Wongsa S.Buaraphan K.Mahidol University2024-04-292024-04-292024-04-10AIP Conference Proceedings Vol.3024 No.1 (2024)0094243Xhttps://repository.li.mahidol.ac.th/handle/20.500.14594/98147Even though the STEM (Science-Technology-Engineering-Mathematics) teaching model is widely known by science educators around the world including in Thailand, STEAM (Science-Technology-Engineering-Art-Mathematics) is not much known. In addition, science teachers in the 21st century need TPACK (Technological Pedagogical and Content Knowledge) to effectively teach science subjects. This article aimed to analyze the literature related to STEAM and TPACK and then synthesized the TPACK-STEAM model for teaching Volume and Surface Area of Sphere in mathematics for Grade 9 Students. The TPACK-STEAM model consisted of seven teaching steps: 1) Identify the problem, 2) Understand the problem, 3) Investigate to solve the problem, 4) Design a method or tool to solve the problem, 5) Create a product to solve the problem, 6) Test, evaluate and improve method or product, and 7) Present method or product. In the end, the authors presented one example of a lesson plan using the TPACK-STEAM model in teaching Volume and Surface Area of Sphere in mathematics for Grade 9 Students to help them develop learning achievement and problem-solving skills.Physics and AstronomyConference PaperSCOPUS10.1063/5.02054402-s2.0-8519100689215517616