bluuebunny/crossref_metadata_2025_split huggingface dataset:
Development of a STEM board game electriciladders for grade 8 students
Authors: Malicoban Elesar V , Bulado Judylee F , Soriano Dan Anton A , Monte Aireen Babe L , Mordeno Ivy Claire V 
Published: April 2021

Abstract
This study aimed to develop a STEM board game Electriciladders for Grade 8 students under the K-12 Curriculum. The development was done through the different stages, namely: the selection stage, designing stage, assessment stage, and the enhancement stage. The developed rubric that was used to gather numerical data was validated by the experts. A sheet for comments and suggestions was also validated to gather the qualitative data. The board game was rated in terms of its creativity, rules and mechanics, accuracy of content, and knowledge as excellent. The assessment on the designed board game was the basis for its enhancement. Based on the ratings, the board game is an excellent tool to demonstrate the concepts of electricity. The developed board game can be a tool for an effective STEM learning.
Design of a 7E model inquiry-based STEM (iSTEM) lesson on digestive system for Grade 8: An open-inquiry approach
Authors: Tecson Christine Mae B. , Salic-Hairulla Monera A. , Soleria Honey Joy B. 
Published: April 2021

Abstract
In this research, we integrated inquiry-based learning and the 7E model lesson planning to STEM education and used the approach called Inquiry-based STEM learning (iSTEM) in order to engage students to be active participants in the teaching-learning process. The main goal of this study is geared towards the development of a 7E model inquiry-based STEM (iSTEM) lesson specifically on the parts and functions of the digestive system for grade 8 learners. The 7E model inquiry-based STEM (iSTEM) lesson was developed through the following stages: a. Selection of topic b. Identification of learning objectives c.designing of activity d. Assessment by the panel of experts e. revision f. pilot testing g. final revision h. ready to use 7E model inquiry-based (iSTEM) digestive system lesson. It was rated excellent by the panel of experts that was comprised of in-service science teachers. The performance of the students during the pilot testing (explore phase) was also excellent and 100% of them reached the passing standard. This implies that the developed 7E model inquiry-based STEM (iSTEM) digestive system lesson has a positive effect on the performance of the students and is ensured to have the features that can improve the teaching-learning process.
Improvised early flood warning device as a learning material in teaching student’s preparedness for disaster risk management
Authors: Erediano Wilcon M. , Luna Santiago E. , Buan Amelia T. , Gomez Rizalina G. , Malicoban Elesar V. 
Published: April 2021

Abstract
This study is an assessment and utilization of improvised warning device in developing students’ preparedness on disaster risk management. The study aimed to examine the performance of the respondents through learning activities. The improvised warning device was fully functional as rated by the experts. A sample of 36 Grade 8 students with 15 male and 21 females was used in this study. Working in teams, students make decision and share information about typhoon behavior and preparedness for disaster risk management. Results showed that the students developed their preparedness on disaster risk management, analysed behaviour of typhoons and potential risk and understand weather pattern. Thus, students learned to measure rainfall using the improvised warning device. Students also have learned the use of the device as all groups had shown exemplary performance. The students perceived that the activities made them become knowledgeable of disaster risk management. Based on the results of the study, the researcher recommends utilizing the improvised warning device in laboratory activity in teaching Typhoon: Awareness and Preparation
Developing the STS electric and electric power unit for design based STEM activities
Authors: Suparee Mayura , Yuenyong Chokchai 
Published: April 2021

AbstractRecently, there is increasingly providing STEM learning activities in school setting. This paper aimed to clarify the developing STS electric and electric power unit for design based STEM activities. STEM education learning activities need to be developed through design based learning activities. The STS electric and electric power unit, therefore, was developed regarding on STS approach and structuring students’ ideas of designing for problem solving by providing the steps of engineering process design. The paper, then, clarify the details of STS electric and electric power unit. The unit will bring the social issues to the classroom in order to engage students’ identify the problem for solving. Then, the unit will suggest the engineering process design to students in order to scaffold students to design for developing the prototypes for solutions. This paper may have implication for providing design based STEM activities.
Developing lesson plan of the biogas from animal’s dung STEM education
Authors: Setiawan Agung Mulyo , Yuenyong Chokchai , Sutaphan Sukanya , Yuenyong Jirakan 
Published: April 2021

AbstractThe paper will clarify STEM education learning activity of designing biogas from animal’s dung. This activity was developed based on Sutaphan and Yuenyong [13] the context-based STEM education learning approach. The activity will start from identification of social issue of biogas that comes from animal dung and how to design biogas from animal’s dung. The possible solution will be introduced to the students to enhance them to develop the prototypes. Then, the lesson plan will provide activities regarding on the 7 stages of Sutaphan and Yuenyong [13] the context-based STEM education in order to scaffold students to practice knowledge for designing prototypes or products through engineer design process. The lesson plan will provide students to develop and use their integration of knowledge through biogas producing activity. For examples, physics (density of gases that lighter than air), biology (type of animal’s dung that fit and efficient for biogas), chemistry (composition of gas and dung), technology (design a tank that collect biogas from animal’s dung), engineering (how to make a gas separated by animal’s dung and flow it to the kitchen), mathematics (calculate the range of tank, pipe, and location to place the dung), financial issue (how to make an efficient biogas with a cheap cost). This paper may have implications for designing STEM education learning activities and adding value of local raw materials by using STEM education.
Eco-friendly fashion: A STEM sandpit project in Indonesian senior high school
Authors: Fachrunnisa Rifka , Suwono Hadi , Yuenyong Chokchai , Sutaphan Sukanya , Praipayom Napaphan 
Published: April 2021

AbstractThe paper will clarify the learning activities of eco-friendly fashion STEM education lesson plan. The activities were designed based on Sutaphan and [11] context based STEM education learning approach. This learning activities aim to foster student think profoundly in investigating the current new challenge (control the growth of the wasted clothes using an eco-friendly fashion system) in the society using STEM approach and the sandpit research or project as the model. The paper will discuss how to provide students chance to applying STEM knowledge through these activities.
Developing the lesson plan of STEM education: designing Moringa leaf tea
Authors: Koes-H Supriyono , Jewaru Aurelia Astria L. , Fuadah Fitroh , Amalia Nur Utami , Sutaphan Sukanya , Yuenyong Chokchai , Yuenyong Jirakan 
Published: April 2021

Abstract
The paper will clarify STEM education learning activity of the designing Moringa leaf tea. The STEM education learning activity will be developed based on Sutaphan and Yuenyong [17] the context-based STEM education learning approach. The activity will start from identification of social issue of designing the tea from the Moringa leaf that Indonesian people usually eat Moringa leaves as a vegetable. The issue of making a tea from moringa leaf could motivate students to design not only moringa tea but also various favor of teas, label or packaging. Then, the lesson plan will provide activities regarding on the 7 stages of Sutaphan and Yuenyong [17] the context-based STEM education in order to scaffold students to practice knowledge for designing some technology prototypes or products through engineer design process. For making something related to moringa tea, the lesson plan will provide students chance to practice integration of knowledge. These knowledges include chemistry (e.g. temperature, oxidation, basic measurement skills), Physics (e.g. heat transfer, energy), mathematics (e.g. the ratio of the ingredients, measurement skills, conversion of units), arts (e.g. creative packaging and presentation of their Moringa Leaf Tea and the flavor variant), and so on. This paper may have implications for designing STEM education learning activities.
The development of lesson plan of the water pressure booster pump STEM education
Authors: Koes-H Supriyono , Nisa Ika Khoirun , Elok Faiqatul H. , Wahyuni Tri , Yuenyong Chokchai , Sutaphan Sukanya , Yuenyong Jirakan 
Published: April 2021

AbstractThe paper will clarify STEM education learning activity of designing the simple the water pressure booster pump. The STEM education learning activity will be developed based on Sutaphan and Yuenyong [12] the context-based STEM education learning approach. The activity will start from identification of social issue of the drought often occurs during the dry season in various regions in Indonesia. The possible solution as the designing simple water pump will be introduced to the students to enhance them to develop the prototypes. Then, the lesson plan will provide activities regarding on the 7 stages of Sutaphan and Yuenyong [12] the context-based STEM education in order to scaffold students to practice knowledge for designing some technology prototypes or products through engineer design process. For making the simple water pressure booster pump, the lesson plan will provide students chance to practice integration of knowledge. That knowledge includes physics (e.g. basic measurement skills, object motion, dynamic fluid, gravitational force, energy, etc.), math (e.g. measurement, unit conversion), art (e.g. an impressive form of water pressure booster pump), and economy (e.g. save money and be able to use natural resources). This paper may have implications for designing STEM education learning activities.
Engineering design process in STEM education: an illustration with the topic “wind energy engineers”
Authors: Linh Nguyen Quang , Huong Le Thi Thu 
Published: April 2021

Abstract
As STEM education has many strengths, it has been studied applied by numerous educational institutions around the world. Recently, STEM education has been paid more attention in Vietnam, but the design and organization of teaching STEM topics are still inconsistent, causing difficulties for teachers while teaching. The engineering design process (EDP) is a decision-making process, often repetitive, in which basic scientific, mathematical and technical concepts are applied to develop optimal solutions to meet the goals targeted. Among the basic elements of EDP are the development of objectives and criteria, synthesis, analysis, formulation, testing and evaluation. Teachers can easily apply EDP in classroom projects or activities, and it can also provide a way to develop new curricula. Applying EDP helps teachers improve their students’ problem-solving ability as well as introduce students to technical fields. With these characteristics, EDP can be applied in STEM education. Therefore, this study proposes the use of EDP in teaching STEM topics in Vietnam. The experiment was conducted at the Viet Bac High School - Thai Nguyen Province with the subject “Wind Energy Engineers” in teaching Physics for Grade 10th. By evaluating the performance of students’ tasks, consulting experts’ opinions on the teaching process that had been designed, and the initial results show that it is possible to use the engineering design process in STEM education in high schools.
Develop cooperative capacity for students in STEM modelation model
Authors: Nhung Van Thi Thanh , Hanh Pham Thi Hong 
Published: April 2021

Abstract
STEM is an educational model which is being concerned by countries around the world and Vietnam. With the goal of developing career capacities and orientations for students, STEM education model helps connect schools, communities, workplaces and global organizations by learning through action. Students experience and apply the integrated knowledge in the areas of Science, Technology, Engineering and Maths to solve practical problems and create products. The nature of STEM education is collaborative teaching. Collaboration in STEM teaching is expressed in the content of the subject, in the learning activities, in the learners and in the cooperative learning results in the education model. STEM is the development of professional-oriented competencies for students.
Hacking STEM - a solution to teaching natural science subjects in secondary schools for STEM-oriented education
Authors: Thu Nguyen Diu Th i , Hoang Giang 
Published: April 2021

Abstract
In the new general school curriculum, the Natural Science subject is taught in an integrated way according to the STEM-oriented education. However, it is not simple to build a topic of teaching Natural Science subject towards STEM standards. In this context, Hacking STEM is one of the ideal solutions to solve the aforementioned problem. The paper focuses on analyzing what Hacking STEM is, the advantages and disadvantages of Microsoft Hacking STEM when applied in Vietnam, the process of using Microsoft Hacking STEM projects, analyzing a specific project, the relationship between these projects with the Natural Science subject in the new general school curriculum and with the subjects of Natural Sciences being taught in the current period.
Designing experiential learning activities for students in directions of STEM education at primary schools
Authors: Thanh Nguyen Thi , Duong Ngo Thi Thuy 
Published: April 2021

Abstract
STEM is a new educational model in the world which integrated many subjects and skills helping students to develop and integrate well in their lives. STEM education is basically understood to equip students with the necessary knowledge and skills related to the fields of science, technology, engineering and mathematics. Experiential learning activities for students in directions of STEM education help students combine the scientific and mathematical knowledge to solve the practical problems. In Experiential learning activities, students based on combining the knowledge of various education fields and skills to apply in reality and participate in the service activities for communities under the guidance and organization of their teachers. This paper focuses on the designing of experiential learning activities to develop the core skills of primary students with some main contents such as: overview of STEM education, experiential learning activities and experiential learning activities for students in directions of STEM education; designing the experiential learning activities in direction of STEM education at primary schools; for example about the experiential activities in direction of STEM education at primary schools,…
Development of STEM education learning unit in context of Vietnam Tan Cuong Tea village
Authors: Tinh Phan Thi , Duc Nguyen Mau , Yuenyong Chokchai , Kieu Nguyen Thi , Nguyen Tien-Trung 
Published: April 2021

Abstract
The paper will clarify STEM learning activities using team teaching approach by the Physics, Chemistry, and Biology through Sutaphan nad Yuenyong [11] context based STEM education learning approach. The activity will be started by identification of social issues that science teacher raises the social issue about the tea production process in Tan Cuong, Thai Nguyen, Vietnam. The context may engage students to learn concept on heat transfer, chemical composition, ecosystem, and so on in order to practice among concepts in science, technology, engineering and mathematics. The decision making stage, lets the students decide on how they are going to make the required prototype for Physics, Chemistry and Biology aspect as possible solutions to the problem. The development of prototype or product stage, students are given enough time to create the Tea dryer machine, fertilizers or system of growing the tea plant, short flim for advertising the Tan Cuong tea village STEM education tourist place. Test and evaluation of the solution stage, students will apply their knowledge related to their prototype or product for test and evaluation of the solution. The socialization and completion decision stage, the students? will have an exhibit of their output. The paper will discuss how to provide students chance to applying STEM knowledge through these activities.
Practical investigating of STEM teaching competence of pre -service chemistry teachers in Vietnam
Authors: Trang Nguyen Thi Thuy , Oanh Dang Thi , Binh Pham Thi , Ninh Tran Trung , Anh Mai The Hung , Dung Le Van , Duc Nguyen Mau 
Published: April 2021

Abstract
The Vietnam’s new general education curriculum is transferring from content orientation to students’ capacity and quality development orientation. STEM (is acronym words of Science, Technology, Engineering, and Mathematics) education contributes to the development of 21st century skills of students. In order to successfully implement STEM education, in addition to leaders, managers and programmers, teachers have an important role in directly building and organizing STEM education. And pre-service teachers need to be trained to deal with complexities of education. The purpose of this research is to assess the pre-service chemistry teachers? existing STEM teaching capacity in Vietnam. Research method was survey through a set of unstructured and structured questions, and participants of this research are 57 pre-service chemistry teachers (who are 3rd and 4th grade learners of 5 Universities of Education representing all three regions of Vietnam). Content analysis was used to analyze the data from unstructured questions while the data from structured questions were transformed into frequency, percentage and descriptive statistic analyze. The findings indicated that most of participants have conceptualized the aspects of STEM in accordance with a number of researches in the world. However, they were less capable in designing their teaching STEM and performing teaching STEM in the classroom, beside assessment abilities were not good and lack diversity. They also suggested that there should be a specific guide material on how to design and conduct STEM teaching. Therefore, the study also suggested measures to develop STEM teaching competences for pre - service chemistry teachers in Vietnam: 1) redesign the teacher training program to include STEM educational modules, 2) provide STEM teaching instruction modules from STEM fields in Chemistry, and 3) combine Blended Learning approach to enhance their ICT ability.
Status and solutions of STEM intergrated teaching competence of the natural science teaching staffs at secondary schools in central coast and central highlands regions of Vietnam
Authors: Duyen Em Vo Van 
Published: April 2021

Abstract
Integrated teaching is one of the main orientations in changing the general education curriculum at secondary schools in Vietnam. STEM education which is responsible for providing skills for the 21th century students, is also a abilities to meet the demand of the modern society. Add, STEM education is tasked with early detection, stimulating interest and educating the younger generation in competencies in the fields of mathematics, sciences, engineering, technology and informatics in order to prepare human resources to meet the requirements of socio-economic development. However, in the reality, STEM intergrated teaching competence of the natural science teaching staffs at secondary school are a worrying problem. The writing mentions to the status of STEM intergrated teaching competence of natural science teachers in secondary schools at Central Coast and Central Highlands regions of Vietnam and solution of their teaching competence improvement.
The application of web-3d and augmented reality in e-learning to improve the effectiveness of arts teaching in Vietnam
Authors: Son Nguyen Duc 
Published: April 2021

Abstract
Nowadays, the development of information technology in the context of industrial revolution 4.0 has quickly transformed Vietnamese education in general and arts education in particular. Moreover, the process of globalization raises many forms of non-traditional education. E-learning is one of the non-traditional education form that has the ability to bring knowledge across space, time and borders to all over the world. In the context of the industrial revolution 4.0, e-learning is also constantly developing to meet the practical society needs. The paper not only shows e-lecturer roles but also discusses e-learning development in art teaching by applying web-3D technology and augmented reality in innovating art teaching and learning methods in Vietnam. The paper uses interdisciplinary approaching method such as: education, arts, science and technology… Thereby, the article is going to propose solutions to improve the effectiveness of art teaching in Vietnam by implementation e-learning using web-3D and augmented reality in Vietnamese universities.
Utilization of ICT-integrated STEM lessons on biodiversity for grade 8 learners
Authors: Salic-Hairulla Monera A. 
Published: April 2021

Abstract
The purpose of this study is to determine the effect of the utilization of an ICT-integrated STEM lessons on biodiversity for grade 8 learners. The study used the quasi-experimental design. There were eighty (80) participants that were match sampled in terms of their average grades in Grade 8. The experimental group which composed of forty (40) participants were exposed to the developed technology based instructional material (TBIM) while another forty (40) participants were exposed to the traditional method of teaching (TMOT). Both the control group (TMOT) and the experimental group (TBIM) pretest scores lies to the Beginning (B) level of understanding. In the post-test, the experimental group scores results to Advance (A) level of understanding while the control group has a Proficient (P) level of understanding. The p-value of the control group, 0.019, is closer to the boundary (0.05) while the p-value of the experimental group, 0.000, was very far from it. This infers that the experimental group had recorded a higher difference than the control group. Thus, the utilization of an ICT-integrated STEM lessons on biodiversity for grade 8 learners were found to be effective in enhancing conceptual knowledge of the participants.