The Development of STREAM Teaching Unit - Science-Technology-Religion-Engineering-Art and Mathematics Teaching Model

Oct 15, 2026

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A study developed a STREAM (Science-Technology-Religion-Engineering-Art and Mathematics) teaching model to strengthen grade 8 students’ creative and engineering design process skills in the Motion topic. The model included six instructional steps: introducing the STREAM situation, identifying targeted problems, exploring and planning solutions, solving and integrating Art, creative presentation, and moral-based summary and application. Five lesson plans were validated by experts and tested with 39 students using achievement and engineering design process assessments. Results showed improved learning outcomes and design process skills, and implications for science teaching are discussed.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Introduction

Education for 21st-century learning

Creative and engineering design process skills

STEM to STEAM and STREAM integration

Literature Review

Learning about Motion in Thailand’s core curriculum

STREAM education for creative and design skills

Research on STREAM implementation in Thailand

The Development of STREAM Teaching Unit for Enhancing Students’Creative and Engineering Design Process Skills in the Motion Topic Theeraphan Julkaew Hatyai Ratprachasun School, Songkhla 90110 Thailand, [ta331@hatyairat.ac.th](ta331@hatyairat.ac.th) Khajornsak Buaraphan Institute for Innovative Learning, Mahidol University Nakhon Pathom 73170 Thailand, [khajornsak.bua@mahidol.ac.th](khajornsak.bua@mahidol.ac.th) This study aimed to develop the STREAM (Science-Technology-Religion-Engineering-Art and Mathematics) teaching model for enhancing grade 8 students’ creative and engineering design process skills. The innovative STREAM teaching model consisted six common teaching steps: a) Introduce the STREAM situation; b) Identify the targeted problem; c) Explore and plan to solve the problem; d) Solve the problem and integrate Art; e) Present creatively; and f) Summarize, apply and integrate with moral. Five STREAM lesson plans were designed for teaching the Motion topic. The quality of STREAM lesson plans was established by five experts. After that, the STREAM lesson plans were experimented with 39 Grade 8 students in the first semester of the 2021 academic year at one secondary school located in Songkhla province, Thailand. The research instruments included the Learning Achievement Test and the Engineering Design Process Test. The paired-samples t-test was used to analyze the differences of students’ learning achievement and engineering design process skills at the prior and after the STREAM lessons in Motion. The results showed that the STREAM teaching model promoted higher learning achievement and engineering design process skills. The implications of the STREAM for teaching science are finally discussed. Keywords: STREAM, educational strategies, teaching quality, creative thinking, engineering design process INTRODUCTION In recent years, the world has experienced rapid transformation due to the advancements in information, computer, and technology. The key to successfully adapting to these 21st-century changes lies primarily in education. Education serves as the bedrock for the intellectual, emotional, and social development of individuals. It provides them with the essential tools to thrive in their careers, fosters economic competitiveness, and drives innovation. Additionally, education plays a crucial role in meeting human needs and facilitating the development of innovative solutions. In the 21st century, education aims to cultivate vital skills in students, particularly the ability to learn independently and adapt flexibly. The cornerstone of delivering quality education lies in both preservice and in-service teachers (Koocharoenpisal, 2023) . The importance of creative and engineering design process skills in 21st-century learning is undeniable (Puchongprawet & Chantraukrit, 2022) . Effective development of these skills in students hinges significantly on how well teachers manage the learning process. Employing various pedagogical approaches is crucial for nurturing problem-solving abilities. However, it is essential to seamlessly integrate each learning method with others and across different subjects or fields to promote innovation in generating new ideas or products. Citation: Julkaew, T., & Buaraphan, K. (2025) . The development of STREAM teaching unit for enhancing students’creative and engineering design process skills in the motion topic . Anatolian Journal of Education, 10(1), 117-126. [https://doi.org/10.29333/aje.2025.1019a](https://doi.org/10.29333/aje.2025.1019a) Because of the importance of integrative teaching, the Institute for the Promotion of Teaching Science and Technology (IPST) in Thailand has been at the forefront of advocating for the integration of Science, Technology, Engineering, and Mathematics (STEM) education into the learning and teaching process. IPST places a strong emphasis on science students’ practical application of knowledge in their real-life contexts (IPST, 2021)

FAQs

What was the purpose of the STREAM teaching model in this study?

To enhance grade 8 students’ creative and engineering design process skills through STREAM-based instruction on the Motion topic.

How was the STREAM teaching model structured in the lesson plans?

It followed six steps: introducing the STREAM situation, identifying the targeted problem, exploring and planning solutions, solving while integrating Art, presenting creatively, and then summarizing, applying, and integrating morals.

How did the researchers evaluate students’ learning and design process skills?

They used the Learning Achievement Test and the Engineering Design Process Test, comparing prior and after learning using a paired-samples t-test.

Oct 15, 2026

Upload by Mabel