Developing the Astronomy and Architecture Unit for Providing Students’ Perception of the Relationship between Science, Technology, Engineering, and Mathematics

Abstract

Abstract STEM education suggested that students should be enhanced to learn astronomy with integration between Science, Technology, Engineering and Mathematics. To help Thai students make sense of STEM education in astronomy learning, this paper presents learning activities of the Socio-cultural astronomy and architecture Unit. The developing of the Socio-cultural astronomy and architecture Unit is a part of research that aimed to enhance students’ perception of the relationship between Science, Technology, Engineering, and Mathematics. This paper will discuss how to develop the astronomy and architecture Unit through Socio-cultural approach that regarding sociocultural perspective into 5 stages. These included (1) Engagement, (2) Investigation, (3) Discussion and conclusion, (3) Create production understanding, and (5) Learning community reflection. The learning activities could be highlighted as following. First stage, students focus on various religious buildings in the ancient time that built like a solar calendar structure. Then, they give opinions in this issue; (1) How to build a solar calendar for identify true season in your district? (2) Why do not build a house perpendicular the Sun’s pathway? Second stage, students used Stellarium astronomical program to find the position of sunrise or sunset in each month. Then, study about the details of buildings in various global civilizations which aims to astronomical observations and create activities in relation to true seasons. Third stage, each student group conclude these ideas; the principles for building place like a solar calendar, building house and set the room activity that concern with the Sun’s pathway and saving energy in their house. Fourth stage, students was assigned to create a model of the solar calendar in their district. The model should relationship with the sunrise or sunset position in important astronomy dates, support astronomical observations, and become landmark for tourism. Finally, each group presented their model to the committee and then, wrote committee’s reflection, and their opinions. The paper may have implications for developing astronomy teaching with STEM education.