This study aimed at investigating the impact of Science, Technology, Engineering, Mathematics (STEM) and based-Metacognition activities in developing mathematics teachers’ pedagogical knowledge and self-esteem in Nablus Schools. The researchers used Quasi-Experimental design in order to apply post pedagogical mathematics knowledge test and the measurement of self-esteem test to help in answering the research question. Fifty mathematics teachers participated in the study, and they were divided into experimental and control groups.The experimental group participants (n=25) received a series of STEM and metacognition based activities, and the control one’s(n=25) received traditional instruction.The results of the study were in favor of the experimental group showing a positive impact of using (STEM) and based-metacognition activities on the mathematics teachers’ pedagogical knowledge and self-esteem development .
Jber, Shaker Mohammed and Al-Zoubi, Ali Mohammed
"The Impact of the Science,Technology, Engineering and Mathematics (STEM)and Metacognition Based Activities in Developing Mathematics Teachers’ Pedagogical Knowledge and Self-Esteem,"
Journal of Al-Quds Open University for Educational & Psychological Research & Studies: Vol. 7
, Article 6.
Available at: https://digitalcommons.aaru.edu.jo/jaqou_edpsych/vol7/iss22/6