A STUDY OF CONTEXTS, PROBLEMS, AND NEEDS FOR DEVELOPING STEM LEARNING ACTIVITY PACKAGES TO ENHANCE OBSERVATION SKILLS OF LOWER PRIMARY STUDENTS IN SMALL SCHOOLS

Abstract

This research aimed to 1) investigate the context, problems, and needs of stakeholders related to STEM learning management for developing observation skills among lower primary school students in small-sized schools; 2) understand the experiences, perspectives, and needs of stakeholders through the Empathize stage of the Design Thinking process, and 3) synthesize design requirements for developing STEM learning activity kits to promote observation skills among lower primary school students. The study employed the Design Thinking process in the Empathize stage to gain insights into stakeholders’ perspectives and needs. The target groups consisted of 86 lower primary school students, 15 parents, 15 science teachers, and 5 school administrators from small-sized schools in the Lampayang Narai Network under the Kalasin Primary Educational Service Area Office 3. The research instruments included six Design Thinking tools for understanding users, such as a reframing tool, stakeholder map, system map, observation capture form, interview guide, and an empathy interview form for assessing needs and experiences. Data were analyzed using content analysis and design issue synthesis.

The findings revealed that

1. Small-sized schools faced limitations in resources and teachers’ workload, resulting in teaching practices that emphasized lectures rather than hands-on activities. Consequently, students lacked observation skills and scientific thinking skills, highlighting the need for learning innovations suitable for the context of small-sized schools.


2. All stakeholder groups agreed that science learning at the primary level should emphasize hands-on learning and real-life connections in order to promote observation and scientific thinking skills. Teachers needed practical learning materials, students were interested in challenging activities, parents preferred learning connected to the community, and school administrators supported activities appropriate to the limitations of small-sized schools.


3. The development of STEM learning activity kits should focus on hands-on learning, community-based contexts, and the use of locally available materials suitable for small-sized schools. Activities should provide opportunities for students to observe, ask questions, experiment, and solve problems through challenging tasks in order to enhance observation skills and scientific thinking processes.