درجة توافر الممارسات العلمية و الهندسية المتوافقة مع معايير العلوم للجيل القادم NGSS في أداء معلمي العلوم بالمرحلة المتوسطة

الملخص EN

The Degree of Availability of Scientific and Engineering Practices Aligned to NGSS in the Performance of Science Teachers of Intermediate Stage

The study aimed at defining the degree of availability of scientific and engineering practices aligned to NGSS in the performance of science teachers of intermediate stage in Makkah Al-Mukarramah, based on teachers' academic qualification, years of experience, and specialization.

The study used a mixed method: a questionnaire and an interview.

The questionnaire consisted of (64) indicators that measure the degree of availability of eight scientific and engineering practices in the performance of science teachers from the perspective of (77) male teachers who were randomly chosen from science teachers in intermediate schools, whereas the interview consisted of (8) questions and (5) educational supervisors, who were randomly selected as well, were interviewed.

The results showed a very high degree of availability of "asking questions and defining problems" in the performance of the teachers.

Four major practices had high degree of availability: "analyzing and interpreting data", "constructing explanations and designing solutions", "planning and carrying out investigations" and "obtaining, evaluating and communicating information".

The results also showed a medium degree of availability of three scientific and engineering practices: "developing and using models", "using mathematics and computational thinking", and "engaging in arguments from evidence".

The results of the data analysis of the interviews with the educational supervisors were consistent with the results of the questionnaire in certain practices, but they varied in others.

The results also showed that there were statistically significant differences in the degree of availability of these practices in the performance of science teachers attributed to the academic qualification in favor of teachers who have graduate degrees, and attributed to the years of experience in favor of teachers with more years of experience in two practices: "asking questions and identifying problems" and "obtaining, evaluating and communicating information" while there were no statistically significant differences attributable to teachers' specialization.

The study also presented some recommendations and Suggested research.