أثر نشاطات قائمة على التكاملية بين العلوم و التكنولوجيا و الهندسة و الرياضيات (STEM)‎ و التفكير ما وراء المعرفي في تنمية المعرفة البيداغوجية و تقدير الذات لدى معلمي الرياضيات للمرحلة الأساسية العليا

Abstract EN

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.