The Effectiveness of STEM-Based Chemistry Teaching on Scientific Concept Acquisition Among Tenth-Grade Students

Abstract

The study aimed to identify the effectiveness of STEM-based chemistry teaching in acquiring scientific concepts among the basic tenth grade students in the Directorate of education of the Koura Brigade, the study adopted a semi-experimental curriculum, and the study sample consisted of 50 students selected by random method distributed over two study divisions, where one of these divisions was randomly selected as an experimental group (the educational material was taught using the stem the number of its members was (25), and the study included a test of acquiring chemical concepts.

The results showed that there is a statistically significant difference d at the level of significance (0.05=a between the two computational averages for the dimensional measurement of the acquisition of chemical concepts (in general) in the sample of tenth grade students, depending on the group variable (experimental, control), in favor of the experimental group that was taught using the stem input. The study recommended training chemistry teachers to design and implement lessons according to the STEM input, and provide them with appropriate teaching strategies that support project-based learning and scientific investigation.

1 Introduction

In response to the accelerated scientific transformations that characterize the current stage, interest in the Basic Sciences has become an increasing research interest, as a knowledge base on which sustainable development and technical renaissance are based. Basic sciences are not limited to explaining natural phenomena, but extend to building systematic thinking practices, and establishing competence on analysis, reasoning and evidence-based decision-making, which leads to the preparation of individuals capable of conscious interaction with contemporary scientific and technological challenges.

In light of the importance of basic sciences and the interest in studying them and their prominent role in building contemporary societies, chemistry stands out as one of the most important Sciences in the scientific system, where chemistry is known as the science that investigates the study of materials in terms of their structure and the relationship of this structure with their properties and their interaction with each other to produce new materials.

2 Method and procedure

To achieve the objectives of the study, the researcher used a semi-experimental design, with a pre-dimensional design of two groups with a variable teaching method (STEM input, and the usual method).

Study personnel:

During the second semester of the academic year 2025/2024, the study personnel were selected by the intentional method from the students of the tenth basic grade at Jenin Al-Safa Comprehensive Secondary School for boys belonging to the Directorate of education of the Koura Brigade, numbering (50) students, divided into two study divisions, where one of these divisions was randomly selected as an experimental group (the educational material was taught using the stem entrance) and the number of its members reached (25) students, and the second division was considered as an officer group (it was taught by the number of its members (25) students.

3 Results

Table 4: arithmetic averages and standard deviations for the acquisition of chemical concepts in their total significance among the members of the experimental and control groups in the pre-and post-measurement and adjusted according to the group variable

Group	No	Pre-test		Post-test		Average
		Arithmetic mean	Standard deviation	Arithmetic mean	Standard deviation	Adjusted average	Standard error
Experimental	25	7.86	3.04	14.80	3.91	14.97	0.62
control	25	8.31	3.36	20.41	3.90	20.24	0.62

It is clear from Table (4) that there are apparent differences between the arithmetic averages for the acquisition of chemical concepts (as a whole) in the members of the experimental and control groups of tenth grade students in telemetry depending on the group variable in favor of the experimental group in which the stem input was used to teach.

4 Results discussion

The results showed that there is a statistically significant difference at the level of significance (0.05=a) between the two computational averages for the dimensional measurement of the acquisition of chemical concepts (as a whole) in the sample of tenth grade students depending on the group variable (experimental, control), in favor of the experimental group that was taught using the stem entrance. This result is due to the educational advantages of this entrance based on integration between its various fields; which leads to the presentation of scientific knowledge in a coherent manner that helps The integration of these areas allows students to employ scientific concepts in life situations and practical applications, which enhances the integration of their knowledge and makes the learning process more relevant to daily life.

5 Recommendations

• Using the STEM entrance in teaching chemistry at the secondary level more broadly, because of its positive impact on the development of the acquisition of chemical concepts among students.
• Train chemistry teachers to design and implement lessons according to the STEM portal, and provide them with appropriate teaching strategies that support project-based learning and scientific inquiry.
• Reorganizing some topics of chemistry curricula to allow the application of the STEM entrance in an integrative manner, focusing on linking chemical concepts with real-life applications.
• Conducting future studies that address the impact of the STEM input on other educational variables such as scientific thinking, creative thinking, and the trend towards chemistry at various academic stages.