الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 61
(7) Said, Z., Naimi, I., Al-Thani, H., Abu-Tineh, A., & Mansour, N. (2023) Steps toward
integrating stem education into school curricula. The Eurasia Proceedings of Science, Technology,
Engineering & Mathematics (EPSTEM), 22. (Indexed Scopus)
STEM integration across science, technology, engineering, and mathematics curricula promotes
the application of these subjects in real-world contexts. As students engage in STEM education,
they develop the transferable skills needed to meet the demands of today's global economy and
society and become scientifically and technologically literate citizens. In addition, integrating
certain STEM-related subjects can reinforce students' understanding of each subject and their
interrelationships. In high-quality programs today, 21st-century skills require more rigorous
content than the traditional science and math curricula provide. The paper gives a rationale for the
need for change from teaching fully isolated subjects of STEM to an integrated approach. It
connects the STEM approach, which builds a strong foundation in the critical 4C skills
(Collaboration, Critical Thinking, Communication, and Creativity), which they apply to solve realworld challenges grounded in science, technology, engineering, and math content. This paper
provides a step-by-step strategy to integrate STEM education into school curricula by applying a
simplified theory of change. The study relies on a literature review supported by the analysis of
semi-structured interviews with 50 science and mathematics teachers from preparatory and
secondary public schools in Qatar.
(8) Al-shaya, F., Al-Balushi, S., & Mansour, N. (2022). Handbook in Teaching and learning
Science: Theory and practices ( )اﻟﻤﺮﺟﻊ ﻓﻲ ﺗﻌﻠﻢ اﻟﻌﻠﻮم وﺗﻌﻠﯿﻤﮭﺎ ﻣﻦ اﻟﻨﻈﺮﯾﺔ اﻟﻲ اﻟﻤﻤﺎرﺳﺔKing Saud University
Press. KSA (in Arabic).
This book consists of 21 chapters distributed over four main units, which are: 1) The nature of
science and learning theories and their applications in science learning and teaching, 2) Approaches
and strategies for learning and teaching science, 3) Science curricula, their standards, and issues,
4) The preparation and professional development of science teachers. The first unit includes five
chapters focusing on the nature of science and the relationship of science learning with learning
theories and the psychological characteristics that influence science learning and the conceptual
development of learners and their thinking skills when learning science. The second unit includes
six chapters that focus on prominent approaches to science teaching such as inquiry, dialogue,
writing, teaching techniques, informal education, and teaching science to individuals with special
needs. The third unit includes seven chapters covering topics related to standards, designing and
developing science curricula, the approach of science, technology, engineering, and mathematics
(STEM), societal scientific issues, student learning assessment, and international studies and tests.
Meanwhile, the fourth unit covers three chapters on science teacher preparation programs, their
professional development, and the evolution of their pedagogical knowledge.
(9) Davies, O. & Mansour, N. (2022). Exploring the Use of Cognitive Science Approaches
Alongside SOLO Taxonomy as a Pedagogical Framework to Build Deeper Knowledge in Science
and Foundation Subjects at Primary Schools in UK. Education Sciences, 12,.
https://doi.org/10.3390/educsci12080523 (Indexed Scopus, Q1, IF 3.0 and WoS, IF 1.46)
Recent discoveries in cognitive science have led to understanding that there may be more effective
ways to help pupils retain information, which then supports them to improve their critical thinking,
thus leading to deeper learning. This paper explores a combination of two of these cognitive science
61
ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
