دور المعلمين في تحقيق بيئة تعليمية استكشافية آمنة لرعاية الطلاب الموهوبين بمدارس"STEM" للعلوم و التكنولوجيا

الملخص EN

This study aimd to identify the role of teachers in achieving a safe, exploratory learning environment to nurture gifted students in STEM schools of science and technology and the extent to which this role differs according to academic qualification (Bachelor-postgraduate studies), gender (males-females), experience, and attendance of training courses.

From the teachers' point of view, the research sample was intentionally formed from all the gifted teachers who teach in these new type of schools, and their number reached (137) male and female teachers by (75) male, (62) female teachers in (11) schools in several governorates, These are all gifted schools established by the Egyptian Ministry of Education so far, and the results showed that the role of teachers in achieving a safe exploratory learning environment for the care of gifted students in “STEM” schools of science and technology from the teachers' point of view was generally high, as it came after building positive emotional relationships and developing multiple intelligences and productive habits of mind are in the first order, followed by the exploratory academic climate, then dimension psychological counselling, support and motivate students, and in the fourth and final order dimension public health and the equipment needed to implement ideas, as well as the results showed that there were statistically significant differences at the 0.01 significance level in achieving that role in the two dimensions (exploratory academic climate, public health field, and provision of equipment and materials needed to implement ideas) due to the difference in academic qualifications and differences in favour of the postgraduate group, as well as differences in achieving that role in all the sub-dimensions are due to the difference of gender, and the differences were in favour of females, as well as differences found according to the difference in experience and the differences in all cases were in favour of the higher experience group, and that the role of teachers in achieving this environment was increasing with the increase in years of experience.