Abstract
The aim of this study is to explore the effect of STEM-based learning on metacognitive thinking and identify the relationship between metacognitive thinking and decision-making in a sample of public-school students in Palestine. The quasi-experimental design and the descriptive correlational design were used. The study's results indicate statistically significant differences and in favor of the post-application of the decision-making scale, which point to the positive effect of the applied program. The most important recommendations is to conduct studies on the effectiveness of the STEM approach on the development of other types of thinking, such as logical, geometric, and creative thinking.
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