Enhancing grade eight students’ creative thinking in the water stem education learning unit

Sukaya Sutaphan, Khon Kaen University, Thailand
Chokchai Yuenyong, Khon Kaen University, Thailand


Water issues, a commonly discussed issue in water STEM education, present students with a challenge to put their engineering design skills to the test in a STEM project. This study aimed to enhance and examine Grade 8 students’ creative thinking in the water STEM education learning unit. It involved purposively selected 45 eight-graders enrolled in a school situated in Khon Kaen, Thailand. The study was carried out in three weeks which equate to twelve hours of learning covered in six lesson plans. Applying the interpretive paradigm, this study adapted Barak and Doppelt (2000)’s Creative Thinking Scale (CTS) to assess students’ applying knowledge and creative thinking. The findings likely demonstrated that most of the portfolio elements may be interpreted for the attainment of creative thinking in layer of awareness, while some others could be viewed layers of observation, strategy, and reflection. This paper clarifies what and how students’ project could be interpreted in each layer of creative thinking. Further implications for setting up STEM education in school setting are proposed.


creative thinking; project-based learning; STEM education

Full Text:



Association for Science Education (ASE) (2010). STEM resources – SATIS Revisited. Retrieved from: https://www.stem.org.uk/resources/collection/2885/satis-revisited

Barak, M., & Doppelt, Y. (2000). Using portfolios to enhance creative thinking. Journal of Technology Studies, 26(2), 16–24.

Barlex, D. (2009). The STEM Programme in England—Help or hindrance for design and technology education? Paper presented at the PATT22 conference, Delft, Netherlands. Retrieved from http://www.iteaconnect.org/Conference/PATT/PATT22/Barlex.pdf.

Bell, D. (2012). Perceptions of STEM, within the context of teaching D&T in secondary schools: A phenomenographically inspired study. In T. Ginner, J. Hallstro¨m, & M. Hulte´n (Eds.), Technology education in the 21st century (pp. 74–79). Linko¨ping: Linko¨ping Electronic Conference Proceedings.

Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. Arlington: NSTA Press.

Barlex, D. (2002). The relationship between science and design and technology in the secondary school curriculum in England. In: I. Mottier, & M. J. de Vries (Eds.), Proceedings of the PATT12 Conference, 3–12.

Chachashvili-Bolotin, S., Milner-Bolotin, M., & Lissitsa, S. (2016). Examination of Factors Predicting Secondary Students` Interest in Tertiary STEM Education. International Journal of Science Education, 38(3), 366-390.

Coppola, S. M., Madariaga, L. A., & Schnedeker, M. H. (2015). Assessing Teachers’ Experiences with STEM and Perceived Barriers to Teaching Engineering. In Proceedings from Annual American Society of Engineering Education Conference and Exhibition.

Collins, A. (1991). Portfolio for biology teacher assessment. Journal of School Personnel Evaluation in Education, 5, 147–167.

De Bono, E. (1996). Master workshop of de Bono’s thinking course. Jerusalem: Branco Weiss Institute for the Development of Thinking

DeCoito, I (2016). STEM education in Canada: A Knowledge synthesis. Canadian Journal of Science, Mathematics and Technology Education, 16 (2): 114 – 128.

DeCoito, I., & Richardson, T. (2016). Focusing on integrated STEM concepts in a digital game. In M. Urban & D. Falvo, (Eds.), Improving K-12 STEM education through technological integration (pp. 1-23). Hershey, PA: IGI Global.

de Vries, M.C. (2007) Relations between science education and technology education: what can we learn from the philosophy of technology? Document for lecturing at Science Education program, Khon Kaen University, during 14 - 15 September 2007.

Doppelt, Y. (2005). Assessment of project-based learning in a MECHATRONICS context. Journal of Technology Education, 16(2), 7–21.

Doppelt, Y. (2009). Assessing creative thinking in design-based learning. The International Journal of Technology and Design Education, 19:55–65

Ebal Jr, CD, Luga, MJF, Flores, MRO, Zabala, DJP, Buan, AT, & Yuenyong , C (2019). Linear Equations in Two Variables STEM Education Learning Activities: Developing the Household Power Consumption Calculator App. Journal of Physics: Conference Series, 1340 (1), 012048

Ejiwale, J. A. (2013). Barriers to Successful Implementation of STEM Education. Journal of Education and Learning, 7(2), 63-74.

Hasanah, U., and Tsutaoka, T. (2019). An outline of worldwide barriers in science, technology, engineering and mathematics (STEM) Education. Jurnal Pendidikan IPA Indonesia, 8(2): 193 – 200.

Herschbach, D. R. (2011). The STEM initiative: Constraints and challenges. Journal of STEM Teacher Education, 48(1), 96–122.

Institute for promoting science and technology teaching (IPST). (2012). Technological Process. Retrieved from www.designtechnology.ipst.ac.th/index.php/?option=com _content&view= article&id=69&Itemid=108.

Kim, J. S. (2011, November). New national curriculum of technology education in Korea. Paper presented at the 2011 international conference on technology education in the Pacific-Rim Countries, Nagoya, Japan.

Marginson, S., Tytler, R., Freeman, B., & Roberts, K. (2013). STEM: Country comparisons. Melbourne: Australian Council of Learned Academies.

Mordeno IC, Sabac AM, Roullo AJ, Bendong HD, Buan A, & Yuenyong, C (2019). Developing the Garbage Problem in Iligan City STEM Education Lesson through Team Teaching. Journal of Physics: Conference Series, 1340 (1), 012046

Nadelson, L. S., & Seifert, A. L. (2017). Integrated STEM Defined: Contexts, Challenges, and the Future. The Journal of Educational Research, 110(3), 221-223.

Ritz, J. M. and Fan, S. C. (2015). STEM and technology education: International state-of-the-art. Int J Technol Des Educ (2015) 25:429–451

Sanders, M. (2009). STEM, STEM education STEMmania. The Technology Teacher, 68(4), 20–26.

Shadle, S. E., Marker, A., & Earl, B. (2017). Faculty Drivers and Barriers: Laying the Groundwork for Undergraduate STEM Education Reform in Academic Departments. International Journal of STEM Education, 8(4), 1-13.

Shernoff, D. J., Sinha, S., Bressler, D. M., & Ginsburg, L. (2017). Assessing Educator Education and Professional Development Needs for the Implementation of Integrated Approaches to STEM Education. International Journal of STEM Education, 13(4), 1-16.

Sutaphan, S. Yuenyong, C. (2019). STEM Education Teaching approach: Inquiry from the Context Based. Journal of Physics: Conference Series, 1340 (1), 012003.

Theerasan, C. & Yuenyong, C. (2019). Developing the Floating Restaurant STEM Education Learning Activities for Thai Secondary School Students. AIP Conference Proceedings. 2081, 030023-1– 030023-6. (View online: https://doi.org/10.1063/1.5094021)

Villaruz, EJ, Cardona, MCF, Buan, AT, Barquilla, MB, & Yuenyong C (2019). Ice Cream STEM Education Learning Activity: Inquiry from the Context. Journal of Physics: Conference Series,1340 (1), 012092

Williams, P. J. (2011). STEM education: Proceed with caution. Design and Technology Education, 16(1), 26–35.

Wolf, D. (1989). Portfolio assessment: Sampling student’s work. Educational Leadership, 45(4), 35–39.

Yuenyong, C. (2006). Teaching and Learning about Energy: Using STS Approach. Bangkok, Thailand: Thesis of Doctoral Degree in Science Education, Kasetsat University.

Yuenyong, C. (2013). Enhancing Scientific Literacy in Thailand. Global Studies of Childhood, 3(1): 86 – 98.

Yuenyong, C. (2017). Enhancing Thai Students’ Thinking Skills about Energy issues: Influence of Local Values. Chemistry: Bulgarian Journal of Science Education, 26 (3): 363 – 376.

Yuenyong, C. (2019). Lesson learned of building up community of practice for STEM education in Thailand. AIP Conference Proceedings. 2081, 020002-1 – 020002-6.

Yuenyong, C. and Narjaikaew, P. (2009) Scientific Literacy and Thailand Science Education, International Journal of Environmental and Science Education, 4(3), 335-349.

DOI: https://doi.org/10.21831/cp.v42i1.36621


  • There are currently no refbacks.


Social Media:



 Creative Commons License
Jurnal Cakrawala Pendidikan by Lembaga Pengembangan dan Penjaminan Mutu Pendidikan UNY is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at http://journal.uny.ac.id/index.php/cp/index.

View Our Stats

Flag Counter