand-Lao PDR STEM
Education Project• Cooperation with the Office of Naval Research(ONR) and Maui Economic Development Board(MEDB)• Hawaii-Thailand-Lao PDR STEM Education Workshop:Energy Conservation• Participantso 12 Teacherso 5 Schools (4 in Thailand and 1 in Lao PDR)
• Workshop and conference in Hawaii

Energy STEM Project• Design and redesign existing activities
using STEM approach• Addition to basic science curriculum
and renewable energy textbook

Energy STEM ProjectFeatures• Engaging in inquiry process• Connecting integrated STEM concepts toreal world situations• Enhancing problem solving and 21stcentury skills• Highlighting engineering design process• Designed for primary and secondary
school levels

Energy STEM Projectชุดกังหัน

Science Lab

Engineering DesignEnergy STEM ProjectProducts• Activity book
• Teacher guidebook• Suggested assessment• Activity kits

Source: http://www.egnret.ewg.apec.org/

Energy STEM Activity
P.1-P.3

P.4 -P.6

M.1-M3•Recognizing sources of energy•Harvesting energy by simple tools•Generating electricity

Energy STEM Activity
P1-P3
P4-P6
M1-M3

Wind energy
Land windsurf
Hercules pinwheel
Wind turbine

Energy STEM Activity
P1-P3
P4-P6
M1-M3

Hydro energy
Protecting wall
Water turbine
Hydro power

Energy STEM Activity
P1-P3
P4-P6
M1-M3Solar energy
Sunlight heat
Solar oven
Solar cellEnergy STEM Activity
P1-P3
P4-P6
M1-M3

Bio-Energy
Toys from garbage
School Waste management
Biomass power

Energy STEM Activity
M1-M3

Power plant
Choose and plan a power
plant that suitable foryour community

Energy STEM Activity

what’s next
• Activity Trial (April 2016)• Evaluation (May-August 2016)• Revise• Professional development (2017)• Follow up & Evaluation (2017-2018)• Research (2017-2018)

STEM Center
ChiangMai
Phitsanulok
UdonThani
KhonKaen
UbonRatchathani
Nakhon Ratchasima
Nakhon Prathom
NonthaburiBangkok 1
Bangkok 2
Chonburi
Nakhon Si Thammarat
SongkhlaNiphon Chanlen, Ph.D.
The Institute for The
Promotion of Teaching
Science and Technology(IPST), Thailand
www.ipst.ac.th+6623924021 #1212
nicha@ipst.ac.th