Saudi Arabian science and mathematics teachers’ attitudes toward integrating STEM in teaching before and after participating in a professional development program-Reference-Cited by-同舟云学术

Saudi Arabian science and mathematics teachers’ attitudes toward integrating STEM in teaching before and after participating in a professional development program

Published:2019-01-01 Issue:1 Volume:6 Page:1580852
ISSN:2331-186X
Container-title:Cogent Education
language:en
Short-container-title:Cogent Education

Author:

Aldahmash Abdulwali H.¹,Alamri Naem, M.²,Aljallal Mohammed A.³

Affiliation:

1. Chemical education, The Excellent Center for Science and Mathematics Education, King Saud University, P.O. Box 2458, Riyadh, Saudi Arabia

2. Math education, King Saud University, curriculum and instruction dept. College of education, and Excellent Center for Science and Mathematics Education, King Saud University, P. O. Box 2458, Riyadh 11451, Saudi Arabia

3. Educational Administration, The Ministry of Education, Riyadh, Saudi Arabia

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/2331186X.2019.1580852

Reference63 articles.

1. SAUDI ELEMENTARY SCHOOL SCIENCE TEACHERS’ BELIEFS: TEACHING SCIENCE IN THE NEW MILLENNIUM

2. Assessing changes in teachers’ attitudes toward interdisciplinary STEM teaching

3. Almazroa, H. & Alshamrani, S. (2015). Saudi science teacher professional development: Trends, practices, and future directions. In N. Mansour and S. Alshamrani (Eds.), Science education in the Arab Gulf States: Visions, sociocultural contexts, and challenges. Rotterdam: Sense Publishers.

4. Psychosocial intervention for rural women with breast cancer

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