برنامج تدريبي قائم على معايير العلوم للجيل التالي (NGSS) لتنمية الفهم العميق ومهارات الاستقصاء العلمي والجدل العلمي لدى معلمي العلوم في المرحلة الابتدائية = A Training Program Based on the next Generation Science Standards (NGSS) to Develop Deep Understanding and Scientific Inquiry Skills and Scientific Argumentation among Primary School Science Teachers

2017 ◽  
pp. 21-111
Author(s):  
سحر محمد عبد الكريم
Keyword(s):  
Training Program ◽  
Science Teachers ◽  
Scientific Inquiry ◽  
Deep Understanding ◽  
School Science ◽  
Next Generation Science Standards ◽  
Science Standards ◽  
Inquiry Skills ◽  
Scientific Inquiry Skills ◽  
Primary School Science

scholarly journals Teaching evolution in U.S. public middle schools: results of the first national survey

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Glenn Branch ◽  
Ann Reid ◽  
Eric Plutzer
Keyword(s):  
Middle School ◽  
Science Teachers ◽  
School Science ◽  
Middle School Science ◽  
Next Generation Science Standards ◽  
High School Biology ◽  
Science Standards ◽  
Biology Teachers ◽  
Class Time ◽  
Middle School Science Teachers

Abstract Background Despite substantial research on the teaching of evolution in the public high schools of the United States, we know very little about evolution teaching in the middle grades. In this paper, we rely on a 2019 nationally representative sample of 678 middle school science teachers to investigate how much time they report devoting to evolution and the key messages they report conveying about it, using this information to assess the state of middle school evolution education today. Throughout these analyses, we provide comparative data from high school biology teachers to serve as a baseline. Results We find that, compared to high school biology teachers, middle school science teachers report themselves as less well-equipped to teach evolution, devoting less class time to evolution, and more likely to avoid taking a stand on the scientific standing of evolution and creationism. We show that middle school science teachers with extensive pre-service coursework in evolution and in states that have adopted the Next Generation Science Standards are more likely to report devoting more class time to evolution. Similarly, we show that middle school teachers in states that have adopted the Next Generation Science Standards and who are newer to the profession are more likely to report themselves as presenting evolution as settled science. Conclusion Our findings suggest avenues for the improvement of middle school evolution education through teacher preparation and public policy; in addition, a degree of improvement through retirement and replacement is likely to occur naturally in the coming years. More generally, our results highlight the need for further research on middle school education. Our broad statistical portrait provides an overview that merits elaboration with more detailed research on specific topics.

scholarly journals The Awareness of Cyber Security in Distance Learning

2021 ◽  
Vol 22 (2) ◽  
pp. 1-9
Author(s):  
Manal Ibrahim
Keyword(s):  
Distance Learning ◽  
Training Program ◽  
Science Teachers ◽  
Cyber Security ◽  
School Science ◽  
Security Awareness ◽  
First Semester ◽  
Quasi Experimental ◽  
The One ◽  
Primary School Science

The present paper aims to investigate the effectiveness of a training program in improving the awareness of cyber security in distance learning among female primary school science teachers in the Kingdom of Saudi Arabia. To achieve the study objectives, the researcher used the quasi-experimental approach based on the one-group experimental design; the study tool was the cyber security awareness scale. The sample consisted of 30 teachers. The pre-application of the cyber security awareness scale was performed, then teachers were trained on the proposed program during the first semester of 2020–2021. At the end of the experiment, the post-scale was conducted. The results show that there are statistically significant differences between the mean scores of the teachers in the pre- and post-application phases of testing of the cyber security awareness scale for the sake of the post application. These differences indicate the degree of effectiveness of the suggested training program. A number of recommendations are suggested in light of the obtained results.

scholarly journals An Examination of the #NGSSchat Storify Database

2020 ◽  
Author(s):  
Conrad Borchers ◽  
Joshua Rosenberg ◽  
Christian Fischer
Keyword(s):  
Science Teachers ◽  
Professional Learning ◽  
Curriculum Reform ◽  
The United States ◽  
Next Generation Science Standards ◽  
Learning Activities ◽  
Science Standards ◽  
Educational Stakeholders ◽  
Synchronous Chat ◽  
Selection Of

Teachers frequently use Twitter to engage in professional learning activities. A prominent example of teachers’ use of Twitter for such purposes is evident within the #NGSSchat community, which encouraged synchronous (at the same time) conversations between teachers and other educational stakeholders regarding the Next Generation Science Standards (NGSS) curriculum reform in the United States. Notably, #NGSSchat moderators archived the chats via the Storify platform, which has subsequently been used by researchers to understand science teachers’ professional learning activities on Twitter. However, what has not been established is the representativeness of this archive of #NGSSchat tweets. In other words, whether those who archived #NGSSchat content selected only a (potentially biased) selection of tweets is as yet unknown. Thus, in this study, we examined the Storify #NGSSchat database and compared it with raw data requests using the Twitter API. We found that the synchronous chats most data was adequately achieved. Contrarily (but as anticipated given what distinguishes the #NGSSchat community-synchronous conversations), the Storify #NGSSchat database did not capture most data outside these synchronous chat sessions. Importantly, we did not find an indication of systematic content- or user-driven tweet exclusion within the synchronous NGSS chat sessions on Storify, suggesting that the #NGSSchat archive via Storify (and potentially others like it) may be used by researchers for most research-related purposes.

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