Developing STS Circular Motion Unit for Providing Students’ Perception of the Relationship between Science Technology Engineering and Mathematics

Abstract

STEM education suggested that students should be enhanced to learn science with integration between Science, Technology, Engineering and Mathematics. To help Thai students make sense of relationship between Science, Technology, Engineering and Mathematics, this paper presents learning activities of STS Circular Motion Unit. The developing of STS Circular Motion Unit is a part of research that aimed to enhance students’ perception of the relationship between Science Technology Engineering and Mathematics. This paper will discuss how to develop Circular Motion Unit through STS approach in framework of Yuenyong (2006) where learning activities were provided based on 5 stages. These included (1) identification of social issues, (2) identification of potential solutions, (3) need for knowledge, (4) decision-making, and (5) socialization stage. The learning activities could be highlighted as following. First stage, we use video clip of ‘Trucks fail to negotiate dangerous bend in road-Brazil’. Second stage, students will need to identification of potential solutions by design safety road. The need of scientific and other knowledge will be proposed for various alternative solutions. Third stage, students will gain their scientific knowledge through laboratory and demonstration of circular motion. Fourth stage, students have to make decision for the best solution of designing safety road based on their scientific knowledge and others (e.g. mathematics, economics, art, value, and so on). Finally, students will present and share their Design Safety Road in society (e.g. social media or exhibition) in order to validate their ideas and redesigning. The paper may have implications for developing science teaching with STEM education.

DOI: 10.5901/mjss.2015.v6n3s1p268