scholarly journals Physics teachers' attitudes towards using Polya`s strategy for solving physics problems at Post Basic Education in Sultanate of Oman: اتجاهات معلمي الفيزياء نحو استخدام استراتيجية بوليا لحل المسائل الفيزيائية بمرحلة التعليم ما بعد الأساسي بسلطنة عُمان

2019 ◽  
Vol 3 (29) ◽  
Author(s):  
Ahmed Humaid Al- Badri, Hamed Said Ali Al- Jabri
Keyword(s):  
Basic Education ◽  
Correlation Coefficients ◽  
Teaching Experience ◽  
Physics Teachers ◽  
Positive Attitudes ◽  
Study Results ◽  
Teachers Attitudes ◽  
The Stability ◽  
High Degree ◽  
Physics Problems

This study aimed to identify Physics teachers' attitudes towards using Polya`s strategy for solving physics problems at Post Basic Education stage. To achieve the objectives of the study, a direction measurement was built to identify the degree of physics teachers' attitudes towards using Polya`s strategy. The measurement consisted in its final form of (34) statements. The sincerity of arbitrators of study tool was calculated and the correlation coefficients of the measurement statements was (0.567- 0.802). The stability of scales was also calculated by applying it on an exploratory sample and the reliability coefficient was (0.87) which is a high index of relevance to achieve objectives of the study.  A descriptive approach was used to achieve the objectives of the study and the study population consisted of all physics teachers at Post Basic Education of Al Batinah North and Muscat Governorates in the academic year 2016/2017.A representative sample was chosen in a random way; the study sample was (41) male and female physics teachers of Post BE stage and the study tool was applied on them. The study results indicated that the average sample study of physics teachers' attitudes towards Polia strategy on a full scale was (3.76), which is a high degree level according to the standard of correcting performance on study tool which is a higher degree than the acceptable level educationally (3.5); that is due to the physics teachers of the importance of Polia strategy in developing skills of solving physics problems for learners. The results of the study indicated also that there were no statistically significant differences in the physics teachers' attitudes towards using Polya`s strategy in solving physics problems in Post BE, according to the variables of gender, scientific qualification and teaching experience. The researchers attribute that to the modernity of this strategy for physics teachers and the presence of a real desire from physics teachers to develop their teaching skills in solving physics problems in grade 11 and 12 (Post Basic Education The study recommended the need for paying attention to the development of physics teachers' skills in Polya strategy with its four(4) steps in teaching and solving physics problems at Post BE, and continuing work to raise awareness level and positive attitudes among physics toward Polya strategy and its importance in solving physics problems process.    

scholarly journals EFL Teachers’ Awareness, Practices and Challenges of Teaching English Communicatively in Oman Post Basic Education Schools

2019 ◽  
Vol 7 (3) ◽  
pp. p289
Author(s):  
Amira Al Sawafi ◽  
Dr. Salma Al Humaidi ◽  
Dr. Abdo Mohamed Al Mekhlafi
Keyword(s):  
Basic Education ◽  
Teaching Experience ◽  
Communicative Language Teaching ◽  
Actual Practice ◽  
Teaching English ◽  
Perceived Knowledge ◽  
Item Questionnaire ◽  
Efl Teachers ◽  
Low Levels ◽  
High Degree

This study investigated the perceived knowledge and actual practice of Communicative Language Teaching (CLT) among post basic education teachers in Omani schools, along with the influence of gender and length of teaching experience years on teachers’ practice of this approach. It also explored the different challenges faced by teachers when implementing CLT. A total of 122 EFL Omani teachers took part in this study. The respondents completed the following: (1) a twenty-five item questionnaire concerning CLT principles; and (2) a questionnaire regarding the challenges of CLT. The results revealed that Omani EFL teachers have a high degree of awareness of the principles of CLT. However, they practice this approach at a moderate level, while their gender and length of teaching experiences have little impact on their actual practice of this approach. The findings further indicated that the implementation of CLT in Omani classrooms is hindered by: (1) teachers’ lack of training in CLT; (2) lack of time to prepare communicative activities; (3) students’ low levels of proficiency in English; (4) large class sizes; and (5) difficulties assessing the linguistic aspects of the language. This resulted in the drawing up of a number of recommendations.

scholarly journals Pre-Service Teachers’ Attitudes Towards Including Students with Moderate Learning Difficulties in Mainstream Schools in the Context of Kuwait

2020 ◽  
Vol 13 (2) ◽  
pp. 11
Author(s):  
Alenezi Nouf ◽  
Alqallaf Bader ◽  
Zainab Abbas
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Basic Education ◽  
Learning Difficulties ◽  
College Of Basic Education ◽  
Positive Attitudes ◽  
Provision Of Services ◽  
Teachers Attitudes ◽  
Attitudes Towards Inclusion

Inclusive education has become a global trend in the provision of services for students with disabilities. While attitudes towards inclusion have been studied widely in some countries, little research in this area has been conducted in Kuwait. This study responds to this need by researching pre-service teachers’ attitudes towards inclusive education. This study examined Kuwaiti pre-service teachers’ attitudes towards including students with Moderate Learning Difficulties (MLD) in general education classrooms. Questionnaires were distributed to 452 Kuwaiti pre-service male and female teachers at the College of Basic Education. Several factors, such as teachers’ knowledge, were found to be related to pre-service teachers’ attitudes towards inclusion. The results of the study indicated that, overall, Kuwaiti pre-service teachers hold positive attitudes towards inclusion.

scholarly journals Iranian EFL Teachers’ Attitudes towards Critical Pedagogy

2016 ◽  
Vol 6 (1) ◽  
pp. 110
Author(s):  
Nazanin Kamali Sarvestani ◽  
Mortaza Yamini
Keyword(s):  
Critical Pedagogy ◽  
Reliability And Validity ◽  
Teaching Experience ◽  
Experienced Teachers ◽  
Academic Experience ◽  
Educational Approach ◽  
Positive Attitudes ◽  
Significant Difference ◽  
Efl Teachers ◽  
Teachers Attitudes

<p>Critical pedagogy (CP) is a new educational approach that aims to remove social and political injustice and tries to help learners question and challenge oppression. This approach that derives its interest from critical theory has entered the field of research in recent years. In line with this trend, the present study aimed at investigating Iranian EFL teachers’ attitudes towards the application of critical pedagogy, taking into account teachers’ teaching experience and academic background. To this end, a Likert scale questionnaire developed by Tabatabaei (2013) was administered to 99 Iranian EFL teachers teaching at different institutes in Shiraz. The reliability and validity of the questionnaire were recalculated. As far as the validity of the scale was concerned, it was established through factor analysis and the reliability of the questionnaire was checked through Cronbach’s alpha. Statistical procedures, namely, descriptive statistics, independent samples <em>t-</em>test, and two-way ANOVA were applied. The findings of the study revealed that the EFL teachers mostly agree with the application of critical pedagogy. No significant difference was found between novice and experienced teachers' attitudes towards the principles of critical pedagogy. Furthermore, the results indicated that there was no significant relationship between teacher's academic experience and their views regarding critical pedagogy. However, as their teaching experience increased, they developed positive attitudes towards CP.</p>

scholarly journals “Frozen Up Like an Ice Cube!”: The Influence of Situated Learning on Pre-Service Teachers' Cultural and Linguistic Awareness

2020 ◽  
Author(s):  
Omran Akasha
Keyword(s):  
Situated Learning ◽  
Learning Experience ◽  
Cultural Knowledge ◽  
Great Opportunity ◽  
Teachers Perceptions ◽  
Diverse Classrooms ◽  
Positive Attitudes ◽  
Study Results ◽  
Culturally Diverse Families ◽  
Teachers Attitudes

The overall goal of this study was to explore the influence of situated learning experiences on pre-service teachers' perceptions and understandings of their future Arab students. This study investigated in part the interaction between culturally diverse families and pre-service teachers. It also explored changes in pre-service teachers’ attitudes and knowledge, their perceived applications of the situated experience to their future teaching, and the families’ reactions to this experience. Twelve Arab families volunteered to host 25 pre-service teachers as participants of this study. Results showed that the situated learning experience helped the pre-service teachers develop their cultural knowledge as well as learn about Arab families, Arab culture, and their future classrooms. The study concluded that the experience helped the pre-service teachers gain new knowledge, positive attitudes, and some ideas for their future diverse classrooms. It offered a great opportunity for families to explore how important it is to meet with teachers and it also empowered pre-service teachers with some powerful authentic experiences including meeting the family, sharing their knowledge, exploring their understandings, and discussing and comparing their knowledge with each other.

scholarly journals Relationship between Teachers’ Attitudes and Utilization of Instructional Materials in Pre-Primary Schools in Kenya

2020 ◽  
Vol 2 (1) ◽  
pp. 92-104
Author(s):  
Joseph K Waigera ◽  
Maureen Mweru ◽  
Lucy Ngige
Keyword(s):  
Primary School ◽  
Significant Relationship ◽  
Primary Schools ◽  
School Teacher ◽  
Instructional Materials ◽  
School Level ◽  
Primary School Teacher ◽  
Positive Attitudes ◽  
Study Results ◽  
Teachers Attitudes

The purpose of this research was to establish whether there was a significant relationship between teachers’ attitudes and levels of utilization of instructional materials (IM) in Pre-Primary Schools in Kenya. The study adopted the Ecological Systems Theory by Urie Bronfenbrenner. The study used a cross-sectional survey research design and data were collected through self-administered questionnaires. A sample of 164 teachers comprising of 76.2% females and 23.8% males participated in the study. Results established that 86.4% of the teachers had positive attitudes towards the instructional practice. In terms of utilization of instructional materials, the researchers determined that 62.1% of the respondents achieved high levels while 37.9% attained low levels of utilization of instructional materials across the Early Childhood Development Education (ECDE) activity areas. The Chi-Square results revealed that there was a statistically significant relationship between teachers’ attitudes and utilization of instructional materials (χ2 = 4.094; d.f.= 2; p = 0.043). Further analysis using the regression test revealed that there was a statistically significant relationship between teachers’ positive attitudes and levels of utilization of instructional materials (β =0.516; p = 0.001). These findings established that teachers who had positive attitudes attained higher levels of utilization of instructional materials in their classrooms compared to their counterparts who had negative attitudes. Therefore, it was concluded that teachers’ attitudes were a significant factor in promoting the utilization of instructional materials in ECDE activities. This implies that a positive attitude is an important attribute of a pre-primary school teacher. Therefore, there is a need to inculcate positive attitudes towards the utilization of instructional materials among teachers during pre-service and in-service training sessions to promote the best practices in instruction at the pre-primary school level.

scholarly journals Technology in the Teaching of Mathematics: An Analysis of Teachers’ Attitudes during the COVID-19 Pandemic

2020 ◽  
Vol 3 (2) ◽  
pp. 92-102
Author(s):  
Eliseo Perante Marpa
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Attitude Scale ◽  
Department Of Education ◽  
Teaching With Technology ◽  
Learning And Teaching ◽  
Use Of Technology ◽  
Positive Attitudes ◽  
Study Results ◽  
Teachers Attitudes

One of the most significant events of the 21st century is the birth of modern technologies, specifically the development of electronic digital computers. Much more with the emergence of the new normal education, this technology's impact on science and business is very rampant. It is already affecting the educational enterprise in significant ways. Thus, the researcher conducted a study on teachers’ attitudes toward using technology in mathematics teaching the COVID-19 pandemic. The researcher used the descriptive methodology utilizing the adopted Mathematics and Technology Attitude Scale administered to the randomly selected participants to address this problem. The study results show that the attitudes of the mathematics teachers toward using technology in terms of behavioral engagement and confidence with technology are positive while strongly positive in terms of affective engagement. Results also indicate that male and female teachers differ significantly in their attitudes toward using technology in mathematics teaching. Males exhibit better attitudes than females. Along this line, it can be deduced that the use of technology in mathematics teaching bears relevance and significance to the mathematics teachers because they develop positive attitudes toward it. The study suggests that the Department of Education should undertake programs to enhance mathematics teachers' competencies and attitudes in using technology, considering the new modality of learning. Likewise, it is suggested that mathematics teachers should develop and strengthen a positive attitude towards learning and teaching with technology.

scholarly journals Difficulties Facing the Integration of Students with Disabilities from the Viewpoint of Workers in Integrated Schools in Riyadh, Saudi Arabia

2022 ◽  
Vol 12 (1) ◽  
pp. 297
Author(s):  
Nabil S. Almalki
Keyword(s):  
Saudi Arabia ◽  
Students With Disabilities ◽  
Teaching Experience ◽  
Point Of View ◽  
Resource Room ◽  
Positive Attitudes ◽  
Evaluation Strategies ◽  
Study Results ◽  
The Disabled ◽  
Integrated Schools

The study aimed to identify the nature of the difficulties facing the inclusion of students with disabilities from the viewpoint of workers in integrated schools in Riyadh, Saudi Arabia, and identify the differences in those difficulties that are due to the variables (job title, gender, scientific qualification, specialization, years of teaching experience). It also aimed to identify the most challenging categories of disability to integrate into regular classes and identify the proposals of workers in integration schools to overcome the difficulties facing inclusion. The study population consisted of all workers in the integration schools that contain grades (1-10) and contain an educational counselor and students with disabilities, where a representative sample of (179) workers in these schools was selected. The researcher used a questionnaire to classify the difficulties within four dimensions: resources learning (equipment, means and methods, and curriculum). Next is evaluation and its contents of classroom evaluation strategies and activities, then qualification of educators, and finally awareness and trends; the tool contains (39) items. The study results showed no formal evaluation strategies in place for students with disabilities, and there is awareness and positive attitudes towards integrating students with disabilities, in addition to the presence of a resource room and a special education teacher to help support students with disabilities. Furthermore, there is a lack of educational evaluation tools for the disabled category, which the Ministry circulates in the field when evaluating them and setting achievement tests. Results also showed that teachers do not consider individual differences between students; besides insufficient training received by teachers to deal with students with disabilities, the inclusion of students with disabilities helps to form healthy social relationships with others.The researcher recommended some recommendations such as determining the criteria for inclusion of students with disabilities in integrated schools, increasing the number of resource rooms, conducting studies similar to this study to examine the difficulties facing the integration of the disabled in the integration schools from the point of view of the parents, the disabled, and the relevant institutions.   Received: 2 September 2021 / Accepted: 10 November 2021 / Published: 3 January 2022

scholarly journals Relationship between Iranian EFL Teachers' attitudes towards Iranian ''Prospect'' series and their TKT

2017 ◽  
Vol 7 (1) ◽  
pp. 18-33
Author(s):  
Behnam Noormohammadi
Keyword(s):  
High School ◽  
Significant Relationship ◽  
Teaching Experience ◽  
Structured Interview ◽  
P Value ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
English Textbooks ◽  
Teachers Attitudes ◽  
Strongly Agree

Abstract This study aimed 1) to explore Iranian EFL teachers’ attitudes towards the different aspects of the English textbooks prospect used at the first three grades of high school in Iran 2) to probe any relationship between the teachers 'attitudes towards prospect series and their TKT level. A questionnaire and a structured interview were utilized as instruments in this research. The questionnaire was structured in 3 units: The first unit was intended to record the respondents’ demographic information such as their age, sex, field of study, university, and teaching experience; the second unit including 24 items was intended to discover the respondents’ level of TKT; and the third unit including 28 items was designed to elicit the teachers’ attitudes towards the current high school textbooks. This questionnaire of attitude was designed in the form of Likert scale including strongly disagree, disagree, slightly disagree, agree, slightly agree and strongly agree. The data of the study were collected through administering the questionnaire to 80 teachers from Amol, Isfahan and Tehran. Also, semi-organized interviews have been carried out with twelve teachers selected from the eighty to cross-check the results of the study. Due to the rate of the absence, seventy of them completed the questionnaire. After administering questionnaire, the data were analyzed descriptively and inferentially. The results of the Pearson Chi 2 and Fisher's Exact p-value were respectively o.516 and 0.642.  Since they are above %0.05, we can conclude that there is no significant relationship between Iranian EFL Teachers' attitudes towards the Book series ''Prospect'' taught in Iran's Schools and their TKT.  The results indicated that a) the participants had positive (high) attitudes towards the English series Prospect b) There is not any significant relationship between the teachers’ positive attitudes towards the new text books and their TKT level. Keywords: Iranian EFL teachers, attitude, textbooks, TKT.

scholarly journals An International Comparison of Pre-service Teacher Attitudes towards Inclusive Education

2007 ◽  
Vol 27 (4) ◽  
Author(s):  
Chris Forlin ◽  
Umesh Sharma ◽  
Tim Loreman
Keyword(s):  
Teacher Training ◽  
Inclusive Education ◽  
Close Contact ◽  
Teaching Experience ◽  
Demographic Variables ◽  
Confidence Levels ◽  
Positive Attitudes ◽  
Training Institutions ◽  
Practical Experiences ◽  
Teachers Attitudes

education of pre-service teachers in teacher training institutions in four different countries: Australia, Canada, Hong Kong, and Singapore. Using the Attitudes Towards Inclusive Education Scale (Wilczenski, 1995) and a series of demographic variables, this study concludes that pre-service teachers' attitudes towards inclusive education differ between countries across three factors which have been labeled academic and physical, social, and behavioral. Pre-service teachers in this sample are most positive about including students with social concerns. An examination of the items in this factor revealed that these issues, such as shyness, would rarely require immediate intervention and large amounts of extra time and effort on the part of the teacher in the same way that the behavior factor would, which rated low in terms of positive attitudes internationally. Demographic variables which can be emphasized by teacher training institutions such as close contact with a person with a disability, training, teaching experience, knowledge of policy and law, and confidence levels, all had a significant impact on attitudes. This paper argues that teacher training institutions should consider for inclusion in their programs practical experiences with inclusive education in positive and supportive environments, opportunities for students to experience success and reflection, and academic content regarding knowledge of policy and law relating to inclusive education.

REMOVAL OF HEAVY METAL Cr (II), Ni (II), Cu (II), Zn (II), Cd (II), Pb (II) IONS FROM AQUEOUS SOLUTION BY MENTHA PIPERITA EXTRACT

2020 ◽  
pp. 15-20
Author(s):  
Ersin Yucel ◽  
Mine Yucel
Keyword(s):  
Aqueous Solution ◽  
Metal Ions ◽  
High Efficiency ◽  
Correlation Coefficients ◽  
Langmuir Model ◽  
Mentha Piperita ◽  
Freundlich Model ◽  
Biosorption Capacity ◽  
Peppermint Extract ◽  
The Stability

In this study, the usage of the peppermint (Mentha piperita) for extracting the metal ions [Mg (II), Cr (II), Ni (II), Cu (II), Zn (II), Cd (II), Pb (II)] that exist at water was investigated. In order to analyze the stability properties, Langmuir, Freundlich, Temkin and Dubinin-Radushkevich isotherms were used at removing the metal ions and the highest correlation coefficients (R2) were obtained at Langmuir isotherm. Therefore, it is seen that the Langmuir model is more proper than the Freundlich model. However, it was found that the correlation coefficients of removing Ni and Cd is higher at Freundlich model than Langmuir and low at Dubinin-Radushkevich isotherm. It is established that the biosorption amount increase depends on the increase of biosorbent and it can be achieved high efficiency (95%) even with small amount (0.6 mg, peppermint extract) at lead ions. It is also determined that the peppermint extracted that is used at this study shows high biosorption capacity for metal ions and can be used for immobilization of metals from polluted areas.

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