Dr. Ali Khaled Bawaneh

University of Bahrain, Muhammed Jaber Al-Ansari College for Teachers, Bahrain

Associate Professor

Email: [email protected]

Qualifications

2008-2011 Ph.D., Science (STEAM) Education, University Science Malaysia Penang, Malaysia

2002-2004 Master, Science Education, Hashemite University Zarqa, Jordan

2000-2002 High Diploma, (PGDE) Teaching Science, Yarmouk University Irbid, Jordan

1994-1998 Bachelor of Physics, Yarmouk University Irbid, Jordan

Publications (Selected)

1. Bawaneh, A., Al-Hattami, A., M. Alghazo, Y., M. Al-Salman, S., & S. Abusini, B. (2026). Understanding the role of STEM in promoting social and emotional learning: A study of teacher awareness in Jordan. Qubahan Academic Journal, 6(1), 662–675. https://doi.org/10.48161/qaj.v6n1a2296

2. Bawaneh, A. (2026). The effectiveness of using the play-based learning strategy in enhancing the concept of mechanical energy for fifth-grade students. International Journal of Advanced Multidisciplinary Research and Studies. https://doi.org/10.62225/2583049X.2026.6.1.5847

3. Bawaneh, A., et al. (2026). STEM teachers are future educators: The effectiveness of the STEM approach in preparing cycle-one teachers and their perceptions towards the approach. EURASIA Journal of Mathematics, Science and Technology Education, 22(3), Article em2791. https://doi.org/10.29333/ejmste/18066

4. Mahmoud, E., & Bawaneh, A. K. (2025). Best practices of effective classroom management strategies supported by digital ICT in higher education. International Journal of Evaluation and Research in Education (IJERE), 14(3), 2337–2345. https://doi.org/10.11591/ijere.v14i3.32178

5. Bawaneh, A., Salman, S., Salem, T., & Altarawneh, A. (2025). AI shaping the future of education: Science and math teachers' satisfaction level and motivating factors towards integrating artificial intelligence in teaching and learning. International Journal of Information and Education Technology, 15(3), 496–509. https://doi.org/10.18178/ijiet.2025.15.3.2261

6. Bawaneh, A. (2026). The effectiveness of the 5Es strategy in enhancing students' learning of electrical circuit design. American Journal of Science Education Research, AJSER-291. https://doi.org/10.71010/AJSER-2026-e291

7. Bawaneh, A., Al-ghazo, Y., Rababh, B., & Al-Hattami, A. (n.d.). The satisfaction level of science and mathematics teachers with their school principals as resident supervisors in enhancing students' learning. Journal of Research in Mathematics, Science, and Technology Education.

8. Al-Hattami, A., & Bawaneh, A. (2024). The effect of lesson study approach on developing teachers' reflective thinking as a self-assessment tool. International Journal of Evaluation and Research in Education (IJERE), 13(5). https://doi.org/10.11591/ijere.v13i5.29354

9. Bawaneh, A., Al-Salman, S., Rababh, B., & Al-ghazo, Y. (2024). Science and math teachers' satisfaction level towards the electronic educational supervision. International Journal of Information and Education Technology, 14(3). https://doi.org/10.18178/ijiet.2024.14.3.2059

10. Bawaneh, A., & Al-Salman, S. (2023). Design thinking in enhancing students' understanding and motivation toward learning physics. In International Virtual Conference 2023: New Trends in Teaching and Learning Science and Mathematics, University of Qatar.

11. Bawaneh, A., & Namshan, M. (2023). Design thinking in science education: Enhancing undergraduate students' motivation and achievement in learning biology. International Journal of Information and Education Technology, 13(4). https://doi.org/10.18178/ijiet.2023.13.4.1846

12. Bawaneh, A., & Malkawi, I. (2021). STEM faculty members' perspectives and challenges towards distance learning and virtual classes during COVID-19 outbreak. Turkish Online Journal of Distance Education. https://doi.org/10.17718/tojde.958068

13. Bawaneh, A., Al-Salman, S., & Rababh, B. (2022?). Does distance teaching of science and mathematics meet teachers' expectations? Science and mathematics teachers' perceptions, attitudes, and challenges of distance education. EURASIA Journal of Mathematics, Science and Technology Education. https://doi.org/10.29333/ejmste/13810

14. Bawaneh, A., & Al-Salman, S. (2021). Continuing education during COVID‑19 crisis: Students' interest in distance learning using electronic platforms and challenges they faced. International Journal of Lifelong Education. https://doi.org/10.1080/02601370.2021.1874554

15. Malkawi, I., Bawaneh, A., & Bawa'aneh, M. (2021). Campus off, education on: UAEU students' satisfaction and attitudes towards e-learning and virtual classes during COVID-19 pandemic. Contemporary Educational Technology, 13(1), ep283. https://doi.org/10.30935/cedtech/8708

16. Bawaneh, A., & Moumene, A. (2020). Flipping the classroom for optimizing undergraduate students' motivation and understanding of medical physics concepts. EURASIA Journal of Mathematics, Science and Technology Education, 16(11), em1899.

17. Bawaneh, A. (2021). The satisfaction level of undergraduate science students towards using e-learning and virtual classes in exceptional condition; COVID‑19 crisis. The Turkish Online Journal of Distance Education, 22(1), 52-65.

18. Bawaneh, A. (2020). Science teachers' satisfaction level of professional development programs in enhancing their teaching practices. Journal of Talent Development and Excellence, 12(3s), 1848-1865.

19. Bawaneh, A. (2020). A proposed program for professional development of beginner science teachers in light of recent global trends (Descriptive and analytical study according to Delphi approach). International Journal of Innovation, Creativity and Change, 12(12), 419-443.

20. Bawaneh, A., Moumene, A., & Aldalalah, O. (2020). Gauging the level of reflective teaching practices among science teachers. International Journal of Instruction, 13(1), 695-712.

21. Bawaneh, A. (2019). The extent of physics teachers employed active teaching methods in their classrooms (From teachers' perspectives). International Journal of Innovation, Creativity and Change, 10(8), 56-74.

22. Aldalalah, O., Waleed, Z., Bawaneh, A., & Wafa. (2019). Effect of augmented reality and simulation on the achievement of mathematics and visual thinking among students. International Journal of Emerging Technologies in Learning (iJET), 14(18), 164-185.

23. Bawaneh, A. (2019). The effectiveness of using mind mapping on tenth grade students' immediate achievement and retention of electric energy concepts. Journal of Turkish Science Education, 16(1), 123-138.

24. Al-Shurman, B., & Bawaneh, A. (2018). Attitudes of faculty members and students towards the use of the learning management system in teaching and learning. Turkish Online Journal of Educational Technology (TOJET), 17(3), 1-15.

25. Bawaneh, A., Ahmad Nurulazam, Salmiza, S., & Abdul Ghani A. (2012). The effects of Herrmann whole brain teaching method on students motivation towards science learning. Journal of Turkish Science Education (TUSED), 9(3), 3-22.

26. Bawaneh, A., Ahmad Nurulazam, Abdul Ghani Abdullah, & Salmiza, S. (2012). The effects of a brain based teaching method on students' conceptual change of electricity. Eurasian Journal of Physics and Chemistry Education, 4(2), 79-96.

27. Bawaneh, A., Ahmad Nurulazam, Salmiza, S., & Abdul Ghani, K. A. (2011). The effect of teaching method and students' preferred learning styles based on Herrmann whole brain model on conceptual understanding in science. Western Anatolian Journal of Educational Sciences.

28. Bawaneh, A., Abdul Ghani A., & Khoo Y. Y. (2011). Jordanian students' thinking styles based on Herrmann whole brain model. International Journal of Humanities and Social Science, 1(9), Special Issue.

29. Bawaneh, A., Ahmad Nurulazam, & Salmiza, S. (2011). The effect of the Herrmann whole brain teaching method on students' understanding of the principles of electric current. European Journal of Physics Education, 2(2), 1-22.

30. Bawaneh, A., Ahmad Nurulazam, & Salmiza, S. (2010). Investigating students' preferable learning styles based on Herrmann's whole brain model for the purpose of developing new teaching method in modifying science misconceptions. *Educational Research (ISSN: 2141-5161), International Research Journals, 1*(9), 363-372.

31. Bawaneh, A., Ahmad Nurulazam, & Salmiza, S. (2010). Radical conceptual change through teaching method based on constructivism theory for eight grades Jordanian students. The Journal of International Social Research, 3(14), 363-372.

32. Bawaneh, A., Ahmad Nurulazam, & Salmiza, S. (2010). Harmonization of educational output with the labor market: Tenth grade Jordanian students thinking styles based on Herrmann model and the relationship with track choice for the secondary school level. The International Academic Research Journal, 2(2), 43-50.

33. Bawaneh, A., Ahmad Nurulazam, & Salmiza, S. (2010). The relationship between tenth grade Jordanian students' thinking styles based on the Herrmann whole brain model and their track choice for the secondary school level. European Journal of Social Sciences, 14(4), 567-580.

34. Bawaneh, A., Ahmad Nurulazam, & Ghazali, M. (2010). The effective of conflict maps and the V-shape teaching method in science conceptual change among eight-grade students in Jordan. International Educational Studies, 3(1), 96-108.

35. Baz, T., & Bawaneh, A. (2008). The effect of using conflict maps as an instructional tool in changing alternative conceptions of eight grade students in science in the Hashemite Kingdom of Jordan. The Educational Journal, University of Kuwait, 87(22), 149-189.

Personal Websites:

https://scholar.google.com/citations?user=EZpASY8AAAAJ&hl=en

https://www.researchgate.net/profile/Ali_Bawaneh