NARIN NUTTAVUT et al: STEM-BASED LEARNING BLENDED WITH INQUIRY BASED LEARNING FOR . . DOI 10.5013/IJSSST.a.21.01.07 7.1 ISSN: 1473-804x online, 1473-8031 print STEM-based Learning Blended with Inquiry-based Learning for Medical Students through Forensic STEM Activities Narin Nuttavut 1 , Darapond Triampo 2 , Somkid Amornsamankul * 3, 4 , Wannapong Triampo 1, 4 1 Department of Physics, 2 Department of Chemistry, 3 Department of Mathematics Faculty of Science, Mahidol University, Bangkok, Thailand. 4 Centre of Excellence in Mathematics, CHE, Sriayudhaya Rd., Bangkok, Thailand. * Corresponding author. Email: narin.nut@mahidol.ac.th; darapond.tri@mahidol.edu; somkid.amo@mahidol.ac.th; wannapong.tri@mahidol.ac.th Abstract - In many countries STEM (Science, Technology, Engineering and Mathematics) education plays a critical role in teaching and learning. As one of the active learning methods STEM-based learning is considered a choice of science learning approach in the 21st century. In combination with inquiry-based learning, it would potentially synergize learning to become more effective. Among a wide variety of STEM-based learning applications such as food, drug, and health environment, forensic STEM is one of the interesting themes for teaching at the college level especially to medical students. The main goal is to use STEM-based and inquiry-based learning to make students learn about data analysis and interpretation, which is essential to machine learning in the context of Forensics STEM. In our research reported here, it was found that students have the opportunity to open their worldview with the learning that is not mainly focused on lectures or content memorization. It provides an opportunity for students to explore how to learn with the new approach differs from what they typically experienced especially as a 1st and 2nd-year medical students. This Forensic STEM provides a learning platform that enables students to learn the multidiscipline involved via the context of forensics. Keywords - STEM-based learning, Forensic STEM, Inquiry-based learning, Machine learning, Medical students I. INTRODUCTION STEM education plays a very important role in teaching and learning. As predicted by many experts, the jobs of tomorrow will require at least some competency in STEM fields—Science, Technology, Engineering, and Mathematics [1]. It is also believed that from now on there will be such hard-pressed to find a job in the coming decades without a robot or AI or Machine learning competency [2]. One of the fastest-growing areas is human-robot interaction and the development of collaborative robots, known as co-bots. It is interesting how human beings will respond to this change to avoid being replaced by a robot or AI. As a medical doctor, like other careers, they also need to be able to respond to these changes because now there is no career immune or secured. No industry will be immune as well. Therefore, how exactly higher education like college or university should play a role or prepare for this dramatic, disruptive change is yet to be seen. One thing for sure that higher education needs to become is to make themselves to be more adaptive and innovative if they still want to be the foundation of the learning society. In this work, we have focused on medical students who are considered to be one of the top choice and most respected careers in society, especially in Asian countries. We aimed to make students learn of machine learning and forensic STEM [3]. via STEM-based integration learning. We also believe that STEM+HA (where H is Humanity and A is Art) would enhance the effectiveness of STEM education. Our STEM team has a good opportunity to arrange the workshop for medical students from Kunming Medical University, China during November 2018. We designed the workshop as the Forensic STEM module for the student to learn STEM, forensics, technology-enhanced learning, and machine learning. And in this paper, we will present one activity, namely “Forensic STEM: Who is the killer?”. We used some procedures from Forensics with Vernier's lesson developed by Vernier Software & Technology Company (https:// www.vernier.com/). This book is designed for teachers at the high school level who wish to introduce their students to forensics using engagement and realistic laboratory activities with Vernier Probeware™. We modified the lesson to make it more fun, hands-on, and flexible. By flexible, it means that students could analyze data using the conventionally low technology tool like graph paper or use the high technology application on mobile phone platforms. Hence, it could consider to be the lesson that can learn anywhere and anytime both unplugged or plugged. The main learning outcomes for this activity is for the learner to be able to demonstrate as follows: 1) learn to how to learn via STEM- based learning, 2) analyze data to critically solve the problem, and 3) explain in a pedagogical way what machine learning is. We used the inquiry-based learning (IBL) approach, a form of active learning, for this activity. It can also be viewed as constructivist learning [4]. With this designed