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http://hdl.handle.net/20.500.12358/28667
TitleThe Science Curriculum based on STEM Approach with Islamic Perspective and its effect on Improving Love of Learning among 9th students in Gaza.
Title in Arabicمنهج العلوم المبني على منحى STEM التكاملي من منظور إسلامي وأثره على تحسين حب التعلم لدى الطلاب التاسع في غزة.
Abstract

The current study aimed at revealing the effect of integrative STEM approach from an Islamic perspective in improving love of learning among talented students of 9th grade at science course, and the study followed the Quasi-experimental approach according to pre-post design for one case, as the study sample was (20) talented students of 9th at Mustafa Hafez School. To answer the study main question, love of learning scale was used. The results showed that there are statistically significant differences in the result of love of learning scale between the pre and post application, also it showed that there is an effect to use science course that based on integrative STEM approach from an Islamic perspective in teaching science, this is as a result to overcome the problems that face teachers during presenting the scientific knowledge.

Authors
Al-Hidabi, Dawood
Abu owda, mohammed
TypeJournal Article
Date2019
LanguageEnglish
Subjects
STEM approach with Islamic Perspective
Love of Learning
Talented 9th grade students
Published inIOSR Journal Of Humanities And Social Science (IOSR-JHSS)
SeriesVolume 24, Issue 8
Citation
Item linkItem Link
DOI10.9790/0837-2408093338
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  • Staff Publications- Faculty of Education [320]
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The institutional repository of the Islamic University of Gaza was established as part of the ROMOR project that has been co-funded with support from the European Commission under the ERASMUS + European programme. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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The institutional repository of the Islamic University of Gaza was established as part of the ROMOR project that has been co-funded with support from the European Commission under the ERASMUS + European programme. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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