The Impact of the Science,Technology, Engineering and Mathematics (STEM)and Metacognition Based Activities in Developing Mathematics Teachers’ Pedagogical Knowledge and Self-Esteem

Authors

  • أ. شاكر محمد شاكر جبر جامعة اليرموك
  • أ. د. علي محمد علي الزعبي جامعة اليرموك

Keywords:

STEM, Metacognition, Pedagogical mathematics knowledge, Self-Esteem

Abstract

This study aimed at investigating the impact of Science, Technology, Engineering, Mathematics (STEM) and based-Metacognition activities in developing mathematics teachers’ pedagogical knowledge and self-esteem in Nablus Schools. The researchers used Quasi-Experimental design in order to apply post pedagogical mathematics knowledge test and the measurement of self-esteem test to help in answering the research question. Fifty mathematics teachers participated in the study, and they were divided into experimental and control groups.The experimental group participants (n=25) received a series of STEM and metacognition based activities, and the control one’s(n=25) received traditional instruction.

The results of the study were in favor of the experimental group showing a positive impact of using (STEM) and based-metacognition activities on the mathematics teachers’ pedagogical knowledge and self-esteem development .

Author Biographies

أ. شاكر محمد شاكر جبر, جامعة اليرموك

طالب دكتوراه 

أ. د. علي محمد علي الزعبي, جامعة اليرموك

أستاذ دكتور

Downloads

Published

2018-06-11

How to Cite

جبر أ. ش. م. ش., & الزعبي أ. د. ع. م. ع. (2018). The Impact of the Science,Technology, Engineering and Mathematics (STEM)and Metacognition Based Activities in Developing Mathematics Teachers’ Pedagogical Knowledge and Self-Esteem. Journal of Al-Quds Open University for Educational & Psychological Research & Studies, 7(22). Retrieved from https://journals.qou.edu/index.php/nafsia/article/view/1991

Issue

Vol. 7 No. 22 (2018): المجلد السابع، ع (22)، رجب 1439هـ / نيسان2018م

Section

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