This study highlights a collaborative initiative between schools and universities to develop a professional development framework aimed at integrating STEM (Science, Technology, Engineering, and Mathematics) into K-6 science classrooms. Utilizing design-based implementation research, university facilitators collaborated with six science student teachers and coaches to create an accessible vision of STEM integration, grounded in the principles of Model-Eliciting Activities (MEAs). MEAs are open-ended, real-world problem-solving tasks designed to help students develop scientific models and deepen their understanding of key concepts.

The researchers designed a flexible professional development approach with three primary goals:
(1) assessing participants' diverse experiences in integrating STEM into the curriculum,
(2) promoting a new perspective on STEM integration through open-ended science problems rooted in real-world contexts, and
(3) emphasizing the explicit inclusion of science content.

Qualitative analysis, including participant discussions, written reflections, and classroom observations, revealed participants' readiness to implement MEAs as a method for integrating STEM into K-6 classes. However, participants also recognized the need for ongoing support to address challenges such as curriculum pacing and administrative expectations.

The results of this research suggest that this collaborative effort can significantly enhance STEM integration, particularly within the unique natural resource context of Phuket. This approach not only fosters STEM instructional leadership but also encourages transdisciplinary integration and prepares students for STEM-related roles and careers.

Keywords: Model-eliciting activity, Professional development, STEM integration, Science coaching, Design-based implementation research.