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Inquiry-driven STEM Instruction: Enhancing Young Learners’ Understanding of Air Pollution and Environmental Awareness |
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| รหัสดีโอไอ | |
| Creator | Pawat Chaipidech |
| Title | Inquiry-driven STEM Instruction: Enhancing Young Learners’ Understanding of Air Pollution and Environmental Awareness |
| Contributor | Paphawee Boonyod, Sasivimol Premthaisong, Pawat Chaipidech |
| Publisher | Digital Education and Learning Engineering Association |
| Publication Year | 2568 |
| Journal Title | Journal of Digital Education and Learning Engineering |
| Journal Vol. | 1 |
| Journal No. | 2 |
| Page no. | 39-56 |
| Keyword | Scientific concepts, inquiry-based learning, STEM education, environmental awareness |
| URL Website | https://so18.tci-thaijo.org/index.php/delethailand |
| Website title | Journal of Digital Education and Learning Engineering Association |
| ISSN | 3088-1552 |
| Abstract | STEM education, which includes science, technology, engineering, and mathematics, has played an important role in preparing students for the future. When combined with inquiry-based learning, it provides a useful way to support students’ curiosity, critical thinking, and problem-solving skills. This study examined how the use of inquiry-based learning in STEM education promote third-grade students improve their understanding of scientific concept of air pollution and their awareness of environmental issues. A mixed-methods approach was used with 45 students from a primary school in northeastern Thailand, who were divided into an experimental group and a control group. The experimental group took part in hands-on STEM activities about air pollution, while the control group learned through conventional teaching method. The results showed that the experimental group scored higher on understanding of air pollution. They also showed more awareness of environmental problems, including the ability to notice issues, and show positive attitudes toward solving them. These results point out that combining STEM education with inquiry-based learning could promote students learn science more deeply and care more about the environment. The findings provided useful ideas for teachers who intend to create meaningful and effective learning experiences. |
