Metacognitive Awareness of STEAM Education among Primary Stage Teachers in Jordan


  • Farida Bernardos Haddad
  • Ahmad A.S.Tabieh
  • Mohareb Alsmadi
  • Othman Mansour
  • Elham Al-Shalabi


Metacognitive Awareness, Metacognition, STEAM education, Primary Teachers


This study aimed to investigate the level of metacognitive awareness of STEAM education among primary stage teachers in Jordan. It also aimed to identify the impact of school type, experience, and specialization on the level of Metacognitive awareness. Via purposive sampling, 370 science, computer science, social science and humanities, and mathematics teachers were selected, who already know about the STEAM approach, from public and private schools in Amman and Madaba Governorates. The researcher developed a five-point Likert-type scale to measure metacognitive awareness among primary school teachers about the STEAM approach. The researcher verified the content validity by presenting the instrument to a group of experts in curricula and teaching methods to determine the extent of the clarity and comprehensiveness of the items. The researcher applied the questionnaire to a pilot of 30 from outside the sample to calculate the constructive validity and reliability. The results of the application showed constructive validity ranging between (.65 and .82). The researcher concluded that the level of metacognitive awareness among teachers with 3 years and more experience who work in the private sector is higher than those who work in the public sector. The results also showed no significant difference in the level attributed to the specialization variable. The researcher recommends that the Ministry of Education should prepare a successful education reform process in addition to adopting a unified reform plan with clear educational goals and outcomes.


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How to Cite

Haddad, F. B. ., A.S.Tabieh , A., Alsmadi, M., Mansour , O., & Al-Shalabi , E. (2022). Metacognitive Awareness of STEAM Education among Primary Stage Teachers in Jordan. Journal of Turkish Science Education, 19(4), 1171-1191.

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