Evaluating Learner Reasoning Skills through the Active Learning Flipped STEM Classroom Design

Developing learners to be the innovative thinkers through classroom activities is very challenging for educators. The active learning flipped classroom combined the STEM-learning activity design in this study then aims to investigate the learner reasoning skills. The results from the survey rated by samples of 396 learners studying at the undergraduate level at Prince of Songkla University, Thailand enrolled in the class of the Creative Problem Solving showed some significance in terms of the six domains of (1) Analysis reasoning, (2) Innovative thinking, (3) Decision making and judgment, (4) Mathematical reasoning, (5) Problem solving, and (6) Information researching. The reasoning skills of analysis and mathematics were related to the information researching. Interestingly, the improvement of decision-making and judgment skills were based on the learners' reasoning skills. In addition, the innovative idea of learners has been confirmed that was in accordant with not only the skills of decision making, but also the reasoning itself. Based on the experimental results, the designed approach in this study can also enhance learners to share their ideas with their classmates for giving comments and critiques on their assigned work in the classroom. Ultimately, the design thinking process can also encourage and stimulate learners to innovate new types of products or services through classroom activities more effectively.