Enhancing middle school science education: Evaluating a competency-based STEM training program for teachers
This study investigates the feasibility of improving science teaching quality in middle schools by enhancing teachers' Pedagogical Content Knowledge (PCK) through targeted professional development. In response to the growing demand for effective Science, Technology, Engineering, and Mathematics...
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| Main Authors: | , , , , , , , , , |
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| Format: | Article |
| Language: | English |
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Elsevier
2025-01-01
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| Series: | Social Sciences and Humanities Open |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2590291125001858 |
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| author | Mohamed A. Shahat Mahmoud M. Emam Marwa Alhinai Ehab M. Omara Nabil Alhabsi Khoula Alhosni Amur Al-Yahmedi Mohammed Al-Amri Sameh S. Ismail Sulaiman M. Al-Balushi |
| author_facet | Mohamed A. Shahat Mahmoud M. Emam Marwa Alhinai Ehab M. Omara Nabil Alhabsi Khoula Alhosni Amur Al-Yahmedi Mohammed Al-Amri Sameh S. Ismail Sulaiman M. Al-Balushi |
| author_sort | Mohamed A. Shahat |
| collection | DOAJ |
| description | This study investigates the feasibility of improving science teaching quality in middle schools by enhancing teachers' Pedagogical Content Knowledge (PCK) through targeted professional development. In response to the growing demand for effective Science, Technology, Engineering, and Mathematics (STEM) education, the study examines the impact of a competency-based STEM training program on teachers' PCK and science teaching competencies. Grounded in a quasi-experimental design, the study involved 48 junior high school teachers in Oman, randomly assigned to experimental (n = 24) or control (n = 24) groups. Data were analyzed using t-test and MANOVA, with pre- and post-test scores from the Teachers' PCK of STEM Test (TPCKST), revealing significant improvements (p < 0.05) in PCK among teachers in the experimental group compared to the control group. These findings demonstrate the potential of targeted, context-specific professional development programs in enhancing teaching quality. The study recommends integrating STEM-focused training into teacher education and in-service programs to advance STEM education and help science educators develop. |
| format | Article |
| id | doaj-art-7b757f6f8fa940f7a4e30f69d275d745 |
| institution | Kabale University |
| issn | 2590-2911 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Social Sciences and Humanities Open |
| spelling | doaj-art-7b757f6f8fa940f7a4e30f69d275d7452025-08-20T03:30:48ZengElsevierSocial Sciences and Humanities Open2590-29112025-01-011110145710.1016/j.ssaho.2025.101457Enhancing middle school science education: Evaluating a competency-based STEM training program for teachersMohamed A. Shahat0Mahmoud M. Emam1Marwa Alhinai2Ehab M. Omara3Nabil Alhabsi4Khoula Alhosni5Amur Al-Yahmedi6Mohammed Al-Amri7Sameh S. Ismail8Sulaiman M. Al-Balushi9Sultan Qaboos University, Oman; Corresponding author.Sultan Qaboos University, OmanMinistry of Education, OmanSultan Qaboos University, OmanMinistry of Education, OmanSultan Qaboos University, OmanSultan Qaboos University, OmanSultan Qaboos University, OmanSultan Qaboos University, OmanSultan Qaboos University, OmanThis study investigates the feasibility of improving science teaching quality in middle schools by enhancing teachers' Pedagogical Content Knowledge (PCK) through targeted professional development. In response to the growing demand for effective Science, Technology, Engineering, and Mathematics (STEM) education, the study examines the impact of a competency-based STEM training program on teachers' PCK and science teaching competencies. Grounded in a quasi-experimental design, the study involved 48 junior high school teachers in Oman, randomly assigned to experimental (n = 24) or control (n = 24) groups. Data were analyzed using t-test and MANOVA, with pre- and post-test scores from the Teachers' PCK of STEM Test (TPCKST), revealing significant improvements (p < 0.05) in PCK among teachers in the experimental group compared to the control group. These findings demonstrate the potential of targeted, context-specific professional development programs in enhancing teaching quality. The study recommends integrating STEM-focused training into teacher education and in-service programs to advance STEM education and help science educators develop.http://www.sciencedirect.com/science/article/pii/S2590291125001858STEM educationTeacher trainingPCKScience teachingMiddle school teachersProfessional development |
| spellingShingle | Mohamed A. Shahat Mahmoud M. Emam Marwa Alhinai Ehab M. Omara Nabil Alhabsi Khoula Alhosni Amur Al-Yahmedi Mohammed Al-Amri Sameh S. Ismail Sulaiman M. Al-Balushi Enhancing middle school science education: Evaluating a competency-based STEM training program for teachers Social Sciences and Humanities Open STEM education Teacher training PCK Science teaching Middle school teachers Professional development |
| title | Enhancing middle school science education: Evaluating a competency-based STEM training program for teachers |
| title_full | Enhancing middle school science education: Evaluating a competency-based STEM training program for teachers |
| title_fullStr | Enhancing middle school science education: Evaluating a competency-based STEM training program for teachers |
| title_full_unstemmed | Enhancing middle school science education: Evaluating a competency-based STEM training program for teachers |
| title_short | Enhancing middle school science education: Evaluating a competency-based STEM training program for teachers |
| title_sort | enhancing middle school science education evaluating a competency based stem training program for teachers |
| topic | STEM education Teacher training PCK Science teaching Middle school teachers Professional development |
| url | http://www.sciencedirect.com/science/article/pii/S2590291125001858 |
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