The Impact of Using the STEM approach in teaching on building 3rd year students’ scientific concepts of Chemistry Department at the College of Education-Sana’a

Abstract

The research aims to identify the impact of using the (STEM) approach in teaching on building 3^rd year students’ scientific concepts of the chemistry department at the College of Education, Sana’a University. To implement the research, the researchers used the quasi-experimental methodology with two control and experimental groups with a pre/post-test. The research tools were represented by testing scientific concepts in chemistry. After ensuring the validity and reliability of the test, it was applied to a sample of (30) male and female students from the Chemistry Department during the second semester of the academic year 2023. They were randomly distributed equally into two groups: experimental and control. The experimental group was taught by using the (STEM) approach, while the control group was taught by using the prevailing method. Consequently, the results of the study showed that there was an impact of teaching by using the (STEM) approach on building scientific concepts in chemistry with a significance level (α˂ 0.05) for the students of the experimental group. On the basis of the research results, the research has set a number of recommendations which are as follows: the necessity of directing educational institutions to use the STEM approach in teaching and learning science and mathematics in the stages of general and higher education, and accordingly planning educational curricula at the university.