مستوى معرفة وتطبيق معلمات الكيمياء لتعليم stem القائم على المشروعات في تدريس الكيمياء في المرحلة الثانوية
This study aimed to reveal the knowledge and application level of high school chemistry teachers about project-based learning (PBL) in STEM education. In so doing, the study followed the descriptive (survey) method which focuses on describing a particular phenomenon in terms of nature and degree of existence, and the descriptive (correlational) method to examine the relationship across the variables. In order to investigate the knowledge level of high school chemistry teachers about project-based learning in STEM education, the study used teacher questionnaire; while an observation card was employed to reveal the application level and analyze a sample of projects applied in chemistry. Following the verification of tools’ validity and reliability, the questionnaire was applied across (31) chemistry teachers, as they represent the study sample and population. Moreover, an initial sampling method was applied to analyze (5) projects supervised by chemistry teachers within the sample in light of project-based learning in STEM education indicators. The data obtained have been analyzed using various statistical methods, namely: Arithmetic Mean, Standard Deviation, Percentages, Spearman's Rank Correlation Coefficient, and Mann Whitney’s U Test. Study findings revealed that teachers’ knowledge level about Project based Learning in STEM education was high at a median of (3.35). furthermore, teachers’ responses to the questionnaire concerning the actual application of project-based learning in STEM education showed a clear discrepancy, which was also observed in analyzing the selected projects, despite the fact that analysis results of these projects showed that (3) projects were at the (proficient) level, and (2) were at the (advanced) level. In light of the above-mentioned findings, the researchers recommend delivering training courses to chemistry teachers to understand the correct method of applying project-based learning in STEM education and establishing communities of professional practice where chemistry teachers can exchange experience about project-based learning in STEM education. (Published abstract)