Designing and developing a training system based on the STEM approach; case of physical science teaching: research methodology
1 Nanomaterials, Technology & Innovation Research Team, Higher Normal School, Abdelmalek Essaadi, Tetouan, Morocco.
2 Energy, Materials and Computing Physics Research Team, Higher Normal School, Abdelmalek Essaadi, Tetouan, Morocco.
3 Information Technologies and System Modeling Team, Faculty of Science, Tetouan, Morocco.
Research Article
Global Journal of Engineering and Technology Advances, 2024, 21(03), 133-143.
Article DOI: 10.30574/gjeta.2024.21.3.0239
Publication history:
Received on 10 November 2024; revised on 20 December 2024; accepted on 23 December 2024
Abstract:
This article explores the design and evaluation of a pedagogical device based on the STEM (Science, Technology, Engineering, Mathematics) approach to renovate the teaching of physical sciences. Using a mixed methodology (quantitative and qualitative), the research is studying the impact of this system on teachers' teaching practices, as well as on learners' learning and motivation. The expected results include a significant improvement in the understanding of physics concepts, the development of cross-curricular skills (creativity, critical thinking, communication, collaboration, problem solving), and an increase in learner motivation and engagement. The study also highlights changes in teaching practices, enhanced by the use of technology and active teaching methods. The STEM approach is a promising strategy for transforming science teaching, promoting practical and interdisciplinary learning adapted to the challenges of the XXIᵉ century.
Keywords:
Active learning; Cross-disciplinary competencies; Innovative teaching practices; Teaching in the 21st century; Physical sciences; STEM approach
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Copyright © 2024 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0