The development of STEM integrated with local context and 21st century skills for teaching fluids for grade 12 science students

This article aimed to review, analyze and synthesize the literature related to Science, Technology, Engineering, and Mathematics (STEM) education and context-based learning, and 21st century skills. This is documentary research with selected documents related to STEM from the national and international contexts. The teaching steps from these literatures were analyzed by using content analysis. From the analysis, the STEM Integrated with Local Context and 21st Century Skills for teaching Fluids in physics for grade 12 students consisted of seven teaching steps (E2IDCEA): 1) Explore prior knowledge and determine the targeted context, 2) Identify the problem, 3) Investigate the problem and set hypotheses, 4) Design way to solve the problem, 5) Create prototype, test and improve, 6) Exchange knowledge and 7) Application and evaluation. These seven teaching steps were applied in designing a lesson plan for teaching the fluid topic in physics for grade 12 students. Science teachers can explore one example of lesson plan being shown in this paper for more understanding and further apply this new pedagogy into their physics classrooms or other assigned subjects.


Introduction
Science, Technology, Engineering, and Mathematics (STEM) education plays an important part in Thailand education context at present.STEM is an integrative teaching approach that is truly aligned with the current world driving by science and technology in our daily lives and works [1].Technology has helped humans to study diverse knowledge continuously; whether it can develop rational thinking, analytical thinking, creative thinking, critical thinking, or any other kind.In addition, it can promote knowledge-seeking abilities and the ability to solve problem systematically, make informed decisions by using a variety of data, and create innovations on their own [2].
The problem of teaching and learning in the four classrooms taught by the first author was lecturestyle teaching with transmission of physics content.Students pay more attention to scores from examinations than outcomes from learning.The result of Entrance Examination for University hinders the effort to try out new pedagogy in a science classroom.Instead, students put huge effort on practicing solving problems and physics calculation in exercises in order to help them achieve entering the university according to the school' s and parents' demands.Students lack experience in doing experiments because they mostly learn physics through a demonstration.It was discovered that 70% of the students failed the midterm exam.When the first author interviewed with students, they often referred to physics as a very difficult subject demanding heavily on mathematical calculations and remembering formula to calculate or solve physics problems.In common, students spend the majority of their time in practicing mathematics problems.As a result, students are disinterested in learning physics, bored in taking physics exams, and, finally, failed in physics.To cope with this difficulty, STEM is proposed as one alternative teaching strategy to promote students' interest and achievement in learning physics through the application of local contexts in students' daily lives.STEM is suitable for the 21 st century because it emphasizes the development of problem solving ability from students including self-awareness, collaboration, analytical thinking, innovation development, and life skills.In STEM, students will learn to apply knowledge in an integrative manner in order to properly integrate knowledge with various subjects (STEM) in solving such complex problems in real-life situations.STEM learning management [3] is a learning management approach that integrates knowledge from four disciplines: science, technology, engineering, and mathematics by emphasizing the application of knowledge to real-world problems, such as the development of new processes or products that benefit society.It can be seen that STEM is effective in promoting several skills as previously mentioned.However, local context also plays an important part in STEM.STEM enables students to learn from their real-life contexts and apply the 21st century skills to collaborate, practice critical thinking and creative thinking.STEM is therefore regarded as a student-centered learning [4].Furthermore, the nature of STEM reflects the nature of real life or work that each discipline has no clear distinguished line.Teaching with STEM allows students to apply knowledge to design, solve a problem, or practice with a specific goal in mind.As a result, STEM serves as a guideline for science teachers to manage teaching and learnings science effectively.Furthermore, STEM stimulates students to convey or apply important concepts with greater creativity and imagination in life and at work, and they can also communicate their own ideas in simulated models and complete their assignments.
Context-based learning (CBL) has numerous definitions.Bennett and Lubben (2006) [14], Darkwah (2006) [15] and Overton (2007) [16] defined CBL as using experience in students' daily lives with the use of scientific knowledge as a starting point to develop students' knowledge and understanding of various scientific concepts.CBL focuses on using a context-related method to teaching in the student environment in which students will be instilled in learning.STEM should be integrated with local context or Context-based Learning (CBL) to help students understand physics better and apply their own physics knowledge in their local contexts.It is believed that STEM will develop students' 21st century skills and learning achievements and help them see the value of it in daily life, which will in turn increase job opportunities, increase value, and strengthen the country's economy at final.However, from the literature review, there is still a gap in integrating the STEM and CBL teaching steps together in order to combing the strengths of both pedagogical methods.This integration may lead to increase the effectiveness of teaching physics for grade 12 students or teaching other science topics at any grade levels.Physics or science teachers can explore the process in analyzing STEM and CBL teaching steps and synthesizing the STEM integrated with local context for teaching fluids for grade 12 science students.In addition, the example of lesson plan being shown in this paper can lead physics or science teachers to reach more understanding and further apply this new pedagogy into their physics or science classrooms.

Research objective
The research objective of this study were to: a) analyze the common teaching steps of STEM; b) analyze the common teaching steps of CBL; and c) synthesize the STEM integrated with local context and 21st century skills for teaching fluids for grade 12 students.According these objectives, the research questions were as follows.
RQ 1: What are the common teaching steps of STEM and CBL? RQ 2: What are the teaching steps of STEM integrated with local context and 21st century skills for teaching fluids for grade 12 students?

Method
This study employed Research and Development (R&D) methodology.In Research (R), the researchers employed was a documentary research [6] with content analysis to analyze are the common teaching steps of STEM and CBL.In Development (D), the researchers used findings from R1 to develop the teaching steps of STEM integrated with local context and 21 st century skills for teaching fluids for grade 12 students.The researchers developed a lesson plan by using the STEM integrated with local context and 21 st century skills for teaching fluids for grade 12 student.The content used for developing the lesson plan was the fluid topic in the Science and Technology subject according to the subject matter and learning standards of the Thailand Basic Education Core Curriculum B.E. 2561 (2018).

Data Collection and Analysis
The lesson plan using the STEM integrated with local context and 21 st century skills for teaching fluids for grade 12 student was sent to a panel of five experts with an expertise in physics and science education to check content validation.The experts were asked to give one of these scores (i.e.+1, 0 and -1) for each item statement dealing with content validity of the STEM integrated with local context and 21 st century skills model and associated lesson plan.Regarding this, score 1 means the model or lesson plan correspond with the targeted objective; while 0 and -1 mean unsure and do not correspond, respectively.After derived the responses from experts, the researchers calculated for the Index of Item-Objective-Congruence (IOC) of the model and associated lesson plan.

Common teaching steps of STEM
Ten documents, [5][6][7][8][9][10][11][12][13][14], related to STEM were analyzed for common teaching steps of STEM by using content analysis.The result of this analysis yielded common teaching steps of STEM as being shown in Table 1.The common teaching steps of STEM consisted of: Explore student prior knowledge, Identify the problem, Study the problem, Design solution, Create work, Test and improve, Present solution, and Summarize and evaluate.

Teaching steps of Local Context STEM (L-STEM)
From the results of analysis of common teaching steps of STEM and CBL, the researchers synthesized the teaching steps of Local Context STEM (L-STEM) model for promoting the 21 st century skills and the result was shown in Table 3. Step 1: Explore prior knowledge and determine the targeted context.
Teachers check students' prior knowledge to ensure that students have sufficient prior knowledge to learn new content by doing pre-tests, asking questions, and using various technology applications.The teacher then defines the context for students to study.It is a context that students need to understand by connecting knowledge of science, technology, engineering, and mathematics through STEM.
Students define problems in context as issues to which they want to find solutions to by combining scientific, technological, engineering, scientific knowledge, as well as mathematics.Teachers encourage student problem identification by preparing questions that lead the discussion, suggesting issues in setting up problems that lead to learning, and providing or bringing up situations for students to see real applications.Make suggestions for new ways to solve problems, etc.
Step 3: Study problems and make hypotheses.
Students are divided into groups of 4-6 to exchange problems of interest and draw conclusions in order to select problems for the interested groups to solve together.Then, using various learning sources, research the problem and make assumptions about it.The teacher examines the students' assumptions to determine whether they are appropriate for the problem.
Step 4: Design a way to solve the problem.Students design elaborate solutions using activities appropriate to the problem at hand, such as observations, data collection experiments, or the use of computers or other technological devices to test hypotheses.
Step 5: Create a prototype, test, and improve.Students collaborate to create a prototype which is then tested in a performance test to determine how it should be tested.Who is the test subject?What must be controlled during the test?Students evaluate the test results and look for ways to improve the prototype.If time allows, students may re-test and improve the piece until it is as perfect as possible.
Step 6: Exchange knowledge.Each group of students presents their work and the knowledge they have gained so that they can be proud of their work and what they have learned.Classmates share their opinions, criticize work, and From the analysis, the authors synthesized the L-STEM for teaching Fluids in physics for Grade 12 offer suggestions to make the work more complete.Students may bring their work to the local community to be used in a variety of ways, such as organizing an exhibition or creating clips for distribution on YouTube channels.Teachers ask students to summarize their learning and check their work for accuracy.It is pertinent that key concepts are summarized.
Step 7: Apply in context and evaluate.
Students discuss how to apply their knowledge in real-life contexts such as everyday life and in their local communities.Teachers may assign additional exercises for students to practice applying their knowledge.And then assess students on a real-world basis using a variety of tools, such as selfassessment, classmate assessment, assessment of the work/activity sheet, observing work behaviors, etc.

Lesson plan employed Local Context STEM (L-STEM)
The L-STEM model and its associate lesson plan were sent to five experts in physics and science education fields to validate their content validity.The Index of Item-Objective-Congruence (IOC) of L-STEM model and its associate lesson plan was calculated.The quality of L-STEM model and its associate lesson plan was in an acceptable level with the IOC higher than 0.80.The authors raised one example of a lesson plan that applied the E2IDCEA teaching steps to teach the fluid topic in physics for grade 12 science students.This example may initiate other teachers' ideas in applying STEM Integrated with Local Context and 21st century skills in other topics or subjects they plan to teach.
Step 1: Explore prior knowledge and determine the targeted context The teacher is to assess students' prior knowledge of liquid viscosity by having them complete a test before studying, with the application of Pre-study tests on Google Forms about teaching fluids.The teachers click on https://bit.ly/3 hNpQq 4 with the QR Code and instruct students to scan the QR code to take the quiz.The teacher then takes picture A of water in a test tube and picture B of dishwashing liquid in a test tube, for students to study the picture context and observe what they see in the two pictures.When the students finish looking at the two images, the teacher then has the students come together to summarize what they could study from the pictures.The teacher presents a YouTube clip based on the context of the local sweet water that teaches how to make fresh sugarcane juice in many menus.When students watch the video clip context of local nectar on making fresh sugarcane juice in many menus, the teacher asks questions for students to make connections in science, technology, engineering, and math.
Question: When students stir sweet liquids like sugarcane juice with a spoon.Will honey react differently to the movement of the spoon?
Expected Answer: Yes.Question: What do you think is the liquid property that causes fluids to flow at different speeds?What do we call that characteristic?
Expected Answer: The teaching fluids.Question: How do students construct a device to measure the viscosity of sugarcane juice?Expected Answers: Students' answers are varied dependsing on the student's answers.
The context used in this study was Udon Thani province, Thailand.The introduction of basic information about tourist attractions that attract tourists to visit Udon Thani include Red lotus lake, Nong Han, Kumphawapi (Red lotus lake at Nong Han), which is a large wetland covering an area of three districts (Kumphawapi District, Ku Kaeo District, Prachaksinlapakhom District), it has a balanced ecosystem according to its natural way of being home to a variety of living things.Every year from December to February, the birth of the red lotus fills the swamp known as Nong Han "Red Lotus Sea."It was such a natural wonder that foreigners were drawn in, until CNN assigned it to the Red Lotus Sea, Nong Han Kumphawapi, Udon Thani Province.In 2014, it was named in the top 15 of the "World's Strangest Lakes," with an appearance in the provincial slogan of Krom Luang Prachak, known for building a city famous for the source of Dharma and a thousand years of civilization, with the slogan reading "Mee Khit Thani Cloth, nature creates the Red Lotus Sea, Faith Srisuttho Pathumma Kamchanod."It is a cash crop for the people of Udon Thani that is commonly grown and generates income for farmers.Aside from fresh exports, it is also processed into sugar or sugarcane syrup for culinary use, as well as being used as an alternative energy source, alternative even in comparison to the rest of the world.Thailand ranked second in sugarcane cultivation, with the Udon Thani people ranking first.As a result, it generates a significant amount of revenue for the country, and it's even used as funding for local disaster situations in Udon Thani, such as the frequent flooding situations, which are characterized by a large amount of accumulated water that flows from high to low in the horizontal plane, flooding homes with heavy rain that continues for an extended period of time.The drainage system is inadequate, resulting in property damage.The authors will apply the above information for fluid learning management based on the local context for further learning management."Due to the closure of the Kumphawapi sugar factory, sugarcane farmers with large sugar cane production are trying to find a way to produce sugarcane as a product that sells and generates income for the family; but due to the large amount of sugarcane, if it is sold as fresh sugarcane juice, it may not be up to date.Therefore, the idea is to bring sugarcane juice to simmer instead of letting it rot away, so it can become sugar cane syrup and become a product that is in demand in the market.However, it was found that the sugarcane syrup produced each time had a different viscosity.Students will help sugarcane farmers build a tool to measure the viscosity of sugarcane syrup to obtain knowledge on how sugarcane syrup can be of similar quality." From the preceding situation, the teacher asks students to identify problems for which they are interested in finding solutions.The solutions must be from fields of knowledge such as science, technology, engineering, and math.The teacher then allows students to write on the worksheet, and point out problems that will lead to student learning.
Step 3: Investigate the problem and set hypotheses Teachers divide students into groups of 4-6 students each, divided into 9 groups, which divide students into good, middle, and weak groups based on the students' grades from the previous semester.Activity sheet: issues and assumptions about non-viscosity sugarcane syrup has students in each group bring each of their problems to exchange learning with each other and draw conclusions from the chosen problems, as well as find solutions and make assumptions related to the problem selected by the student group.The students will then have to fill out an activity sheet, with the teacher then assigning problems to each group of students to research using various learning resources such as the internet, textbooks, libraries, and so on.During students' activities on the subject, they will hypothesize about issues and problems.The hypothesis is that the viscosity of the sugar cane syrup meter is not inferior.The teacher will test the students' assumptions to make sure that they are suitable for the problem.The teacher will then assign students to activities involving teaching fluids.
Step 4: Design a way to solve the problem.The teacher distributes an activity sheet.Subject: Design of a non-viscosity sugarcane syrup meter by having students design a viscosity meter for sugarcane syrup and write a detailed solution to the problems that each group of students has designed in it, and draw a picture of the design of the nonviscosity sugarcane syrup meter, as well as write about the design process in detail into blue paper, whether it is in accordance with the assumptions that the students have decided on or against with their classmates.
Step 5: Create a prototype, test, and improve.Each group of students is assigned to be lead by a teacher.Each group of students designs a model for measuring sugarcane syrup that is not inferior in viscosity for the first test, comes back to take the test, and awards stickers to their classmates based on their performance.
Step 6: Exchange knowledge After completing the experiment and testing the hypothesis, students will bring the workpiece to modify it again for the presentation and take the second test, which will be presented in front of the class through students' bringing video clips that have been filmed for the design process, and the first test for a 3-minute presentation in front of the class, with each group having a clip length of no more than 3 minutes so that there is time for every classmate to watch it.As well as to make the piece more complete, ask for, and provide feedback.Students synthesize their learning and examine key concepts derived from the modeling of the non-viscosity sugarcane syrup meter estimating the liquid's viscosity.
Step 7: Apply in context and evaluate.Students write in the Mind Map in which they summarize the knowledge they have gained from the activity.They write that the sugar cane syrup meter is not inferior in viscosity, as well as their knowledge of physics subject matter and liquid viscosity.This information will come from what the students have applied to their own real context that has been written in their Mind Map to improve their understanding.Students will then do exercises on the teaching fluids, number 5, by solving problems; so that they can practice applying the knowledge that they have learned outside of school hours and to conduct their own self-assessment.

Discussion
The L-STEM model and its seven teaching steps could be considered as an alternative pedagogical approach for teaching physics or science especially in the fluid topic for grade 12 students.Also, it could be regarded as an effective pedagogical approach in promoting grade 12 students' 21 st century skills.As in [5,9], STEM can help grade 4 students develop their chemistry achievement, analytical thinking ability.In addition, STEM is beneficial in promoting students' learning achievement [13], problem-solving [11] and collaborative problem-solving competency [6,], creative thinking [7], learning achievement, critical thinking, and adversary quotient [8].
The L-STEM model is effective from an integration between the strengths of both STEM and CBL pedagogical approaches.The L-STEM model employs a variety of real-life problems being occurred in the local context surrounding students to encourage students to construct their new physics knowledge from their interest and familiar problems.In addition, it encourages students to realize the interactions among science, technology, engineering and mathematics in the targeted local context problem.The L-STEM model emphasizes students to take an active role in a learning process by asking questions about their interest in science-related or technology or mathematics issues.The IOC of L-STEM model and its lesson plan was qualified through the expert validation.In addition, the two loops Research and Development methodology (R&D) help increase the quality of The L-STEM model.

Conclusion and implications
This article illustrates the origin and approach of learning management using STEM Integrated with Local Context (L-STEM) for teaching Fluids for Grade 12 science students.The authors synthesized the L-STEM for teaching Fluids in physics for Grade 12 science students consists of seven teaching steps (simply called E2IDCEA) as follows: 1) Explore prior knowledge and determine the targeted context; 2) Identify problems; 3) Study problems and make hypotheses; 4) Design a way to solve the problem; 5) Create prototype, test, and improve; 6) Exchange knowledge; 7) Apply in context and evaluate.The authors present the concrete example of how to apply the E2IDCEA teaching steps in designing a lesson plan for teaching Fluids in physics for Grade 12 students by using the students' reallife context in their province to help them apply knowledge in their daily lives while also becoming aware of the value of their own local context.The author sincerely hopes that the L-STEM preened in this study will serve as a guideline for other physics teachers in managing teaching physics or other teachers in different subjects.The ultimate goal of this effort is to help increase the quality of teaching and learning physics and/or other disciplines if they are possible.

Figure 1 .
Figure 1."Red Lotus Sea" as a stream of life Source.https://bit.ly/3N62k4EStep 2: Identify the problem.Identify problems in the context of local nectar by having each student identify a problem from watching a video clip in the context of the local sweet water on the subject of various menus of sugarcane juice.This should be a problem that students are interested in solving; the solution must be related to knowledge of science, technology, engineering, and math.The following is how the teacher describes the situation."Dueto the closure of the Kumphawapi sugar factory, sugarcane farmers with large sugar cane production are trying to find a way to produce sugarcane as a product that sells and generates income for the family; but due to the large amount of sugarcane, if it is sold as fresh sugarcane juice, it may not be up to date.Therefore, the idea is to bring sugarcane juice to simmer instead of letting it rot away, so it can become sugar cane syrup and become a product that is in demand in the market.However, it was found that the sugarcane syrup produced each time had a different viscosity.Students will help sugarcane farmers build a tool to measure the viscosity of sugarcane syrup to obtain knowledge on how sugarcane syrup can be of similar quality."From the preceding situation, the teacher asks students to identify problems for which they are interested in finding solutions.The solutions must be from fields of knowledge such as science, technology, engineering, and math.The teacher then allows students to write on the worksheet, and point out problems that will lead to student learning.Step 3: Investigate the problem and set hypotheses Teachers divide students into groups of 4-6 students each, divided into 9 groups, which divide students into good, middle, and weak groups based on the students' grades from the previous semester.Activity sheet: issues and assumptions about non-viscosity sugarcane syrup has students in each group bring each of their problems to exchange learning with each other and draw conclusions from the chosen problems, as well as find solutions and make assumptions related to the problem selected by the student group.The students will then have to fill out an activity sheet, with the teacher then assigning problems to each group of students to research using various learning resources such as the internet, textbooks, libraries, and so on.During students' activities on the subject, they will hypothesize about issues and problems.The hypothesis is that the viscosity of the sugar cane syrup meter is not inferior.The teacher will test the students' assumptions to make sure that they are suitable for the problem.The teacher will then assign students to activities involving teaching fluids.Step 4: Design a way to solve the problem.The teacher distributes an activity sheet.Subject: Design of a non-viscosity sugarcane syrup meter by having students design a viscosity meter for sugarcane syrup and write a detailed solution to the

Table 1 .
Synthesis of the STEM teaching steps.

Table 2 .
Common teaching steps of CBL.

Table 2 ,
Common teaching steps of CBL consisted of: Identify the context, Identify the problem and plan, Investigate, Learn concepts, Present, Reflect, Apply, and Evaluate.

Common teaching steps of STEM Common teaching steps of CBL Teaching step of Local Context STEM (L-STEM)
science students consists of seven teaching steps (simply called E2IDCEA) as follows: 1) Explore prior knowledge and determine the targeted context; 2) Identify problems; 3) Study problems and make hypotheses; 4) Design a way to solve the problem; 5) Create prototype, test, and improve; 6) Exchange knowledge; and 7) Apply in context and evaluate.The description of each teaching step was detailed as follows.

Table 3 .
Summary of Local Context STEM (L-STEM).