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Abstract

The purpose of the study was to investigate the effects of a professional development instructional program Integrated STEM for elementary schools in a rural context of Thailand which carried out at the Faculty of Education, Buriram Rajabhat University during February 2018. Research instruments were (1) assessment observational record consisted of 5 elements of competencies with 4 levels of rubric criteria including beginning, approaching proficient, proficient, and distinguished levels, (2) multiple choice and short answer response achievement test items designed to assess specific science content knowledge. Five essential elements of teaching competencies and rubric criteria with four levels were synthesized and validated by group of 3 experts according to focus group meeting and interview. The research findings revealed that the integrated STEM program was highly recommended to use for developing in-service science teachers’ teaching competencies. From evaluation of experts, the results indicated that competencies’ levels of teaching of science teachers was achieved as approaching proficient level (Mean = 2.48, S.D.=0.41)) in 5 aspects of assessment including --planning for STEM instruction, classroom environment and STEM classroom learning management, strategies for encouraging student to learn effectively, feedback and assessment, and teaching reflection—with approaching proficient level of assessment. Moreover, the results of one sample t-test indicated that teachers' achievement score on science content knowledge after implementing the integrated STEM program was significantly higher than before at the 0.01 level. It can be suggested that in-service training programs should be developed and used for science teachers to raise their awareness of the necessity of STEM education and to enhance their competencies in teaching preparation program.