International Journal of Elementary Education
Volume 8, Issue 4, December 2019, Pages: 80-85
Received: Jul. 16, 2019;
Accepted: Sep. 4, 2019;
Published: Nov. 5, 2019
Views 558 Downloads 237
Dawood Abed Al Malek Al-Hidabi, Curriculum & Methodology, Faculty of Education, International Islamic University Malaysia, Kuala Lumpur, Malaysia
Mohammed Fuad Abu-Owda, Curriculum & Methodology, Faculty of Education, Islamic University, Gaza, Palestine
The study aimed to uncover the effect of using a Developed Science Curriculum Based on STEM approach with Islamic Perspective on Improving Critical Thinking Skills among 9th Grade Talented female students in Gaza. To achieve the study objectives, the two researchers analyzed the content "Human body organs" in science course to the ninth grade in the light of critical thinking skills, as its shown that critical thinking skills which are available in the unit are conclusion, deduction, interpretation, Arguments evaluation, and hypotheses. The researchers used the quasi-experimental approach. The study used critical thinking skills test as tool. The study was conducted on 21 female 9th grade talented students in west Gaza Directorate. Results of the study showed statistically significant differences at significance level (α = 0.01) between the average scores of the critical thinking skills of the experimental group in the pre/post application of critical thinking skills test. In addition, the results showed differences in the post application in all critical thinking skills, and that the a Developed Science Curriculum Based on STEM approach with Islamic Perspective has a significant impact (ƞ² = 0.61).
Dawood Abed Al Malek Al-Hidabi,
Mohammed Fuad Abu-Owda,
The Effect of STEM Curriculum Based on Islamic Perspective on 9th Grade Talented Female Students' Critical Thinking in Gaza, International Journal of Elementary Education.
Vol. 8, No. 4,
2019, pp. 80-85.
Ali, Kh. & others. (2019). The impact of using the web-based knowledge travel model to teach physical innovations in the development of critical thinking skills among pre-service science teachers, an Arab research journal in the field of specific education, 13, 93-140.
Bybee, R. W. (2013). Scientific and Engineering Practices in K-12 classrooms: Understanding a framework education. Science and Children, 49 (4), 10-16.
Daowd, H. M. (2017). A proposed teaching program based on the "STEM entry into education" in science course and its effectiveness in developing the habits of mind and decision-making skills among 3rd prep. Students. (Ph.D). Imam Muhammad bin Saud Islamic University, Faculty of Social Sciences: Riyadh, Saudi Arabia.
Foqaihy, F. M. (2016). Effectiveness of the use of concept maps in the development of achievement and critical thinking skills of secondary secondary students, Society for Culture for Development, 16 (100), 241-312.
Fraser, J., Gupta, R., Flinner, K., Rank, S., & Ardalan, N. (2013). Engaging young people in 21st century community challenges: linking environmental education with science, technology, engineering and mathematics, new knowledge report. New York: New Knowledge Organization.
Ismail, H. & Sevcan, H. (2019). An Interdisciplinary Environmental Education Approach: Determining the Effects of E-STEM Activity on Environmental Awareness. Universal Journal of Educational Research, 7 (2), 337-346.
Gerlach, J. (2015). All Teachers Are STEM Teachers. EDUCATION WEEK TEACHER.
Giancarlo, C. A. & Facione, P. A. (2001). A look across four years at the disposition toward critical thinking among undergraduate students. Journal of General Education, 50 (1), 29-55.
Gorwan, F. A. (2002). Teaching Thinking "Concepts and Applications". Amman: Dar Al Fikr for Printing and Publishing.
Honey, M., Pearson, G. & Schweingruber H. (2014). STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. Committee on Integrated STEM Education. National Academy of Engineering; National Research Council.
Leatham, K. R, Peterson, B. E. Stockero, S. L., & Zoest, L. R. (2015). Conceptualizing Mathematically Significant Pedagogical Opportunities to Build on Student Thinking. Journal for research in Mathematics Education, 46 (1), 88-124.
Levin, D. M. Hammer, D., & Coffey, J. E. (2009). Novice teacher's attention to student thinking. Journal of teacher Education, 60 (2), 142-154.
Malki, M. (2018) The effectiveness of science teaching at the STEM entrance in the development of research skills in ISEF standards among primary students. International Journal of Educational and Psychological Studies, 4 (1), 113-135.
Maryland State Department of Education (2012). Maryland State STEM Standards of Practice Framework Grade k-5.
Motawwa'a, I. A. I. (2018). Effectiveness of project-based learning in developing critical thinking skills and achievement in mathematics among middle school students, Educational Journal, Kuwait University, 32 (126), 169-227.
Al-Naqa, S. & Saqer, N. (2019). The Effect of a program based on scamper model in developing critical thinking in science and life among fourth graders in Gaza. IUG Journal of Educational and Psychology sciences, 22 (2), 01-24.
Al-Otaibi, N. (2007). Effectiveness of Using the "Learning Course" Method in Achieving Mathematics and Developing Critical Thinking Skills among Second Grade Students in Makkah Al Mukarramah, Master Thesis, College of Education, Umm Al Qura University, Saudi Arabia.
Al-Otoum, A. & Al-Jarrah, A. (2009). Development of thinking skills (theoretical models and practical applications). Second Edition. Amman: Dar Al- Maseera.
Al-Otoum, A. & others. (2007). Improving thinking skills. Oman: Dar Al- Maseera.
Abu-Owda, M. & A. Abu-Mousa, A. (2019). Effect of a Science Unit "Light & Life" designed according to the Integrative STEM approach on the Improvement of Scientific Practices among 9th grade students. Journal of Research & Method in Education, 9 (3), 46-50, 2019.
Owens, K. (2007). Classroom Critiques: Transforming Conformity in to Creativity. Industry and Higher Education, 21 (5), 345-351.
Rehmat, A. P. (2015). Engineering the path to higher-order thinking in elementary education: A problem-based learning approach for STEM integration. Doctoral dissertation. University of Nevada, Las Vegas. UNLV Theses/ Dissertations/ Professional Papers/ Capstones. Paper 2497. Retrieved from http://digitalscholarship.unlv.edu/these sdissertations [Access Dec 01 2018]
Sabri, M. & others. (2016). The effectiveness of a proposed program for the development of critical thinking skills among the students of different people in the Faculty of Education, Benha University, an Arab research journal in the fields of specific education, 3, 123-150.
Shammari, M. M. (2018). Building an enrichment program based on STEM approach and its effectiveness in developing the athletic strength skills of talented students in the middle stage in Hail. (Ph.D). Imam Muhammad bin Saud Islamic University: Kingdom of Saudi Arabia.
Tenaglia, T. (2017). STEAM curriculum: Arts education as an integral part of interdisciplinary learning. Messiah College Curriculum and Instruction Research Project, Parkway.
Yıldırım, B. & Selvi, M. (2017). An experimental research on effects of STEM applications and mastery learning. Journal of Theory and Practice in Education, 13 (2), 183-210.
Zoghbi, A. M. (2004). Preparation of a training program to teach thinking to students of mathematics teacher at Mutah University and its impact on critical thinking, Journal of Faculty of Education, Assiut, Egypt, 20 (2), 128-154.