Collaborative lesson study: enhancing grade 2 students’ explanations of scientific phenomena through outdoor STEM learning in the Context of Phuket Province

Abstract

This research aims to: 1)Investigate the competency in explaining scientific phenomena among second-grade students before participating in STEM learning outside the classroom in the context of Phuket province; 2) Develop students’ competency in explaining scientific phenomena through STEM learning outside the classroom; 3) Develop STEM learning activities outside the classroom that enhance the competency in explaining scientific phenomena; and 4) Establish best practices for implementing STEM learning outside the classroom to promote students’ competency in explaining scientific phenomena. The target group consists of 30 second-grade students from a school in Phuket province during the second semester of the 2024 academic year, selected through purposive sampling. Data collection and analysis were conducted throughout the teaching period, utilizing both qualitative and quantitative methods. Instruments included competency assessments, student behavior observations, learning activity sheets, and small group interviews. The data were analyzed using content analysis and statistical methods, presented in terms of mean, percentage, standard deviation, and student evidence. The findings indicate that before engaging in the learning activities, students had low competency levels in explaining scientific phenomena across all three indicators. In particular, the third indicator—evaluating the reasonableness of scientific explanations showed the lowest percentage at 11.5%. After participating in STEM learning outside the classroom, where students interacted with real-world contexts, their competency improved significantly. The first indicator constructing scientific explanations rose to 37.5%, the second indicator predicting scientific phenomena increased to 33%, and the third indicator—evaluating the reasonableness of scientific explanations improved to 37%. In conclusion, students’ competency in explaining scientific phenomena significantly increased after the learning activities, with statistical significance at the 0.50 level. Students demonstrated the ability to apply scientific knowledge, reference evidence, and utilize scientific processes in their explanations. Explain natural or everyday phenomena systematically and logically, as well as formulate questions about natural phenomena and find answers using scientific concepts.