Development of pre-service science teachers' ability to design and implement in STEM lessons using the maker concepts

Abstract

This research aims to (1) Study and synthesize the Maker conceptual framework and components of STEM education integrated learning activities using the Maker concept. (2) Design and develop STEM education integrated learning activities using the maker concept for pre-service science teacher professional development. (3) Study the maker concept of pre-service science teachers before and after participating in STEM integrated learning activities using the maker concept. (4) To study the ability to design and implement STEM education lessons of pre-service science teachers who participated in STEM integrated learning activities using the Maker concept. This research is case study research. The research team consisted of 12 pre-service science teachers at the Department of Physics at a northern Rajabhat University. Collected data using the Behavioral Measurement Scale indicating the Maker's concept level. Assess the ability to create learning activities according to the STEM approach by synthesizing relevant documents, class observations and interview quantitative and qualitative data analysis. Statistics used in data analysis consisted of mean, standard deviation and t-test. The results showed that the synthesis of the maker conceptual framework found that 1) The elements of the organization infused with the maker concept consist of 6 aspects: Change, Learn, Self-efficacy, Play, Make, Participate and Share. 2) A workshop training course promoting learning according to the Maker concept to develop the ability to design and implement STEM education lessons of pre-service science teachers for 2 days, totaling 14 hours, consisting of 4 parts: Part 1 Checking the maker concept level before attending the workshop. Part 2 Promotion of learning according to the maker concept which consists of 3 activities: (1) Activity to review the basic knowledge. (2) Practice activities, learning activities according to the maker concept. (3) Application of learning activities based on the maker concept integrated design and development of learning activities according to the STEM education approach. Part 3 Learning exchange activities reflecting the results of activities and part 4, checking the maker concept level after attending the workshop. 3) The 12 pre-service science teachers had the mean maker concept level after attending the workshop training on promoting learning according to the maker concept increased higher than before attending the training. 4) Before joining the training course, a workshop to promote learning according to the Maker concept 2 pre-service science teachers taught beginner integrated STEM education and 10 taught intermediate STEM integrated education. After attending the workshop training course to promote learning according to the maker concept the 5 pre-service science teachers had a higher level of creativity in STEM education activities, that is, from teaching that integrated STEM education at the beginning level to the proficiency level. 2 students and teaching that integrates intermediate STEM education into a professional level 3 people. 4 pre-service science teachers designed and implemented STEM lessons that covered all 6 elements of the maker concept in all 3 plans. The aspect of learning methods to learn can be found in every pre-service teacher activity plan and the least common side aspect of self-efficacy.