Abstract

The initiative of STEM Schools in Egypt with a boys’ school in 6th of October and a girls’ school in Maadi can be considered a turning point in the teaching and learning of science and mathematics in Egypt. Applying Project-based learning (PBL) in STEM schools is innovative to the educational system in Egypt. Project-based learning is the main pedagogical method representing 60% of students’ final scores in grade one and two and 20% of students’ final scores in grade three for STEM School students. The goal of this study was to investigate PBL in 6th of October STEM High school for Boys, the first STEM School in Egypt, and the model for the new seven STEM schools that started in Egypt in October, 2015. This investigation was to understand students’ perceptions of PBL. A focus group protocol was carried out by three trained teachers from the school with six groups of students, two from each grade. Data collected through the focus groups were analyzed according to three themes: (1) students’ perceptions of PBL (1) students’ learning, and (2) students’ collaboration. Findings of the study suggested that students were able to voice clear perceptions; and they believe that applying PBL has enhanced their learning of subjects integrated in their projects as well as increasing their collaborations with each other in the projects’ groups. However, they also suggested that more attention should be given to grade one students since doing projects is a new experience for them. Findings also suggested that students’ grade level as well as their previous exposure to PBL influenced their perceptions of PBL.

Department

International & Comparative Education Department

Degree Name

MA in Educational Leadership

Graduation Date

Summer 7-19-2016

Submission Date

June 2013

First Advisor

El-Deghaidy, Heba

Second Advisor

NA

Third Advisor

NA

Committee Member 1

Skaggs, Jennifer

Committee Member 2

Hozayin, Russanne

Committee Member 3

NA

Extent

90 p.

Document Type

Master's Thesis

Rights

The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. The author has granted the American University in Cairo or its agents a non-exclusive license to archive this thesis, dissertation, paper, or record of study, and to make it accessible, in whole or in part, in all forms of media, now or hereafter known.

Institutional Review Board (IRB) Approval

Approval has been obtained for this item

Download

Share

COinS