scholarly journals Difficulties in Allying Formative Assessment in Science Curriculum from Science Teachers' Point of View

2009 ◽  
Vol 10 (02) ◽  
pp. 147-166 ◽  
Author(s):  
Thuraiya H. Al-Rashdi ◽  
Abdullah K. Ambusaidi
Keyword(s):  
Formative Assessment ◽  
Science Teachers ◽  
Science Curriculum ◽  
Point Of View

scholarly journals Obstacles of using the science lab from the point of view of the science teachers of the high basic stag in Mafraq directorate: معيقات استخدام مختبر العلوم من وجهة نظر معلمي العلوم للمرحلة الأساسية العليا في قصبة المفرق

2019 ◽  
Vol 3 (29) ◽  
Author(s):  
Suhaila Suleiman Al- shregee
Keyword(s):  
Science Teachers ◽  
Science Curriculum ◽  
Point Of View ◽  
Significance Level ◽  
First Semester ◽  
Periodic Maintenance ◽  
Scientific Experiments ◽  
Study Population ◽  
School Laboratory ◽  
Safety Procedures

  The study was designed to identify the obstacles of using the science lab from the point of view of the science teachers of the high basic stage in Al- Mafraq directorate. The study followed the descriptive method and the questionnaire was applied as a data collection tool. The study community was formed from all teachers of science for the high primary stage in the province of Mafraq during the first semester 2018/2019, The sample of the study was randomly selected by 40% of the original study population. The results showed that the obstacles of using the science lab came in a medium degree from the point of view of the sample of the study and there were no statistically significant differences at the significance level of 0.05 = α attributable to the type or qualification or years of experience. And the study recommended the provision of schools by laboratories that suit the numbers of students in the schools, the need to provide the laboratory with specialized teacher in each school laboratory, to provide the school laboratories with the appropriate tools and methods for the science curriculum, periodic maintenance of laboratories, training of teachers on scientific experiments and safety procedures and general maintenance in the laboratory    

scholarly journals Difficulties of Teaching Scientific Concepts among Basic Students from the Point of View of Science Teachers in Irbid Governorate: صعوبات تدريس المفاهيم العلمية لدى طلبة المرحلة الأساسية من وجهة نظر معلمي العلوم في محافظة إربد

2020 ◽  
Vol 4 (13) ◽  
Author(s):  
Hoda Atemah Al-Masry
Keyword(s):  
Science Teachers ◽  
Point Of View ◽  
Scientific Concepts ◽  
Curriculum Content ◽  
Educational Qualification ◽  
Basic Stage ◽  
Training Courses ◽  
Level Of Significance ◽  
The Impact

This study aimed to investigate the difficulties of teaching scientific concepts among students of the basic stage from the point of view of science teachers in Irbid governorate through applying to a sample of (56) teachers. And. A study tool has been developed consisting of (24) paragraphs, each of which represents one of the difficulties of learning the concept. The tool has been verified and verified. The study reached the following results: The difficulties of learning scientific concepts were moderate, and there were no statistically significant differences at the level of significance ( = 0.05) in the difficulties of learning scientific concepts from the point of view of science teachers attributed to the impact of sex and educational qualification. The researcher recommended a number of recommendations, the most important of which were: Reviewing the content of science books so that the number of scientific concepts contained in the curriculum content is reduced in order not to overwork the student by memorizing a large number of scientific concepts, and holding training courses for science teachers in order to train them on how to choose methods Appropriate teaching to teach scientific concepts.

scholarly journals Determining the Concept of Organic Agriculture Perceptions of Pre-service Classroom and Science Teachers Using Phenomenographic Method

2019 ◽  
Vol 9 (1) ◽  
pp. 188
Author(s):  
Tülay Dizikisa ◽  
Pınar Ural Keleş
Keyword(s):  
Data Collection ◽  
Science Teaching ◽  
Science Teachers ◽  
Organic Agriculture ◽  
Science Curriculum ◽  
Service Science ◽  
Classroom Teachers ◽  
Data Collection Tool ◽  
Phenomenographic Method ◽  
Structured Questionnaire

This study was carried out to determine the perceptions of pre-service classroom and science teachers related to theconcept of organic agriculture. The sample of the study consisted of 85 pre-service teachers, 57 from the Department ofClassroom Teaching and 28 from the Department of Science Teaching in Ağrı İbrahim Çeçen University, in theacademic year of 2016-2017. In the study, a semi-structured questionnaire which includes the statement “To me,organic agriculture means……” was used as data collection tool. In this study, the organic agriculture perceptions ofthe pre-service teachers were determined under five main categories. The ratio of 'natural agriculture, which has thehighest percentage among these categories, is 41% among the pre-service classroom teachers while this ratio is 65%among pre-service science teachers. It is among the recommendations of the study that the subjects related to organicagriculture are removed from the elective courses and placed in the science curriculum.

scholarly journals Technology Driven Differentiated Instruction in Science Teaching

2019 ◽  
Vol 11 (2) ◽  
pp. 15
Author(s):  
Mohammed S. Al-rsa’i ◽  
Mohammed F. Shugairat
Keyword(s):  
Differentiated Instruction ◽  
Science Teaching ◽  
Content Knowledge ◽  
Science Teachers ◽  
Analytical Approach ◽  
Science Curriculum ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Learning Patterns ◽  
Use Of Technology

This study aimed to investigate how to implement Differentiated instruction in Science teaching by using technology. The analytical approach was used and the results showed that technology enhanced Differentiated instruction because of the diversity of technology tools and programs. Moreover, the use of technology in Differentiated instruction requires the hiring of (TPACK) model (Technological Pedagogical content Knowledge) regarding the interrelationship between content, teaching and technology. Technology also helps in applying Differentiated instruction of Science through identifying students’ interests, and the degree of readiness, along with the appropriate learning patterns for each of them. The study recommends training science teachers how to implement the Differentiated instruction by using technology, and sensitize them to (TPACK) model increasing opportunities of including this model in the science curriculum.

Experience with a physiology workshop for high school and college teachers.

1990 ◽  
Vol 258 (6) ◽  
pp. S11
Author(s):  
D C Randall ◽  
J Engelberg ◽  
B A Jackson ◽  
K A Ogilvy ◽  
W R Revelette ◽  
...  
Keyword(s):  
High School ◽  
Science Teachers ◽  
Science Curriculum ◽  
Gifted Students ◽  
The United States ◽  
School Science ◽  
High School Science ◽  
College Teachers ◽  
Laboratory Equipment ◽  
Integrative Physiology

Science education in the United States at all academic levels is widely perceived to need direct assistance from professional scientists. The current dearth of quality applicants from this country to medical and graduate schools suggests that our existing undergraduate and high school science curriculum is failing to provide the necessary stimulus for gifted students to seek careers in the health sciences. Recognizing the need to become more directly helpful to high school and college science teachers, members of the faculty of the Department of Physiology and Biophysics at the University of Kentucky College of Medicine held a 5.5-day Physiology Summer Workshop during June, 1989. Participants included 25 college teachers from Kentucky and 5 other states plus 22 Kentucky high school teachers. The presence of the two levels of educators provided communication about curricular concerns that would be best addressed by mutual action and/or interaction. Each day's activities included morning lectures on selected aspects of organ system and cellular physiology, a series on integrative physiology, and afternoon laboratory sessions. The laboratory setting allowed the instructor to expand on principles covered in lecture as well as provided the opportunity for in-depth discussion. A selection of evening sessions was presented on 1) grants available for research projects, 2) obtaining funds for laboratory equipment, and 3) graduate education in physiology.

scholarly journals Formative Assessment: Revisiting the territory from the point of view of teachers

2011 ◽  
Vol 46 (2) ◽  
pp. 247-265 ◽  
Author(s):  
Joëlle Morrissette
Keyword(s):  
Elementary School ◽  
Formative Assessment ◽  
Elementary School Teachers ◽  
Point Of View ◽  
School Teachers ◽  
Know How ◽  
Group Interviews

This research documented the know-how of five elementary-school teachers regarding formative assessment, working from their point of view on the question. Group interviews gave them the opportunity to negotiate their “ways of doing things,” by revisiting and elaborating upon assessment episodes that had been previously identified on classroom videotapes. An interactionist analysis served to describe the territory of formative assessment according to the range of their formal and informal “ways of doing things.”

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