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This research purposed to study the effects of using STEM projects, on environmental problem-solving ability of upper secondary school students. The samples were 69 students, who enrolled in course “Science Project 1” in the first semester of academic year 2017. They were divided into three groups: high, moderate, and low science performance. There were two research instruments in this study: 1) STEM project-based learning lesson plans with five stages: 1.1) Problem defining, 1.2) Problem cause analyzing, 1.3) Possible solution generating, 1.4) STEM projects creating and 1.5) Solution evaluating, and 2) the environmental problem-solving ability test. The validity of instrument was examined by three experts in the area of science education and environmental science. The data were analyzed by arithmetic mean, standard deviation, and dependent sample t-test. The findings were found that 1) All students can create the STEM projects and use them to solve an environmental problem in community practically, 2) there was statistically significant difference of environmental problem-solving ability scores before and after using STEM projects lesson plans at.05 level in all levels of students’ performance.

international journal of educational science and research

The Effects of Using Stem Project-based Learning Activities on Environmental Problem Solving Ability of Upper Secondary School Students in Bangkok Metropolis