ممارسات الاستقصاء العلمي الأصيل لدى طلاب الدبلوم المهني في ضوء مدخل STEM و استعدادهم لتطبيقها مستقبليا في دروس العلوم

الملخص EN

The research aimed to investigate the reflection of a proposed program based on the STEM approach on the level of performance and understanding of authentic scientific inquiry practices among students of the professional diploma, Department of Chemistry, Faculty of Education, Tanta University, and their readiness to apply them in science lessons in the future.

the research is based on one of the mixed research approach designs; the simultaneous triangulation design.

A scale was used to estimate the level of performance of authentic scientific inquiry practices, a self-report card for the level of understanding of authentic scientific inquiry practices, and a measure of future readiness to apply authentic scientific inquiry practices in science lessons.

The research sample consisted of 16 professional diploma students at the academic year 2019-2020, the results revealed that students have achieved a “high” level of general performance, a “high” level of general understanding of authentic scientific inquiry practices, as well as the degree of general readiness for future application was high among students of the research sample.

The results also revealed a correlation between the level of understanding and performance of the practices and the degree of readiness to implement them in the future, meaning that the practices that achieved a “high” level of understanding achieved a “high” performance level as well as a “high” readiness level, and the practices that achieved a “medium” level of understanding achieved "Medium and low" performance, as well as "low" readiness.

the research recommended that teaching method courses should include appropriate opportunities for an in-depth understanding of authentic scientific inquiry practices to raise their level of performance and then the degree of readiness to apply them in science classes.

The research suggested designing a program for preparing STEM teachers in Faculties of Education.