الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 18
ﺳﺒﺄ ﻣﻨﺼﻮر ﻗﺎﺿﻲ.د
ﻋﻣﯾد اﻟدراﺳﺎت اﻟﻌﺎﻣﺔ
أﺳﺘﺎذ ﻣﺴﺎﻋﺪ ﺑﻘﺴﻢ اﻟﻌﻠﻮم اﻟﺘﺮﺑﻮﯾﺔ – ﻛﻠﯿﺔ اﻟﺘﺮﺑﯿﺔ – ﺟﺎﻣﻌﺔ ﻗﻄﺮ
sabaa@qu.edu.qa
ORCID
https://orcid.org/0000-0001-6087-5683
Scopus ID
57215780369
https://www.scopus.com/authid/detail.uri?authorId=57215780369
(1) Qadhi, S. M., Al Ahmadi, A., Mosleh, R. H. A., & Jalalah, R. A. (2024). The key factors for
shaping and developing professional identity in higher education. In The Development of
Professional
Identity
in
Higher
Education (pp.
194-207).
Routledge.
https://doi.org/10.4324/9781003407133
This chapter reports the key factors that shape and develop professional identities in higher
education institutions. By reporting the key factors such as education, work experiences, personal
and societal beliefs and values, professional networking, and economic conditions, and the use of
our self-reflections, we hope to emphasize the significance of transformative learning and the role
of mentors in developing individuals’ skills and competencies to gain a deeper understanding of
their professionalism and overcome obstacles. We also hope that such self-reflections are useful
for new academics who might need to learn how to shape and strengthen their professional
identities in higher education.
(2) Atieh, F. A., Abdurahim, A., Tiah, A., AlTairi, B., & Qadhi, S. (2024). The Effectiveness of Using
STEM Strategy on Improving Problem-Solving Skills For K-12 Students: Meta-Analysis. Kurdish
Studies, 12(1), 4540-4557. https://doi.org/10.58262/ks.v12i1.327
The integration of STEM (Science, Technology, Engineering, and Mathematics) education is
increasingly recognized for its potential to enhance problem-solving skills among K-12 students.
This meta-analysis synthesizes findings from 18 diverse studies—spanning qualitative,
quantitative, and mixed-methods approaches and various national contexts—to evaluate the
effectiveness of STEM education in improving these critical skills. The studies, covering periods
before, during, and after the COVID-19 pandemic, consistently affirm the positive impact of STEM
pedagogy on students' problem-solving abilities. Additionally, this research explores the specific
role of project-based learning (PBL) within STEM education, aiming to determine how much this
teaching strategy can further augment students' problem-solving competencies. The results
highlight the significant benefits of employing STEM strategies in general classroom settings and
within PBL contexts in fostering enhanced problem-solving and critical thinking skills among K12 students. This study contributes to the ongoing discourse on educational strategies, underscoring
the value of STEM education in preparing students to tackle complex problems effectively.
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