Qualifications of Students Who Graduated from STEM ALEX Schools in Egypt

Fatma İsmail, Feyza Candan & Erkan Kasımoğlu

doi:https://doi.org/

Original article | International Journal of Trends and Developments in Education 2023, Vol. 3(1) 65-74

Qualifications of Students Who Graduated from STEM ALEX Schools in Egypt

Fatma İsmail, Feyza Candan & Erkan Kasımoğlu

pp. 65 - 74 | Manu. Number: jtade.2023.004

Published online: July 03, 2023 | Number of Views: 4 | Number of Download: 36

Save PDF

Abstract

Several studies have been conducted regarding the STEM education system. Some of them focused on how to prepare a STEM teacher, while others focused on the STEM system and its origins and differences from the traditional education system. However, when examining previous studies, no study was found that looked at the learning outcome in STEM for the student. The skills of the graduate student from STEM schools are the output of education in schools. STEM and the evidence for its impact on the individual and society, and the difference of the STEM system from any other educational system, so this study aimed to determine the skills of graduate students from STEM schools. And to reach that goal, an attempt was made to answer the question of what are the qualifications of students who graduated from STEM schools in Egypt. Where an attempt was made to answer this question by conducting interviews with some of the graduate students from the Stem school in Alexandria in Egypt, and asking them some questions to determine what skills they acquired during the years of study at the Stem School. Interviews were conducted with 15 female students from STEM Alexandria School. Those who graduated in 2020 are now enrolled in different specializations and universities in different countries, and for this reason, the interviews were conducted through the Zoom program. The results concluded that the students who participated in this study acquired many skills that are included under two types of skills, namely soft skills and hard skills.

Keywords: STEM, STEM schools in Egypt, STEM Approach, STEM education

How to Cite this Article?

APA 6th edition
Ismail, F., Candan, F. & Kasimoglu, E. (2023). Qualifications of Students Who Graduated from STEM ALEX Schools in Egypt . International Journal of Trends and Developments in Education, 3(1), 65-74.

Harvard
Ismail, F., Candan, F. and Kasimoglu, E. (2023). Qualifications of Students Who Graduated from STEM ALEX Schools in Egypt . International Journal of Trends and Developments in Education, 3(1), pp. 65-74.

Chicago 16th edition
Ismail, Fatma, Feyza Candan and Erkan Kasimoglu (2023). "Qualifications of Students Who Graduated from STEM ALEX Schools in Egypt ". International Journal of Trends and Developments in Education 3 (1):65-74.

References

Aguilera, D., & Ortiz-Revilla, J. (2021). STEM vs. STEAM education and student creativity: A systematic literature review. Education Sciences, 11(7), 331.
Başaran, M. (2018). Okul öncesi eğitimde STEM yaklaşımının uygulanabilirliği (eylem araştırması). Doktora Tezi, Gaziantep Üniversitesi Eğitim Bilimleri Enstitüsü, Gaziantep.
Başaran, M., & Bay, E. (2023). The effect of project-based STEAM activities on the social and cognitive skills of preschool children. Early Child Development and Care, 193(5), 679-697.
Bybee, R. W. (2010). What is STEM education?. Science, 329(5995), 996-996.
Carroll, L. S. L. (2017). A comprehensive definition of technology from an ethological perspective. Social Sciences, 6(4), 126.
Durucu, A. S., & Başaran, M. (2022). Investigation of the relationship between teachers' self-efficacy in inquiry-based teaching for STEM+ S and teaching 21 st century skills. Journal of Innovative Research in Teacher Education, 3(3).
Eppes, T. A., Milanovic, I., & Sweitzer, H. F. (2012). Strengthening capstone skills in STEM programs. Innovative Higher Education, 37(1), 3-10.
Gamie, M. N. (2019). Qualitative research and case study. academia.
John, D. D., & Chen, Y. (2017, June). STEM Education Redefined. In 2017 ASEE Annual Conference & Exposition.
Karataş, Z. (2015). Sosyal bilimlerde nitel araştirma yöntemleri. Manevi temelli sosyal hizmet araştırmaları dergisi, 1(1), 62-80.
Martín‐Páez, T., Aguilera, D., Perales‐Palacios, F. J., & Vílchez‐González, J. M. (2019). What are we talking about when we talk about STEM education? A review of literature. Science Education, 103(4), 799-822.
Musiimenta, A., Tumuhimbise, W., Bangumya, E., Mugaba, A. T., Mugonza, R., Kobutungi, P., & Nankunda, M. J. (2019). Exploring the Gender Gap in Science, Technology, Engineering, and Mathematics (STEM), and Soft Skills, and Knowledge of Role of Models Among Students in Rural Uganda.
Noble, H., & Smith, J. (2015). Issues of validity and reliability in qualitative research. Evidence-based nursing, 18(2), 34-35.
Orb, A., Eisenhauer, L., & Wynaden, D. (2001). Ethics in qualitative research. Journal of nursing scholarship, 33(1), 93-96.
Özyurt, M., Kayiran, B. K., & Başaran, M. (2018). İlkokul öğrencilerinin STEM'e ilişkin tutumlarinin çeşitli değişkenler açisindan incelenmesi. Turkish Studies, 13(4), 65-82.
Rashid, Y., Rashid, A., Warraich, M. A., Sabir, S. S., & Waseem, A. (2019). Case study method: A step-by-step guide for business researchers. International journal of qualitative methods, 18, 1609406919862424.
Russell, C. K., & Gregory, D. M. (2003). Evaluation of qualitative research studies. Evidence Based Nursing, 6(2), 36–40.
Sheppard, S., Colby, A., Macatangay, K., & Sullivan, W. (2007). What is engineering practice?. International Journal of Engineering Education, 22(3), 429.
Siekmann, G., & Korbel, P. (2016). Defining “STEM” skills: review and synthesis of the literature.
Vulperhorst, J. P., Wessels, K. R., Bakker, A., & Akkerman, S. F. (2018). How do STEM-interested students pursue multiple interests in their higher educational choice?. International Journal of Science Education, 40(8), 828-846.
Vyas, M. K. (2016). Potential of Ayurveda-An eye opener. Ayu, 37(2), 85.
Wilkins, K. G., Bernstein, B. L., & Bekki, J. M. (2015). Measuring Communication Skills: The STEM Interpersonal Communication Skills Assessment Battery. Journal of Engineering Education, 104(4), 433–453. doi:10.1002/jee.20100
Yıldırım, I., Başaran, M., Cücük, E., & Yokus, E. (2018). Development of inquiry based teaching self-efficacy scale for stem+ s education: Validity and reliability study. International Online Journal of Educational Sciences, 10(3), 40-55.
المراجع العربية
أحمد, م. ف. ع. ا., & محمد فتحي عبد الرحمن. (2021). مجتمعات التعلم والممارسة الافتراضية مُدخلًا للتنمية المهنية لمديري ومعلمي مدارس (STEM) المصرية في ضوء الخبرة الأمريکية. مجلة جامعة الفيوم للعلوم التربوية والنفسية, 15(13), 214-399.‎
انتظار جاسم جبر. (2012). أهمية التعليم الالكتروني في دعم المجتمع. AL-ADAB JOURNAL, (102).‎
إبراهيم المسلمانى, د. ل., & د. لمياء. (2020). تفعيل دور تعليم STEM فى تحقيق التنمية المستدامة بمصر (تصور مقترح فى ضوء النموذج الأمريکي). مجلة البحث التربوي, 19(37), 236-412.‎
مسيل، م & منصور، ف. (2016). المدارس الثانوية للمتفوقين في العلوم والتكنولوجيا والهندسة والرياضيات وتطبيقاتها بالولايات المتحدة الأمريكية وإمكانية الإفادة منها في مصر. مجلة المنظومة.س2, ع6, 113 – 314.
مسيل ، محمد ، وعبد العظيم ، حسن (2021). كفاءات مديري المدارس المتفوقة في العلوم والتكنولوجيا والهندسة والرياضيات (STEM) بالولايات المتحدة الأمريكية وإمكانية الاستفادة منها في مصر. المجلة التربوية لكلية التربية بسوهاج ، 85 (85) ، 21-184.
قطري,ع & محمود. (2018). تطوير مدارس المتفوقين الثانوية للعلوم والتکنولوجيا (STEM) في مصر على ضوء خبرة الولايات المتحدة الأمريکية. مجلة البحث العلمى فى التربية, 19(الجزء الثالث عشر), 479-515.‎
رضوان ع.. (2019). كليات العلوم والتكنولوجيا والهندسة والرياضيات (STEM) في الولايات المتحدة الأمريكية ومصر: دراسة مقارنة. التعليم المقارن والدولي ، 12 (12) ، 11-141.
شحاتة,ع.(2019). المبادرات والخبرات العالمية في إعداد stem في فنلندا وسنغافورة وأستراليا ، وإمكانية الاستفادة منها في تطوير إعداد معلم stem

Volume 3 Issue 1

June 2023

All Articles