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Learning biology through social context local wisdom helps to encourage students to appreciate the value of what is available in the community. This research has purposed to develop Science Technology and Society (STS) based on Yuenyong, 2006 according the Philosophy of Sufficiency Economy (PSE) with science on biodiversity learning activities consist of 5 steps: (1) Identification of social issues, (2) Identification of potential solutions, (3) Need for knowledge, (4) Decision-making, and (5) Socialization stage. In addition, learning activity was used according to PSE that includes three elements: moderation, reasonableness and self-immunity, as well as two conditions which are knowledge and moral. Eleventh grade student from high school in Khon Kaen, Thailand were selected for the study. However, this research is a qualitative research. Focus on interpretive paradigms of phenomena occur in the classroom. It is a way to study and analyze the Philosophy of Sufficiency Economy in Biology classes about biodiversity of the tadpoles that local name is Huanh. There are tools to collect data. Record of observation of class notes after teaching and student work. As a result, learning of STS approach enables stimulation students to apply Philosophy of Sufficiency Economy and STEAM knowledge in the biology class through social cohesion related to the local wisdom of the local community.

Applying the philosophy of sufficiency economy and STEAM knowledge of Grade 11 Students in the STS biodiversity Unit