ERIC Number: EJ1456117
Record Type: Journal
Publication Date: 2024
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2166-2681
EISSN: EISSN-2690-0408
Available Date: N/A
Moving beyond Cognition: An Exploration into the Metacognitive Awareness of Science Teachers on STEM Education
Shifali TV; M. N. Mohamedunni Alias Musthafa
Journal of Interdisciplinary Studies in Education, v13 spec iss 1 p115-131 2024
Science, technology, engineering, and mathematics (STEM) education has gained popularity as an interdisciplinary approach that combines these subjects into a single curriculum. STEM concepts align with the competencies the contemporary workforce requires, making it a desirable education model to foster twenty-first-century skills. The dynamism of the metacognitive awareness of science teachers in STEM has not been the subject of serious research. This study explores the metacognitive awareness level of science teachers in STEM, and the results are average. A gap exists between the living culture and the learning culture of students in this digital era. STEM is a new way of learning and comprehending in terms of a sustainable future.
Descriptors: Metacognition, Science Teachers, STEM Education, Institutional Characteristics, Individual Differences, Gender Differences, Secondary School Teachers, Foreign Countries, Private Schools, Public Schools, Rural Urban Differences
STAR Scholars Network & OJED. 6 Delgreen Court, Nottinghamm, MD 21236. Web site: https://www.ojed.org/index.php/jise
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: India
Grant or Contract Numbers: N/A
Author Affiliations: N/A