Date of Defense
13-4-2026 2:30 PM
Location
Microsoft Teams
Document Type
Dissertation Defense
Degree Name
Doctor of Philosophy in Special Education
College
College of Education
Department
Special and Gifted Education
First Advisor
Ahmed Hamdan
Keywords
Space Science, Enrichment Programs, Gifted Students, STEAM Curriculum
Abstract
This study examines the impact of a Space Science Enrichment Program grounded in Science, Technology, Engineering, Arts, and Mathematics (STEAM) education and designed for gifted secondary students in the Elite and Advanced Science Streams of UAE government schools. Informed by problem-based learning, project-based learning, and design thinking frameworks, the program aimed to enhance students' content knowledge, academic achievement, and design thinking and problem-solving skills. Over a two-month period, students participated in blended online and face-to-face theoretical and practical sessions introducing space science topics such as satellite missions and applications, CubeSats, rocket motion, thermal and vibration simulations, 3D modelling, and additive manufacturing. An explanatory sequential mixed-methods design was employed, with quantitative data used to measure learning outcomes and qualitative data used to explain the processes underlying these outcomes. Quantitative results indicated statistically significant improvements in students' content knowledge and academic achievement following program participation. Gender-related differences were observed in some outcomes, with girls demonstrating higher post-test and project performance scores. Qualitative findings explained these results by highlighting the role of experiential, design-based learning in supporting conceptual understanding, learning transfer, and the development of problem-solving and design thinking skills. Differences in engagement, collaboration, and learning strategies emerged as key factors shaping students' learning experiences. This study contributes to the literature on gifted education and STEAM enrichment by providing empirical evidence on the effectiveness of space science–based enrichment programs and offering insights into curriculum-aligned, experiential learning within the UAE context.
Included in
The Impact of the Space Science STEAM Enrichment Program on Grade 11 and 12 Gifted Students' Content Knowledge, Design Thinking, and Problem-Solving Skills in the United Arab Emirates
Microsoft Teams
This study examines the impact of a Space Science Enrichment Program grounded in Science, Technology, Engineering, Arts, and Mathematics (STEAM) education and designed for gifted secondary students in the Elite and Advanced Science Streams of UAE government schools. Informed by problem-based learning, project-based learning, and design thinking frameworks, the program aimed to enhance students' content knowledge, academic achievement, and design thinking and problem-solving skills. Over a two-month period, students participated in blended online and face-to-face theoretical and practical sessions introducing space science topics such as satellite missions and applications, CubeSats, rocket motion, thermal and vibration simulations, 3D modelling, and additive manufacturing. An explanatory sequential mixed-methods design was employed, with quantitative data used to measure learning outcomes and qualitative data used to explain the processes underlying these outcomes. Quantitative results indicated statistically significant improvements in students' content knowledge and academic achievement following program participation. Gender-related differences were observed in some outcomes, with girls demonstrating higher post-test and project performance scores. Qualitative findings explained these results by highlighting the role of experiential, design-based learning in supporting conceptual understanding, learning transfer, and the development of problem-solving and design thinking skills. Differences in engagement, collaboration, and learning strategies emerged as key factors shaping students' learning experiences. This study contributes to the literature on gifted education and STEAM enrichment by providing empirical evidence on the effectiveness of space science–based enrichment programs and offering insights into curriculum-aligned, experiential learning within the UAE context.