The effect of an enrichment program in the light of the integrated science, technology, engineering and mathematics (STEM) on developing 21st century skills among Gifted students.
DOI:
https://doi.org/10.33830/ijrse.v5i1.1273Abstract
The study aimed to identify the impact of an enrichment program in the light of STEM integration approach in developing the 21st century skills of Gifted students at the secondary level. The study used a quasi-experimental design, The sample of the study included 60 student from the second year of high school, at Jamal Abdel Nasser High School for Gifted Students, in the capital, Sana'a, and divided into two groups: experimental (30) and control (30)., The researcher built a 21st century skills test, consisting of 46 items, The researcher also built the enrichment program according to the STEM approach, The results showed The enrichment program, in the light of the STEM approach studied by the experimental group, led to the development of the 21st century skills included in the study. The study recommended developing curricula for Gifted students in the light of 21st century skills and using the STEM approach, training teachers on how to use STEM approaches in teaching the gifted, and designing complementary activities and integrating them into the curricula in order to achieve the development of 21st century skills among the Gifted students.
References
Al-Ahwal, Marwa Nabil (2021). The effectiveness of a developed unit in mathematics based on the STEM approach and CCSSM Mathematical Practice Standards to improve the ability of middle school students to solve life mathematical problems. Mathematics Education Journal, V. (24), P (2), C (2), January 2021 AD.
Al-Ghamdi, Samia (2019). The effectiveness of an enrichment program according to the direction of STEM education in developing creative thinking skills among gifted middle school students, Scientific Journal of the Faculty of Education, Assiut University, Volume Thirty-five, Issue Five, Part Two, May 2019 http://www.aun.edu.eg/faculty_education/arabic
Al-Shammari, Maha M. (2018). Building an enrichment program based on the STEM approach and its effectiveness in developing the skills of mathematical strength for talented students in the intermediate stage in the city of Hail. Unpublished PhD thesis, College of Education, Imam Muhammad bin Saud Islamic University, Kingdom of Saudi Arabia.
Al-Khazim, Khaled and Al-Ghamdi, Muhammad (2016). Content analysis of mathematics textbooks for the upper grades of the primary stage in the Kingdom of Saudi Arabia in the light of 21st century skills. The Message of Education and Psychology, p. (53), pp. 61-88.
Al-Qabbali, Yahya (2012). The effectiveness of an enrichment program based on smart games in developing problem-solving skills and achievement motivation among Gifted students in Saudi Arabia. The Arab Journal for the Development of Excellence, Volume Three, Issue 4, 2012.
Al-Saeed, Reda Massad (2018). STEM: A Modern, Interdisciplinary Integrative Approach to Academic Excellence and 21st Century Skills, Journal of Mathematics Education, Vol. 21, p. 2, Jan. 2, pp. 6-42.
Colanfelo, N., & Davis, G. A. (1997): Handbook of gifted education (2nd ed.). London: Allyn & Bacon.
DeJarnette, N. K. (2018). Implementing STEAM in the early childhood classroom. European Journal of STEM Education, 3(3), 18. https://doi.org/10.20897 /ejsteme/3878
El-Demerdash, M & Kortenkamp,U,(2009). The effectiveness of enrichment program using dynamic geometry software in creativity, proceedings of the 9th International Conference on Technology in Mathematics Teaching , ICTMT 9 Metz, france , 6-9 July.
Ghanem, Tafeeda Syed (2012). Designing curricula for Gifted students in light of the STEM approach (Science - Technology - Engineering Design - Mathematics) in the secondary stage, National Center for Educational Research and Development, Curriculum Development Research Division, Egypt.
Hilal, Samia (2021). The effectiveness of a developed unit in the light of the STEM cognitive integration approach in developing some 21st century skills among sixth graders, Mathematics Education Journal, Vol.
Kusmawan, U. (2022). A Virtual Lab As A Vehicle For Active Learning Through Distance Education. International Journal of Research in STEM Education (IJRSE). ISSN 2721-2904 (online). Volume 4 Number 2 (2022): 18-38
Kusmawan, Udan, and Rafidah Abd. Karim. 2022. Teaching And Learning During Covid-19 And Beyond. In , edited by Udan Kusmawan and Rafidah Abd. Karim, 1st ed., 67. Jogjakarta: Deepublish.
Muhammad, Rasha Hashem (2019). A proposed teaching model for teaching geometry based on Gardner's Five Minds Theory to develop 21st Century skills and mathematical self-concept among first year secondary students, Journal of the Faculty of Education, Benha University, Issue (117) January, C (1), pp. 177-254.
Magner, T., Soulé, H., & Wesolowski, K. (2011). P21 Common Core toolkit: A guide to aligning the Common Core State Standards with the Framework for 21st Century Skills.
National Research Council NRC. (2012). Framework for K-12 Science Education Practices, Crosscutting Concepts, and Core ideas. Washington, DC: National Academy Press.
Ozkan, G., & Topsakal, U. U. (2017). Examining students’ opinions about STEAM activities. Journal of Education and Training Studies, 5(9), 115-123.
Rabat, Bahira Shafiq (2018). The effectiveness of combining the strategy of thinking maps and the learning model based on dual attitudes in developing some of the 21st century skills in the study of geometry among first-grade female students. Mathematics Education Journal, Vol. (21), p. (12), p. (3), October 2018, pp. 277-368.
Saudi, Alaa Hassan (2013). An approach based on 21st century skills to develop creative reading and learning independence among preparatory stage students using the text re-text strategy. Journal of Studies in Curricula and Teaching Methods, p. (193).
Shalabi, Nawal Muhammad (2014). A proposed framework for integrating 21st century skills into science curricula in basic education in Egypt. Specialized International Educational Journal: Dar Simat for Studies and Research, Vol. 3, p. 10.
Taha, Abdullah Mahdi (2019). The effectiveness of a proposed unit in Physics in the light of STEM entrance and a study of its impact on the development of 21st century skills among secondary school students. Educational Journal, Vol. (33), P. (130) C (2), March 2019.
Turling, Bernie, and Fadell, Charles (2013). 21st Century Skills Learning for life in our time. Translated by Badr bin Abdullah Al-Saleh. King Saud University, Scientific Publishing and Press Center, Riyadh, Saudi Arabia.
Wahba, Fatima A. & Tabieh , A. S. & Banat, S. Y.(2022). The power of STEAM activities in enhancing the level of metacognitive awareness of mathematics among students at the primary stage. EURASIA Journal of Mathematics, Science and Technology Education,18(11), https://doi.org/10.29333/ejmste/12562
Yildirim, B. (2016). An Analyses and Meta-Synthesis of Research on STEM Education. Journal of ducation and Practice, 7(34), 23-33.
Downloads
Published
Versions
- 2023-08-31 (3)
- 2023-09-01 (2)
- 2023-08-31 (1)
How to Cite
Issue
Section
License
Copyright (c) 2023 Fahd Mohammed Ghaleb alaaseme
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Content Licensing, Copyright, and Permissions
1. License
International Journal of Research in STEM Education has CC-BY NC or an equivalent license as the optimal license for the publication, distribution, use, and reuse of scholarly work for non-commercial purposes. The non-commercial use of the article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution-NonCommercial 4.0 International License.
Creative Commons License
2. Author’s Warranties
The author warrants that the article is original, written by the stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
3. User Rights
The International Journal of Research in STEM Education's objective is to disseminate articles published as free as possible. Under the Creative Commons license, this journal permits users to copy, distribute, display, and perform the work for non-commercial purposes only. Users will also need to attribute authors and this journal on distributing works in the journal.
4. Rights of Authors
Authors retain the following rights:
Copyright, and proprietary rights relating to the article, such as patent rights,
The right to use the substance of the article in future own works, including lectures and books, The right to reproduce the article for own purposes, The right to self-archive the article, the right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal (International Journal of Research in STEM Education).
The author has a non-exclusive publishing contract with a publisher, and the work is published with a more restrictive license, the author retains all the rights to publish the work elsewhere, including commercially, because she/he is not subject to the conditions of her / his own license, regardless of the type of CC license chosen.
5. Co-Authorship
If the article was jointly prepared by other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf and agrees to inform his/her co-authors of the terms of this agreement.
6. Termination
This agreement can be terminated by the author or International Journal of Research in STEM Education at two months’ notice where the other party has materially breached this agreement and failed to remedy such breach within a month of being given the terminating party’s notice requesting such breach to be remedied. No breach or violation of this agreement will cause this agreement or any license granted in it to terminate automatically or affect the definition of the International Journal of Research in STEM Education.
7. Royalties
This agreement entitles the author to no royalties or other fees. To such extent as legally permissible, the author waives his or her right to collect royalties relative to the article in respect of any use of the article by This agreement can be terminated by the author or International Journal of Research in STEM Education upon two months’ notice where the other party has materially breached this agreement and failed to remedy such breach within a month of being given the terminating party’s notice requesting such breach to be remedied. No breach or violation of this agreement will cause this agreement or any license granted in it to terminate automatically or affect the definition of the International Journal of Research in STEM Education or its sublicensee.
8. Miscellaneous
International Journal of Research in STEM Education will publish the article (or have it published) in the journal if the article’s editorial process is successfully completed and the International Journal of Research in STEM Education or its sublicensee has become obligated to have the article published. International Journal of Research in STEM Education may conform the article to a style of punctuation, spelling, capitalization, referencing, and usage that it deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible, and such access will be free of charge for the readers.
