Abstract
This classroom action research examined how Grade 5 students develop their scientific explanation skills through outdoor STEM learning centered on the local context in Phuket, Thailand. The study involved 36 students selected through purposive sampling. Throughout multiple PAOR (Plan–Act–Observe–Reflect) cycles, students participated in tasks related to their community, such as Oh-Aew dessert, local fruits, and Apong, aimed at promoting modeling and Claim–Evidence–Reasoning (CER). Data collected included pre- and post-assessments of scientific modeling, STEM worksheets, observations, and semi-structured interviews. Descriptive statistics summarized students’ performance changes, while content analysis was used to interpret qualitative data. Results showed significant progress in students’ ability to create modeling-based scientific explanations, with fully accurate models increasing from 5.15% before instruction to 84.72% afterward (n=36). The findings demonstrate that place-based tasks combined with clear modeling scaffolds can enhance scientific reasoning and strengthen connections to the community and cultural identity. The study discusses implications for curriculum design, teacher development, and local community partnerships.
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APA 7th edition
In-text citation: (Chatmaneerungcharoen & Nielsen, 2025)
Reference: Chatmaneerungcharoen, S., & Nielsen, W. S. (2025). Empowering Phuket’s community identity with place-based STEM: Enhancing grade 5 students’ scientific explanation and literacy.
European Journal of STEM Education, 10(1), Article 34.
https://doi.org/10.20897/ejsteme/17540
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Chatmaneerungcharoen S, Nielsen WS. Empowering Phuket’s community identity with place-based STEM: Enhancing grade 5 students’ scientific explanation and literacy.
European Journal of STEM Education. 2025;10(1), 34.
https://doi.org/10.20897/ejsteme/17540
Chicago
In-text citation: (Chatmaneerungcharoen and Nielsen, 2025)
Reference: Chatmaneerungcharoen, Siriwan, and Wendy S. Nielsen. "Empowering Phuket’s community identity with place-based STEM: Enhancing grade 5 students’ scientific explanation and literacy".
European Journal of STEM Education 2025 10 no. 1 (2025): 34.
https://doi.org/10.20897/ejsteme/17540
Harvard
In-text citation: (Chatmaneerungcharoen and Nielsen, 2025)
Reference: Chatmaneerungcharoen, S., and Nielsen, W. S. (2025). Empowering Phuket’s community identity with place-based STEM: Enhancing grade 5 students’ scientific explanation and literacy.
European Journal of STEM Education, 10(1), 34.
https://doi.org/10.20897/ejsteme/17540
MLA
In-text citation: (Chatmaneerungcharoen and Nielsen, 2025)
Reference: Chatmaneerungcharoen, Siriwan et al. "Empowering Phuket’s community identity with place-based STEM: Enhancing grade 5 students’ scientific explanation and literacy".
European Journal of STEM Education, vol. 10, no. 1, 2025, 34.
https://doi.org/10.20897/ejsteme/17540
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Chatmaneerungcharoen S, Nielsen WS. Empowering Phuket’s community identity with place-based STEM: Enhancing grade 5 students’ scientific explanation and literacy. European Journal of STEM Education. 2025;10(1):34.
https://doi.org/10.20897/ejsteme/17540