أثر التدريس القائم على منحى (stem) على التحصيل في مبحث العلوم لدى طلبة الصف السابع
The study aimed to explore the effect of STEM-based teaching on science achievement among seventh-grade students. The study employed a quasi-experimental design suitable for its objectives. The study sample consisted of (40) students purposefully selected from seventh-grade students in a private school in the capital, Amman. They were randomly divided into two groups: the experimental group, which was taught using the STEM approach and consisted of (20) students, and the control group, which was taught using the traditional method and also consisted of (20) students. The study tool (science achievement test) was developed and validated for its reliability and validity. The results of the study showed significant differences in the achievement test according to the teaching method. The differences were in favor of the experimental group students who were taught using the STEM approach compared to the control group. The study made several recommendations emphasizing the necessity of integrating the STEM approach into the educational process in other scientific subjects and across multiple educational stages. (Author's abstract)