The Effect of the Integration of STEM on Critical Thinking and Technology Acceptance Model

Autor/inn/en	Mater, Naela Rashad; Haj Hussein, Muhannad Jamil; Salha, Soheil Hussein; Draidi, Fadi Rabah; Shaqour, Ali Zuhdi; Qatanani, Naji; Affouneh, Saida
Titel	The Effect of the Integration of STEM on Critical Thinking and Technology Acceptance Model
Quelle	In: Educational Studies, 48 (2022) 5, S.642-658 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mater, Naela Rashad) ORCID (Haj Hussein, Muhannad Jamil) ORCID (Salha, Soheil Hussein) ORCID (Shaqour, Ali Zuhdi) ORCID (Affouneh, Saida)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2020.1793736
Schlagwörter	STEM Education; Science Activities; Critical Thinking; Cooperation; Foreign Countries; Educational Technology; Palestine + Suchen Sie Ihr Suchwort? STEM; Kritisches Denken; Co-operation; Kooperation; Ausland; Unterrichtsmedien; Palästina
Abstract	Science, technology, engineering and mathematics (STEM) is a comprehensive approach that integrates those disciplines into a cohesive learning paradigm. Applying this approach is very important to modernize teaching strategies in order to provide the current competitive and skill-based job market. This study aims to investigate the impact of using STEM- based activities on students' thinking skills. The researchers used an experimental approach, where two groups of students were chosen; an experimental and control one. The control group was taught by using the traditional strategies, while the experimental group was taught using STEM-based activities through collaborative working groups based on CCTST and TAM. The main findings revealed that the experimental group students' attitudes were positively changed towards learning science, technology and maths. Students were able to solve real-life problems, learn complex concepts and apply them. It was recommended to use STEM-based activities in schools in a more systematic way. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01