فاعلية برنامج قائم على مدخل التكامل بين العلوم و التكنولوجيا و الهندسة و الرياضيات STEM لتنمية مهارات القرن الحادي و العشرين لدى طلاب الشعب العلمية بكلية التربية

الملخص EN

The purpose of this study is to investigate the effectiveness of a program Based on The integrated Approach Between Science, Technology, Engineering and Mathematics (STEM) in Developing The Twenty-First Century Skills among scientific Sections students at Faculty of Education.

The participants of the study consisted of one group from third year scientific sections students (Mathematics - Chemistry - Physics - Biological and Geological Sciences) at the Faculty of Education - Benha University, and their number was (10) students from each section, with 40 students for the group as a whole.

The students studied the Egyptian Great Challenges program based on STEM approach, during the first semester of the academic year 2019/2020.

The researchers designed two instruments, which were applied before and after the implementation of the experiment, namely, the twenty-first century skills test and the twenty-first century skills scale.

The results of the study revealed that there were statistically significant differences at a level of significance less than or equal to (0.01) between the mean scores of the study participants in the pre and post administrations in favor of the post administration in both the twenty-first century skills test and the twenty-first century skills scale.

There were no statistically significant differences at a level of significance less than or equal to (0.05) among the mean scores of the study participants according to the specialization variable in the post-application of each of the twenty-first century skills test and the twenty-first century skills scale, and there is a strong positive statistically significant correlation at the level of significance (0.01) between the scores of the study the study participants in the post administrations of the twenty-first century skills test, and their scores in the post administration of the twenty-first century skills scale.

The study presented a number of recommendations and suggestions, including conducting training courses for teachers on the use of the STEM approach, conducting training courses for teachers to develop their twenty-first century skills, and how to develop them among their students, and developing curricula (mathematics - chemistry - physics - biological and geological sciences) at the secondary stage in light of STEM approach.